杨百寅简历---清华大学经济管理学院-CRM-系统

基本信息

姓名： 杨百寅

通讯地址： 清华大学经济管理学院

人力资源与组织行为系

中国 北京 清华园 100084

电话： 86-10-62796314

传真： 86-10-62772021

电子信箱： yangby@sem.tsinghua.edu.cn

教育背景

1978－1982：南京大学数学专业学士

1990－1992：（加拿大）萨斯卡彻温大学继续教育专业硕士

1992－1996：（美国）佐治亚大学人力资源开发专业博士

工作经历

1982-1990：中国科学院南京分院人事教育处 工程师（管理）

1996-1998：（美国）奥本大学 助理教授

1998-2001：（美国）爱达荷大学 助理教授、（终身）副教授

2001-2006：（美国）明尼苏达大学 助理教授、（终身）副教授、（终身）教授

2006-至今：清华大学经济管理学院 系主任 教授

获奖及荣誉称号

∙ 2012年：入选国家“千人计划”。

∙ 2010年：美国管理学会年会，最佳论文提名奖【Academy of Management, Carolyn Dexter Award Nominee】

∙ 2010年：中国管理学会，年会优秀论文《如何提高战略决策效果？TMT社会资本与冲突的作用》

∙ 2009年：长江学者奖励计划, 教育部长江学者特聘教授。

∙ 2009年：中国管理学会，年会优秀论文《家长式领导，冲突与决策效果》

∙ 2008年：杰出人力资源开发学者奖，国际人力资源开发学会【Outstanding HRD Scholar Award, Academy of Human Resource Development (AHRD), 2008】。

∙ 2007年：国家杰出青年科学基金获得者。

∙ 2007年：友好全球人力资源最佳教授奖，(印度)友好大学【Amity Best Global HR Faculty Award, Amity University, India】。

∙ 2004年：2003年度最佳论文奖，人力资源开发评论【Outstanding Article for 2003, Human Resource Development Review, 2004】。

∙ 2000年：早期职业奖，美国成人教育教授协会【Early Career Award, Commission of Professors of Adult Education (CPAE), 2000】。

∙ 2012、2009、2008、2005、2000、1999年：十佳论文，国际人力资源开发学会【Top Ten Conference Proceedings, Academy of Human Resource Development (AHRD)】。

∙ 1997，1998年：世界名人录【Who’s Who in the World, 1997, 1998】。

∙ 1997，1998年：美国名人录【Who’s Who in America, 1997, 1998】。

∙ 1996，1997年：美国教育名人录【Who’s Who in American Education, 1996-1997】。

∙ 1990年：优秀教育工作者，中国科学院。

学术职务与服务

∙ 国家自然科学基金委，评审专家，2004年至今；绩效评估专家，2007年至今

∙ 国家社会科学基金委，评审专家，2007年至今；

∙ Editor, Human Resource Development Quarterly [SSCI], 2009-2012.

∙ Editorial Board Member, Journal of Chinese Human Resource Management, 2010-

∙ Representative-at-Large for the Chinese Mainland, The International Association for Chinese Management Research (IACMR), 2008-2010.

∙ Associate Editor, Human Resource Development Quarterly, 2005-2009.

∙ Associate Editor for China and the Far East, Human Resource Development International, 2004-2007.

∙ Reviewer, Learning Organization, 2004-present.

∙ Program Associate Chair, Asian Conference of the Academy of HRD, 2003-present.

∙ Editorial Board Member and Consulting Editor, Adult Education Quarterly, since 2000

∙ Quantitative Method Editor, Human Resource Development Quarterly, 2000-2005

∙ Advisory Board Member, Human Resource Development International, 2000-2004

∙ Member, Research Strategy Committee, Academy of Human Research Development (AHRD), since 2000.

∙ Guest Consulting Editor, Canadian Journal for the Study of Adult Education, since 1999

∙ Editorial Board Member, MPAEA Journal of Adult Education, 1998-2001

∙ Manuscript Reviewer, Journal of Business Research, since 2005

∙ Manuscript Reviewer, Adult Education Quarterly, since 1997

∙ Manuscript Reviewer, Human Resource Development Review, since 2001

∙ Manuscript Reviewer, Human Resource Development Quarterly, since 1997-2005

学术著作与论文(英文)

Book:

Yang, B., Xiao, M. (eds.) (2008). Global human resource development theories and practice. Beijing: Higher Education Press. ISBN：978-7-04-024692-6

Yang, B. (ed.) (2004). Contributions of adult learning theory to human resource development. Thousand Oaks, CA: Sage Publications.

