组织行为学 题目解答 请高手进

组织行为学 题目解答 请高手进

1. 库伯的学习圈理论（Learning Cycle）与四种 learning styles
大卫•库伯(David kolb)在总结了约翰•杜威(John.Dewey)、库尔特•勒温(Kurt Lewin，1890～1947)和皮亚杰经验学习模式的基础之上提出自己的经验学习模式亦即经验学习圈理论(experiential learning)。他认为经验学习过程是由四个适应性学习阶段构成的环形结构，包括具体经验，反思性观察，抽象概念化，主动实践。具体经验是让学习者完全投入一种新的体验；反思性观察是学习者在停下的时候对已经历的体验加以思考；抽象概念化是学习者必须达到能理解所观察的内容的程度并且吸收它们使之成为合乎逻辑的概念；到了主动实践阶段，学习者要验证这些概念并将它们运用到制定策略、解决问题之中去(Sugarman，1985)。学习过程有两个基本结构维度，第一个称为领悟维度，包括两个对立的掌握经验的模式：一是通过直接领悟具体经验；二是通过间接理解符号代表的经验。第二个称为改造维度，包括两个对立的经验改造模式：一是通过内在的反思；二是通过外在的行动。在学习过程中两者缺一不可。经验学习过程是不断的经验领悟和改造过程。

本题解答详见英文：

KOLB'S LEARNING CYCLE
David Kolb's Experiential Learning: Experience as the source of learning and development (1984) theorized that four combinations of perceiving and processing determine four learning styles that make up a learning cycle. According to Kolb, the learning cycle involves four processes that must be present for learning to occur:
•Activist - Active Experimentation (simulations,cases tudy,homework).
•Reflector - Reflective Observation (logs, journals, brainstorming).I
•Theorist - Abstract Conceptualization (lecture, papers, analogies).
•Pragmatist - Concrete Experience (laboratories,field work,observations).

Kolb's learning theory sets out four distinct learning styles (or preferences), which are based on a four-stage learning cycle. (which might also be interpreted as a 'training cycle'). Here are brief descriptions of the four Kolb learning styles:
•Diverging (feeling and watching - CE/RO) - These people are able to look at things from different perspectives. They are sensitive. They prefer to watch rather than do, tending to gather information and use imagination to solve problems. They are best at viewing concrete situations several different viewpoints. Kolb called this style 'Diverging' because these people perform better in situations that require ideas-generation, for example, brainstorming. People with a Diverging learning style have broad cultural interests and like to gather information. They are interested in people, tend to be imaginative and emotional, and tend to be strong in the arts. People with the Diverging style prefer to work in groups, to listen with an open mind and to receive personal feedback.
•Assimilating (watching and thinking - AC/RO) - The Assimilating learning preference is for a concise, logical approach. Ideas and concepts are more important than people. These people require good clear explanation rather than practical opportunity. They excel at understanding wide-ranging information and organising it a clear logical format. People with an Assimilating learning style are less focused on people and more interested in ideas and abstract concepts. People with this style are more attracted to logically sound theories than approaches based on practical value. These learning style people is important for effectiveness in information and science careers. In formal learning situations, people with this style prefer readings, lectures, exploring analytical models, and having time to think things through.
•Converging (doing and thinking - AC/AE) - People with a Converging learning style can solve problems and will use their learning to find solutions to practical issues. They prefer technical tasks, and are less concerned with people and interpersonal aspects. People with a Converging learning style are best at finding practical uses for ideas and theories. They can solve problems and make decisions by finding solutions to questions and problems. People with a Converging learning style are more attracted to technical tasks and problems than social or interpersonal issues. A Converging learning style enables specialist and technology abilities. People with a Converging style like to experiment with new ideas, to simulate, and to work with practical applications.
•Accommodating (doing and feeling - CE/AE) - The Accommodating learning style is 'hands-on', and relies on intuition rather than logic. These people use other people's analysis, and prefer to take a practical, experiential approach. They are attracted to new challenges and experiences, and to carrying out plans. They commonly act on 'gut' instinct rather than logical analysis. People with an Accommodating learning style will tend to rely on others for information than carry out their own analysis. This learning style is prevalent and useful in roles requiring action and initiative. People with an Accommodating learning style prefer to work in teams to complete tasks. They set targets and actively work in the field trying different ways to achieve an objective.

As with any behavioural model, this is a guide not a strict set of rules.
Nevertheless most people clearly exhibit clear strong preferences for a given learning style. The ability to use or 'switch between' different styles is not one that we should assume comes easily or naturally to many people.
Simply, people who have a clear learning style preference, for whatever reason, will tend to learn more effectively if learning is orientated according to their preference.
For instance - people who prefer the 'Assimilating' learning style will not be comfortable being thrown in at the deep end without notes and instructions.
People who like prefer to use an 'Accommodating' learning style are likely to become frustrated if they are forced to read lots of instructions and rules, and are unable to get hands on experience as soon as possible.


