培训迁移的干预策略及其效果

在回顾了培训迁移的组织干预策略研究后,重点围绕培训前干预、培训中干预和培训后干预三个方面展开讨论,归纳出不同类型干预要素及其对培训迁移的影响效果,指出目前理论的局限性以及组织与个体相互作用等未来研究的方向     

培训迁移效果影响因素的初步研究

本研究通过访谈、问卷调查和现场研究等多种方法,考察了中学教师在接受一种新的教学方法培训后。组织气氛和个人特征对其迁移行为的影响。如果发现：(1)受训者对迁移气氛的知觉直接影响迁移行为发生的次数。(2)受训者对训练内容实用性的看法是影响迁移行为发生的重要环境因素,而受训者对训练内容实用性的看法会受到零反馈、自己的灵活性和自我效能的影响。(3)领导有无反馈、时间支持和同事支持等因素是区分培训迁移气氛类型的关键指标。     

儿童问题解决中的类比迁移

儿童问题解决中的类比迁移是儿童认知发展中的一个基本问题,但在儿童发展研究中却一直没有得到足够的重视。在对儿童问题解决中的类比迁移研究进行回顾和总结的基础上,特别是仔细分析最近十年里的类比迁移研究,该文总结出了儿童问题解决中类比迁移研究的发展趋势,主要包括从探讨迁移是否存在到验证迁移是一种早期能力、从关注迁移的年龄差异到关注促进迁移的有关因素、从关注迁移是否是基本能力到关注迁移的加工机制、从描述迁移技能到领域概化、从关注近迁移到关注远迁移。最后,该文对未来儿童问题解决中的类比迁移研究进行了展望     

类比迁移研究综述

该文在介绍类比迁移的概念、阶段、影响类比迁移的因素,以及研究类比迁移的意义的基础上,主要介绍了类比迁移的三个重要理论：结构映射理论、实用图式和示例理论,并对其进行简单的评价。     

类比迁移研究综述

该文在介绍类比迁移的概念、阶段、影响类比迁移的因素 ,以及研究类比迁移的意义的基础上 ,主要介绍了类比迁移的三个重要理论 :结构映射理论、实用图式和示例理论 ,并对其进行简单的评价     

数学问题类比迁移的影响因素研究

类比迁移在人类的学习中有着不可替代的地位,但学科问题类比迁移的相关研究仍不充足。本文以数学问题解决为研究对象,探讨了数学问题类比迁移的影响因素。实验研究了问题相似性、被试特点(年级、元认知监控)对数学问题类比迁移的影响。实验结果表明:源靶问题间的表面相似性是影响类比迁移的主要因素,它既促进正迁移,也容易导致负迁移;不同年级被试解决数学问题成绩差异显著;被试在解决数学问题时的实时元认知监控与该问题的解决相关显著。     

影响学习迁移的几个因素的实验研究

针对前人较多地从学习材料本身的特点或学习者的心理特点出发去孤立地考察对学习迁移的影响这一现象 ,本研究试采用代数运算材料 ,系统地探讨了学习材料的相同要素和学习者概括化认知过程两者之间的内在关系 ,并将相同要素进一步区分为表述形式相似和内在原理相似。旨在对较为复杂的认知学习中迁移的影响因素做更深入的考察。结果表明 :①概括化和相同要素对学习迁移的影响依然存在 ,但需作具体分析。其中 ,前者应成为影响学习迁移的更重要因素。②在学习材料的相同要素中 ,实质上对迁移起作用的是内在原理相似性 ;而表述形式相似性不起主要作用。③概括化因素和内在原理相似性因素之间的交互作用对学习迁移影响极大。     

基于语用负迁移外语学习应对策略研究——以语用负迁移为例

语言负迁移是外语教学中不可忽视的一个重要因素,也是外语教学研究的一个重要领域。本文简要回顾了一下语言迁移发展,介绍了文化与教学的关系和结合的必要性,对其应对策略提出了自已的解决方案,文章主要结合国内外文化教学和实践日语教学理论的研究前沿,具体列举了日语教学中各种应对语用负迁移的策略。     

