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December 31, 2004

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December 29, 2004

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December 28, 2004

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December 18, 2004

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Posted by ysk5 at 08:19 PM

December 17, 2004

¼¡ÆɤàÏÀʸ(2)

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0¡¥·×¬¤ÈÀ©¸æ12·î¹æ
# ¥»¥ó¥»¤¬Æý¸¤ÎÊÔ½¸¤ò¤Ê¤µ¤Ã¤¿¤â¤Î
1¡¥Carley(1992)
# ¥«¡¼¥ê¡¼ÏÀʸ¤ÏÈæ³ÓŪÆɤߤŤ餤¤±¤É´èÄ¥¤ì
2¡¥Brown(1991)
# ¤è¤¯¤ï¤«¤é¤ó¤¬¤±¤Ã¤³¤¦°úÍѤµ¤ì¤Æ¤¤¤ë¤Î¤Ç¤è¤ó¤Ç¤ª¤±¡¥
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Posted by ysk5 at 10:42 PM

Fiol(1985)

C. Marlene Fiol and Majorie A. Lyles, "Organizational Learning", Academy of Management Review, Vol.10, No.4, pp.803-813, 1985.

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March(1988)¤¢¤¿¤ê¤È°ì½ï¤ËÁÈ¿¥³Ø½¬¤Îή¤ì¼«ÂΤòÀâÌÀ¤¹¤ë»þ¤ËÍѤ¤¤ë¡¥

In this definition, learning consists of the debelopment of insights on the one hand and structural and other action outcomes on the other.(pp.803)
¤³¤Î·ë²Ì¡¤
As a result of this confusion, theories have referred to learning as (a) new insights or knowledge (Argyris & Schon, 1978; Hedberg, 1981); or (b) new structures (Chandler, 1962); or (c) new systems (Jelinek, 1979; Miles, 1982); or (d) mere actions (Cyert & March, 1963; Miller & Friesen, 1980); or (e) some combination of the above (Bartunek, 1984; Shrivastava & Mitroff, 1982). These phenomena are referred to as learning (Cyert & March, 1963; Jelinek, 1979); adaptation (Chakravarthy, 1982; Meyer, 1982); change (Dutton & Duncan, 1983; Mintzberg & Waters, 1982); or unlearning (Starbuck, Greve, & Hedberg, 1978). (pp.803)
²¿¤ÆÁÇŨ¤Êº®Íð¾õÂÖ¡¥

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Lower-level Learning: Focused learning that may be mere
repetition of past behaviors --- usually short term, surface,
temporary, but with associations being formed. Captures only a certain
element --- adjustments in part of what the organization does.
Single-loop. Routine level. Higher-level Learning: The developlment of
complex rules and associations regarding new actions. Development of an
understanding of causation. Learning that affects the entire
organization. Double-loop learning. Central norms, frames of reference,
and assumptions changed.
(pp.810)

Posted by ysk5 at 10:40 PM

Ë¿ÆÃÏÀ¥ì¥Ý¡¼¥È(9)

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Á°²ó¤Î¹ÖµÁÃæ¤Ë·Ð±Ä¼Ô¤ª¤è¤Óµ»½Ñ¼Ô¤Ë¤Ï¸ø¤ÎÀº¿À¤¬ÂçÀڤǤ¢¤ë¤È¤¤¤¦¤ªÏäò¤¤¤¿¤À¤¤¤¿¡¥ ¤³¤ì¤Ë¤Ä¤¤¤Æ»ä¤Ï¡¤¤ªÏäò¤µ¤ì¤Æ¤¤¤ëÁ°ÅÄÀèÀ¸¤¬¤Þ¤µ¤Ë¤´Â轤µ¤ì¤Æ¤¤¤é¤Ã¤·¤ã¤ë¤³¤È¤«¤é¤â¡¤¤Þ¤µ¤Ë¤½¤ÎÄ̤ê¤Ç¤¢¤ë¤È´¶¤¸¤ë¡¥ ¤·¤«¤·°ìÊý¤Ç¡¤¸ø¤ÎÀº¿À¤¬½ÅÍפǤ¢¤ë¤«¤é¤³¤½¡¤¼«Ê¬¤Ï·Ð±Ä¼Ô¤Ë¤Ï¤Ê¤ì¤Ê¤¤¤·¡¤Å¬¤·¤Æ¤¤¤Ê¤¤¤Ç¤¢¤í¤¦¤È¤¤¤¦»×¤¤¤ò¶¯¤¯¤¹¤ë¡¥ ¸µ·Ð±Ä¥³¥ó¥µ¥ë¥¿¥ó¥È¤ÎÇßÅÄ˾É×»á¤Ï¡¤¿Í´Ö¤ÎÀ¸¤­Êý¤Ë¤ª¤¤¤Æ¥«¥Í¤ÈÎϤȸĿÍŪ¤Ê½¼¼Â¤È¤¤¤¦3¤Ä¤ÎÍ×ÁǤΤʤ«¤Ç¡¤¤É¤ì¤òºÇ½ÅÍפǤ¢¤ë¤«¤ò¹Í¤¨¤ë¤³¤È¤¬ÂçÀÚ¤Ç ¤¢¤ë¤È¤·¤Æ¤¤¤ë¡¥¤³¤¦¹Í¤¨¤¿¤È¤­¤Ë»ä¤Ë¤È¤Ã¤Æ¡¤»ö¶È¤òÄ̤¸¤Æ¼Ò²ñ¤ËÂФ·¤Æ¶¯¤¤±Æ¶ÁÎϤò¹Ô»È¤·¤¿¤¤¤È¤¤¤¦¸ø¤ÎÀº¿À¤Ïfirst priority¤Ç¤Ï¤Ê¤¤¡¥»ä¤Ë¤È¤Ã¤Æ½ÅÍפʤΤϡ¤¸Ä¿ÍŪ¤Ê½¼¼Â¤Ç¤¢¤ê¡¤Linux¥«¡¼¥Í¥ë³«È¯¼Ô¤Î¥ê¡¼¥Ê¥¹¡¦¥È¡¼¥Ð¥ë¥º¤Î¤¤¤¦¤è¤¦¤Ë"Just for Fun"¤òÂçÀڤˤ·¤¿¤¤¤È»×¤¦¡¥¤½¤ì¸Î¡¤»ä¤Ï·Ð±Ä¼Ô¤Ë¤Ï¤Ê¤ì¤Ê¤¤¤À¤í¤¦¡¥

