本研究綜合過去文獻,提出三種團隊衝突類型,期望瞭解不同的衝突類型,對團隊學習行為造成的影響有何差異,並透過團隊領導者衝突介入探討其如何影響這兩者之間的關係。本研究採用問卷調查法,以台灣企業研發團隊為主,共收集33個研發團隊。階層迴歸分析結果顯示,不同衝突類型的確有不同的影響:任務衝突對團隊學習行為有正向影響效果,關係與程序衝突隊團隊學習行為則會產生負面影響效果。此外,傾向獨裁的衝突介入會削弱任務衝突與團隊學習行為的正向關係,資料也顯示與原始假設相反的結果:傾向獨裁的衝突介入會削弱關係衝突、程序衝突與團隊學習行為之間的負向關係,傾向忽略的衝突介入會削弱任務衝突與團隊學習行為的正向關係。本研究是首次將衝突介入視為一調節變項,分析後得到的結果期望能對未來相關研究與實務界提供幫助。
As a result reviewing literature, this study proposes three types of team conflict, and expects to understand what the different effects between conflict types and team learning behavior (TLB). Moreover this study also examines the team leader’s conflict intervention as a moderator of the relationship between team conflict and TLB. The data was collected from 33 research and development teams in Taiwan business by using questionnaires. Hierarchical regression analyses show that task conflict (TC) has positive effect on TLB; relationship (RC) and process conflict (PC) has negative effect on TLB. In addition, as for moderating effects of conflict intervention, taking the autocratic approach will weaken the positive relationship between TC and TLB, and the data also show the opposite result to previous hypotheses: taking the autocratic approach will weaken the negative relationship between RC、PC and TLB, and taking overlooking approach will strength the positive relationship between TC and TLB.