Book Chapters:

1. Ellinger, A. D., & Yang, B. (2011). Creating a whole from the parts: Qualities of good writing. In T. S. Rocco &T. Hatcher (Eds.), The Handbook of Scholarly Writing and Publishing (pp. 115-124). San Francisco: Jossey-Bass.

2. Yang, B. (2008). Conceptualization and evolution of learning organizations. In T. Torres-Coronas & M. Arias-Oliva (Eds.), Encyclopedia of human resources information systems: Challenges in e-HRM (pp. 172-177). Hershey, PA: Information Science Reference.

3. Yang, B. (2006). Learning organization. In J. Greenhaus & G. Callanan (Eds.), Encyclopedia of Career Development (pp. 461-464). Thousand Oaks, CA: Sage Publications.

4. Yang, B. (2005). Factor analysis. In R. A. Swanson & E. F. Holton (eds.), Research in organizations: Foundations and methods of inquiry (pp. 181-199). San Francisco: Berrett-Koehler Publishers.

5. Yang, B. (2005). Meta-analysis. In R. A. Swanson & E. F. Holton (eds.), Research in organizations: Foundations and methods of inquiry (pp. 201-217). San Francisco: Berrett-Koehler Publishers.

Refereed Journal Articles:

1. Yang, B., (2012). Confucianism, socialism and capitalism: A Comparison of cultural ideologies and implied managerial philosophies and practices in the P. R. China, Human Resource Management Review, 22(3), 165-178. [SSCI]

2. Hung, R. Y., Lien, B. Y., Yang, B., Wu, C. M., &, Kuo, Y. M. (2011). Impact of TQM and organizational learning on innovation performance in the high-tech industry, International Business Review, 20(2), 213-225. [SSCI]

3. Chen, X., & Yang, B. (2010). Copying from others or developing locally? Successes and challenges of MBA education in China (1990-2010). Journal of Chinese Human Resource Management, 1(2), 128 – 145.

4. Zheng, W., Yang, B., & McLean, G. (2010). Linking organizational culture, structure, strategy, and organizational effectiveness: Mediating role of knowledge management. Journal of Business Research, 63(7), 763-771. [SSCI].

5. Hung, R. Y., Yang, B., Lien, B. Y., McLean, G. N. (2010). Dynamic capability: Impact of process alignment and organizational learning culture on performance. Journal of World Business, 45(3), 285-294. [SSCI]

6. Yang, B., Wang, Y., & Drewry, A. W. (2009). Does it matter where to conduct training? Accounting for cultural factors. Human Resource Management Review, 19(4), 324–333. [SSCI]

7. Yang, B., Zheng, W., & Viere, C. (2009). Holistic views of knowledge management models. Advances in Developing Human Resources, 11(3), 273-289.

8. Zheng, W., Qu, Q., & Yang, B. (2009). Toward a theory of organizational cultural evolution. Human Resource Development Review, 8(2), 151-173.

9. Yang, B., & Wang, X. (2009). Success and lessons of developing human capital in the P. R. China. Human Resource Development International, 12(1), 3-14.

10. Wang, X., Yang, B., & McLean, G. N. (2007). Influence of demographic factors and ownership type upon organizational learning culture in Chinese enterprises. International Journal of Training and Development, 11(3), 154-165.

11. van der Merwe, L., Chermack, T. J., Kulikowich, J. M., & Yang, B. (2007). Strategic conversation quality and engagement: Assessment of new measure. International Journal of Training and Development, 11(3), 214-221.

12. Wang, X., & Yang, B. (2007). The culture of learning organizations in Chinese state-owned and privately-owned enterprises: An empirical study. Frontiers of Business Research in China, 1(2), 275-299.

13. Yang, B., Zheng, W., & Li., M. (2006). Confucian view of learning and implications for developing human resources. Advances in Developing Human Resources, 8(3), 346-354.

14. Lien, B. Y., Hung, R. Y., Yang, B., & Li, M. (2006). Is learning organization a valid concept in Taiwanese context? International Journal of Manpower, 27(2), 189-203. [SSCI]

15. McLean, G., Yang, B., Kuo, C., Tolbert, A., & Larkin, C. (2005). Development and initial validation of an instrument measuring coaching behavior. Human Resource Development Quarterly, 16(2), 157-178.

16. Zhang, D., Zhang Z., & Yang, B. (2004). Learning organization in mainland China: An empirical research on its application to Chinese state-owned enterprises. International Journal of Training and Development, 8(4), 258-273.

17. Yang, B., Zhang, D., & Zhang, M. (2004). National human resource development in the People’s Republic of China. Advances in Developing Human Resources, 6(3), 297-306.

