組織情境因素與產學合作經驗對組織學習與績效間關係之影響

七十年代末期美國學者開始察覺到，組織內的情境因素會影響企業績效的重要性。若只僅著重組織學習對學習績效的結果，可能會忽略掉情境因素對其關鍵影響效果。本研究欲在組織學習的過程中，除了學習的前置因素：學習意圖與學習能力之外，更想瞭解組織內部的情境如何干擾其學習績效表現，並且將學習績效分為過程與結果來討論。另外，亦考量產形同跨組織學習之合作經驗，是否對組織學習與學習績效產生影響關係。本研究利用問卷調查之實證研究方式，得出有效樣本問卷 143 份。以迴歸分析進行實證得出以下結論：(1) 組織學習意圖與組織學習能力越強，對學習績效之過程滿意度有正向影響；(2) 組織情境因素之組織氣候與組織承諾越正向，分別對學習績效之目標達成度與過程滿意度有正向影響；組織氣候會強化學習意圖對過程滿意度的效果、組織承諾會弱化學習意圖對目標達程度的效果及激勵會弱化學習意圖與學習能力對目標達程度的效果；(3) 產學合作經驗對學習績效以及組學習與學習績效間關係均無正向影響。

關鍵字

組織學習；組織情境因素；學習績效；產學合作經驗

並列摘要

Organizational contextual factors have become more important since 1970. We may ignore the importance of contextual factors to organizational performance if focusing on organizational learning only. This study intends to understand how organizational contextual factors interfere organizational performance except the preceding factors which includes organizational intents and capability in learning processes. There are three questions in my research. First, we discuss how organizational learning affect organizational performance; the second, how organizational contextual factors affect organizational performance; the third, we want to find the relationship between academic-industry collaboration, organizational learning and organizational performance. This research uses survey to make empirical study and get 143 questionnaires. We use regression analysis to discuss the effect of organizational contextual factors and academic-industry collaboration on organizational learning and learning performance. This study obtains the following conclusions: (1) Organizational intents and capability have positive significant effect on processes satisfaction of learning performance; (2) Organizational climates and organizational commitments have significant effect on goal achievement and processes satisfaction of learning performance. Besides, organizational climates strengthen the effect on learning intents to processes satisfaction; organizational commitments soften the effect on learning intents to goal achievement and motivations soften the effect on learning intents and learning capabilities to goal achievement; (3) Academic-Industry Collaboration has no positive significant effect on learning performance and the relationship between organizational learning and learning performance.