摘要
事故调查是危机学习的重要环节,是预防危机的关键因素。论文在对近年(2008—2016年)公开发布的34份特别重大事故调查报告分析的基础上,结合我国事故调查的现状,按照危机学习过程的思路,对危机学习可能存在的困境进行了解释。并发现:重问责的调查导向影响了危机学习的潜力;事故调查总结的宏观指向割裂了双环学习的步骤;独立调查主体的缺失会限制危机学习信息的客观真实性;干部失职和监管不力为主轴的事故原因凸显了危机学习的体制障碍;调查时限约束了调查报告内容的深度。这些在不同程度都会影响危机学习的效果。
Accident investigation—the critical step of learning from a crisis—is also a key factor in crisis prevention. Based on organizational learning theory, this paper analyzes the difficulties of learning from criseswhen the current methods of accident investigation are used. The data set for this study consists of 34 recently published investigation reports of accidents that were considered extraordinarily serious. Diffulties in the report included: the emphasis on accountability effects rather than the potential of crisis learning limited experiential feedback to ambiguous factual recitations which split the double-loop learning steps; the lack of independence for accident investigation restricted objectivity and the authenticity of crisis learning; the poor performances of public officials which resulted in accidents highlightedthe institutional barriers to crisis learning; and, the investigation deadlines constrained the depth of the investigation reports. All of these influencedthe effect of learning from these crises.
出处
《公共行政评论》
CSSCI
北大核心
2017年第2期118-139,共22页
Journal of Public Administration
基金
教育部重大攻关项目"我国社会治理体系构是及其运行机制研究"(16JZD026)
山东大学青年学者未来计划(2015WLJH10)
关键词
事故调查
危机学习
调查报告
危机预防困境
Accident Investigation
Learning from Crisis
Investigation Reports
Crisis Prevention
Dilemma
