人力资源管理论文.docx
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人力资源管理论文.docx
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人力资源管理论文
CourseName:
HumanResourceManagement
Topic:
EmployeeJobPerformanceAppraisal
Name:
蔡星宇
Class:
英语082
StudentNumber:
204080227
SubmittingDate:
June22nd
Score:
一(30%)
二(30%)
三(20%)
四(10%)
五(10%)
百分制得分
按比例得分
总评分
Abstract
Thisarticleexamineshowgroupslearn,conditionsthataffectlearning,andinterventionstoimprovethelearningprocess.Adaptivegrouplearningisreacting
almostautomaticallytostimulitomakeminorchangesinprocessandoutcome.Generativegrouplearningisproactivelearningformastery.Transformativegrouplearningisreconstructingmeaningandfundamentallychangingthewaythegroupoperates.Pressuresandopportunitiesintheenvironmentandgroupreadinessstimulateandsupportthesedifferenttypesoflearning.Groupleaders,members,andhumanresourceprofessionalswhofacilitate,coach,andprovideresourcesfordevelopmentcanapplythisknowledgetodiagnosegroupconditionsandencouragecontinuouslearning.
Keywords:
grouplearningprocess;stimuliforlearning;readinesstolearn,adaptivelearning;generativelearning;transformativelearning
Contents
Abstract1
Chapter1.AboutGroupLearningprocess3
1.1.Introduction3
1.2.DefinitionofTheGroupLearningProcess4
1.3.StimuliforLearning4
1.4.ReadinesstoLearn5
Chapter2.ThreeDifferentMeansofLearning7
2.1.AdaptiveLearning7
2.2.GenerativeLearning8
2.3.TransformativeLearning9
Chapter3.CasestudyandSummary11
3.1.CaseExample11
3.2.CaseSummary12
Chapter4.Discussion13
4.1.Abouttheeffect13
Chapter5.Conclusion15
5.1.Conclusionremarks15
Chapter6.Appendix17
6.1.NOTES17
6.2.REFERENCES17
Chapter1.
AboutGroupLearningprocess
1.1.Introduction
Understandinggroupprocessisanimportantpartofhumanresourcemanagementbecausesomuchofworkinorganizationsgetsdoneingroups.Groupsbringtogetherindividualswithdifferentknowledge,expertise,andfunctionstodiscussissues,produceoutcomes,andmakedecisions.Humanresourcemanagersoftenhavearoleinadvisingororganizingthesegroups,possiblyselectingmembers,settingagendas,coachingthegroupleader,facilitatinggroupprocess,anddesigninglearninginterventions,whenneeded.Groupslearnastheydotheirwork.Agroup’sabilitytolearnallowsthegrouptohandleunpredictableworksituations,copewithemergenciesorcrises,manageinteractionsacrossgroupboundaries,reduceoravoidworkstress,solveproblemscreatively,andperformnewtasks,technologies,andprocedures.Astheywork,somegroupslearnhigh-performingstrategies.Othergroupslearnstructuresorinteractionpatternsthatleadtoburnout.Stillotherslearnhowtoperformtheminimalamountofworknecessarytoavoidattractingattentionfromthelargerorganization.Thisarticleconsidershowgroupleaders,facilitators,andgroupmemberscanhelpgroupslearninwaysthatareeffectiveforthegroupitself,fortheindividualmemberswithinthegroup,andforthelargerorganization.
Thearticlemakesseveralcontributionstotheresearchliterature.Byextendingexistinglearningtheories,wedistinguishbetweenadaptive,generative,andtransformativelearning.Thisdistinctionprovidesalanguagefordescribinggrouplearningandforcomparinglearningprocessesacrossdifferentgroupsandbetweenindividual,group,andorganizationallevelsofanalysis.Thisarticlealsoprovidesaframeworkforunderstandingtheevolutionofgrouplearningovertime.Finally,wepresentdiagnosticmethodsandinterventionsthathumanresourceprofessionals,trainers,groupfacilitators,andgroupleaderscanusetopromotegrouplearninginrelationtopressuresandopportunitiesintheenvironmentandthegroup'sreadinesstolearn.
1.2.DefinitionofTheGroupLearningProcess
Grouplearninghasbeendefinedinseveralways.Forinstance,ithasbeenviewedasanaggregateofindividuallearning.Accordingtothisview,grouplearningoccurswhenindividualgroupmemberscreate,acquire,andshareuniqueknowledgeandinformation.Grouplearninghasbeenviewedasaprocessforeffectingchangeininteractionsasmembersacquire,share,andcombineknowledge;testassumptions;discussdifferencesopenly;formnewroutines;andadjuststrategiesinresponsetoerrors.Anotherviewusestheideaofthegroupasasystem.Thisperspectiveportraysgrouplearningasadynamicsysteminwhichlearningprocesses,theconditionsthatsupportthem,theindividualsinthegroup,andthegroup“behaviours”changeasthegrouplearns.Inthisvein,Kaslandcolleaguessuggestedthatgroupsprogressfromfragmented,individualisticbehaviorstosynergistic,group-as-a-wholeinteractionsthatfostercontinuouslearning.Similarly,grouplearninghasbeenviewedasacycleofactivities,includingreflectivecommunication,experimentation,andknowledgecodification.Theconsequenceofgrouplearningmaybeachangeingroupprocessandperformanceinresponsetosalientstimuli.Thischangemaybemanifestintheinnovationofnewormodificationofexistinggroupinteractionpatterns,capabilities,andgoal-directedactivities.
