组织学习顺序、技术创新与公司绩效——基于双案例的对比分析
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摘要
技术创新是企业发展的核心动力。但是,技术创新是否会提升公司绩效?目前理论界存在着相悖的观点。基于组织学习顺序视角,采用纵向对比案例研究的方法,分析技术创新过程中不同的组织学习顺序对企业绩效提升的路径。研究结果表明:不同成长阶段的不同组织学习方式均能够促进技术创新对公司绩效的提升作用;但四种组织学习方式在技术创新的过程中扮演着不同的角色,从而对企业绩效产生不同的影响。处于探索阶段和成长阶段的企业,"播种型"的学习顺序可能更具优势;而在快速发展阶段,企业采用"咨询型"和"增强型"的组织学习在技术创新过程对提高公司绩效方面没有太大差异。因此,在企业的发展过程中,应根据其处于不同的发展阶段选取不同的组织学习顺序与技术创新相匹配,才能提高企业的绩效。最终,在此基础上建立了技术创新、组织学习顺序对公司绩效影响的理论框架模型。研究结论对丰富组织学习的相关理论以及指导企业科学进行技术创新,从而提高企业绩效具有指导意义。
Technological innovation is the core power of enterprise development. Will it improve corporate performance? At present,there are conflicting views in the theoretical circle: some scholars' research found that technological innovation contributes to the improvement of company performance,while other scholars' research shows that technological innovation has no obvious effect on company performance or inhibits the improvement of company performance. We believe that the reason for the disagreement is that neglecting technological innovation is essentially a dynamic,continuous and complex process,especially ignoring the intermediary role of organizational learning in the entire technological innovation. As a new theory of enterprise management,organizational learning plays an important role in enterprise management.Davis and Bingham( 2012) have proposed that the theory of organizational learning should be studied from a " dynamic" perspective,and the concept of " organizational learning sequence " should be proposed. Through the investigation of the behavior of many enterprises,they found that the organizational learning with independent process would change with a certain scale,and the regular change could be summarized as the learning sequence of " Seeding Learning Sequence" and " Soloing Learning Sequence". The former refers to the experience learning followed by reference learning,while the latter refers to continuous experience learning.According to the existing research,Weijiang et al. further classified the change of organizational learning method,and added "Consulting Learning Sequence" and " Enhancing Learning Sequence" organizational learning method. The former refers to the interweaving of reference learning into experiential learning,and the latter refers to the learning method of learning after experience learning.As for the regulating effect of organizational learning sequence on corporate technology innovation and corporate performance,a small number of scholars have also studied it. Langley et al. emphasized that in the process of enterprise technology innovation,we should pay attention to the study and development process of enterprise technology innovation. Bresman's research also found that in the field of pharmaceutical enterprises,more organizational learning should be carried out to promote the output effect of technological innovation.Based on the sequence of organizational learning,we use the method of longitudinal comparative case study to analyze the ways of promoting the performance of different organizational learning sequence in the process oftechnological innovation.First of all,this paper attempts to answer two questions about " Why is the impact of technological innovation on enterprise performance paradoxical " and " how different technological innovation affects company performance under different organizational learning sequences". Secondly,the longitudinal case study is adopted to identify the causal relationship between constructs by combing and confirming the time sequence of key events. For this reason,we combine the relevant theoretical background above and select two traditional equipment manufacturing enterprises as typical cases for longitudinal comparative analysis. According to the characteristics of technological innovation of enterprises,they are divided into different stages. The organizational learning status,technological innovation status and company performance of each stage are analyzed in detail,and the similarities and differences between the two are compared. In the light of their differences,the organizational learning is explored. The influence mechanism of different methods on enterprise technology innovation and company performance finally constructs the process theory framework of organizational learning sequences,answering different organizational learning methods that enterprises should adopt at different stages of growth,and technological innovation can bring performance to enterprises.The results showed that all learning methods can promote the role of technological innovation in improving corporate performance during different growth stage of different organizations,but the four kinds of organizational learning methods play a different role in the process of technological innovation,thus having different effects on enterprise performance. " Seeding Learning Sequence" may have more advantages to the enterprise in the exploration stage and growth stage,however,there is no much significance for enterprises in the stage of rapid development that adopt " Consulting Learning Sequence" and " Enhancing Learning Sequence" in the process of technological innovation to improve the company's performance. Therefore,in the process of enterprise development,we should select different organizational learning sequence to match technological innovation according to different stages of development,so as to improve the performance of enterprises. Finally,the theoretical framework model of technological innovation and organizational learning sequence on corporate performance is established on this basis.From the perspective of organizational learning theory,it explores the impact of technological innovation on company performance,solves the paradox of technological innovation and company performance,and