1) organizational learning capacity
组织学习力
1.
From the point of view of systematic dynamics, three models, system learning model, model of improving systematic functions and model of eliminating learning disability, are supposed to explore how to improve organizational learning capacity.
组织学习力是企业竞争的核心要素,是企业竞争能力的体现。
2.
Under the rapid change of environment, improving the organizational learning capacity of universities is the basic way to develop continuously, when they are faced with a lot of new opportunitie.
在急速变化的社会环境中,大学组织面临诸多新的机遇和挑战,提升大学组织学习力已成为高校组织保持持久发展力的根本所在,是高校组织不断走向卓越的一种新的管理理念和基本模式。
2) organizational learning ability
组织学习能力
1.
Effective organizational learning ability is very important for increasing competitiveness of enterprises.
良好的组织学习能力对于提升企业的竞争力至关重要。
3) organizational learning capability
组织学习能力
1.
Empirical study on the relationship between organizational learning capability and firm performance;
组织学习能力与企业绩效关系实证研究
2.
A study on the relationship among CEOs' leadership behavior,organizational learning capability,and organizational performance
领导行为、组织学习能力与组织绩效关系研究
4) the motivation of organizational learning
组织学习动力
1.
This paper reviewed the literature of the motivation of organizational learning,and classified three types of the motivation of organizational learning studies,namely,micro-restoration research,transition research and tension research on the motivation of organizational learning.
评论性地回顾了组织学习动力研究的相关文献,梳理出组织学习动力研究的三种视角,即组织学习动力的微观还原研究;组织学习动力的转换研究;组织学习动力的张力研究。
5) organizational learning motivations
组织学习动力
1.
The paper studies the effects of organizational traits(ownership and professional systems) on organizational learning motivations.
本文探讨了组织特性(所有制和行业性质)对组织学习动力的作用。
6) learning organizing ability
学习组织能力
1.
San Li” education means teachers’ systematic influence on the combination of students’ learning motivation, learning organizing ability and learning perseverance, development of the combination’s effect, and promotion of self learning ability, so as to turn students gradually into the ones who learn conscientiously, scientifically and efficiently.
“三力”教育是指教师对学生有计划地将学习动力、学习组织能力和学习毅力三者组合搭配 ,施加系统影响 ,发扬其合效功能 ,促进自我学习能力发展 ,使学生逐渐成为自觉学习、科学学习和优效学习的人。
补充资料：学习型组织的组成要素
学习型组织的组成要素：
一、建立共同愿景（Building Shared Vision）：愿景可以凝聚公司上下的意志力，透过组织共识，大家努力的方向一致，个人也乐于奉献，为组织目标奋斗。
二、团队学习（Team Learning）：团队智慧应大于个人智慧的平均值，以做出正确的组织决策，透过集体思考和分析，找出个人弱点，强化团队向心力。
三、改变心智模式（Improve Mental Models）：组织的障碍，多来自于个人的旧思维，例如固执己见、本位主义，唯有透过团队学习，以及标杆学习，才能改变心智模式，有所创新。
四、自我超越（Personal Mastery）：个人有意愿投入工作，专精工作技巧的专业，个人与愿景之间有种「创造性的张力」，正是自我超越的来源。
五、系统思考（System Thinking）：应透过资讯搜集，掌握事件的全貌，以避免见树不见林，培养综观全局的思考能力，看清楚问题的本质，有助于清楚了解因果关系。
说明：补充资料仅用于学习参考，请勿用于其它任何用途。
参考词条