基于复合式团队两阶段道德风险模型的担保企业评委激励机制

学术界将团队道德风险与两阶段道德风险模型结合构建复合式模型成为激励理论新研究的趋势.然而,这种复合式模型对团队成员间协作,业务两阶段间努力的影响以及代理人的行为因素考虑不足.以担保企业的评委团队在评议会和评审会两阶段的道德风险为研究对象,运用经济学激励理论和最优理论与算法,构造了团队两阶段道德风险复合模型,并通过数值仿真揭示了评委团队在不同规模人数下,团队成员的业务两阶段的努力影响因子,评委团队协作度、两阶段评委道德敏感度与激励强度的关系.主要研究结果表明:在业务评议会阶段,评委团队为3~5人规模,且两阶段努力影响因子偏小或评委道德敏感度偏大时,对该阶段评委团队应施加高激励;而当评委间的协作度为中等或高水平时,随着评委间协作度的增加,对该阶段评委团队的激励强度应递减.在业务评审会阶段,随着评委人数的增加且评委两阶段的努力影响因子减小,对该阶段评委团队应施以较强的正激励;随着评委道德敏感度的减小或评委的协作度增加,对该阶段评委应强化正激励.     

国有企业科研团队的股权分配研究

科研团队是国有企业产品创新和技术创新的主体,对掌握核心技术的科研团队实施股权激励成为企业增强其创新活力的有效手段。通过分析国有企业对科研团队股权激励政策及实践现状,在国有企业科研团队已拥有科技成果但尚未产生经济效益的情况下,以科技成果贡献为导向,采用主成分分析法和权值因子法等设计国有企业科研团队的科技成果贡献考核指标、权重及量表,确定科研团队在企业中可获得的股权分配比例。研究结论为国有企业科研团队实施股权激励提供了理论依据。     

团队生产中的博弈模型与道德风险研究

首先根据团队生产在产出函数的特点,建立了由二人组成的团队生产模型;接着,在分析了团队生产的博弈过程后,求得团队成员努力投入的N ash均衡;最后,着重研究了两种证实团队生产中存在道德风险的方法.     

贷款市场中基于最优博弈策略的激励契约

信贷风险是商业银行主要的信用风险,信贷风险分为企业的经营风险和企业违约赖账的道德风险.本文运用相关知识建立了双方的博弈模型,讨论了均衡状态下双方的最优博弈策略,通过制定合理的利率水平和惩罚力度来激励借款人按合同规定投资某项目而不去投资高风险项目,以达到有效控制道德风险的目的.     

考虑横向公平偏好的项目团队成员知识共享激励研究

现有知识共享激励研究大都建立在理性经济人假设基础上,而在现实经济活动中,这一假设存在较大局限性。本文将传统个体激励和团队激励相分离的激励模式转化为整合激励模式,运用博弈模型构建了基于横向公平偏好的知识共享激励模型,并对模型进行检验与数据模拟,结果表明:项目团队成员知识共享个体激励和团队激励均衡状态下,个体激励和团队激励对成员的知识共享努力水平具有互补性。知识共享风险成本较低(高)情形下,个体激励与横向公平偏好负相关(呈倒U型关系),团队激励与横向公平偏好正相关(呈U型关系)。     

一种确定项目工作团队合理规模的新思路

本主要研究项目工作团队合理规模确定问题，基于委托—代理理论，建立了项目工作团队管理激励与约束机制模型，探讨了项目工作团队规模的设计问题，给出了一种新的项目工作团队合理规模设置的有效方法。从激励与约束角度研究项目工作团队合理规模的确定具有创新性，丰富了项目工作团队规模设计的理论与方法。     

基于投影寻踪分类模型的高管团队战略协同分析

着眼于企业高管团队战略协同系统所蕴含的学术与实践价值,研究系统效能重于高管团队自身的作为,关注系统优化则更重于传统模式下高管团队的内部建设.本文首先探究了高管团队与企业战略的协同机理;然后将基于实码加速遗传算法的投影寻踪分类模型技术引入子系统及子系统序参量的权重计算和有序度评价,提出了新的协同度评价方法,建立了高管团队的战略协同度评价模型;应用该模型对S企业进行了实例研究,印证了模型的可操作性.企业高管团队的战略协同度评价结果有助于识别具体企业高管团队战略协同进程中的制约要素,从而有针对性地提出优化对策.     

