人力资源管理论文.docx

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