Posted by ysk5 at 09:51 PM

December 16, 2004

¼¡ÆɤàÏÀʸ

1¡¥Carley(1992)
# ¥«¡¼¥ê¡¼ÏÀʸ¤ÏÈæ³ÓŪÆɤߤŤ餤¤±¤É´èÄ¥¤ì
2¡¥Brown(1991)
# ¤è¤¯¤ï¤«¤é¤ó¤¬¤±¤Ã¤³¤¦°úÍѤµ¤ì¤Æ¤¤¤ë¤Î¤Ç¤è¤ó¤Ç¤ª¤±¡¥
3¡¥Lin(1995)
# DYCORP¤Î¥¢¥ì¡¥¤³¤ì¤âCarley¤µ¤ó´ØÏ¢¤Ç¤¹

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Posted by ysk5 at 10:52 PM

Mihavics(1996)

Kenneth W. Mihavics and Aris M. Ouksel, "Learning to Align
Organizational Design and Data", Computational and Mathematical
Organization Theory, Vol.1, No.2, pp.143-155, 1996.
Carley¤Î¥â¥Ç¥ë¤ò¤Á¤ç¤Ã¤ÈÊѤ¨¤Æ¤ß¤¿¤è¡¤¤ÎÏÀʸ¡¥
¥¿¥¹¥¯¤Î¥Ó¥Ã¥È¤Ë¥¦¥§¥¤¥Æ¥£¥ó¥°¤ò¤Ä¤±¤Æ¤ß¤¿¤ê¡¥
contigency map¤òºî¤Ã¤Æ¤¤¤ë¤Î¤Ï¤¤¤¿¤À¤±¤½¤¦¤Ç¤Ï¤¢¤ë¡¥
´ðËÜŪ¤Ë¤Ï»ä¤Î¥ª¥ê¥¸¥Ê¥ê¥Æ¥£¤Î¤¿¤á¤Î°ÌÃ֤Ť±¤è¤¦¤Ë»È¤¦¤È¡¥
Carley¥â¥Ç¥ë¤ò³µÀ⤷¤Æ¤¯¤ì¤Æ¤¤¤ë¡¥ÈãȽ¤â³Ú¤Ë¤Ê¤ê¤Þ¤¹¡¥

The major assumptions of Carley's model include: 1)
organizational behavior is history based (individual decision makers
learn from their own past experience to guide future decision making);
2) organizational decisions are derived from the decisions of the
boundedly rational individuals that make up the organization; 3) these
decisions do not require a consensus to be reached; 4) many problems
that need to be solved within organizations can be classified as
"quasi-repetitive integrated" decision making tasks (Carley
1992).(pp.145)

¥á¥¤¥ó¥ê¥¶¥ë¥È¡¥
While the work is still ongoing, we have discovered several
interesting phenomena. 1) Our work indicates that Carley's model of
organizational learning is a good one in that it is extensible and
produces results that have intuitive appeal. 2) The general
relationships between organizational design and learning that Carley
discovered have been corroborated, in the case of uniform weights of
evidence. 3) However, in the case of non-uniform weights, the
distribution of weights of evidence affects the performance of Majority
Teams but not Hierarchies.
(snip)
4) Both Hierarchies and Expert Teams relatively stable final
performance levels, regardless of weight distributions. 5) Expert Teams
are significantly slower in learning than either Hierarchies or
Majority Teams. These findings are summarized in Figure 6, which
represents a contigency model for choosing organizational structures
given the assumptions and parameters identified in our study.
(pp.152)

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Our future research directions include an analysis of
relevant cost factors that affect organizaitonal learning, the further
relaxation of underlying assumptions of the model (such as data
independence), and a continued push to extend the model so as to
capture additional aspects of organizational learning, especially in
terms of the effects of "shared mental models" (Kim 1993; Senge
1994).(pp.153)

Posted by ysk5 at 10:31 PM

½Ð¸ý(2004)

½Ð¸ý ¹°¡¤¡É¥¨¡¼¥¸¥§¥ó¥È¥Ù¡¼¥¹¥â¥Ç¥ê¥ó¥°¤Ë¤è¤ëÌäÂê²ò·è---¥¨¡¼¥¸¥§¥ó¥È¥Ù¡¼¥¹¼Ò²ñ¥·¥¹¥Æ¥à²Ê³Ø¤È¤·¤Æ¤ÎABM---¡É¡¤¥ª¥Ú¥ì¡¼¥·¥ç¥ó¥º¡¦¥ê¥µ¡¼¥Á¡¤Vol.33¡¤pp.161-167¡¤2004ǯ¡¥

½Ð¸ý¥»¥ó¥»¤Îʸ¾Ï¤ÏÆüËÜÅá¤Î¤è¤¦¤Ê±Ô¤µ¤È¥¹¥Ú¥¤¥ó¤Î¥«¥ë¥á¥ó¤Î¤è¤¦¤Ê¾ðÇ®¤È¤òÊ»¤»»ý¤Ã¤Æ¤¤¤ë¤è¤¦¤Ë»×¤¦¡¥