18. Egan, T. M., Yang, B., & Bartlett, K. (2004). The effects of learning culture and job satisfaction on motivation to transfer learning and intention to turnover. Human Resource Development Quarterly, 15(3), 279-301.

19. Yang, B. (2004). Can adult learning theory provide a foundation for human resource development? Advances in Developing Human Resources, 6(2), 129-145.

20. Yang, B. (2004). Holistic learning theory and implications for human resource development. Advances in Developing Human Resources, 6(2), 241-262.

21. Yang, B., Watkins, K. E., & Marsick, V. J. (2004). The construct of learning organization: Dimensions, measurement, and validation. Human Resource Development Quarterly, 15(1), 31-55.

22. Yang, B., & Zhang, D. (2003). How to develop human resources: Technical rationality or social moral responsibility? A comparison of Western and Chinese human resource theory and practice. Journal of Tsinghua University (Philosophy and Social Sciences Edition), 18(3), 66-73. (Chinese)

23. Yang, B. (2003). Political factors in decision-making and implications for HRD. Advances in Developing Human Resources, 5(4), 458-479.

24. Yang, B., & Zhang, D. (2003). A theoretical comparison of American and Chinese culture and impacts on human resource theory and practice. International Journal of Human Resource Development and Management, 3(4), 338-358.

25. Yang, B. (2003). Toward a holistic theory of knowledge and adult learning. Human Resource Development Review, 2(2), 106-129.

26. Yang, B. (2003). Identifying valid and reliable measures for dimensions of a learning culture. Advances in Developing Human Resources, 5(2), 152-162.

27. Ellinger, A. D., Ellinger, A. E., Yang, B., & Howton, S. W. (2003). Making the business case for the learning organization concept. Advances in Developing Human Resources, 5(2), 163-172.

28. Yang, B. (2002). Meta-analysis and theory building. Advances in Developing Human Resources, 4(3), 296-316.

29. Blunt, A., & Yang, B. (2002). Factor structure of the adult attitudes toward continuing education scale (AACES) and its capacity to predict participation behavior: Evidence for adoption of a revised scale. Adult Education Quarterly, 52(3), 299-314.

30. Ellinger, A. D., Ellinger, A. E., Yang, B., & Howton, S. W. (2002). The Relationship between the learning organization concept and firms’ financial performance: An empirical assessment. Human Resource Development Quarterly, 13(1), 5-21.

31. Yang, B., & Lu, X. R. (2001). Predicting academic performance in management education: An empirical investigation of MBA success. Journal of Education for Business, 77(1), 15-20.

32. Yang, B., & Cervero, R. M. (2001). Power and influence styles in programme planning: Relationship with organizational political contexts. International Journal of Lifelong Education, 20(4), 289-296.

33. Umble, K., Cervero, R. M., Yang, B., & Atkinson, W. L. (2000). Effects of traditional classroom and distance continuing education: A theory-driven evaluation of a vaccine-preventable diseases. American Journal of Public Health, 90(8), 1218-1224.

34. Yang, B. (1998). Longitudinal study of adult education participation: A theoretical formulation and empirical investigation. International Journal of Lifelong Education, 17(4), 247-259.

35. Yang, B., Cervero, R., Valentine, T., & Benson, J. (1998). Development and validation of an instrument to measure adult educators’ power and influence tactics in program planning practice. Adult Education Quarterly, 48(4), 227-244.

36. Roth, A., & Yang, B. (1997). Theorising intelligence: Western and Eastern educational paradigms. Educational Practice and Theory, 19(1), 27-35.

37. Rojewski, J. W., & Yang, B. (1997). Longitudinal analysis of selected psychological and social influences on the development of occupational aspirations. Journal of Vocational Behavior, 51(6), 375-410.

38. Merriam, S., & Yang, B. (1996). A longitudinal study of adult life experiences and developmental outcomes. Adult Education Quarterly, 46(2), 62-81.

39. Yang, B. (1995). A factor structure of professionals’ attitude towards continuing education and its relationship to participation. Canadian Journal for the Study of Adult Education, 9(2), 41-54.

40. Cervero, R. M., & Yang, B. (1994). Can Houle’s typology of professionals predict participation in continuing education? The Journal of Continuing Higher Education, 42(3), 2-9.

41. Yang, B., Blunt, A., & Butler, R. (1994). Prediction of participation in continuing professional education: A test of two behavioral intention models. Adult Education Quarterly, 44(2), 83-96.

42. Ralph, E., & Yang, B. (1993). Beginning teachers’ utilization of instructional media: A Canadian case. Educational and Training Technology International, 34(4), 299-310.

