團隊互聯記憶系統(TMS)、團隊學 習活動與管控機制之關係研究

A Study of the Relationship among Transactive Memory System, Team Learning Activities and Team Governance Mechanism

姚人鳳(Jen-Feng Yao)

指導教授 ： 謝龍發

中原大學/商學院/企業管理學系/碩士(2008年)

https://doi.org/10.6840/cycu200800307

摘要

組織中的創新是一個共同合作的過程，團隊藉由一起合作來發揮創新的潛力。由於不同領域的專家組成的跨功能團隊一直是促進組織學習合作過程的主要方法，行政上的協調是以明確的方式來處理團隊工作的相互依存關係，但其往往無法協調團隊合作過程中較為內隱的部分，互聯記憶系統(TMS)似乎正可以補足這個部分。因此，本研究的目的在研究新產品研發團隊(NPD)的互聯記憶系統與團隊學習活動的關係，並探討在團隊管理機制下兩者間的關係。
本研究中，互聯記憶系統包含三個重要的成分：專精、信賴與協調；團隊學習活動則分成：知識獲得、討論與反省；而決策的自主性及時間餘裕則扮演干擾變數的角色。研究對象是以台灣北部地區的科技廠商為主，發放523份問卷，收回的有效問卷有198份。本研究利用驗證性因素分析評估研究架構的收斂度及區別效度，並透過複回歸分析找出研究變數之間的關係。
研究發現: 1)團隊成員專精程度愈高，會使知識獲得的來源更窄化。這個結果與原先的假設相異。特別是受到決策自主性干擾影響，此關係更加顯著。2) 互聯記憶系統中的信賴及協調與反省有正向的關係；而時間餘裕則會增強信賴與反省之間關係 3) 此外，行政上協調與反省有正向的關係，也會使知識獲得的來源更廣。
基於上述研究發現，本研究提出一些實務上的建議：1) 團隊成員具有專精程度，能夠當作過濾知識濫用的防禦，減少資訊來源的蒐尋成本；2) 但為了避免團隊成員只專注在感興趣的部份，經理人應該給予有限的決策自主性；3) 藉由報償及誘因，培養團隊成員建立信賴及協調，同時經理人應該提供餘裕的時間，讓團隊成員增加反省能力；4) 行政上的協調能夠提供團隊成員檢視及修正行為且廣泛的獲得資訊。
另外，依據研究發現提出一些未來相關研究的可能方向，作為研究人員之參考。

關鍵字

反省 ； 協調 ； 互聯記憶系統 ； 團隊學習活動

並列摘要

Innovation in organizations is a collaborative process, and that groups have potential for innovation. Since a cross-functional team consists of experts with different specialties, it has been regarded as the prime approach to facilitate the collaborative process of learning in organizations. Administrative coordination, as a traditional project management practice, may deal with task interdependencies of a project team in an explicit and hierarchical way, but it often fails to tackle the tacit parts of this collaborative process. A Transactive memory system (TMS) seems promising to fulfill this requirement. Therefore, the aim of this study is to understand the effects of TMSs and administrative coordination on team learning activities in NPD teams, and under what governance mechanism can these effects be enlarged.
In this study, TMS contains three important elements that are specialization, credibility and coordination; team learning activities comprise knowledge gathering, discussion and reflection; and decision-making autonomy and slack of time act as moderating variables. This study surveyed 523 practitioners who work in technology-based companies in Taiwan north region and received 198 effective questionnaires. The convergence and discriminate validities of the measures of research variables were assured by tests of confirmatory factor analysis (CFA). Multiple regression analysis is used to discern the effects of TMS and administrative coordination on team learning activities along with the moderating effects of decision-making autonomy and slack time on these relationships.
Results show that: 1) Conflicting with the hypothesis, specialization has a negative impact on knowledge gathering that means the more the specialization team members have, the more narrowed the resources of gathering knowledge are. Specially, decision-making autonomy has a moderating effect on this relationship that higher decision-making autonomy makes this negative impact more significant. 2). Both credibility and coordination of TMS have positive impacts on reflection. Specially, slack of time has a moderating effect on the relationship between credibility and reflection. 3) Administrative coordination has positive impacts on knowledge gathering and reflection.
Based on these results, the study proposes some practical implications: 1) Specialization is regard as a safeguard against the misuse of knowledge. Thus, team members can spend less searching cost. 2) Managers should offer limited decision making autonomy to avoid focusing on what they are interested in rather than the progress of the project. 3) By rewards and motivations, managers should develop credibility and coordination with each other and offer slack time to build the friendship. 4) Administrative coordination can monitor the objectives of the project and gather knowledge widely.
In addition, some issues of future research are made for references of researchers interesting on this research subject.
v

並列關鍵字

coordination ； Transactive memory system ； team learning activities ； reflection

參考文獻

References

1. Akg