¤³¤ÎABM¤ÎȯŸ¤Î²áÄø¤Ç¤Ï¡¤¤³¤ì¤é¤Î¸¦µæ¥×¥í¥°¥é¥à¤Ï¥ª¥Ú¥ì¡¼¥·¥ç¥ó¥º¡¦¥ê¥µ¡¼¥Á(OR)¤È¸òή¤¹¤ë¤³¤È¤Ï¤Û¤È¤ó¤É¤Ê¤«¤Ã¤¿¡¥¤½¤ì¤É¤³¤í¤«¡¤¥Þ¥¯¥í¤Êµ¡ ǽÍ×·ï¤òÌäÂê¤È¤¹¤ë¥·¥¹¥Æ¥àÍýÏÀ¤È¤Î¸òή¤âɬ¤º¤·¤â½½Ê¬¤È¤Ï¸À¤¤Æñ¤¤¡¥¥Ü¥È¥à¥¢¥Ã¥×¤È¤¤¤¦¥³¥ó¥»¥×¥È¤òABM¤ä¡¤Ê£»¨Å¬±þ·Ï¤Î¸¦µæ¥×¥í¥°¥é¥à¤Ï¶¯Ä´¤¹¤ë¤¢ ¤Þ¤ê¡¤ÁÈ¿¥²½¤µ¤ì¤¿Ê£»¨À­¤Ë´Ø¤¹¤ë½¾Íè¤Î½ôÃθ«¤äµ¡Ç½Åª¤Ê»ëÅÀ¤«¤é¤Î¼Ò²ñ¤äÁÈ¿¥¤Î¥·¥¹¥Æ¥àỤ̄Êý¤È¤Î·ë¤Ó¤Ä¤­¤ò·ç¤¤¤Æ¤­¤¿¡¥ (pp.161)
ÆüËܤǤ⡤ÍÍ¡¹¤ÊÎΰè¤Ç¤³¤Î¤è¤¦¤ÊÀ¯ºö»Ø¸þ¤Î¥¨¡¼¥¸¥§¥ó¥È¥·¥ß¥å¥ì¡¼¥·¥ç¥ó¤Î»î¤ß¤¬¹Ô¤ï¤ì¤ë¤è¤¦¤Ë¤Ê¤Ã¤Æ¤­¤¿¡¥¶¦Ä̤·¤Æ¤¤¤¨¤ë¤Î¤Ï¡¤¤è¤¤OR¤Î¥â¥Ç¥ë¤¬¤½ ¤¦¤Ç¤¢¤ë¤è¤¦¤Ë¡¤¥â¥Ç¥ë¤Ï¿ôÍý¤Ç¤¢¤í¤¦¤¬¥·¥ß¥å¥ì¡¼¥·¥ç¥ó¤Ç¤¢¤í¤¦¤¬¡¤ÂоݤȤʤëÎΰèÃ챤ò½½Ê¬¤Ë»ý¤Ã¤¿¸¦µæ¼Ô¤Ë¤è¤Ã¤Æ³«È¯¤µ¤ì¤Í¤Ð¤Ê¤é¤Ê¤¤¤È¤¤¤¦¤³¤È¤Ç ¤¢¤ë¡¥¤½¤Î°ÕÌ£¤Ç¤Ï¡¤¤³¤Î¼ï¤Î¸¦µæ¥×¥í¥°¥é¥à¤Ï¡¤¥µ¥¤¥Ð¥Í¥Æ¥£¥¯¥¹¤ä¥·¥¹¥Æ¥àÍýÏÀ¡¤OR¤ÎÀµÅö¤Ê¸å·Ñ¥×¥í¥°¥é¥à¤Ç¤¢¤ë¡¥¤¿¤À¤½¤Î°·¤¦ÈϰϤ¬¤è¤ê¥½¥Õ¥È¤Ê¼Ò ²ñ¿Í´Ö¤Î¸½¾Ý¤ò´Þ¤à¤è¤¦¤Ë¤Ê¤ë¤³¤È¤¬´üÂÔ¤µ¤ì¤Æ¤ª¤ê¡¤¤½¤Î°ÕÌ£¤Ç¥½¥Õ¥È¤Ê¥¢¥×¥í¡¼¥Á¤Ë¤¿¤¤¤¹¤ë»ëºÂ¤ò¤â·ç¤¯¤³¤È¤Ï¤Ç¤­¤Ê¤¤¡¥ (pp.164)

Posted by ysk5 at 10:25 AM

December 15, 2004

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December 14, 2004

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¤¢¤È¿ʬ¤À¤±¤É»þÂå´¶³Ð¤ËÍ¥¤ì¤¿¿Í¤À¤Ã¤¿¤ó¤Ç¤¢¤í¤¦¤È»×¤¦¡¥
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¤Ü¤¯¤Ï¾Ð¤¤ÃˤΤ³¤È¤òĶ¿ÍŪ¤ÊǽÎϤòÈ÷¤¨¤¿¤Ü¤¯¤ÎÀèÁĤΤ褦¤Ê¤â¤Î¤À¤È»×¤Ã¤¿¤ê¤¹¤ë¡¥ (snip) ¤À¤¬¡¤¤½¤ÎÅö»þ¤Ü¤¯¤¬¤·¤Ê¤±¤ì¤Ð¤Ê¤é¤Ê¤«¤Ã¤¿°ìÈִο´¤Ê¤³¤È¤ÏÍÑ¿´¤Î¾å¤Ë¤âÍÑ¿´¤¹¤ë¤³¤È¤À¤Ã¤¿¡¥¤Ä¤Þ¤ê¡¤ÃãÈÖ¤ËÄ´»Ò¤ò¹ç¤ï¤»¡¤»õ¤òË᤭¡¤È±¤ò¤È¤«¤·¡¤¤É¤ó¤Êµ¾À·¤òʧ¤Ã¤Æ¤Ç¤â¤Ü¤¯¤ÎÀ¸¤Þ¤ì¤Ê¤¬¤é¤Î¤ª¤½¤í¤·¤¤¾Ð¤¤¤ò²¡¤·»¦¤¹¤³¤È¤Ç¤¢¤Ã¤¿¡¥ (pp.88)
¡Ö¤Ò¤È¤Ä¤ËÊɤ¬¤â¤¦¤Ò¤È¤Ä¤ÎÊɤ˲¿¤Æ¤¤¤Ã¤¿¤«¡©¡× (snip) ¡Ö³Ñ¤Î¤È¤³¤í¤Ç²ñ¤ª¤¦¡ª¡× (pp.135-136)

Posted by ysk5 at 10:47 PM

McKee(1992)

Daryl McKee, "An Organizational Learning Approach to Product
Innovation", Journal of Product Innovation Management, Vol.9,
pp.232-245, 1992.
ÏÀʸ¥¼¥ß¤Î¥Þ¥ë¥¿¥½Êª·ï¡¥
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¤½¤ì¤Ï¤½¤ì¤È¤·¤Æ¡¤¥á¥â¤Ï¤·¤Æ¤ª¤³¤¦¡¥
ÁÈ¿¥³Ø½¬¤ÎÄêµÁ¤¬¶¯Ä´¤¹¤ë3¤Ä¤ÎÍ×°ø¡¥
¤ï¤ê¤«¤·°ìÈÌŪ¤ÊÏäÀ¤±¤É¡¤¤Ê¤«¤Ê¤«¤·¤Ã¤«¤ê½ñ¤¤¤Æ¤¤¤ë¤Î¤Ï¾¯¤Ê¤¤¤È¡¥