expands the relevant theories of technological innovation. The paper takes the timeline as the guide and adopts the method of longitudinal analysis.From the perspective of organizational learning theory,it studies the role of organizational learning in the process of technological innovation and the influence of different learning methods on company performance,and depicts the process picture of organizational learning sequence. Studying the impact of technological innovation on company performance provides ideas and expands the relevant theories of technological innovation. The research conclusion also has guiding significance to enriching the related theories of organizational learning and guiding enterprises to carry out scientific innovation so as to improve the performance.The paper refines the organizational learning theory according to the learning sequence,and analyzes its impact on the company's technological innovation,enriching the organizational learning theory. Previous studies on organizational learning mainly focused on the exploration of the essence and main characteristics of organizational learning,with emphasis on the importance of organizational learning,or only divided specific learning process( direct learning and indirect learning),and rarely divided and analyzed organizational learning as an intermediary factor.The paper applies organizational learning theory,not only studies the mechanism of technological innovation on corporate performance,but also further deepens the differences in organizational learning theories and learning styles. It provides a more comprehensive perspective for the organization learning to be carried out in accordancewith the learning sequence,analyzes the choice of different learning sequence in technological innovation of enterprises in different growth stages,and explores the influence of different learning methods on corporate performance in different stages,which greatly enriches the relevant theories of organization learning.
Technological innovation is the core power of enterprise development. Will it improve corporate performance? At present,there are conflicting views in the theoretical circle: some scholars' research found that technological innovation contributes to the improvement of company performance,while other scholars' research shows that technological innovation has no obvious effect on company performance or inhibits the improvement of company performance. We believe that the reason for the disagreement is that neglecting technological innovation is essentially a dynamic,continuous and complex process,especially ignoring the intermediary role of organizational learning in the entire technological innovation. As a new theory of enterprise management,organizational learning plays an important role in enterprise management.Davis and Bingham( 2012) have proposed that the theory of organizational learning should be studied from a " dynamic" perspective,and the concept of " organizational learning sequence " should be proposed. Through the investigation of the behavior of many enterprises,they found that the organizational learning with independent process would change with a certain scale,and the regular change could be summarized as the learning sequence of " Seeding Learning Sequence" and " Soloing Learning Sequence". The former refers to the experience learning followed by reference learning,while the latter refers to continuous experience learning.According to the existing research,Weijiang et al. further classified the change of organizational learning method,and added "Consulting Learning Sequence" and " Enhancing Learning Sequence" organizational learning method. The former refers to the interweaving of reference learning into experiential learning,and the latter refers to the learning method of learning after experience learning.As for the regulating effect of organizational learning sequence on corporate technology innovation and corporate performance,a small number of scholars have also studied it. Langley et al. emphasized that in the process of enterprise technology innovation,we should pay attention to the study and development process of enterprise technology innovation. Bresman's research also found that in the field of pharmaceutical enterprises,more organizational learning should be carried out to promote the output effect of technological innovation.Based on the sequence of organizational learning,we use the method of longitudinal comparative case study to analyze the ways of promoting the performance of different organizational learning sequence in the process oftechnological innovation.First of all,this paper attempts to answer two questions about " Why is the impact of technological innovation on enterprise performance paradoxical " and " how different technological innovation affects company performance under different organizational learning sequences". Secondly,the longitudinal case study is adopted to identify the causal relationship between constructs by combing and confirming the time sequence of key events. For this reason,we combine the relevant theoretical background above and select two traditional equipment manufacturing enterprises as typical cases for longitudinal comparative analysis. According to the characteristics of technological innovation of enterprises,they are divided into different stages. The organizational learning status,technological innovation status and company performance of each stage are analyzed in detail,and the similarities and differences between the two are compared. In the light of their differences,the organizational learning is explored. The influence mechanism of different methods on enterprise technology innovation and company performance finally constructs the process theory framework of