基于营销学4C 理论的成人工作场所学习

工作场所学习相对于其他成人学习方式而言具有目标明确、形式多样、效果明显等优势,已成为成人学习的一种重要方式并日益受到重视。营销学的4C理论由消费者、成本、便利和沟通四个基本要素构成,对于开辟成人工作场所这一“新疆域”,促进工作场所学习的大力发展具有理论指导和实践操作价值。基于此,应从满足双方需求、降低物质和精神成本、提供各种便利条件以及有效沟通四个方面促进成人工作场所学习。     

职场排斥对知识型员工工作行为的影响:一个中介-调节的模型

通过实证研究了职场排斥、组织支持感和自我效能感对我国知识型员工角色内、外行为的影响机理。结论表明:职场排斥对员工角色内和角色外行为都具有直接负向的显著影响;组织支持感在职场排斥与员工角色内行为和角色外行为间关系起到部分中介作用;自我效能感调节在职场排斥与员工角色内行为和角色外行为间关系起到调节作用。     

入学准备问题视点探析

近十多年来,入学准备问题已经成为国内外研究者和教育实践工作者关注的热点领域,但人们的视角和观点不同。文章试从入学准备的价值、内容、途径入手对其进行探析,以更科学地认识入学准备问题。认为入学准备具有促进儿童适应和发展的本体价值,并具有衍生的社会政治经济价值;入学准备要从儿童的身体、社会性、学习态度、语言、认知与知识学习几方面进行;通过幼儿园、小学、家庭和社区的共同努力使儿童成为＂准备好的儿童＂。     

服务型领导对员工工作行为的影响——以工作满意感为中介变量

以315份问卷调查数据为研究对象,运用SPSS17．0和LISREL8．70实证研究了服务型领导与工作满意感、组织公民行为、工作场所偏离行为之间的关系以及工作满意感在这些关系中的中介作用。结果表明,服务型领导对工作满意感、组织公民行为有显著的正向影响,对工作场所偏离行为有显著的负向影响。并且,工作满意感在服务型领导与组织公民行为的关系中起到部分中介作用,在服务型领导与工作场所偏离行为的关系中起到完全中介作用。     

Relations between early family risk, children's behavioral regulation, and academic achievement

This study examined relations among early family risk, children's behavioral regulation at 54 months and kindergarten, and academic achievement in first grade using data on 1,298 children from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development. Family risk was indexed by ethnic minority status, low maternal education, low average family income from 1 - 54 months, and high maternal depressive symptoms from 1 - 54 months. Results of structural equation modeling indicated that minority status, low maternal education, and low family income had significant negative effects on reading, math, and vocabulary achievement in first grade. Modest indirect effects were also found from ethnicity, maternal education, and maternal depressive symptoms, through 54-month and kindergarten behavioral regulation to first-grade achievement. Discussion focuses on the importance of behavioral regulation for school success especially for children facing early risk.     

An exploration of organization dissent and workplace freedom of speech among young professional intra-urban migrants in Shanghai

This study explores the factors influencing the dissent behavior and perceptions of workplace freedom of speech among young Chinese professionals who are intra-urban migrants. It attempts to grasp the role of the Chinese household registration system, referred to as Hukou, in migrants’ professional and everyday life. Fourteen interviews were conducted with young, well-educated intra-urban migrants who possessed middle-income jobs but did not possess a Shanghai registration (Hukou). This study reveals that traditional Confucian values are significant in shaping Chinese migrant workers’ expressions of dissent and perceptions of workplace freedom of speech. Findings from this study demonstrate that further attention to professional migrants is warranted to understand their unique position in Chinese society. Internal migration is a global phenomenon particularly prominent in developing countries. This study is an attempt to shed light on internal migrant’s social and organizational life in developing economies.     

职场排斥与反生产行为:状态自控和心理资本的作用

采用问卷调查法,以中部地区企业组织的356组主管-员工配对数据为样本,基于自我控制资源视角考察了中国组织情境下职场排斥对员工反生产行为的影响,以及状态自控和心理资本在以上关系中所起的中介和调节作用。结构方程模型分析结果表明:职场排斥对员工的组织反生产行为和人际反生产行为均具有显著正向影响;职场排斥通过状态自控的中介效应影响员工的组织反生产行为和人际反生产行为;心理资本对职场排斥与状态自控之间的关系具有正向调节效应,员工的心理资本水平越高,职场排斥对状态自控的负向影响越强,进而对员工的反生产行为产生更大的负面效应。研究结果为组织预防和控制职场排斥引起的员工反生产行为提供了有价值的理论依据和可行的解决思路。     

Action learning and executive education: achieving credible personal,practitioner and organisational learning

Action learning involves balancing the often conflicting forces between working knowledge and academic knowledge. This paper explores the experience of executive learners; academics and external contributors involved in action learning at the postgraduate level. The executive learners are members of cohorts on two masters programmes based in Ireland. The programmes adopt an action learning methodology. Action learning supports a reflective culture for the executive learners and an enriched understanding of their workplace. The challenges associated with action learning are explored. The understanding of best practice in the facilitation of action learning for executive learners is enriched for practitioners and academics. The use of narrative structuring provides an insight into the reality of action learning for executive learners. If action learning is to be successfully integrated into executive education, then there needs to be high levels of communication, commitment and trust between the executive learners; academics and external contributors.     

职场思维的特征与优势

职场思维与学校中的思维在主体、功能、动机、工具、方式、结果以及环境等方面均存在着本质区别。与学校中的思维相比,职场思维具有一系列的优点,包括针对真实的情境与问题、灵活省力等;高级思维、社会思维、关键性思维能力、分布式思维以及非正式思维在职场中也能得到较好发展。研究职场思维不仅有利于提高工作成效,还可以为学校课堂教学改革提供借鉴。     

The Case for a Middle School College Readiness Index: Rejoinder to Lazowski,Barron, Kosovich,and Hulleman and Mattern,Allen, and Camara

This rejoinder provides a reply to comments on a middle school college readiness index, which was devised to generate earlier and more nuanced readiness diagnoses to K‐12 students. Issues of reliability and validity (including construct underrepresentation and construct‐irrelevant variance) are discussed in detail. In addition, comments from Lazowski et al. and Mattern et al. provide a useful summary of areas where more college readiness research is needed. This rejoinder elaborates on those essential next steps, including deploying readiness indicators in school settings. Advances in the measurement of noncognitive skills will require more validity research using more contemporary data from authentic school settings. Still, the middle school college readiness index is a promising proof of concept, demonstrating the utility of diverse, early measures to support targeted, timely interventions.