远迁移产生条件的新界定

对于迁移,特别是远迁移的实验研究有很多争论。本文介绍了Barnett和Ceci提出的关于影响迁移的内容因素和线索因素两个方面的九个维度的分类学,根据这九个维度就能比较正确的预测迁移的远、近。他们认为,迁移的远近应从多维的角度进行界定,满足了远迁移的所有标准的变化就可以称之为远迁移。     

同化性迁移的认知过程的研究

本研究应用口语报告法对同化性迁移的认知过程及主要影响条件进行了探讨.结果表明,同化性迁移过程是由审题、联想、认同与赋值这四个相互联系的基本成分构成的.不同概括水平的已有经验导致了不同水平的同化性迁移,其差异表现于迁移的各成分上,尤以认同环节最为明显.     

组织氛围研究：概念测量、理论基础及评价展望

组织氛围是员工对组织环境的主观知觉。文章在回顾组织氛围研究起源、总结归纳组织氛围定义的基础上, 给出了组织氛围的新定义。组织氛围有个体、团队和组织三个分析水平, 分别对应着不同的测量方法。组织氛围与组织文化既存在区别又密不可分。组织氛围的形成机制及可能的影响因素常用社会信息加工、社会交互作用、吸引选择磨合、涌现和意义建构等理论来解释。未来研究应进一步加强对组织氛围概念、研究方法、影响因素等方面的深入探讨, 拓展组织氛围的跨文化及其差异研究。     

Dispositional resistance to change and emotional exhaustion: moderating effects at the work-unit level

Organizational change, although essential for business success, may negatively impact employees’ well-being. Based on person–environment fit theory, the authors investigate employees’ dispositional resistance to change as it impacts emotional exhaustion. Furthermore, the authors examine boundary conditions that may affect dispositional resistance to change and its influence on emotional exhaustion. They take a trait activation approach and test the moderating roles of two work-unit-level internal contextual factors: perceived organizational support and informational team climate. Using a longitudinal research design of 709 participants in 30 work units, multilevel analyses reveal that dispositional resistance to change (time 1) is positively related to emotional exhaustion (time 2). Moreover, a lack of perceived organizational support and a high informational team climate strengthen these effects. The authors conclude that organizations should offer coaching and training programmes to cope with organizational change for employees who are highly change resistant. Furthermore, personal and organizational development strategies should consider the insights gained from the study regarding internal contextual factors that moderate change management processes.     

伦理型领导、工具主义伦理气氛与员工不道德行为：内部人身份感知的调节作用

通过对379名企业员工的问卷调查,探讨伦理型领导对员工不道德行为的影响机制。结果发现：伦理型领导与工具主义伦理气氛显著负相关;组织伦理气氛在伦理型领导与不道德行为之间起部分中介作用;内部人身份感知调节了组织伦理气氛在伦理型领导与不道德行为关系的中介作用。内部人身份感知水平越高,组织伦理气氛的中介作用越强。     

Organizational Innovation Climate and Creative Outcomes: Exploring the Moderating Effect of Time Pressure

Time pressure, one of the factors of organizational innovation climate, has an inconsistent effect on employee creativity. Based on the interactional approach, this study attempted to describe time pressure as a moderator. Data were collected from two surveys of R&D employees at Taiwanese national research institutions in 2007 and 2009. The results showed that time pressure moderated the relationship between organizational innovation climate and creative outcomes. As most theorists had predicted, in a strong organizational innovation climate, time pressure hindered creative outcomes. However, as many practitioners advocate, time pressure enhanced creative outcomes in a weak organizational innovation climate. The implications in a time pressure/organizational innovation climate matrix are discussed.     