Definitions of organizational learning emphasize three
factors: (1) organizational interaction with the environment; (2)
changes in organizational modeling of the environment and (3)
organizational action.
(pp.233)

¥µ¥¤¥Ð¥Í¥Æ¥£¥¯¥¹¤ÈÁÈ¿¥³Ø½¬¤òÍí¤á¤è¤¦¤Ã¤Æ¤Î¤â¡¤¤ï¤ê¤«¤·¥á¥¸¥ã¡¼¤Ê¤Ï¤Ê¤·¤À¤±¤É¤â¡¥Kim¤È¤«Espejo¤È¤«¡¥¤³¤³¤Ç¤Ò¤¤¤Æ¤¤¤ë¤Î¤ÏBeerÂçÀèÀ¸¤Ê¤ï¤±¤Ç¤¹¤¬¡¥
# ¤Ç¤âKim¤Î¤¬³Î¤«1993ǯ¤ÇEspejo¤Î¤Ï1996ǯ¤Ê¤Î¤Ç¡¤µ¤¤Å¤­¤ÎÁᤵ¤Ï¤½¤ó¤Ê¤ËÊѤï¤é¤Ê¤¤¤Î¤«¡¥
This model, adapted from Beer [8], includes four primary
elements: information inputs, a decision network, organizational norms
and technologies and product outputs. Information inputs may be
characterized in terms of the scope and depth of information obtained
from the environment. The decision network consists of the linkages
among decision makers required to reach a decision on a given issue.
Organizational norms and technologies consist of the accepted "way we
do things around here." Product outputs include the goods and services
developed and marketed by an organization. These elements may be
related through two learning "loops." "Single-loop" learning occurs
when the decision network utilizes information inputs to modify
products without changing existing organizational norms and
technologies. "Double-loop" learning involves change in organizational
norms nad technologies as well.
(pp.236)

¤³¤ÎÏÀʸ¼«ÂΤÎmain result¤Ã¤Æ¤ä¤Ä¤Ï¡¤¥¤¥Î¥Ù¡¼¥·¥ç¥ó¤È¤·¤Æ¤ÎÁÈ¿¥³Ø½¬¤òdiagnose¤¹¤ë¤¿¤á¤Îframework¤òÄ󼨤·¤¿¤Ã¤Æ¤È¤³¤í¡¥
This article proides a framework to diagnose
organizational learning of innovation. Firms engaged in incremental
innovation must be supported by single-loop learning skills, such as
identified in Table 1. Firms engaged in discontinuous innovation must
have these skills, as well as the identified double-loop learning
skills. The few firms that do both routinely must have additional
skills as well; they must somehow generize what is learned from
particular innovation projects to the firm's next innovation. This also
suggests opportunities for research.
(pp.243)

Posted by ysk5 at 10:28 PM

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December 13, 2004

¥µ¥Þ¡¼¡¦¥¢¥Ý¥«¥ê¥×¥¹

³Þ°æ ·é¡¤¡Ö¥µ¥Þ¡¼¡¦¥¢¥Ý¥«¥ê¥×¥¹¡×¡¤ÅìµþÁϸµ¼Ò¡¤1996ǯ¡¥

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¸½¾Ý³ØŪ¿äÍýË¡¤Î¤Þ¤È¤Þ¤Ã¤¿ÀâÌÀ¡¥


¡Ö¡Ä¡ÄÍ¿¤¨¤é¤ì¤¿ÁǺà¤Ï̵¸Â¤Ë¿ÍͤÊÏÀÍýŪ²ò¼á¤òµö¤¹¤â¤Î¤À¡¥¤·¤«¤·¡¤¤¢¤ë»ö¼Â¤Ë´Ø¤¹¤ëÊ£¿ô¤ÎÏÀÍýŪ²ò¼á¤¬¸ß¤¤¤Ë¿¿¼Â¤ò¼çÄ¥¤·¹ç¤¦»þ¡¤¤½¤³¤Ë¤Ï¤É¤Á¤é¤¬Àµ
¤·¤¤¤Î¤«¤òȽÃǤ¹¤Ù¤­´ð½à¤Ï¸ºß¤·¤Ê¤¤¡¥½ÅÍפʤΤϡ¤»ö·ï¤ò¸Ä¡¹¤ÎÉôʬ¤äÍ×ÁǤËʬ²ò¤·¤¿¾å¤Ç¤½¤ÎºÆ¹½À®¤Ëÿ¤ë¤Î¤Ç¤Ï¤Ê¤¯¡¤»ö·ï¤ò¤¢¤¯¤Þ¤Ç¤â¸½¾Ý¤È¤·¤Æ¡¤¤Ä
¤Þ¤ê°ÕÌ£¤È°ÕÌ£¤¬Íí¤ß¹ç¤Ã¤¿Í­µ¡ÂÎÁ´ÂΤȤ·¤Æ°·¤¤¡¤¤½¤³¤«¤éÁ´ÂΤλÙÅÀ¤Ë¤¢¤¿¤ë¤â¤Î¤òȯ¸«¤¹¤ë¤³¤È¤À¡¥
(p.187)


¡ÖËͤϥޥÁ¥ë¥É¤è¤ê¤â¤â¤Ã¤È¿¼¤¯¥Þ¥Á¥ë¥ÉŪ¤À¤Ã¤¿¡¥¤½¤³¤Ë¤Ï¡¤³Î¤«¤Ë´ÑǰŪ¤Ê¤â¤Î¤ÎµÕÀ⤬¤¢¤Ã¤¿¡¥ÀµµÁ¤Î´ÑÇ°¤Ï¡¤ÇúÃƤΤ褦¤Ë¿Í¤ò»¦Ù¤¤·¤¦¤ë¡¥¿ÍÎà¤ÎÁí»¦
Ù¤¡¤À¤³¦¤ÎÁíÇ˲õ¤ÎǮ˾¤¬¡¤µÕ¤Ë²á¾ê¤ÊÀµµÁ¤Î´ÑÇ°¤òÄ쿼¤¤¿¼Ê¥¤Î°Ç¤«¤é¸Æ¤ó¤À¤Î¤À¡¥°¦¤Î̾¼­¤Ë¤è¤Ã¤ÆÁþ°­¤òÀµÅö²½¤·¹çÍý²½¤¹¤ë´ÑÇ°¤ÎÅݺø¡¤¤³¤ì¤¬°­¤À¡¥Íý
ÁÛ¼Ò²ñ¤Î̾¤Ë¤ª¤¤¤Æ¼ýÍƽ귲Åç¤òÀµÅö²½¤¹¤ëÅݺø¡¤¤³¤ì¤¬°­¤À¡¥¤«¤Ä¤Æ¤ÎËͤä¥Þ¥Á¥ë¥É·Ð¤Á¤Ë¹ñ²È¸¢ÎϤòÍ¿¤¨¤Æ¤ßµë¤¨¡¥²òÊü¤Î̾¤Ë¤ª¤¤¤Æ¹ṉ̃¤ÎȾʬ¤ò»¦Ù¤¤·¿Ô
¤¯¤¹¡¤¤É¤ó¤Ê½¡¶µÅªÁÛÁüÎϤâ㤷¤¨¤Ê¤«¤Ã¤¿¤Û¤É¤ÎÃϹö¤ò¤µ¤¨Ê¿Á³¤ÈÁϤê½Ð¤¹¤³¤È¤À¤í¤¦¡¥
(p.386)

