心靈環保融入組織學習之課程初探

An Exploratory Investigation of the Organization Learning Course Infused Mind-Life & Environment

本研究目的在設法將組織學習理論實務與心靈環保佛法互相對應連結，探索現代人可以如何將心法（即佛法）運用於組織學習的互動心智模式中。具體作法是實施此跨領域整合創新課程，培養學習者多元的觀點與實踐的能力，以符合學生需求、學校願景與社會期望。課程對應的能力是覺察力、團體動力與組織學習能力之三者正向循環。教學過程除運用合作學習教學法，促進班級團體中成員的互動外，並參採組織知識之成長螺旋（共同化、外化、結合、內化）思路，依此循序漸進傳授四種組織學習學說，鼓勵學生將各種組織經驗帶人分享、檢視、重新理解、再體驗，每周於課堂討論而集體探究之。因此師生、同儕間的對話可以成為當下最佳的學習素材，加深、擴展受教者對於組織學習的領悟層次與面向。更特別的是嘗試將心靈環保的四它作為學習者修練的心法，不只引導學生如實接受看待組織問題，並於處理問題後學會放下得失心，而助於組織發展的調和持續。本課程研發採取行動研究法，研編量化工具，安排觀察員，蒐集質性敘事素材加以詮釋，設法將個體的學習經驗到組織的學習知能融貫起來。研究受限於實驗課程於2016、2017年前後共僅教兩班、樣本小，但課程設計與教學方法已初步驗證具可行性。歸納三項課程研發成果如下：（一)課程能力架構整合個人、團體與組織的學習能力，可以實施操作並有參採的教學方法與活動設計；（二)研編有關的評量工具，包括「覺察力的自我評量表」與「個人在團體討論中的反應習慣量表」等供運用；（三)歷經全學期教學，學生：（1)對於實驗課程很滿意，並經由每周教學對於自己學習表現的滿意度也隨之提高；（2)覺察力自評結果明顯提升；（3)個人在團體討論中的反應習慣也有變化，更懂得內省與體諒；（4)回饋從課程學習到觀察描述組織的學習型態、分析組織發展的學習困境，但對於化解組織學習障礙的方法尚感不足；和(5)都認同心靈環保可以融人於組織學習，可培養覺察力，有助於化解組織溝通障礙。未來尚需擴增實驗團體人數與長期發展此創新的課程設計，研究者期勉繼續改良靜心練習、左右欄例法等情境模擬的案例活動教材，以激發學生個人、班級團體與組織學習的潛能，相輔相成。

Our study develops a creative course which integrates organization learning theory and the vision of Mind-Life & Environment from Dharma Drum Mountain. The framework of this course includes interaction between self-awareness， group dynamics and organization learning capability. In addition to inducing interactions between classmates by using cooperative learning methods， we apply a knowledge-creating spiral circle (socialization， externalization， combination， internalization) to enhance students' abilities in observing， analyzing， and taking initiative in organizational learning. The major elements of Mind-life & Environment include four steps in dealing with any problem: face it， accept it， deal with it， let it go. Accordingly， such four steps are also embedded into this organization learning course to improve students' learning ability. With quantitative and qualitative research， we accomplished the following outcome: 1. The framework of this course is practical and comes with some creative learning activities. 2. Research instruments to measure self-awareness and group dynamics were developed. 3. Students were satisfied with the teaching activities and their performance after the course was monitored. The students' capabilities improved in terms of awareness， communication and comprehension of organization learning. In addition， all students highly recognize that the four elements of Mind-life & Environment significantly help them to develop the skills highlighted above. Using an integrated design to enhance students' capability in self awareness， group dynamics observation， and cooperative learning together with four steps of Mind-life & Environment is the proven effective course we investigate and it is worthy to keep on developing.