植入新思想 构建新格局扎实创建学习型班组

在创建学习型班组方面，中交一航局一公司注意了以下四点：一是认清形势，融入管理，准确定好创建学习型班组位置；二是完善体系，理顺程序，合理构建创建学习型班组格局；三是深植理念，上下联动，扎实推动创建学习型班组活动；四是围绕中心，注重结合，努力确保创建学习型班组实效。     

Dividing the Oils: Dynamic Bargaining as Policy Formation in the Nigerian Petroleum Industry

In academic studies of the interface between developing countries and large multinational oil corporations, scholars have noted that over time and through repeated interaction, the developing countries tend to negotiate better outcomes for themselves: they progress along a learning curve by incrementally improving their outcomes through bargaining and strategic interaction. This phenomenon can be demonstrated in a number of oil-rich developing countries. Nigeria's case, however, is more complex. During the two decades following its independence, the state successfully negotiated for more control over—made strides in the developing of the skills necessary to manage—its petroleum industry, as our model would predict. Then, in a puzzling late-1970s-to-mid-1980s change of course, the government abruptly gave back concessions, undermined local entrepreneurial endeavors, and repealed indigenization laws. This paper combines, in the analytic narrative tradition, the case study method with an extensive form game; it applies a dynamic bargaining model to Nigeria's historical experience, demonstrating that Nigeria improved its outcomes and ascended along the "bargaining learning curve," only to reverse policy and "unlearn," with serious consequences for the Nigerian population. Even so, the demonstration of both successful and improved outcomes in past negotiations give evidence that Nigeria could once again ascend its bargaining learning curve if the government were to re-commit to such a policy.     

Citizen oversight of independent police services: Bifurcated accountability,regulation creep,and lesson learning

By examining developments in England and Wales this article considers police reform in the context of the tension between operational independence and citizen oversight. The article assesses the nexus between regulation and accountability in order to shed light on how a bifurcated accountability paradigm has protected police autonomy. Particular significance is attached to the cold‐blooded police shooting of an innocent man as a critical moment in the recent history of police governance. The lesson‐learning strategy of the Independent Police Complaints Commission, created under the Police Reform Act 2002, is singled out as an important driver of police reform. Although police governance reform in England and Wales is context specific, it is held that appreciation of the regulation accountability nexus and complaints as lesson‐learning opportunities are of significance in other jurisdictions and sectors.     

Engaging International Data in the Classroom: Using the ICB Interactive Data Library to Teach Conflict and Crisis Analysis

The challenges of teaching quantitative research methods in international relations are well documented. The key to igniting interest and engaging students lies in creating a participatory learning environment in the classroom. This article discusses these challenges and describes a new piece of software that may be helpful in that regard. The ICB Interactive Data Library , or the ICB Library for short, enhances access to the information available in the ICB data by organizing it into an interactive software package (Brecher, Hewitt, and Wilkenfeld, 2000). The ICB Library is an especially valuable teaching tool because it allows students to easily access the resources from a major data collection project which, in turn, exposes them to the challenges and opportunities offered by quantitative research in international relations. After describing the ICB Library , this article will discuss how it can be used in the classroom via problem-based learning techniques.     

Drug Trafficking, the International System, and Decision-Making Constraints: A Policy-Making Simulation

The classroom simulation laid out in this article can help international relations educators to identify compelling linkages between the abstract global theories and concepts typically analyzed in an introductory international relations or international political economy course and what most students have experienced as a 'local,' even deeply personal issue—illicit drugs. By role-playing an international drug cartel intent upon advancing the global production, trafficking, and consumption of illicit drugs, students will see the world as it increasingly appears to non-state actors—as effectively borderless. By assuming the role of consultants to the U.S. drug czar, students experience for themselves the often vexing decisional constraints that hamper the ability of governments to respond effectively to transsovereign challenges. By offering a primer on constructing and running this simulation, the article contributes to a growing literature within the discipline that advocates and supports moving away from traditional lecture methods of teaching toward approaches that advance discussion-based, interactive, and participatory learning.     

Pedagogy and deliberative democracy: insights from recent experiments in the United Kingdom

A growing body of research suggests the existence of a disconnection between citizens, politicians and representative politics in advanced industrial democracies. This has led to a literature on the emergence of post-democratic or post-representative politics that connects to a parallel seam of scholarship on the capacity of deliberative democratic innovations to ‘close the gap’. This latter body of work has delivered major insights in terms of democratic design in ways that traverse ‘politics as theory’ and ‘politics as practice’. And yet the main argument of this article is that this seam of scholarship has generally failed to explore the existence of numerous pedagogical relationships that exist within the very fibre of deliberative processes. As such, the core contribution of this article focuses around the explication of a ‘pedagogical pyramid’ that applies a micro-political lens to deliberative processes. This theoretical contribution is empirically assessed with reference to a recent project that sought to test different citizen assembly pilots around plans for English regional devolution. The proposition being tested is that a better understanding of relational pedagogy within innovations is vital, not just to increase levels of knowledge, but also to build the capacity, confidence and contribution of democratically active citizens.     