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¤·¤«¤·¤Ê¤¬¤é¤³¤ì¤Ï¡¤¸À¤¦¤Ï°×¤¤¤¬°Ù¤¹¤Ë¤Ï¤­¤ï¤á¤Æº¤Æñ¤Ê»ö¶È¤Ç¤¢¤ë¡¥²¿¸Î¤Ê¤é¸µÍè¾®Àâ¤Ï¼çÂê¤ä»×Áۤ˳ÊÊ̤δؿ´¤ò¤â¤¿¤Ê¤¤¤«¤é¤Ç¤¢¤ë¡¥¾®Àâ¤È¤Ï¤¿¤¯¤µ¤ó
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¤È¤Ä¤ÎºÙÉô¤Ç¤¢¤ë¤Ë²á¤®¤º¡¤¤´¤¯º³ºÙ¤Ê¥¨¥Ô¥½¡¼¥É¤ä¾°¦¤Î¤Ê¤¤²ñÏäÈƱÅù¤Î¸¢Íø¤·¤«¼çÄ¥¤Ç¤­¤Ê¤¤¡¥¼çÂêÀ­¤ò¶¯°ú¤Ë»ý¤Á¹þ¤ßºÝΩ¤¿¤»¤è¤¦¤È¤¹¤ì¤Ð¡¤¾®Àâ¤Î¹½
ÃÛÀ­¤½¤Î¤â¤Î¤òÊø²õ¤µ¤»¤Æ¤·¤Þ¤¦¡¥¤È¤Ï¤¤¤¨¡¤»×ÁÛ¤ä¼çÂê¤Ï¾®Àâ¤Ë¤È¤Ã¤Æ²ÁÃͤ¬¤Ê¤¯¤È¤â¡¤¿Í´Ö¤Ë¤ÏÂçÀڤʤâ¤Î¤Ç¤¢¤ë¤«¤é¡¤ºî²È¤Ï¼ºÇÔ¤Î´í¸±¤òËÁ¤·¤Æ¤â´º¤¨¤Æ
¼çÂêÀ­¤Ë¤³¤À¤ï¤é¤¶¤ë¤ò¤¨¤Ê¤¤¡¥¤â¤¦¾¯¤·¸À¤¦¤Ê¤é¤Ð¡¤¤½¤¦¤·¤ÆÀ¸¤¸¤ëÏĤߤ³¤½¤¬¾®Àâ¤ÎÌÌÇò¤µ¤Îº¬ËܤǤ¢¤ê¡¤¤Ä¤Þ¤êÌÌÇò¤¤¾®Àâ¤Ïɬ¤º¼ºÇÔºî¤Ç¤¢¤ë¤È¤µ¤¨¸À¤¤
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(p.532)

Posted by ysk5 at 10:50 PM

Flood(1996)

Robert L. Flood and Norma R.A. Romm, "Contours of diversity management
and triple loop learning", Kybernetes, Vol.25, No.7/8, pp.154-163,
1996.
ÅÓÃæ¤Çµ¤¤Å¤¤¤¿¤Î¤À¤±¤É¡¤¤³¤ÎÏÀʸ¤Ï¤¤¤ï¤æ¤ëpost modern¤Êʸ̮¤ò¤ª¤µ¤¨¤Æ¤¤¤Ê¤¤¤È¡¤°Ọ̃ʬ¤«¤é¤Ê¤¤¤È»×¤Ã¤¿¡¥
¤È¤¤¤¦¤«triple loop learning¼«ÂΤ¬¤½¤Î¤è¤¦¤Êʸ̮¤Ç¤¢¤é¤ï¤ì¤Æ¤­¤¿³µÇ°¤Ê¤Î¤«¡¥
¤³¤ÎÊÕ¤ÏÊÙ¶¯ÉÔ­¤Ê¤ó¤Ç¡¤¥¤¥Þ¥¤¥Á´ª½ê¤¬Ê¬¤«¤é¤Ê¤¤¡¤¤È¤¤¤¦¤Î¤¬Ëܲ»¡¥

An expanded discussion in Flood and Romm[1] allows us to
reconsider the question of incommensurability between theories,
methodologies and models, whose diversity and difference are endorsed
in our complementarist framework. We accept incommensurability between
options for presencing the world and relating it. We suggest
theoreticians and interventionists think in terms of theoretical and
methodological (in)commensurability. The bracket within the term
(in)commensurability points to tension in consciousness; between
knowing that choices at the moment of action exclude other
possibilities, but being able to submit a defence for decisions made.
There are tensions involved in trying to maintain a position that
neither "accepts differences between paradigms". The bracket within the
term (in)commensurability suggests a way of managing, while not
denying, or evading, this tension. The suggestion translates into
action with triple loop learning, the contours of which are drawn in
the next section[9].(pp.157)

* Triple loop learning is about increasing the fullness
and deepness of learning about issues and dilemmas faced and ways of
managing them. It wants to establish tolerance between all three
centres of learning and preserve the diversity therein. It does this by
bringing together the three questions from the three loops into one
overall awareness: are we doing things right, and are we doing the
right things, and is rightiness buttressed by mightiness and/or
mightiness buttressed by rightiness? Triple loop learning links into a
triple loop the three centres of learning. Triple loop learners loop
between these three questions. In this way triple loop learners operate
intelligently and responsibly. Their whole consciousness becomes more
than the sum of its parts. This is our brand of complementarism.
(pp.161)

