專家團隊的反思實踐：學習領導之效果

Inspiring Expert Team Members’ Reflective Practice through Leadership of Learning

許羽函(Yu-Han Hsu)

指導教授 ： 李雨師 ； 吳文傑

中原大學/商學院/企業管理研究所/碩士(2014年)

https://doi.org/10.6840/cycu201400224

摘要

專家怎麼領導？實務上，領導者如何透過團隊的學習過程，提升跨專業知識成員的自我學習行為，並提升團隊績效至關重要。為釐清專家團隊的學習領導、團隊成員的學習過程，以及個人反思實踐的自我學習行為間，三者之因果關係，本研究收集來自9大產業類別的267位專家團隊成員的問卷資料，進行多元迴歸實證分析。結果顯示，當領導者減小與團隊成員間的權力差異時，可促使團隊產生建言行為與反思團隊成果，而激發其投入亦能使團隊反省成果，且進而促使成員個人產生反思實踐的自我學習行為。此外，成員間的建言行為，對開放性人格的專家個人，也有強化其反思實踐的效果。

關鍵字

學習領導 ； 團隊學習過程 ； 專家團隊 ； 反思實踐

並列摘要

This paper examines, in practice, how do a team leader manage expert team formed by the members of the interdisciplinary by stimulating team learning and promote members’ reflective practice. Adopting multiple regression analysis, results of a study of 267 expert team’s members in nine industries, measuring antecedent, learning process and outcome variables, showing that Leadership of learning is associated with individual’s learning behavior- reflective practice. The results support that when team leader downplays the power differences between team leader and team members can facilitate members’ voice behavior and collective reflection. Also, when team leader give his or her support to team members can motivate members’ engagement. And a member who is willing to entertain novel ideas and unconventional values can trigger reflective practice of his/herself. Besides, members’ voice behavior can be both a direct effect and moderator role to promote member’s reflective practice.

並列關鍵字

reflective practice ； expert team ； team learning process ； Leadership of learning

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