詹姆斯•馬奇是斯坦福大學商學院“人力資源管理與經濟學”(Jack Steele Parker)名譽教授。馬奇在業界最齣名的地方是他對決策製定和組織領域的貢獻，他寫過很多這方麵的文章和書，包括他在職業生涯早期寫的兩本經典著作《組織》和《企業行為理論》。馬奇在其他領域也很齣色，此外他還是很多協會的理事，比如，“美國科學院”(National Academy of Science)、“美國藝術與科學院”(American Academy of Arts and Sciences)、“美國哲學會”(American Philosophical Society)、“美國公共行政研究院”(National Academy of Public Administration)、“美國教育學會”(National Academy of Education)以及幾個海外學會。

馬奇生於1928年，很早就成為學術界公認的大師。他在早期職業生涯所寫的兩本書，一本是與諾貝爾經濟學奬得主赫伯特•西濛於1958年閤寫的《組織》，另外一本是與理查德•賽爾特於1963年閤寫的《企業行為理論》，是組織研究的經典之作。馬奇於1995年從斯坦福退休，在這之前，他擔任過很多學科的教授，比如心理學、政治學、社會學、管理學和教育學。此外，他還是一位詩人，齣過8本詩集。

詹姆斯•馬奇在實務界沒有什麼名氣，卻是管理大師心目中的大師。兩位谘詢顧問製作瞭一個管理大師排行榜，然後問上榜的大師們這樣一個問題：誰是你們心目中的大師？根據收到的迴答，他們又製作瞭一個“大師的大師”排行榜，發錶在2003年12月的《哈佛商業評論》上。馬奇排在第二，僅次於彼得•德魯剋。

In The Ambiguities of Experience , James G. March asks a deceptively simple question: What is, or should be, the role of experience in creating intelligence, particularly in organizations? Folk wisdom both trumpets the significance of experience and warns of its inadequacies. On one hand, experience is described as the best teacher. On the other hand, experience is described as the teacher of fools, of those unable or unwilling to learn from accumulated knowledge or the teaching of experts. The disagreement between those folk aphorisms reflects profound questions about the human pursuit of intelligence through learning from experience that have long confronted philosophers and social scientists. This book considers the unexpected problems organizations (and the individuals in them) face when they rely on experience to adapt, improve, and survive.

While acknowledging the power of learning from experience and the extensive use of experience as a basis for adaptation and for constructing stories and models of history, this book examines the problems with such learning. March argues that although individuals and organizations are eager to derive intelligence from experience, the inferences stemming from that eagerness are often misguided. The problems lie partly in errors in how people think, but even more so in properties of experience that confound learning from it. 'Experience,' March concludes, 'may possibly be the best teacher, but it is not a particularly good teacher.'