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December 09, 2004

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Posted by ysk5 at 10:51 PM

Kunz(1998)

John C. Kunz and Raymond E. levitt and Yan Jin, "The Virtual Design
Team: A Computational Simulation model of Project Organizations",
Communications of the Association for Computing Machinery, Vol.41,
No.11, pp.84-91, 1998.
¥ª¥ê¥¸¥Ê¥ë¤Î»¨»ï¤«¤é¤Ò¤Ã¤Ñ¤Ã¤Æ¤­¤Æ¤¤¤Ê¤¤¤Î¤Ç¡¤¥Ú¡¼¥¸¤¬¥¢¥ì¤Ê´¶¤¸¡¥
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Æɤó¤ÇÆâÍƤòÇÄ°®¤·¤Æ¤ª¤¯ÄøÅ٤Ǥ¤¤¤¤«¡¥

The vision of the Virtual Design Team (VDT) project is
that managers should design organizations the same way engineer design
bridges: by building and analyzing computational models of planned
organizations and the processes that they support.

The VDT system is an early example of building symbolic
models of social sciences theory. The theory is inherently qualitative,
but symbolic models now allow computational representation and
manipulation of qualitative conceptual entities, their attributes,
relationships and behaviors. The computational implementation of theory
is much more precise as a computational model than theory in classical
text form. In addition, the computational symbolic model is executable
and therefore inherently repeatable and testable. The symbolic model
allows precise definition of important conceptual entities and the
precise, testable specification of their functions, structure and
behaviors.

Posted by ysk5 at 10:44 PM

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Posted by ysk5 at 10:40 PM

December 08, 2004

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Posted by ysk5 at 10:19 PM

Argyris(1996)

Chris Argyris, "Unrecognized Defences of Scholars: Impact on Theory and
Research", Organization Science, Vol.7, No.1, pp.79-87, 1996.
Èæ³ÓŪ¸¦µæ¤È¤Ï´Ø·¸¤Ê¤¤¡¤¼þÊÕŪ¤ÊÏÃÂê¤Ç¤Ï¤¢¤ë¤Î¤À¤±¤É¡¥

I propose to examine how the theories used and research
conducted by scholars can feed back to make them unaware of gaps in
their theories. I hope to show that these counterproductive
consequences are tacit and taken for granted. These factors combine to
inhibit the production of valid knowledge.
(pp.79)

To my knowledge, scholars associated with the BFT are not
against double-loop learning. Indeed, they cite its relevance for
organizational learning, (Cohen and Sproull 1991, 1992; Fiol and Lyles
1985; Huber 1991; Levvit and March 1988; Lant and Mezian 1992, Slepian
1990). The question is why it has not been taken seriously in their
research programs.
(pp.84)

Reflecting on the article, it appears that scholars who
are members of communities entitled Theory of Action and Behavioral
Theory of the Firm appear to think and act in ways that they create a
context that is consistent with many of their core concepts such as
limited attention capacity, quasi-resolution of conflict, and limited
learning.(pp.86)

Posted by ysk5 at 09:22 PM

Boston Club

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Posted by ysk5 at 01:00 AM

December 07, 2004

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ͧ㤫¤é¥®¥Í¥¹¤È¥°¥é¥¹¤ò¤â¤é¤Ã¤¿¤Î¤Ç¡¤¤½¤ì¤òÍ­¸ú³èÍѤ¹¤ë¤¿¤á¤Ë¥¸¥ã¡¼¥Þ¥ó¥Ý¥Æ¥È¤Ã¤Ý¤¤¤â¤Î¤òºî¤Ã¤Æ¤ß¤¿¡¥
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Posted by ysk5 at 10:47 PM

December 06, 2004

Romme(1999)

A. Georges L. Romme and Arjen van Witteloostuijn, "Circular organizing
and triple loop learning", Journal of Organizational Change Management,
Vol.12, No.5, pp.439-453, 1999.
Ãμ±¤È¤·¤Æ¤ª¤µ¤¨¤Æ¤ª¤­¤Þ¤·¤ç¤¦¡¥

Research into the notion and practice of organizational
learning has identified distinct systemic levels of learning: zero,
single loop, double loop and triple loop learning (e.g., Argyris and
Schon, 1974; Flood and Romm, 1996; Snell and ManKuen Chak, 1998). Zero
learning occurs in an organizational setting when fresh imperatives or
problems arise, yet members fail to take corrective action. Single loop
learning refers to making simple adaptions and taking corrective
actions, whereas double loop learning involves reframing, that is,
learning to see things in totally new ways. Finally, triple loop
learning entails members developing new processes or methodologies for
arriving at such re-framings.
(pp.439)

¤³¤Îµ­½Ò¤¬°ìÈÖÌÌÇò¤«¤Ã¤¿¡¥

In general, we believe that the role of the researcher
cannot be fully integrated into the community of practitioners being
served, but needs to be embedded in an independent community of
researchers as well, which will provide some kind of guarantee that
"science" does not suffer too much from "action".
(pp.450)

¡É¤½¤³¤ÇËͤ¿¤Á¤Î¸¦µæ¤Ç¤¹¤è¡ª¡É¤È¤¤¤Ã¤¿´¶¤¸¤Î°ÌÃ֤Ť±¤Î¤¿¤á¤Îµ­½Ò¤È¤·¤Æ»È¤¨¤½¤¦¤À¡¥

Most studies in the area of organizational learning
emphasize the need to shape effective organizational behavior without
much regard for (re)designing the structural context (e.g. power
relations and organizational designs) in which this behavior takes
place (e.g. Argyris and Schon, 1978; Argyris, 1996; Romme and Dillen,
1997). As such, the firld of organizational learning may benefit from
research ackowledging the complex interplay betweenstructure and
behavior, rather than focusing almost exclusively on "behavioral
treatments".
(pp.451)

Posted by ysk5 at 11:28 PM

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December 05, 2004

¹â¶¶(2004)

