以組織學習觀點探討豐田生產系統之持續實施__臺灣人文及社會科學引文索引資料庫

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題名：	以組織學習觀點探討豐田生產系統之持續實施
作者：	葉怡良
作者(外文)：	YEH, YI-LIANG
校院名稱：	國立雲林科技大學
系所名稱：	企業管理系
指導教授：	陳志遠
學位類別：	博士
出版日期：	2022
主題關鍵詞：	持續改善；組織學習；精實生產；豐田生產系統；continuous improvement；organizational learning；lean production；Toyota production system
原始連結：	連回原系統網址
相關次數：	被引用次數:期刊(0) 博士論文(0) 專書(0) 專書論文(0) 排除自我引用:0 共同引用:0 點閱:0

豐田生產系統(下稱TPS)被公認為是製造業提高競爭力的最佳方法之一，亦是企業競爭優勢的良好源泉。它被許多不同類型的組織積極推廣和採用。然而，卻很少有組織能維持TPS持續實施的動能。組織學習亦被視為是強化組織體質的最佳利器，但過往的研究者和實踐者傾向於將TPS和組織學習視為兩個截然不同的概念。持續改善是TPS的核心哲學，而組織學習和持續改善之間的關係，本質上是相互促進的過程，擁有較好的組織學習，可以建立持續改善的文化與能力。陳志遠、葉怡良、許禮哲與魏式琦(2021)跨領域整合了TPS和組織學習，擴展了Crossan、Lane與 White (1999)的組織學習4I架構，增加內化及指標兩個過程，整合成推動TPS之組織學習6I架構(Intuiting, Interpreting, Integrating, Institutionalizing, Internalizing, Indicator)，來協助推動TPS的組織提升其績效。內化過程有助於解釋直覺的前因，補足了原始組織學習理論架構的不足；指標在支持個人、群體和組織層面的學習過程中可以發揮的不同作用，是促進組織學習的驅動力。但6I架構沒有說明和改善之間的關係，而改善是推動TPS的核心，因此本研究欲探討組織學習與TPS和改善之間更具體的關聯性。
本研究從組織學習的觀點出發，採用質性個案研究方法，以次級資料分析與田野個案訪談作為資料蒐集方式，訪談對象從基層的專員到經營層的高階主管。研究的個案公司是豐田汽車在台灣的關係企業，其實施TPS的手法都是源自豐田體系，是台灣少數能完整體現豐田生產系統的工廠，對TPS的研究者及實施者而言是非常具有代表性的個案。
本研究發現，TPS的推動若能結合組織學習的過程，將更能促進TPS的持續實施。本研究擴展了組織學習6I架構，增加改善(Improving)過程，發展出推動TPS活動之組織學習7I架構。讓TPS推動過程更順暢，讓組織學習架構更趨完整。

以文找文

The Toyota Production System (TPS) is one of the best famous methods to enhance manufacturers' competitiveness; moreover, it is the best way to maintain competitive advantages in the industry. There are many different types organizations practice and promote comprehensively. However, few organizations can sustain the capacity of TPS implementation. Organizational learning is considered to be the best tool to strengthen an organization, but past researchers and practitioners tend to regard TPS and organizational learning as two varying concepts. Continuing improvement is the core of TPS, and the relationship between organizational learning and continuous improvement is essentially a mutually reinforcing process. Better organizational learning would enhance continuous improvement capability and culture.
Chen, Yeh, Hsu, and Wey (2021) merged the framework of organizational learning and TPS across fields, They expanded the organizational learning 4I framework by Crossan, Lane, and White (1999) to increase internalization and indicators processing, form the organizational learning 6I framework (Intuiting, Interpreting, Integrating, Institutionalizing, Internalizing, Indicator) to promoting their performance. The internalizing process can explain the intuitive antecedents and complements the original organizational learning theoretical framework; the different roles that indicators can play in supporting the learning process at the individual, group, and organizational levels are drivers of organizational learning. The 6I framework does not describe the relatedness with improvement, and improvement is the core of TPS, so this study intends to explore the more specific correlation between organizational learning and TPS and improvement.
This research is based on the perspective of organizational learning, with qualitative case study method, secondary data analysis, and field case interviews as data collection methods. Toyota Motor Group affiliates the company of researches is participants are from administration Staff to management level and they implement TPS all from the Toyota system. It is a rare company in Taiwan that can fully reflect the Toyota Production System. This is a very representative case for the researchers and practitioners of TPS.
The findings reveal that the TPS can be put into practice with organizational learning; it can promote the continuous implementation of TPS better. This study expands the 6I framework of organizational learning, extending (Improving) processes, developing the 7I framework for organizational learning that promotes TPS activities. This will make the TPS implementation process smoother and the organizational learning framework more complete.

以文找文

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