组织公正氛围的理论机制、研究视角及研究框架

组织公正是员工对工作场所公正环境的心理感知, 研究层面有个体与群体之分。以往研究多集中在个体层面, 以致研究结果缺乏对群体现象的有效解释。进入新世纪学者们开始关注群体层面的公正氛围研究, 并在理论和实证方面取得了较大突破。通过回顾相关研究可以发现：(1)在理论机制上, 公正氛围的形成可以通过社会信息加工理论、吸引-选择-磨合模型、公正传染概念和公正启发理论来解释; (2)在研究视角上, 主要存在维度视角、整体视角、感知来源视角、氛围属性视角和第三方视角; (3)在研究主题上, 主要涉及领导、团队和组织三方面对公正氛围的影响, 以及公正氛围对个体、团队和组织三个层面的影响效果。未来研究可着重从多种领导行为对不同公正氛围影响的比较、其他领导因素对公正氛围的影响、不同公正氛围对结果变量影响的比较、新视角公正氛围测量方法的尝试, 以及文化因素对公正氛围的影响研究等方面入手。     

Testing a Theory of Implementation Leadership and Climate Across Autism Evidence-Based Interventions of Varying Complexity

Prominent theories within the field of implementation science contend that organizational leaders can improve providers’ fidelity to evidence-based practices (EBPs) by using focused implementation leadership behaviors that create an organizational climate for EBP implementation. However, this work has been criticized for overreliance on nonspecific, self-report fidelity measures and poor articulation of the boundary conditions that may attenuate leadership and climate’s influence. This study tests the predictions of EBP implementation leadership and climate theory on observed fidelity to three school-based EBPs for autism that vary in complexity: pivotal response training (PRT), discrete trial training (DTT), and visual schedules (VS). Educators in kindergarten to third-grade autism support classrooms in 65 schools assessed their principals’ EBP implementation leadership and school EBP implementation climate prior to the school year. Mid-school year, trained observers rated educator fidelity to all three interventions. Expert raters confirmed PRT was significantly more complex than DTT or VS using the Intervention Complexity Assessment Tool for Systematic Reviews. Linear regression analyses at the school level indicated principals’ increased frequency of EBP implementation leadership predicted a higher school EBP implementation climate, which in turn predicted higher educator fidelity to PRT—however, there was no evidence of a relationship between implementation climate and fidelity to DTT or VS. Comparing principals whose EBP implementation leadership was ±1 SD from the mean, there was a significant indirect association of EBP implementation leadership with PRT fidelity through EBP implementation climate (d = 0.49, 95% CI [0.04, 0.93]). Strategies that target EBP implementation leadership and climate may support fidelity to complex behavioral interventions.     

中学组织气氛与教师工作满意度的相关分析

本研究在国内外相关研究的基础上,通过自编中学组织气氛量表调查分析中学组织气氛与其教师工作满意度的关系。结果表明学校组织气氛各因子与其教师工作满意度除人际关系因子外的各因子相关显著;回归分析进一步发现,学校组织气氛与教师工作满意度的工作性质、领导管理、薪水、进修晋升和物质条件等因子回归显著。     

The Influence of Predeployment Training on Coordination in Multinational Headquarters: The Moderating Role of Organizational Obstacles to Information Sharing

Coordination is critical to the success of multinational military operations and may be fostered by predeployment training. We argue that whether such training is related to a high degree of perceived coordination at the individual level is likely to depend on whether individuals experience a low degree of organizational obstacles to information sharing. We examined this using data from the North Atlantic Treaty Organization (NATO) Kosovo Force headquarters (survey: n = 131). We controlled for whether it was the participants’ first deployment, the participants’ background (military or civilian), the amount of time spent in the headquarters by participants, whether differences pertaining to culture and opinions were valued by the organization, the quality of supervisor/subordinate relationships, and the degree of national cultural obstacles to information sharing. The results showed no significant direct effects on coordination from 3 different training configurations: national training, multinational training, and a combination of national and multinational training. However, we found a negative direct effect from organizational obstacles to information sharing on coordination, and support for organizational obstacles to information sharing as negatively moderating the multinational predeployment training and coordination relationship. Qualitative interviews (n = 14) indicated that informal information sharing, and the problems exchanging information from tactical to operational levels could hinder coordination. Interventions to foster coordination could benefit from a focus on multinational training and lowering organizational obstacles to information sharing. Our findings contribute to more precisely pinpointing the types of training that are useful in multinational operations, as well as the factors upon which training transfer is contingent.