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中国管理科学

中国管理科学 ›› 2022, Vol. 30 ›› Issue (11): 286-298.doi: 10.16381/j.cnki.issn1003-207x.2021.1329

• 论文 • 上一篇    下一篇

多人从经验中学习模型研究：基于信息和分析方法不对称视角

陈国权1, 周琦玮2, 林燕玲1, 刘薇3, 王婧懿1, 徐芬4   

  1. 1.清华大学经济管理学院，北京 100084； 2.北京化工大学经济管理学院，北京 100029；3.中央财经大学商学院，北京 100081； 4.北京工商大学新商经研究院，北京 100048
  • 收稿日期:2021-07-06 修回日期:2021-09-30 出版日期:2022-11-20 发布日期:2022-11-28
  • 通讯作者: 陈国权(1967-)，男(汉族)，湖南人，清华大学经济管理学院，教授，博士生导师，研究方向：领导和管理的时空理论、时空领导力、组织学习的时空理论、学习型组织、团队管理等，Email:chengqu@sem.tsinghua.edu.cn. E-mail:chengqu@sem.tsinghua.edu.cn
  • 基金资助:
    国家自然科学基金资助项目(72172071,71772099)；清华大学自主科研计划文科专项项目(2021THZWJC31)；清华大学经济管理学院“影响力”提升计划项目(2020051008)

A Study on the Model of Multi-individual Learning from Experience: From the Perspective of Information Asymmetry and Analytic Method Asymmetry

CHEN Guo-quan1, ZHOU Qi-wei2, LIN Yan-ling1, LIU Wei3, WANG Jing-yi1, XU Fen4   

  1. 1. School of Economics and Management, Tsinghua University, Beijing 100084, China；2. School of Economics and Management, Beijing University of Chemical Technology, Beijing 100029, China；3. Business School, Central University of Finance and Economics, Beijing 100081, China；4. Institute of New Commercial Economy, Beijing Technology and Business University, Beijing 100048, China
  • Received:2021-07-06 Revised:2021-09-30 Online:2022-11-20 Published:2022-11-28
  • Contact: 陈国权 E-mail:chengqu@sem.tsinghua.edu.cn

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摘要： 当前，日益复杂且动态变化的形势和环境对多人从过往事件中不断学习、积累应对经验、快速迭代应对措施等提出了更高的要求。然而，在多人从经验中学习时，常出现由于不同个体间不了解彼此掌握的信息和会使用的分析方法而导致的莫衷一是、讨论进程拖沓、无法及时达成结论等现象。本文将个体间不了解彼此掌握的信息和/或会使用的分析方法的现象概括为“不对称”，并采用理论构建的方法，聚焦于多人从经验中学习的过程，以“信息”和“分析方法”为维度，构建基于信息不对称性和分析方法不对称性的二维矩阵，提出多人从经验中学习时会存在信息不对称且分析方法不对称、信息不对称且分析方法对称、信息对称且分析方法不对称，以及信息对称且分析方法对称四种情况，并指出信息和/或分析方法的不对称性会降低多人从经验中学习的效率，构建了基于不对称性视角的多人从经验中学习过程机制模型。随后，从“意愿”和“能力”两个方面，提出了降低信息和分析方法不对称性的实践方法，建立了降低不对称性的多人从经验中学习的实践方法库。本文针对多人从经验中学习时，由于信息和/或分析方法的不对称性而导致的问题进行探索，并为提升学习效率提供了理论基础和实践指导。

关键词: 多人从经验中学习；时空理论；信息不对称性；分析方法不对称性；学习效率

Abstract: At present, the increasingly complex and dynamic situation and environment put forward higher requirements for multi-individual learning from past events, accumulating coping experience, and quickly realizing the iteration of solutions. However, in the process of multi-individual learning from experience, different individuals often do not have enough knowledge of each other’s information and analytic methods, resulting in disagreement, delayed discussion, and failing to reach conclusions in time. The phenomena of not knowing what information other individuals have and/or what analytical methods other individuals will use as“asymmetry” is summarized in this paper. Using theory building method, focusing on the process of multi-individual learning from experience, taking “information” and “analytic method” as two dimensions, a two-dimensional matrix based on the asymmetry of information and the asymmetry of analytic method is established, and then four conditions are put forward. These four conditions include: information asymmetry and analytic method asymmetry, information asymmetry and analytic method symmetry, information symmetry and analytic method asymmetry, and information symmetry and analytic method symmetry. It is pointed out that the asymmetry of information and/or analytic methods will reduce learning efficiency, and the process mechanism model of multi-individual learning from experience based on asymmetric perspective. Then, the practical methods are put forward to reduce asymmetry from the perspective of “willingness” and “capability”, and the practical method base for reducing asymmetry in multi-individual learning from experience is constructed. Approaches are explored to solve the problems caused by the asymmetry of information and/or analytic method in multi-individual learning from experience, and theoretical framework and practical guidance for improving learning efficiency are provided.

Key words: multi-individual learning from experience; time-space theory; information asymmetry; analytic method asymmetry; learning efficiency

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