学术著作与论文(中文)

学术论文

1. 陈璐、高昂、杨百寅、井润田. 家长式领导能激发创造力吗？心理授权与价值观的作用[J].《管理学报》已录用

2. 陈璐、杨百寅，井润田. 家长式领导对高管团队有效性的影响机制研究：以团队凝聚力为中介变量[J]. 《管理工程学报》2012年第26卷第1期，13-19，34。

3. 韩翼、杨百寅. 真实型领导、心理资本与员工创新行为：领导成员交换的调节作用[J]. 《管理世界》，2011，12：78-86.

4. 屠兴勇 杨百寅. “知识整体理论”及其在管理领域中的应用 《清华大学学报·哲学社会科学版》2011年第6期（第26卷）， 125-135.

5. 屠兴勇、杨百寅. 组织自然状态中的窘境及其出路－一种基于知识的分析框架 《管理学家·学术版》2011年第5期， 3-20.

6. 韩翼、杨百寅、张鹏程. 组织承诺会导致创新: 目标定向的调节作用. 《科学学研究》，2011年第1期，29(1)：127-137.

7. 张勉、李海、魏钧、杨百寅 交叉影响还是直接影响？工作－家庭冲突的影响机制《心理学报》2011年第5期，43(5), 573-588。

8. 陈璐、 杨百寅、井润田、王国锋　家长式领导、冲突与高管团队战略决策效果的关系研究　《南开管理评论》 2010年13卷，第5期，4-11。

9. 陈璐、井润田、 杨百寅　家长式领导、人际信任与高管团队有效性：一个本土化研究《战略管理》 2010年第2卷第2期，10-16。

10. 李海、张勉、杨百寅 绩效评价对组织公民行为的影响: 组织承诺的中介作用《管理工程学报》 2010年第24卷第1期，146-151。

11. 陈璐、 杨百寅、井润田、刘璞　高层管理团队内部社会资本、团队冲突和决策效果的关系——研究综述与理论分析框架《南开管理评论》 2009年12卷，第6期，42-50。

12. 张勉、魏钧、杨百寅　社会资本的来源：工作咨询网络中心性的前因变量《管理世界》2009年第5期　【《新华文摘》2009年第15期， 133-136。转载】

13. 张勉、魏钧、杨百寅 工作和家庭冲突的前因和后果变量：中国情景因素形成的差异 《管理工程学报》 2009年第23卷第4期，79-84。

14. 曾宪聚、席酉民、杨百寅 组织协作秩序的扩展及其知识逻辑――和谐管理理论的视角 《管理学家·学术版》2009， 207-226。

15. 韩翼、杨百寅. 真实型领导：理论、测量与最新研究进展. 《科学学与科学技术管理》，2009，2：170-175.

16. 魏钧、张勉、杨百寅 组织认同受传统文化影响吗——中国员工认同感知途径分析 《中国工业经济》2008年06期，118-126 。

17. 吴永荣、杨百寅 应用模糊数学评价研究所的一个方法 《科学.经济.社会》1983年03期, 229-233。

刊物论文

1. 杨百寅 谋略领导 《清华管理评论》2012年第1期，50-63。

2. 杨百寅 以理服人 还是以术制人？——领导者的权力与影响策略《北大商业评论》2008年第3期, 14-19。

科研基金

1. 项目主要参与者，国家自然科学基金重点项目“中国企业战略领导力研究：集体领导力的理论模型及有效性”（2013-2017），240万元（项目批准号：71232002）

2. 项目主持人，国家自然科学基金，“创新型领导力：理论模型，结构维度，影响因素以及有效性研究” （2012-2015），45万元 （项目批准号：71172009）。

3. 项目主要参与者，创新群体项目“复杂变化环境下企业组织管理整体系统及其学习变革研究” （2012-2015），420万元（项目批准号：71121001）。

4. 项目主持人，国家杰出青年科学基金， “企业创新力的多层次形成机制研究” （2008-2011），140万元 （项目批准号：70725005）。

5. 项目主要参与者，国家自然科学基金重大项目“新兴电子商务重大基础问题及关键技术研究”，课题一 “新兴电子商务参与者行为规律研究” （2009-2012），375万元（项目批准号：70890081）。

6. 项目主持人，中国中煤能源集团，“中国中煤集团有限公司培训管理体系优化” （2009-2010），68万元。

指导博士生

毕业博士生

1. Ginny Boyum, Interim Dean of Academic Affairs, Rochester Community and Technical College (USA). Dissertation title: “A Model of Servant Leadership in Higher Education”. Graduated in January 2012, University of Minnesota.