organizational learning sequences,answering different organizational learning methods that enterprises should adopt at different stages of growth,and technological innovation can bring performance to enterprises.The results showed that all learning methods can promote the role of technological innovation in improving corporate performance during different growth stage of different organizations,but the four kinds of organizational learning methods play a different role in the process of technological innovation,thus having different effects on enterprise performance. " Seeding Learning Sequence" may have more advantages to the enterprise in the exploration stage and growth stage,however,there is no much significance for enterprises in the stage of rapid development that adopt " Consulting Learning Sequence" and " Enhancing Learning Sequence" in the process of technological innovation to improve the company's performance. Therefore,in the process of enterprise development,we should select different organizational learning sequence to match technological innovation according to different stages of development,so as to improve the performance of enterprises. Finally,the theoretical framework model of technological innovation and organizational learning sequence on corporate performance is established on this basis.From the perspective of organizational learning theory,it explores the impact of technological innovation on company performance,solves the paradox of technological innovation and company performance,and expands the relevant theories of technological innovation. The paper takes the timeline as the guide and adopts the method of longitudinal analysis.From the perspective of organizational learning theory,it studies the role of organizational learning in the process of technological innovation and the influence of different learning methods on company performance,and depicts the process picture of organizational learning sequence. Studying the impact of technological innovation on company performance provides ideas and expands the relevant theories of technological innovation. The research conclusion also has guiding significance to enriching the related theories of organizational learning and guiding enterprises to carry out scientific innovation so as to improve the performance.The paper refines the organizational learning theory according to the learning sequence,and analyzes its impact on the company's technological innovation,enriching the organizational learning theory. Previous studies on organizational learning mainly focused on the exploration of the essence and main characteristics of organizational learning,with emphasis on the importance of organizational learning,or only divided specific learning process( direct learning and indirect learning),and rarely divided and analyzed organizational learning as an intermediary factor.The paper applies organizational learning theory,not only studies the mechanism of technological innovation on corporate performance,but also further deepens the differences in organizational learning theories and learning styles. It provides a more comprehensive perspective for the organization learning to be carried out in accordancewith the learning sequence,analyzes the choice of different learning sequence in technological innovation of enterprises in different growth stages,and explores the influence of different learning methods on corporate performance in different stages,which greatly enriches the relevant theories of organization learning.
引文
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[12] Leiponen,A.,Helfat,C. E. Location,decentralization and knowledge sources for innovation[J]. Organization Science,2011,22(3):641-658.
[13] Bingham,C. B.,Davis,J. P. Learning sequences:Their existence,effect and evolution[J]. Academy of Management Journal,2012,55(3):611-641.
[14]魏江,应瑛,刘洋.研发网络分散化,组织学习顺序与创新绩效:对比案例分析[J].管理世界,2014(2):137-148.Wei Jiang,Ying Ying,Liu Yang. The research and development of network diversification,organizational learning sequence and innovation performance:A comparative case analysis[J]. Management World,2014(2):137-148.
[15] Langley,A.,Smallman,C.,Tsoukas,H.,Van de Ven,A.H. Process studies of change in organization and management:Unveiling temporality,activity and flow[J]. Academy of Management Journal,2011,56(1):01-13.
[16] Bresman,H. Changing routines:A process model of vicarious group learning in pharmaceutical R&D[J]. Academy of Management Journal,2013,56(1):35-61.
[17] Eisenhardt,K. M. Making fast strategic decisions in high-velocity environments[J]. Academy of Management Journal,1989,56(5):543-576.
[18] Yin,R. K. Case study research:Design and methods(3rd ed.)[M]. Thousand Oaks,CA:Sage Publications,2003.
[19] Eisenhardt,K. M.,Graebner,M. E. Theory building from cases:Opportunities and challenges[J]. Academy of Management Journal,2007,50(1):25-32.
[20] Glaser,B. G.,Strauss,A. L. The discovery of grounded theory:Strategies for qualitative research[M]. USA:Aldine de Gruyter,1967.
[21]刘洋,魏江,江诗松.后发企业如何进行创新追赶?———研发网络边界拓展的视角[J].管理世界,2013(3):96-110.Liu Yang,Wei Jiang,Jiang Shisong. How do the latecomer firms catch up in innovation? A study from the perspective of the boundary expanding in R&D[J]. Management World,2013(3):96-110.
[22] Schwab,A. Incremental organizational learning from multilevel information sources:Evidence for cross-level interactions[J]. Organization Science,2007,18(2):233-251.
[23] Argote,L.,Miron-Spektor,E. Organizational learning:From experience to knowledge[J]. Organization Science,2011(5):1123-1137.
[2]梁莱歆,张永榜.我国高新技术企业R&D投入与绩效现状调查分析[J].研究与发展管理,2006(1):47-51+58.Liang Laixin,Zhang Yongbang. Investigation and analysis of R&D investment and performance in China’s high-tech enterprises[J]. Research and Development Management,2006(1):47-51+58.
