- 學位論文
研發管理機制、實務社群學習活動、與研發績效關係之研究 – 心理安全之調節效果
A study of the relationships among governance mechanisms of R&D, learning activities of CoPs and R&D performance: the moderating role of psychological safety
摘要
摘要 在當今的知識經濟環境，企業經營者無不盡力促進其員工的學習活動，本研究利用實務社群之理論(Communities of practice, 簡稱CoPs)來探討研發成員之學習活動與其對研發績效的影響，以及何種研發管理機制可以增進其學習活動；本研究並且進一步以Edmondson’s (1999)之心理安全來探討研發環境中社會心理層面對研發成員學習行為之影響。 本研究旨在探討「研發管理機制」與「實務社群學習活動」的關係，以及對其「研發績效」的影響。同時並探討「心理安全」對「研發管理機制與實務社群學習活動的關係」之干擾效果。 研究假設採取問卷調查方式驗證，研究對象為台灣高科技產業之研發人員，發放280份問卷，178份有效回收問卷，有效問卷回收率為63.8%。 分析問卷資料後，得到之研究結果如下： 1. 在四個研發管理機制構面中，只有「專業資格和身份機制」對「實務社群的學習活動」的三個構面 (觀察、對話、執行實務) 都有正向的影響；「整合廣度機制」只對「觀察」有正向的影響；其餘「組織架構」與「責任分派機制」對「實務社群的學習活動」的三個構面均無明顯影響。 2. 「實務社群的學習活動」的三個構面 (觀察、對話、執行實務)對「研發績效」均有顯著的正向影響。 3. 有關「心理安全」對「研發管理機制與實務社群學習活動的關係」之干擾效果，研究結果顯示在十二個H3的子假設中，只有H3-1-4獲得支持，其餘十一個都沒有得到支持。另一方面，研究結果卻顯示「心理安全」對「實務社群的學習活動」的三個構面 (觀察、對話、執行實務) 均有顯著的正向影響。因此，以本研究之實證結果而言，「心理安全」其實比較適合作為「實務社群的學習活動」的前因變數，而非干擾因素。
並列摘要
Abstract In a knowledge-based economy, managers are exhausting to activate learning activities of their employees. This study uses the theory of communities of practice (CoPs) to explore employees’ learning activities and to explore what governance mechanisms of R&D can be applied to enhance these learning activities, and to examine if these employees’ learning activities can contribute to the firm’s R&D performance. Also, we will apply Edmondson’s (1999) psychological safety as an integrated factor of the social-psychological parts of R&D environments to see if psychological safety has any impacts on the dynamics of employees’ learning behaviors. This study will focus on the relationship between “governance mechanisms of R&D” and “learning activities of the CoPs”, and then the effects of “learning activities of the CoPs” on the “R&D performance”, along with the moderating role of “psychological safety” on the relationship between “governance mechanisms of R&D” and “learning activities of the CoPs”. A questionnaire survey was designed to test the research hypotheses. This study surveyed 280 participants from employees working in R&D project teams of firms belonging to the high-tech industries in Taiwan. We received 183 returned questionnaires. Among them, 5 were abandoned for their incomplete answers. This resulted in 178 valid questionnaires and a respondent rate of 63.8%. The results find that: 1) Among the four constructs of governance mechanisms of R&D, only “qualification of professional status” has positive impacts on all the observation, conversation, and practicing aspects of learning activities of the CoPs. And, “span of integration” has a positive impact on the observation aspect of learning activities of the CoPs. The rest two constructs (organizational structure and allocation of accountabilities) fail to exert influences on learning activities of the CoP. 2) All three aspects of learning activities of the CoPs (observation, conversation, practicing) contribute to R&D performance. This means that the members of the CoPs exhibit high level of learning activities can enhance the R&D performance. 3) But regarding the moderating role of psychological safety on the relationship between governance mechanisms of R&D and learning activities of the CoPs, the results only support one of the twelve sub-hypotheses of H3 (H3-1-4: psychological safety has an enhancing effect on the positive impact of “qualification of professional status” on the “observation” aspect of learning activities of the CoPs). Instead, the results reveal that psychological safety does have significant direct effects on the learning activities of the CoPs. In other words, it is more suitable to treat psychological safety as an antecedent of the learning activities of CoPs instead of as a moderating factor.