How Organizational Learning Is Supported by Performance Management Systems: Evidence from a Longitudinal Case Study

Abstract

Performance management is meant to encourage organizational change by providing better and more relevant feedback to managers. But there is no denying the complexity of learning and change. How performance management helps this process goes beyond the simple availability of performance information. In this study, we examine the learning processes in a large Belgian public organization through interviews of managers, directors, and administrators. By using 4Is framework of organizational learning—from Intuitions to Interpretation to Integration to Institutionalization—we identify critical blocks and enablers of learning and change. Critical impediments include off-topic discussions of performance information, lack of opportunity to share and discuss management practices, and limited motivation to change entrenched processes of work. Performance management also provides reliable enablers of organizational learning, such as giving credibility-by-results to new management practices, focusing discussions on processes that lead to measurable results, the ability to follow new innovations closely as they are implemented, and the possibility of creating a learning culture supported by performance information. Finally, we discuss how perceived credibility of performance information is crucial to organizational learning and how it is reinforced by use and dialogue.     

War and Peace in International Relations Theory: A Classroom Simulation

Simulations are increasingly common pedagogical tools in political science and international relations courses. This article develops a classroom simulation that aims to facilitate students’ theoretical understanding of the topic of war and peace in international relations, and accomplishes this by incorporating important theoretical concepts about the causes of war found in international relations theory into the design and implementation of the simulation. In addition to sharing a successful classroom simulation with other international relations instructors, the article makes two important contributions to the pedagogical literature on simulations. First, it shows how simulation design can be usefully based on the theoretical concepts and/or substantive problems that course instructors aim to impart to their students. Second, it demonstrates that it is possible to achieve important learning objectives with low-intensity simulations that do not require a big investment of time, energy, and resources.     

Using Active-Learning Pedagogy to Develop Essay-Writing Skills in Introductory Political Theory Tutorials

Building on prior research into active learning pedagogy in political science, I discuss the development of a new active learning strategy called the “thesis-building carousel,” designed for use in political theory tutorials. This use of active learning pedagogy in a graduate student-led political theory tutorial represents the overlap of several currents of political science education research. First, the graduate teaching assistant-led tutorial is a common complement to large lecture-based introductory courses in political theory. Second, where International Relations has led the expansion of active learning in political science, political theory has lagged behind other subfields (Archer &; Miller 2011 Archer, Candace C. and Melissa K. Miller. 2011. “Prioritizing Active Learning: An Exploration of Gateway Courses in Political Science.” PS: Political Science &; Politics 44(2): 429–434.[Crossref], [Web of Science ®] , [Google Scholar]). The thesis-building carousel is designed to develop skills necessary for political theory classes—essay writing and peer review. The article concludes with a discussion of how active learning activities designed for specialized spaces can be modified for use in traditional classroom settings, with the example of three forms of “summary carousels.”     

Dialectics and the Megamachine: A Critique of Ersatz Education

This article proposes that the learning environment matters, and that there are qualitative differences in online versus face-to-face classes. While online education provides some benefits, they also narrow the opportunities for dialectical conflict that thoroughly challenge student thinking, an interaction more likely to be found in real-time conversations. In person, there is more opportunity for an instructor to challenge the reasoning of students in real time, and for students to ask probing and follow-up questions. The article considers the structure of educational dialectic suggested by important thinkers including Galtung, Habermas, and Buber. Online education is then situated as a technology that interferes with human relations and dialectical reasoning and fits within the notion of technics and the megamachine advanced by Lewis Mumford, which dehumanizes personal interactions with instrumental processes for growth and efficiency. Students follow suit by focusing more on the instrumental absorption of course content to pass the course, instead of higher order critique. Of particular interest to political science education is that if conversational dialectics are weakened in universities, and therefore polities—and the technics are simply considered a natural replacement for in-person conversation—the opportunities to teach critical reasoning required for critique of complex political phenomena are also narrowed. We might temper the dangers of the megamachine by reflexively discussing the political economy of online teaching itself with our students and by starting to expect synchronous conversation, which will open dialectical opportunities.