2.贝尔宾团队角色理论与应用

贝尔宾团队角色（Belbin Team Roles），亦被称为贝尔宾团队角色表（Belbin Team Inventory）——剑桥产业培训研究部前主任贝尔宾博士和他的同事们经过多年在澳洲和英国的研究与实践，提出了著名的贝尔宾团队角色理论，即一支结构合理的团队应该由八种人组成，这八种团队角色分别为：
1、实干家CW（Company Worker）
A 典型特征：保守；顺从；务实可靠。
B 积极特性：有组织能力、实践经验；工作勤奋；有自我约束力
C 能容忍的弱点：缺乏灵活性；对没有把握的主意不感兴趣
D 在团队中的作用：把谈话与建议转换为实际步骤；考虑什么是行得通的，什么是行不通的；整理建议，使之与已经取得一致意见的计划和已有的系统相配合
2、协调员CO（Coordinator）
A 典型特征：沉着；自信；有控制局面的能力
B 积极特性：对各种有价值的意见不带偏见地兼容并蓄，看问题比较客观
C 能容忍的弱点：在智能以及创造力方面并非超常
D 在团队中的作用：明确团队的目标和方向；选择需要决策的问题，并明确它们的先后顺序；帮助确定团队中的角色分工、责任和工作界限；总结团队的感受和成就，综合团队的建议
3 推进者 SH（Shaper）
A 典型特征：思维敏捷；开朗；主动探索
B 积极特性：有干劲，随时准备向传统、低效率、自满自足挑战
C 能容忍的弱点：好激起争端，爱冲动，易急躁
D 在团队中的作用：寻找和发现团队讨论中可能的方案；使团队内的任务和目标成形；推动团队达成一致意见，并朝向决策行动
4 智多星 PL（Planter）
A 典型特征：有个性；思想深刻；不拘一格
B 积极特性：才华横溢；富有想象力；智慧；知识面广
C 能容忍的弱点：高高在上；不重细节；不拘礼仪
D 在团队中的作用：提供建议；提出批评并有助于引出相反意见；对已经形成的行动方案提出新的看法
5 外交家 RI（Resource Investigator）
A 典型特征：性格外向；热情；好奇；联系广泛；消息灵通
B 积极特性：有广泛联系人的能力；不断探索新的事物；勇于迎接新的挑战
C 能容忍的弱点：事过境迁，兴趣马上转移
D 在团队中的作用：提出建议，并引入外部信息；接触持有其他观点的个体或群体；参加磋商性质的活动
6 监督员 ME（Monitor Evaluator）
A 典型特征：清醒；理智；谨慎
B 积极特性：判断力强；分辨力强；讲求实际
C 能容忍的弱点：缺乏鼓动和激发他人的能力；自己也不容易被别人鼓动和激发
D 在团队中的作用：分析问题和情景；对繁杂的材料予以简化，并澄清模糊不清的问题；对他人的判断和作用做出评价
7 凝聚者 TW（Team Worker）
A 典型特征：擅长人际交往；温和；敏感
B 积极特性：有适应周围环境以及人的能力；能促进团队的合作
C 能容忍的弱点：在危急时刻往往优柔寡断
D 在团队中的作用：给予他人支持，并帮助别人；打破讨论中的沉默；采取行动扭转或克服团队中的分歧
8 完美主义者 FI（Finisher）
A 典型特征：勤奋有序；认真；有紧迫感
B 积极特性：理想主义者；追求完美；持之以恒
C能容忍的弱点：常常拘泥于细节；容易焦虑；不洒脱
D 在团队中的作用：强调任务的目标要求和活动日程表；在方案中寻找并指出错误、遗漏和被忽视的内容；刺激其他人参加活动，并促使团队成员产生时间紧迫的感觉

贝尔宾团队角色理论的应用
（一）角色齐全。唯有角色齐全，才能实现功能齐全。正如贝尔宾博士所说的那样，用我的理论不能断言某个群体一定会成功，但可以预测某个群体一定会失败。所以，一个成功的团队首先应该是实干家、信息者、协调者、监督者、推动者、凝聚者、创新者和完美主义者这八种角色的综合平衡。
（二）容人短处，用人所长。知人善任是每一个管理者都应具备的基本素质。管理者在组建团队时，应该充分认识到各个角色的基本特征，容人短处，用人所长。在实践中，真正成功的管理者，对下属人员的秉性特征的了解都是很透彻的，而且只有在此基础上组建的团队，才能真正实现气质结构上的优化，成为高绩效的团队。
（三）尊重差异，实现互补。对于一份给定的工作，完全合乎标准的理想人选几乎不存在——没有一个人能满足我们所有的要求。但是一个由个人组成的团队却可以做到完美无缺——它并非是单个人的简单罗列组合，而是在团队角色上亦即团队的气质结构上实现了互补。也正是这种在系统上的异质性、多样性，才使整个团队生机勃勃，充满活力。
（四）增强弹性，主动补位。从一般意义上而言，要组建一支成功的团队，必须在团队成员中形成集体决策、相互负责、民主管理、自我督导的氛围，这是团队区别于传统组织及一般群体的关键所在。除此之外，从团队角色理论的角度出发，还应特别注重培养团队成员的主动补位意识——即当一个团队在上述八种团队角色出现欠缺时，其成员应在条件许可的情况下，能够增强弹性，主动实现团队角色的转换，使团队的气质结构从整体上趋于合理，以便更好地达成团队共同的绩效目标。事实上，由于多数人在个性、禀赋上存在着双重、甚至多重性，也使这种团队角色的转换成为可能，这一点也是为我们测试结果及实践所证实了的。

尽管可以把贝尔宾团队角色和管理团队剖面放在一起进行比较，但我们必须意识到贝尔宾团队角色代表的是一种对任务和活动实施自我管理所表现出的个人行为特征，而非个性类型或思维类型。 尽管有各种测试帮助你确定理想团队角色，但这并不代表在实践中你不能够担当其他角色。


——Karmayan整理