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題名:領導行為與集體效能對知識創造團隊學習影響之研究-以知識分享與團隊認同為中介變項
作者:張耀宗 引用關係
作者(外文):Yaw-Tzong Chang
校院名稱:國立雲林科技大學
系所名稱:管理研究所博士班
指導教授:楊仁壽
學位類別:博士
出版日期:2006
主題關鍵詞:知識創造團隊團隊學習領導行為集體效能知識分享團隊認同Knowledge creation teamKnowledge sharingLeader behaviorTeam learningTeam identityCollective efficacy
原始連結:連回原系統網址new window
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  • 被引用次數被引用次數:期刊(6) 博士論文(2) 專書(0) 專書論文(0)
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  • 點閱點閱:113
在專業分工愈來愈精細的趨勢下,企業的任務常需依賴團隊完成,使得近年來無論是國外或國內的產業界,都愈來愈強調以團隊提升組織效能的重要性。而團隊學習的干預,是團隊有效發展的重要關鍵。本研究目的是以投入-過程-產出之系統性觀點,根據文獻演繹出領導行為、集體效能、知識分享、團隊認同與團隊學習的整合關係模式。
問卷調查對象以知識創造為本質的大專生專題團隊,在從國內公私立技職院校,抽樣調查235組專題團隊後,本研究將資料以統計軟體,去檢定變項間的線性關係模式。此外,經由一年期參與觀察,透過焦點訪談、深度訪談及文件分析法,本研究以個案研究,具體了解五組不同團隊在知識創造任務,團隊學習的行動內涵與洞識體認。
量化結果顯示,任務、關懷導向領導與集體效能,要透過團員間知識分享與團隊認同等情境變項,才會對團隊學習有所影響;此外任務導向領導,對團隊認同未達顯著影響關係,此現象緣於處於青年期技職大專生,心理階段著重社會互動關係,因而在知識創造的專題製作歷程,關懷導向的領導行為,較能促動成員自主建構的團隊學習。
五組有關知識創造團隊個案的綜合討論,發現對專題的集體效能影響學習活動外,專業領導、認同參與及合作分享,亦對認知重框架、實驗、跨界活動與觀點整合的團隊學習,具有重要影響。
As the division of labor in professional job becomes more and more precise, business tasks would depend on team learning to get accomplished. Teams have been considered as a determinant to the organizational effectiveness in the business world. Intervening team learning is the key for effective team development . The study applies a system perspective (i.e. input-process-output) to develop a model related to interrelationships among variables of leader behavior , collective efficacy, knowledge sharing, team identity and team learning.
Questionnaire objects are college project teams who executed project-based learning to fulfill a knowledge-creation task. After sampling 235 college project teams from different domestic public and private colleges of vocation and technology , the research analyzes data with the statistic software to examine structural equation model of hypothesis variables relationships. Besides, through participation observation in one year, focus interview, depth interview and document analyze, the research adopts case study to understand concretely five knowledge-creation teams about action content and insight realization of team learning .
Quantity result shows task-oriented, people-oriented leadership and collective efficacy influencing team learning should through knowledge sharing and team identity, such as mediate variables ; In addition task-oriented leadership didn''t influence team identity significantly, this phenomenon is because college students in the adolescence whose mental stage emphasize social interaction relation. As a result , in process of knowledge creation project , people-oriented leadership can push members significantly to construct team learning .
Five cases about knowledge-creation team discussed synthetically , collective efficacy about projects influence learning activities, profession leadership, identification to participate and cooperate sharing also have important influence on team learning about cognitive reframe, experience, boundary-cross and standpoint integration.
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