to: arr___企 管論文中翻英-2

For inspiring motivators to establish learning communities, it is an important tool to attract and maintain business members to join specific learning communities. By adopting economic motivators, it will exert intensive powerful effect for firms to control learning members' effort input and also the most efficient to promote innovative improvement activities.  Oppositely, the promoters of learning activities shall ensure to create the vision and promise of market value after learning activities,; otherwise, the collaboration willing of the said organizations will fade away soon.  Instead, in view of social fellowship, members' participation will come with more natural emotion in learning activities despite slow learning achievement reached.

    When the members' background or business management natures within learning communities are similar, they incline to exchange information about business management environment such as international trading obstacles, globally regional market intelligence and ideas of intellectual property, etc. When members' background mutually support to establish a kind of vertical relationship, mutual learned knowledge is more focused on specific product development or production process improvement.  Member composition can actually affect learning activities and knowledge contexts.

    Though we do not put special focus on some issues about the formation, learning activities and knowledge expansion of inter-organizational learning communities within this research article, through data gathering, we can clearly prove that as below:  (1) The formation of inter-organization learning communities is possibly guided by public beneficial trade associations or governmental agencies and also very possibly led by firms with highly strong ambition and thus, both forms of communities adopt various tools to maintain interacting relationship among members. (2) The learning activities of communities shall be quite divergent and it shall be featured with more divergent learning activities if the communities are guided by firms or specific business management goals.  With the difference of learned knowledge, the innovative learning methods are thus created. For any kind of learned knowledge, it shall be easily featured with clear goals, together with detailed indicators and audit for learning effect.   On the contrary, the learning communities for public benefit cannot only be featured with fewer changes  to learning activities but also inclines to volunteering participation. The said learned knowledge brings significant contribution to business management ideas and level improvement.  (3) The learning activity involvement of communities and associational tiers of members are naturally related to the application levels of learned knowledge. However, because various knowledge applications come with the goal-methodology causality logically; thus, the arrangement of learning activities within communities and the procedures of knowledge expansion shall be in harmonious coordination with organizational members' distribution with various structural tiers and the design of corresponding inter-organizational learning.

   The growth of firms' knowledge learning capabilities is not only the learning activities internal to organizations.  Based on respective demands on resource or capabilities, external organizations shall be actively or passively invited to participate in inter-organizational learning communities with various knowledge contexts.  For the promotion of inter-organizational knowledge exchange, these communities provide the wholesome psychological foundations and behavior models.  Firms shall clearly recognize the existence of the said communities. Through inter-organizational knowledge exchange, tit is available to create novel knowledge and value.