[3]师萍,许治,张炳南.我国R&D投入绩效的实证研究[J].中国软科学,2007(6):125-130.Shi Ping,Xu Zhi,Zhang Bingnan. Empirical study on the performance of R&D investment in China[J]. Chinese Soft Science,2007(6):125-130.
[4]陈海声,曹梁斌. R&D投入与企业业绩关系研究[J].财会通讯,2012(5):26-30.Chen Haisheng,Cao Liangbin. R&D investment and corporate performance[J]. Accounting and Communication,2012(5):26-30.
[5]颉茂华.公司特质、R&D投入与公司价值[J].研究与发展管理,2015(6):34-44.Xie Maohua. The company characteristics,R&D investment and firm value[J]. R&D Management,2015(6):34-44.
[6]邱冬阳.上市公司科技、R&D投入与业绩的实证研究[D].重庆大学硕士学位论文,2002.Qiu Dongyang. Empirical research on technology,R&D investment and performance of listed companies[D]. Master’s Degree Thesis of Chongqing University,2002.
[7]周国红,陆立军.企业R&D绩效测量的实证研究[J].科学学与科学技术管理,2002,23(3):78-82.Zhou Guohong,Lu Lijun. An empirical study of enterprise R&D performance measurement[J]. Science of Science and Management of S.&T.,2002,23(3):78-82.
[8]王海云.企业内部的绩效考评导向[J].企业改革与管理,2005(2):58-59.Wang Haiyun. Performance evaluation oriented within the enterprise[J]. Enterprise Reform and Management,2005(2):58-59.
[9]单红梅,李芸. 1991-2003年间中国科技投入经济效果的实证分析[J].系统工程,2006,24(9):88-92.Shan Hongmei,Li Yun. An empirical analysis of the China’s science and technology investment economic effects in 1991-2003[J]. Systems Engineering,2006,24(9):88-92.
[10] Singh,J. Distributed R&D,cross-regional knowledge integration and quality of innovative output[J]. Research Policy,2008,37(1):77-96.
[11] Lahiri,N. Geographic distribution of R&D activity:How does it affect innovation quality?[J]. Academy of Management Journal,2010,53(5):1194-1209.
[12] Leiponen,A.,Helfat,C. E. Location,decentralization and knowledge sources for innovation[J]. Organization Science,2011,22(3):641-658.
[13] Bingham,C. B.,Davis,J. P. Learning sequences:Their existence,effect and evolution[J]. Academy of Management Journal,2012,55(3):611-641.
[14]魏江,应瑛,刘洋.研发网络分散化,组织学习顺序与创新绩效:对比案例分析[J].管理世界,2014(2):137-148.Wei Jiang,Ying Ying,Liu Yang. The research and development of network diversification,organizational learning sequence and innovation performance:A comparative case analysis[J]. Management World,2014(2):137-148.
[15] Langley,A.,Smallman,C.,Tsoukas,H.,Van de Ven,A.H. Process studies of change in organization and management:Unveiling temporality,activity and flow[J]. Academy of Management Journal,2011,56(1):01-13.
[16] Bresman,H. Changing routines:A process model of vicarious group learning in pharmaceutical R&D[J]. Academy of Management Journal,2013,56(1):35-61.
[17] Eisenhardt,K. M. Making fast strategic decisions in high-velocity environments[J]. Academy of Management Journal,1989,56(5):543-576.
[18] Yin,R. K. Case study research:Design and methods(3rd ed.)[M]. Thousand Oaks,CA:Sage Publications,2003.
[19] Eisenhardt,K. M.,Graebner,M. E. Theory building from cases:Opportunities and challenges[J]. Academy of Management Journal,2007,50(1):25-32.
[20] Glaser,B. G.,Strauss,A. L. The discovery of grounded theory:Strategies for qualitative research[M]. USA:Aldine de Gruyter,1967.
[21]刘洋,魏江,江诗松.后发企业如何进行创新追赶?———研发网络边界拓展的视角[J].管理世界,2013(3):96-110.Liu Yang,Wei Jiang,Jiang Shisong. How do the latecomer firms catch up in innovation? A study from the perspective of the boundary expanding in R&D[J]. Management World,2013(3):96-110.
[22] Schwab,A. Incremental organizational learning from multilevel information sources:Evidence for cross-level interactions[J]. Organization Science,2007,18(2):233-251.
[23] Argote,L.,Miron-Spektor,E. Organizational learning:From experience to knowledge[J]. Organization Science,2011(5):1123-1137.
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