已有研究重点关注了领导在组织学习过程中所发挥的支持性作用，忽视了领导个人学习对组织学习成效的直接影响。为了明确领导个人学习对组织学习成效影响的内在机制，本研究提出领导可以根据组织学习情境特征，采取与之相适应的探索式学习或利用式学习，调整组织内部的纵向知识流动和横向知识流动，从而在领导个人层面实现两种学习方式的双元平衡，在组织整体层面提高组织学习成效。基于智能体的计算机仿真实验表明，当组织处于弱学习情境时，领导应采取探索式学习应对与下属之间的纵向知识流动，采取利用式学习应对与其他领导之间的横向知识流动；当组织处于强学习情境时，无论是与下属之间的纵向知识流动，还是与其他领导之间的横向知识流动，领导均应采取探索式学习，这样才有助于提高组织整体的学习成效。%It has been found that the supportive effect of leaders in the process of organizational learning has been emphasized,and the direct influence of his or her personal learning on the effectiveness of organizational learning has been neglected in literatures. Therefore,in order to reveal this influential mechanism,we sup-pose that a leader selects the learning behaviors,either exploration or exploitation,according to the character-istics of organizational learning context,and adkusts the direction of internal knowledge flows,hierarchical or horizontal,to enhance the effectiveness of organizational learning at organizational level by achieving ambidex-terity between these two learning behaviors at the individual level of the leader. Results from agent-based sim-ulation show that when in weak learning context,the leader should facilitate vertical knowledge flows with sub-ordinates through exploration learning and horizontal knowledge flows with other leaders through exploitation learning;when in strong learning context,the leader should facilitate both vertical knowledge flows with subor-dinates and horizontal knowledge flows with other leaders through exploration learning.
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