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From the perspective of behavioural science, this book systematically investigates organizational learning in Chinese organizations based on multilevel theory over the past 20 years. The findings contribute to the theory and practice of organizational learning and give insights into the construction of learning organizations.
Revisiting existing studies on organizational learning, the author reconceptualises organizational learning and constructs an integrative model, which is corroborated and then supplemented by empirical research. Based on samples and materials from 3,000 managers and employees in organizations from all over China, the book further elaborates this integrative model covering the multilevel structure, trans-level functions and generative mechanisms that figure prominently in organizational learning in Chinese organizations. This framework helps enhance the organizational learning ability and the establishment of a learning culture, while offering possible directions for updating research methods and a stereoscopic theory of organizational learning.
The book will be a good reference for management practitioners, students and academics interested in organizational behaviour, human resource management, innovation management, and multilevel perspective.
List of contents
1. An Integrated Theoretical Model of Organizational Learning 2. The Multi-level Construct of Organizational Learning 3. The Trans-level Effectiveness of Organizational Learning 4. The Generative Mechanism of Organizational Learning 5. Future Trend of the Organizational Learning Research
About the author
Yu Haibo, Professor in the Department of Organization and Human Resource Management, School of Government, at Beijing Normal University, China. His research interests include organizational behaviour and human resource management such as leadership theory, organizational learning and innovation, career management, job crafting, career adaptability and employability.
Summary
From the perspective of behavioural science, this book systematically investigates organizational learning in Chinese organizations over the past 20 years. The findings contribute to the theory and practice of organizational learning and give insights into the construction of learning organizations.