¹â¶¶ ¿¿¸ã¡¤¡É¥¨¡¼¥¸¥§¥ó¥È¥Ù¡¼¥¹¥¢¥×¥í¡¼¥Á¤Ë¤è¤ë¾ÃÈñ¼ÔÁª¹¥¤Î¿Ê²½²áÄø¤ÎʬÀÏÏÈÁÈ¡É¡¤·Ð±Ä¾ðÊó³Ø²ñ»ï¡¤Vol.13¡¤No.1¡¤June¡¤pp.1-17¡¤2004¡¥

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ËÜÏÀ¤Ç¤Ï¡¤¾ÃÈñ¼Ô¤ÎÁª¹¥¤¬´Ä¶­¤ÎÊѲ½¤Ë±Æ¶Á¤ò¼õ¤±¡¤¤È¤¯¤Ë´ë¶È¤Îµ»½Ñ³×¿·¤ä¾ÃÈñ¼Ô´Ö¤Î¾ðÊó¸ò´¹¤Ë¤è¤êÁª¹¥¤Ë¤ª¤±¤ëÁªÂò¥ë¡¼¥ë¤¬¿Ê²½¤·¤Æ¤¤¤¯²áÄø¤ò¥¨¡¼¥¸¥§ ¥ó¥È¥Ù¡¼¥¹¥¢¥×¥í¡¼¥Á¤Ë¤è¤êʬÀϤ¹¤ëÏÈÁȤߤòÄ󼨤¹¤ë¡¥ËÜÏÀ¤ÎÏÈÁȤߤÎÆÿ§¤Ï¡¤¾ÃÈñ¼Ô¤ò¥¨¡¼¥¸¥§¥ó¥È¤È¤·¤Æ°·¤¦¤³¤È¤Ç¡¤¤½¤Î°Û¼ÁÀ­¤ò¥â¥Ç¥ë¾å¤ËÌÀ¼¨Åª¤Ëɽ ¸½¤·¡¤¾ÃÈñ¼Ô¤¬¤ª¤«¤ì¤Æ¤¤¤ë´Ä¶­¤ä¼Ò²ñ¤ÎÆüÁ¤Ë¹ç¤ï¤»¤ÆÁª¹¥¤Î¿Ê²½²áÄø¤òʬÀϤǤ­¤ë¤³¤È¤Ç¤¢¤ë¡¥ (pp.2)

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¿Ê²½¤Î²áÄø¡É¡¤¤¹¤Ê¤ï¤Á¡¤¾ÃÈñ¼Ô¤ÎÁª¹¥¤¬´Ä¶­¤ÎÊѲ½¤Ë¤É¤Î¤è¤¦¤ËŬ±þ¤·¤Æ¤¤¤ë¤«¤È¤¤¤¦¡¤Áª¹¥¤ÎÊѲ½¤È´Ä¶­¤ÎÊѲ½¤ÎÁê¸ßºîÍѤÎưŪ¤Ê²áÄø¤Ë¤Ä¤¤¤Æ¤ÏÌÀ¤é¤«¤Ç
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¤Ê¤ë¤Û¤É¡¤¤³¤¦¤¤¤¦É½¸½¡¤°ÌÃ֤Ť±¤Î¸ÀÍÕ¤ò»È¤¨¤Ð¤è¤«¤Ã¤¿¤Î¤«¡¥


ËÜÏÀ¤Ç¤Ï¤È¤¯¤Ë¾ÃÈñ¼ÔÁª¹¥¤Î¥ë¡¼¥ë¤Î¿Ê²½¤Î²áÄø¤òʬÀϤ¹¤ë¤¿¤á¤Ë¡¤¾å½Ò¤·¤¿µÕ¥·¥ß¥å¥ì¡¼¥·¥ç¥ó¤Î¼êË¡¤ò´ðÁäˤ·¤¿ÊýË¡¤òÍѤ¤¤ë¡¥¤·¤«¤·¤Ê¤¬¤é¡¤ËÜÏÀ¤ÇÄó°Æ
¤¹¤ëʬÀÏÏÈÁȤÎÌÜŪ¤Ï¿Ê²½¤Î¡É²áÄø¡É¤ÎÆÃħ¤òÍý²ò¤¹¤ë¤³¤È¤Ë¤¢¤ë¤Î¤Ç¡¤¾å½Ò¤ÎµÕ¥·¥ß¥å¥ì¡¼¥·¥ç¥ó¤ÎÊýË¡¤Î°Õ¿Þ¤Ïº½Å¤·¤Ä¤Ä¤â¡¤¥â¥Ç¥ë²½¤Ë¤ª¤¤¤Æ¤ÏËÜÏÀÆȼ«
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(pp.4)

Posted by ysk5 at 06:58 PM

ÁÒ¶¶(2001)

ÁÒ¶¶ ÀáÌé and »ûÌî δͺ¡¤¡É¥¨¡¼¥¸¥§¥ó¥È¥·¥ß¥å¥ì¡¼¥·¥ç¥ó¤Ë¤è¤ë¶¦Æ±Ê¬ÇÛµ¬ÈÏ¥â¥Ç¥ë¡É¡¤ÅŻҾðÊóÄÌ¿®³Ø²ñÏÀʸ»ï¡¤Vol.J84-D-I¡¤No.8¡¤pp.1160-1168¡¤2001¡¥

