文章基本信息

标题：What Can We Learn from the Organizational Life Cycle Theory? A Conceptualization for the Practice of Workplace Learning
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作者：Steven Tam ; David E. Gray
期刊名称：Journal of Management Research
电子版ISSN：1941-899X
出版年度：2016
卷号：8
期号：2
页码：18-30
DOI：10.5296/jmr.v8i2.9093
语种：English
出版社：Macrothink Institute
摘要：In the world of business and management, the practice of workplace learning is deemed important for firms to survive or stay competitive. However, firm characteristics such as business priorities, management styles, and limited internal resources and capabilities are always organizational factors that affect how firms may practice workplace learning. According to organizational life cycle (OLC) theory, during the firm’s growth from inception, to high-growth, to maturity, firm characteristics differ and the internal resources and capabilities of the firm develop. The literature has discussed the dynamics of organizational life cycle, but little is knownabout how it possibly relates to workplace learning. The paper synthesises the OLC literature and draws the characteristics of three common stages for firms (large or small) to conceptualize different patterns of workplace learning practices, promoting a new page of empirical research potential.
其他摘要：In the world of business and management, the practice of workplace learning is deemed important for firms to survive or stay competitive. However, firm characteristics such as business priorities, management styles, and limited internal resources and capabilities are always organizational factors that affect how firms may practice workplace learning. According to organizational life cycle (OLC) theory, during the firm’s growth from inception, to high-growth, to maturity, firm characteristics differ and the internal resources and capabilities of the firm develop. The literature has discussed the dynamics of organizational life cycle, but little is knownabout how it possibly relates to workplace learning. The paper synthesises the OLC literature and draws the characteristics of three common stages for firms (large or small) to conceptualize different patterns of workplace learning practices, promoting a new page of empirical research potential.