Inlinewithaprocessandsystemsview,wedefinegroupcontinuouslearningasadeepeningandbroadeningofthegroup’scapabilitiesin(re)structuringtomeetchangingconditions;addingandusingnewskills,knowledge,andbehaviors;andbecominganincreasinglysophisticatedsystemthroughreflectionofitsownactionsandconsequences.Continuouslearningingroupsandorganizationsisanongoingcyclethatincludesrecognitionoftheneedtolearn,motivationtolearn,learningexperiences,andapplications.
1.3.StimuliforLearning
Asgroupswork,theyactwithinacomplexenvironmentthatbombardsthemwithcontinuousinformation.Groupsneedtopickandchoosewhattheynoticeoutofthiscontinuousflow,ortheymaybecomeoverloadedwithinformation.Learningstimuliarepressures,demands,challenges,andopportunitiesthatariseinternallyfromgroupleadersormembersorexternallyfromtheenvironment.Thesestimuliaffectthegroup'sworksuchthatthegroupcannotcontinuetoworkinthesamewayandbesuccessful.Forexample,problemsorobstaclesmaybeproductionbreakdowns,miscommunications,orresourceconstraints.Newcompetitorsandsuppliersmayposechallenges.Newtechnologiesforproductsortaskproductionmaybeopportunities.Individualsinthegroupmayseeopportunities,orcreatethem,andencouragethegrouptorespond.Theseeventsmayoccurevenwithoutexternalpressures.Learningstimulivaryinstrengthaswellassource.Forinstance,groupmembersmaybeforcefulinexpressingtheirideasandimplementingnewinitiativesthatcausethegrouptolearnandchange.Othertimes,groupmembersmaysuggestideasornewdirectionswithlittleconvictionorefforttoconvincethegrouptochange.Anexecutivewhooverseesagroupmayimposeatightdeadlineordifficultgoalwithstiffconsequencesfornotmeetingit.Alternatively,theexecutivemaymakeasuggestionthatthegroupcantakeorleavewithfewrepercussions.
Forcefulpressures,demands,challenges,oropportunitiesdisturbthegroup'sstatusquoandtherebystimulatelearning.Insomecases,thegroupcanrespondbymakingafairlyminorchangeinitsoperationsandinteractions.Thatis,itadapts.Inothercases,thegroupneedstolearndifferentmodesofoperation,firstacquiringnewskillsandknowledge,andthenusingthemindifferentandcreativeways.Suchagroupengagesingenerativelearningbyseekingnewskillsandinformationandthenworkingtogeneratenewwaysofinteracting.Insomecases,agroupmaybepressuredtoshiftgoals,roles,and/orinteractionsinwaysthattransformthegroupintoaverydifferententity.
1.4.ReadinesstoLearn
Readinesstolearnishowagroupcomestorecognizethatstimuliforlearningareoccurringandthatthegroupneedstochange,learnsomethinginordertoaccomplishitswork,andtoactuallymakeadecisiontotakeaction.Groupsaremorelikelytobereadytolearnwhentheyhaveappropriateboundarypermeabilityandwhentheyaresensitivetothedemandsandconcernsofotherindividuals,othergroups,andtheorganizationasawhole,andastheygrowinmaturity.Boundarypermeabilityistheeasewithwhichpeopleandresourcesmoveintoandoutofthegroup.Groupboundariesneedtobesufficientlypermeablesothatgroupscanaccesstheresourcestheyneedbutnotsopermeablethatoutsideinputoverwhelmsthegrouporthatgroupresourcesaredrainedfromthegroup(Alderfer,1980).Asgroupsmature,theyappreciateteamwork,welcomeindividualexpression,andengageinexperimentationandcollaboration.Groupmaturityisevidentinitsmembers'confidence,focusunderstress,andstronggroupidentityandcommitmenttogroupgoals.
Chapter2.
ThreeDifferentMeansofLearning
2.1.AdaptiveLearning
Adaptivelearningisreactingalmostautomaticallytostimulitomakechangesinprocessandoutcomeasacopingmechanism.Atthesimplestlevel,agroupcanchangeinreactiontoastimulusintheexternalenvironmentortofeedback.Thistypeoflearningstemsfromthebehavioristtraditionoflearningtheorists.Itismakingexistingprocessesmoreefficient.Groupsinorganizationsrespondtostimulifromtheirorganizationalsurroundings—cluesaboutchangesintheorganization’sclimate,culture,norms,policies,procedures,andrulesthatinformthemaboutthenewwaytonegotiateandgettheirworkdoneandthuschangethegroup’sbehavioraccordingly.Theyengageinaniterative,incrementalchangeprocessastheyadjusttheirtypicalbehaviorsandclarifytheirinterdependence.Howwellgroupsadapttostimuliwilldeterminetheirsustainabilityandsuccess.Somegroupsarebetteratadaptingthanothers,andgroupleadersandfacilitatorsneedtosupportadaptivelearning.Adaptationreducesor
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