探討行動學習情境中華人文化對學習型組織的影響

Exploring the impact of Chinese culture on learning organization in the context of Action Learning

杜佳靜(Chia-Ching Tu)

指導教授 ： 丁姵元

中原大學/商學院/企業管理學系/碩士(2007年)

https://doi.org/10.6840/cycu200700355

摘要

本研究主要探討在行動學習機制的運作下，面子與關係、權力距離等華人文化特徵，是如何影響五項修練的形成和歷程，並探討成員的互動與學習。研究對象是由某大學EMBA與MBA共五名學生，參與一學期的行動學習課程，以質性研究之紮根理論分析瞭解參與歷程、面臨挑戰與最終改變，以及文化特徵與集體學習或改變的互動關係。本研究發現，團隊成員初期互動時，容易顧慮自己或他人的面子、崇尚具工作經驗的權威，面對提問產生不自覺的防禦。這些行為表現與一般華人文化中的面子問題、權威取向與強調和諧關係相呼應，也形成學習障礙，例如在以提問為主的行動學習，為了面子、權威崇拜或希望維持團隊的和諧關係，成員彼此產生距離感，不好意思直接提問或分享經驗，察覺當事人不願回答問題時選擇不繼續追問。這樣的方式不只是造成成員之間不願開放心胸的互動方式，也影響探索問題的深度。然而在行動學習機制下，隨著不斷練習提問，加上顧問支持、成員彼此熟悉感增加，與願意互相幫忙的態度，逐漸塑造安全討論的環境與氣氛，使得成員於團隊中較願意坦白，不再防禦他人提問。此結果突顯行動學習機制對於成員學習開放自我有相當大的幫助，並發現願意開放心胸才能真正解決問題，華人不開放文化因而慢慢瓦解，從中獲得的學習與改變也呼應學習型組織的五項修練。研究結果顯示，不斷行動與反思中成員進行修練自我超越，學習誠實面對真相、釐清個人願景與現實的差距，逐步將專注力放在目標以延續創造性張力，並克服因成見而容易放棄的結構性衝突。另外，成員也開始改善心智模式，從新的角度重新認識自己且開發新的思考方式，也在突破習慣性的防衛而開放自我的情況下，團隊得以由反覆傾聽、探詢的反思中，共同進行深度匯談。他們希望解決彼此問題的共同願景凝聚了團隊一體感，成員從而能開始看見事件的整體，而非只是片段資訊，願意嘗試以新的作法或思考方式處理問題，最後進入系統思考修練。本研究結果顯示，團隊開始出現學習型組織的徵兆，成員於其中能不斷反思、面對真實、彼此說真話，探索問題真正的背後原因。綜合本研究發現，組織的開放程度是華人組織在塑造學習型組織的關鍵部分，行動學習的顧問、成員關係、互助合作與提問取向等機制下，對於團隊成員進行五項修練有明顯成效。

關鍵字

華人文化 ； 行動學習 ； 學習型組織

並列摘要

The aim of the research is to explore how the Chinese cultural issues such as face, relationship and power distance affect the process of building a learning organization through action learning in a group. A group of 5 graduate students in a course of action learning have been observed and interviewed. Ground theory has been used to analyze and explore the challenge and the change among the students. It is found in the research that at the initial stage, most of the students appeared to have defensive behavior and were not willing to disclose themselves to the group. The main reasons include caring too much about their own and others’ faces and respecting those who are elder and having working experience. These behaviors seem to reflect what the literature suggests that the face issues, the emphasis of authority and hierarchy and the harmony relationship can be problematic in the learning process. For instance, in order to maintain the harmonic relationship between the members, the faces and authority of others, the learners seem to refuse to talk about their problems openly and honestly. Therefore, the dept of the discussion has been affected. Nevertheless, through the mechanism of action learning, the practice of questioning, the support from the facilitator and the increased acquaintance between the members, the members began to feel safe to disclose themselves. At the same time, the defensive behavior has been decreased as well. The result also demonstrates that the mechanism of action learning appears to help the degree of the openness among the members since the learners began to realize that only fully self-disclosure can lead to the solution of their problem. The data also shows that the learning of the members also reflects the five disciplines Peter Senge suggested in his literature about learning organization. The data demonstrates that through the continuous action and action, the personal mastery have been practiced by the learners. They were willing to have more commitment to the truth and learn to increase the creative tension between personal vision and the current reality. Moreover, the learners have also developed their mental model that they were willing to learn to unravel their interval of the world and bring them to the surface and hold them rigorously to scrutiny. Furthermore, ‘dialogue’ has been formed among the member. Instead of defensiveness, the members seemed to be able to explore complex and subtle issues freely and creatively through listening to one another and suspending of their own views. Finally, a sense of group learning have been aggregated that they were able to share their visions together and see things in a holistic way. This is to say that the members appears to be able to figure out the interrelationships and patterns of change rather than liner cause-effect chains. To sum up, the evidence suggests that the symptoms of learning organization have been exhibited. The team members were able to face the current reality and explore the underneath core of the problem through constant dialogue, reflection and listening. Moreover, the data suggests that the degree of openness appears to be one of the major issues that we have to face if we want to build a learning organization under the Chinese culture context. And the mechanism of action learning, the support of the facilitator and the relationship between the team members seem to be the keys which can be helpful in the process to openness.

並列關鍵字

Learning Organization ； Action Learning ； Chinese culture

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