2. Cynthia Digby, instructor, Department of Organizational Leadership, Policy and Development, University of Minnesota (USA). Dissertation title: “An Examination of the Impact of Formal and Informal Learning on Adult Environmental Knowledge, Attitudes, and Behaviors”. Graduated in October 2009, University of Minnesota.

3. Sung Jun Jo, assistant professor (tenure-track), Department of Business and Economics, Utica College in New York (USA). Dissertation title: “The Organizational Outcomes of Structural Characteristics of A Developmental Network: Emotional Attachment and Pro-Organizational Behaviors”. Graduated in May 2009, University of Minnesota.

4. Misato Sakai. Dissertation title: “Towards a Holistic Theory of Corporate Social Responsibility Excellence: An Examination of the Attributes and Roles of Organizational Culture, Learning, and Stakeholder Engagement”. Graduated in August 2008, University of Minnesota.

5. Thomas Buchner, senior lecturer, Carlson School of Management, University of Minnesota. Dissertation title: “How Do Employees React to Performance Evaluation: A Phenomenological Study”. Graduated in May 2008, University of Minnesota.

6. Russell Korte, assistant professor of human resource development (tenure-track), University of Illinois at Urbana-Champion. Dissertation title: “A Case Study of The Socialization Process of Engineers: How New Engineers Learn The Social Norms of Organizations”. Graduated in August 2007, University of Minnesota.

7. Cecelia Westby, Faculty, Ellis College of New York Institute of Technology. Dissertation title: “How Early Childhood and K-12 Teachers Experience Transformational Learning in a Dynamic Urban Setting: The Role of Knowledge Facets”. Graduated in August 2007, University of Minnesota.

8. Sohee Park, assistant professor of human resource (tenure-track), Department of Management, Inje University, Pusan (Korea). Dissertation title: “Relationships among Managerial Coaching & Outcomes of Personal Learning, Organizational Commitment and Turnover Intention”. Graduated in August 2007, University of Minnesota.

9. Susan Wiebenga, Training Specialist and Organization Development Consultant: Federal Reserve Bank of Minneapolis. Dissertation title: “A Study of the Work Outcomes of Training and Self-Confidence: Evidences from NLSY79 Dataset”. Graduated in April 2007, University of Minnesota.

10. Baek-Kyoo (Brian) Joo, assistant professor of human resource and organizational behavior (tenure-track), Winona State University. Dissertation title: “The Impact of Contextual and Personal Characteristics on Employee Creativity in Korean Firms”. Graduated in April 2007, University of Minnesota [Finalist for Malcolm Knowles Dissertation of the Year Award, Academy of Human Resource Development].

11. Claudia Yueh-Ysen Lin, assistant professor of management (tenure-track), Yuan Ze University. Dissertation title: “An Examination of the Relationship between Organizational Learning Culture, Structure, Innovativeness, and Effectiveness: Evidence from Taiwanese Organizations”. Graduated in September 2006, University of Minnesota.

12. Xiaohui Wang, professor of management, Sun Yat-sen University. Dissertation title: “Relationships among Organizational Learning Culture, Job Satisfaction, and Organizational Commitment in Chinese State-owned and Privately-owned Enterprises”. Graduated in December 2005 (co-advisor, Gary McLean).

13. Wei Zheng, assistant professor of human resource development (tenure-track), Northern Illinois University. Dissertation Title: “An Investigation of the Impact of Organizational Culture, Structure, and Strategy on Knowledge Management Effectiveness and Organizational Effectiveness.” Graduated in May 2005, University of Minnesota (co-advisor, Gary McLean). [Finalist for Malcolm Knowles Dissertation of the Year Award, Academy of Human Resource Development].

14. Mark Emerson, assistant professor of management (tenure track), George Fox University. Dissertation Title: “An Examination of Selected Explanatory Factors for Successful Behavioral Maintenance.” Graduated in May 2002, University of Idaho.

15. Diane Ludgate, president of Innovative Training Concepts, Inc. Dissertation Title: “An examination of the relationship between personality variables and managerial behavior as measured by power and influence tactics.” Graduated in May 2001, University of Idaho. [Finalist for Malcolm Knowles Dissertation of the Year Award, Academy of Human Resource Development].

16. 钱晓烨 四川大学工商管理学院讲师，博士论文题目：“人力资本、心理资本与区域创新：中国省市的实证研究”。2012年7月毕业于清华大学。

在读博士生（清华大学）

1. 陈雪芬

2. 高昂

3. 洪基硕（韩国）

4. 江静

5. 连欣

6. 林声洙（韩国）

7. 马琳

8. 梅哲群

9. 容琰

10. 杨浩