创新企业培训工作,建设“学习型”企业——物业管理企业新型教育、培训“研发中心”交流座谈会

培训不仅是一种投资,而且是企业最有价值的资产。据美国教育机构统计,企业对培训投入1美元,产出达3美元。而长期以来,我国一些企业视培训为消耗、负担,因而只注重对物的投入而忽略对人的投入,成为导致部分企业观念陈旧、素质下降的主因。其实,培训是一种双赢投资,培训不仅可以提高员工自觉性、积极性、创造性,进而增加企业产出的效率和价值;还可以增强员工本人的素质和能力,使员工受益。因此,有人说,培训是企业送给员工的最佳礼物。在物业管理行业,伴随着行业的快速发展,企业培训工作也面临着如何创新发展的重大使命。在此背景下,北京中天如日物业管理有限公司创建的"物业管理实务培训·研发中心"、配套教材和模拟教学模式,引起了业内广泛的关注,并由此引发了业界人士对物业服务企业培训工作探索新思路、拓展内容和创新模式的交流和讨论。

营建“学习型”企业的思考

不断提高竞争力．是企业长盛不衰的要诀。在当前知识经济突飞猛进的时代，企业要参于竞争，壮大实力，就应当致力于营建学习型的企业。员工为了不被社会淘汰，在激烈的竞争中站稳脚跟，就必须致力于做一名“学习型”员工。这是形势发展的必然，也是历史的要求。一个学习型企业。对职工来讲，学习能使自身素质得以提升，对企业来说，能使人力资源得以实现。因而，作为企业。应努力营造良好的学习环境．加大“学习型”企业的创建步伐。

浅谈市场经济条件下创建“学习型”企业的重要性

阐述了在社会主义市场经济条件,通过创建“学习型”企业,与时俱进,不断学习、不断变革和不断完善,对企业的可持续发展将起着巨大的推动作用。

浅谈如何创建学习型企业

“学习型”企业是指以组织的共同愿景为基础，以团队学习为特征的扁平化横向网络系统。它强调以“学习＋激励”，不但使人勤奋工作，而且尤为注意使人“更聪明地工作”，它以提高群体智商，使员工活出生命意义，自我超越，不断创新，从而达到企业持续健康发展的目标。通过开展学习型组织建设活动，来促进组织不断地开放、吸收和摄取外界的知识，调整生存和发展的理念，培养自身应变能力，强化发展能力，从而更好地迎接新的挑战。

“学习型”水利企业管理模式的实施与探讨

禹门口提水工程管理局重视“抓学习”,逐渐形成了自己的“学习型”企业管理模式和企业文化,并促进了单位企业化改革和各项工作的顺利开展。

发挥工会“群众性”优势 助力“学习型”团队建设

为积极营造"全员学习、终身学习"的良好氛围,企业的工会组织要充分发挥"群众性"的特征优势,积极搭建平台,创造学习环境,为推进"学习型"企业建设,提高全体职工的综合素质发挥作用。

Organizational Learning （OL） and Organizational Innovation （OI）： The Case of Information and Communication Technology （ICT） Industry in Malaysia

The progression through which a person acquires ,;kills, understanding, and opinions regarding a particular organization or company is called organizational learning （OL）. In this study, the connection between organizational innovation （OI） and OL within the inf3rmation and communication technology （ICT） industry in Malaysia is surveyed. These relationships are examined, because various previous inquiries have shown that an imperative precursor to firm performance is OL. Two hundred and seventy-eight surveys were completed by small and medium organizations across Malaysia. The connections existing between the causes of OL and the causes of OI were ascertained by using structural equation modeling （SEM）. Amongst the Malaysian small- and medium-sized enterprises （SMEs） that participated in fire study, OI and OL are considerably linked.

Teaching Business English Course： Incorporating Portfolio Assessment-based Blended Learning and MOOC

Recent years have witnessed the growth of the popularity of open online learning platforms in China’s colleges and universities. This not only promotes the change of teaching concept and the reform of teaching methodology, but also provides a broad new opportunity for the teaching resource integration between universities in China and the prestigious universities in the world. However, with MOOC’s booming and spreading, educators and teachers have also found its limitations during the course of teaching and learning. This paper focuses on the design and the application of the integration of blended learning model and MOOC in Business English Course by selective use of the Open Course Ware of MIT Management School. With the advanced e-portfolio assessment as the standard for students’ achievement, it aims to reveal that the proposed model can trigger students’ study interest and cultivate their autonomous study, corporate learning as well as creative thinking ability.

Comprehensive Model for Business Training Based on B-Learning

Training and development for staff are the best option available for companies to survive in a highly competitive global business environment, but for those companies that operate business units located in different cities or countries, it has a high cost for the great dispersion of staff. B-learning is presented as a viable and interesting option that achieves superior results in the learning process while significantly reducing the costs associated with training. In the state of the art, B-learning has been addressed with greater emphasis in academics and the few articles that focused on addressing business training, present partial solutions to the problems exposed. This paper proposes a model that offers a comprehensive solution for managing corporate training based on B-learning, and consists of three phases： design, development and implementation.

An Empirical Research on the Evolution Model of Competitiveness Between Different Life Cycle Stages in Chinese Enterprises

The characteristic of enterprise competitiveness is different between different life cycle stages. In this paper we surveyed the enterprise competitiveness＇s differences in various stages of the life cycle and the evolution model of three aspects of enterprise com- petitiveness as resource, capability and dynamic capability by questionnaire survey. The result shows that there are significant differences between different life cycle stages of en- terprise competitiveness in China. The enterprise competitiveness is stronger and stronger during the periods from the enterprise＇s birth to maturity, while in the enterprise＇s recession period the competitiveness becomes much weaker. The competitiveness＇s constitutive features in each stage are as follows： in the enterprise＇s born stage the enterprise is lack of resources and its competition mainly relies on the ability; in the enterprise＇s growth stage the enterprise＇s resources become richer and are as important as enterprise＇s ability in the constitution of enterprise competitiveness; in the maturity stage the enterprise＇s people, money and material resources all become very rich but the role of capability in enterprise competitiveness begins to decrease; in the enterprise＇s recession stage the en- terprise resources begin to exhaust, and the enterprise＇s competitiveness returns to rely on capability, and in this period the enterprise＇s learning ability, innovation ability and dynamic mechanisms perform worst, which will affect the enterprise＇s revival and lead to the ultimate death of enterprise. These conclusions have great value for reference to the enterprise＇s competitive strategy making for different life cycle stages.