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²æ¡¹¤ÎÀܶáË¡¤Ï°Ê²¼¤Î3ÅÀ¤Ë¤è¤Ã¤ÆÆÃħ¤Å¤±¤é¤ì¤ë¡¥(1)°Õ»×·èÄê¤È¥³¥ß¥å¥Ë¥±¡¼¥·¥ç¥ó¤Îµ¡Ç½¤ò¤â¤Ä¸Ä¡¹¤ÎÀ­¼Á¤¬°Û¤Ê¤ë¥¨¡¼¥¸¥§ ¥ó¥È·²¤Ë¤è¤ë¥·¥ß¥å¥ì¡¼¥·¥ç¥ó¡¤(2)¼Ò²ñŪ¥Þ¥¯¥í»Øɸ¤ò°äÅÁŪ¥¢¥ë¥´¥ê¥º¥à¤òÍѤ¤¤ÆºÇŬ²½¤¹¤ë¤³¤È¤Ë¤è¤ë¼Ò²ñ¸½¾Ý¤ÎÁÏȯ¡¤(3)ȯ¸½¤¹¤ë¸½¾Ý¤Î´Ñ»¡¤È¸Ä ¡¹¤Î¥¨¡¼¥¸¥§¥ó¥È¤ÎÀ­¼Á¤ÎʬÀÏ¡¥¤³¤ÎÀܶáË¡¤Ï¡¤Axelrod¤Î¼çÄ¥¤¹¤ëKeep It Simple, Stupid(KISS)¸¶Íý[5]¤òĶ¤¨¤ÆÊ£»¨¤Ê¼Ò²ñ¸½¾Ý¤òʬÀϤ¹¤ë¼êÃʤòÍ¿¤¨¤ë¤â¤Î¤Ç¤¢¤ë¡¥ (pp.1160)
ÁÈ¿¥¹ÔÆ°¤Ï¡¤¹½À®°÷´Ö¤Î¥¤¥ó¥¿¥é¥¯¥·¥ç¥ó¡¤ÈóÀþ·Á¥×¥í¥»¥¹¤Ø¤ÎÈ¿±þ¤È¤·¤Æ¤ÎÁÏȯŪÁÈ¿¥¹½Â¤¡¤¿ôÉ´¤È¤¤¤¦Í×ÁÇ´Ö¤ÎÊ£»¨¤ÊÁê¸ßºîÍѤʤɤ«¤éÀ¸¤¸¤ë¡¥¸½Â¸¤¹¤ëʬÀÏŪ¥â¥Ç¥ë¤äÁÈ¿¥ÍýÏÀ¤Ïñ½ã²½¤µ¤ìľ´¶Åª¤¹¤®¤ë¤¿¤á¡¤¤³¤Î¤è¤¦¤ÊÁÈ¿¥¹ÔÆ°¤äµ¬ÈϤβòÌÀ¤Ë¤Ï¸þ¤«¤Ê¤¤¡¥ (pp.1162)

Posted by ysk5 at 05:11 PM

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¡Ö´Ñ»¡¤È¿äÏÀ¤È¼Â¸³¡¥¤³¤Î°ìÏ¢¤ÎÁàºî¤¬¿¿Íý¤Ø¤ÎÍ£°ì¤ÎÆ»¤Ç¤¢¤ë¤È¤¤¤¦³Î¿®¤Î¤Ê¤«¤Ë¡¤¶áÂåÀº¿À¤Îʸˡ¤¬¤¢¤ë¡× ¡Ö¤¢¤Ê¤¿¤Ï¤½¤ì¤¬´Ö°ã¤¤¤À¤Ã¤Æ¤¤¤¦¤Î¡× ¡Ö¤¢¤¢¡¥¤½¤ì¤Ï¿¿Íý¤Ø¤Î¿ÍͤÊÆ»¤Î¤Ò¤È¤Ä¤Ë²á¤®¤Ê¤¤¡× (p.41)
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Posted by ysk5 at 03:20 PM

Ouksel(2000)

Aris Ouksel and Ronald Vyhmeister, "Performance of Organizational
Design Models and Their Impact on Organization Learning", Computational
& Mathematical Organization Theory, Vol.6, No.4, pp.395-410, 2000.

For the purposes of this study, we define organizational
learning as the ability of an organization to measure its past
experiences against some aspiration level and to adjust its future
decision making behavior in order to move closer to that level.
(Mihavics 1995, p.19). Basically, this concept is totally dependent on
the feedback from the environment in response to a specific contigency
and its impact on an organization's future decision making.
(pp.397)

°Õ»×·èÄê¤Î¥â¥Ç¥ë²½¤Ë¤Ä¤¤¤Æ¤Î2¼ïÎà¤ÎʬÎà¡¥

Two main approaches are used to study how organizations
make decisions: descriptive and normative (or prescriptive) (Vroom and
Jago, 1974). Descriptive studies simply describe how decision making
takes place, while normative research develops models which provide a
rational basis for making decisions (Vroom and Yetton, 1973; Vroom and
Jago, 1974; Simon, 1965). Descriptive research focuses on quantitative
methods which enable rational decision making. Their advantage is case
of generalization, despite the obvious limitations.
(pp.397)

¤³¤ÎÊդβ¾Äê¤ÎÏä⤪¤µ¤¨¤Æ¤ª¤³¤¦¡¥
Three of the key assumptions in most of the simulated
decisions have been (a) that every agent in the organization receive
timely feedback, (b) that this feedback is accurate regarding the
correctness or incorrectness of his or her decision, and (c) that
feedback is never missing.(pp.402)

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¤³¤³¤òÈãȽ¤·¤Æ¤ª¤³¤¦¡¥
An understanding of the impact of various organizational
design parameters on performance would enable an a priori evaluation of
some of the consequences of transiting from one organizational design
to another.
(pp.409)

Posted by ysk5 at 02:33 PM

December 04, 2004

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December 03, 2004

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Posted by ysk5 at 11:30 AM

December 02, 2004

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Posted by ysk5 at 07:44 PM

December 01, 2004

Cohen(1972)

Michael D. Cohen and James G. March and Johan P. Olsen, "A Garbage Can
Model of Organizational Choice", Administrative Science Quaterly,
Vol.17, No.1, pp.1-25, 1972.
ͭ̾¤Êgarbage can model¤ÎÏÀʸ¡¥
·×»»ÁÈ¿¥ÏÀ¤Îʸ̮¤Ç°ÌÃ֤Ť±¤ëͽÄê¡¥
organized anarchy¤Î3¤Ä¤ÎÀ­¼Á¡¥

The first is problematic preferences. In the organization
it is difficult to impute a set of preferences to the decision
situation that satisfies the standard consistency requirements for a
theory of choice.
(pp.1)

The second property is unclear technology. Although the
organization manages to survive and even produce, its own processes are
not understood by its members.
(pp.1)

The third property is fluid participation. Participants
vary in the amount of time and effort they devote to different domains;
involvment varies from one time to another.
(pp.1)

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organizational strructure¤Ë¤«¤ó¤·¤Æpredefined¤Ê¤Î¤Ç¡¤¤½¤³¤Ë¤Ä¤¤¤Æ¤Õ¤ì¤ë´¶¤¸¤Ç¡¥
¤¢¤È¡¤¤¤¤Á¤ª¤¦agent-based¤Êsimulation¤Ç¤Ï¤¢¤ë¡¥
¤Ä¤¤¤Ç¤Ëdecision making process¤Ïdescriptive¤Ê¥¿¥¤¥×¤À¡¥

Posted by ysk5 at 10:39 PM