基于演化博弈的商业银行担保贷款风险管理

现实中担保贷款的策略违约现象证实了其偿还率并不如理论预期那样高,担保贷款风险管理遇到新瓶颈.在前人研究基础上,试图将套牢理论引入中小企业奖惩机制,构造实力不同的两家非对称中小企业担保贷款模型,利用惩戒与授信的两种手段对企业实施激励,运用演化博弈模型论述风险控制机理.研究表明在一定范围内加大担保团体成员内部惩罚或授信可以有效降低策略违约的概率,降低套牢风险.     

具有工作互补效应的团队工作管理激励与约束机制设计

本基于团队成员之间存在工作互补效应的条件,对团队工作管理激励与约束机制进行了设计,得出了在团队成员之间存在工作互补效用的条件下,努力工作成为每个团队成员最优选择的结论,同时,就各种相关因素对最优激励系数β^*设计的影响进行了分析。     

基于两阶段多任务道德风险模型的失业参保职工激励机制研究

现有文献大多侧重于劳动经济学视角，针对失业保险道德风险的间接影响因素进行研究。并未针对现实的失业保险道德风险问题深入研究。论文基于委托代理理论，以失业参保职工为研究对象，结合国家失业保险的最新政策，针对企业参保职工失业过程中，在资格审查和待遇发放两个阶段，自愿失业、延缓就业和隐性就业三种最可能发生的道德风险行为，构建了失业参保职工两阶段多任务激励模型，并借助Matlab2017b数值仿真展示了主要影响因素与最优激励因子之间的关系。研究得出了若干防范失业参保职工失业道德风险的有益结论和建议。     

Filling in solvable groups and in lattices in semisimple groups

We prove that the filling order is quadratic for a large class of solvable groups and asymptotically quadratic for all -rank one lattices in semisimple groups of -rank at least 3. As a byproduct of auxiliary results we give a shorter proof of the theorem on the nondistorsion of horospheres providing also an estimate of a nondistorsion constant.     

An Outlook in Teaching and Research in Mathematics in Educational Institutions

The present paper outlines some basic principles upon which an outlook in teaching and research in mathematics in educational institutions can be developed. Defining applied mathematics, the author analyses the basic topics of mathematics which permeate throughout the wider fields and diversified aspects of this branch of mathematical science.

For the institutions of learning, a course curriculum has been proposed which will gradually motivate, orient and prepare individuals through the process of learning to understand the methods and techniques, so as to apply them to physical problems. This has been illustrated in the fields of fluid dynamics and aerodynamics through the analysis of complex function theory and differential equations.

Because of the frustrating situations prevailing amongst students and teachers in the institutions of learning in the present day, a critical analysis has been made to identify the respective roles of the academicians and administrators, and with a view to improving the situation, some remedy has been suggested regarding teaching and research in educational institutions.     

Introducing technology in algebra in Hong Kong: addressing issues in learning

A review of recent studies in Hong Kong suggests that possible problems in secondary school algebra may be due to the procedural paradigm orientation in the curriculum and the conventional style of teaching in the classroom which do not provide sufficient opportunities for students to develop conceptual understanding. Based on the works of a number of projects in the West, it is hypothesized that the introduction of technology in lessons which embody a cognitive model in their design and delivery will provide a viable alternative for enhancing algebraic thinking. The key features of the cognitive model are concrete preparation, cognitive conflict, construction, metacognition and bridging, imbedded in a ‘mediation’ style of teaching. These features are exemplified by detailed accounts of classroom episodes from a Hong Kong lesson supported by the use of graphics calculators. Results indicate that while the approach places particular demands on teachers (a tension between a transmission style of teaching and mediating) there is real potential for supporting more dynamic student constructions.