本文選題：團(tuán)隊(duì)學(xué)習(xí)績效　切入點(diǎn)：成就目標(biāo)導(dǎo)向　出處：《山東大學(xué)》2016年博士論文　論文類型：學(xué)位論文

【摘要】：企業(yè)組織以團(tuán)隊(duì)為單位開展學(xué)習(xí),卻以個(gè)體作為知識(shí)的載體,基于個(gè)體層面探索知識(shí)共享障礙對(duì)團(tuán)隊(duì)學(xué)習(xí)的實(shí)現(xiàn)程度具有關(guān)鍵性作用。然而,由于知識(shí)共享障礙的存在,個(gè)體往往會(huì)形成不同水平的知識(shí)共享意愿,進(jìn)而影響團(tuán)隊(duì)學(xué)習(xí)的實(shí)現(xiàn)。成就目標(biāo)導(dǎo)向作為表征個(gè)體成就動(dòng)機(jī)的穩(wěn)定性格特質(zhì),是制約企業(yè)員工知識(shí)共享意愿與團(tuán)隊(duì)學(xué)習(xí)績效的一個(gè)重要因素；知識(shí)主體往往會(huì)根據(jù)成就動(dòng)機(jī)需求去綜合權(quán)衡知識(shí)共享行為可能帶來的益處和后果,而這個(gè)權(quán)衡過程不僅對(duì)知識(shí)共享意愿產(chǎn)生直接影響,還會(huì)受到組織情境的干擾�？冃Э己俗鳛槠髽I(yè)制定薪酬與促進(jìn)員工發(fā)展的重要措施,不僅是知識(shí)管理的關(guān)鍵激勵(lì)手段,更是影響知識(shí)共享意愿的重要情境因素�；谘芯勘尘芭c相關(guān)理論,筆者構(gòu)建了員工成就目標(biāo)導(dǎo)向影響團(tuán)隊(duì)學(xué)習(xí)績效的概念模型,通過引入知識(shí)共享意愿作為中介變量和績效考核取向作為調(diào)節(jié)變量以闡釋成就目標(biāo)導(dǎo)向?qū)F(tuán)隊(duì)學(xué)習(xí)績效的影響機(jī)制。根據(jù)理論研究的發(fā)展,本研究構(gòu)建了一個(gè)涵括個(gè)人學(xué)習(xí)與團(tuán)隊(duì)學(xué)習(xí)的知識(shí)分流模型,通過引入個(gè)人知識(shí)庫與團(tuán)隊(duì)知識(shí)庫兩個(gè)關(guān)鍵性概念從理論上詮釋知識(shí)共享障礙的制約下,知識(shí)如何在個(gè)人和團(tuán)隊(duì)之間實(shí)現(xiàn)有條件地分流、整合以及循環(huán)進(jìn)而形成不同層面的學(xué)習(xí)。以知識(shí)分流模型為本研究的基礎(chǔ),首先結(jié)合組織學(xué)習(xí)理論、計(jì)劃行為理論、成就目標(biāo)理論以及知識(shí)管理理論分析相關(guān)研究變量的要素構(gòu)成,然后嘗試從個(gè)體動(dòng)機(jī)的認(rèn)知視角出發(fā)構(gòu)建“員工成就目標(biāo)導(dǎo)向—知識(shí)共享意愿—團(tuán)隊(duì)學(xué)習(xí)績效”的理論框架,并基于理論框架把組織績效考核取向作為調(diào)節(jié)變量納入成就目標(biāo)導(dǎo)向與知識(shí)共享意愿的關(guān)系研究中,其研究意義在于通過個(gè)體認(rèn)知與組織情境挖掘知識(shí)共享壁壘的制約因素,并以此作為團(tuán)隊(duì)學(xué)習(xí)的前因變量闡釋成就目標(biāo)導(dǎo)向?qū)F(tuán)隊(duì)學(xué)習(xí)績效的影響機(jī)制。本研究運(yùn)用國內(nèi)53家高新科技企業(yè)的150個(gè)團(tuán)隊(duì)數(shù)據(jù)(735個(gè)樣本),采用匯聚分析和回歸分析等多種統(tǒng)計(jì)方法嚴(yán)格驗(yàn)證員工成就目標(biāo)導(dǎo)向影響團(tuán)隊(duì)學(xué)習(xí)績效機(jī)制的概念模型�；诶碚撗堇[與實(shí)證研究,主要得出以下四點(diǎn)結(jié)論：第一,員工掌握目標(biāo)導(dǎo)向和成績趨近目標(biāo)導(dǎo)向?qū)χR(shí)共享意愿和團(tuán)隊(duì)學(xué)習(xí)績效均存在顯著正向影響,知識(shí)共享意愿在掌握目標(biāo)導(dǎo)向和成績趨近目標(biāo)導(dǎo)向?qū)F(tuán)隊(duì)學(xué)習(xí)績效影響的兩個(gè)主效應(yīng)中存在中介效應(yīng)。其中,相對(duì)于顯性知識(shí),兩類員工均具有較高的隱性知識(shí)共享意愿,但成績趨近目標(biāo)個(gè)體的知識(shí)共享意愿及其對(duì)團(tuán)隊(duì)學(xué)習(xí)績效的促進(jìn)作用從整體上看明顯弱于掌握目標(biāo)個(gè)體。第二,員工成績回避目標(biāo)導(dǎo)向?qū)χR(shí)共享意愿存在顯著負(fù)向影響,對(duì)團(tuán)隊(duì)學(xué)習(xí)績效所形成的負(fù)向影響并未達(dá)到顯著,知識(shí)共享意愿在成績回避目標(biāo)導(dǎo)向?qū)F(tuán)隊(duì)學(xué)習(xí)績效的主效應(yīng)中不存在中介效應(yīng)。需要指出的是,員工顯性知識(shí)共享意愿與隱性知識(shí)共享意愿對(duì)團(tuán)隊(duì)學(xué)習(xí)績效均存在顯著正向影響,且后者相對(duì)于前者具有更為顯著的影響效用。第三,績效考核的評(píng)估對(duì)比取向作為調(diào)節(jié)變量對(duì)不同類型的成就目標(biāo)導(dǎo)向與知識(shí)共享意愿的關(guān)系具有差異性影響。當(dāng)員工持有越高水平的績效考核評(píng)估對(duì)比取向時(shí),掌握目標(biāo)導(dǎo)向與成績趨近目標(biāo)對(duì)知識(shí)共享意愿的正向影響均越弱,反之,則越強(qiáng)。不同地是,當(dāng)員工持有越高水平的績效考核評(píng)估對(duì)比取向時(shí),成績回避目標(biāo)導(dǎo)向與知識(shí)共享意愿的負(fù)向關(guān)系越弱,反之,則越強(qiáng)。第四,績效考核的員工發(fā)展取向作為調(diào)節(jié)變量對(duì)不同類型的成就目標(biāo)導(dǎo)向與知識(shí)共享意愿的關(guān)系同樣具有差異性影響�？冃Э己藛T工發(fā)展取向越強(qiáng),個(gè)體掌握目標(biāo)導(dǎo)向與成績趨近目標(biāo)導(dǎo)向?qū)χR(shí)共享意愿的正向影響越弱,反之則越強(qiáng)。此外,員工發(fā)展取向的調(diào)節(jié)作用還應(yīng)根據(jù)知識(shí)特質(zhì)進(jìn)行區(qū)別分析；員工成績回避目標(biāo)導(dǎo)向與顯性知識(shí)共享意愿的負(fù)向關(guān)系并不受員工發(fā)展取向影響,然而,當(dāng)這類員工持有越高的員工發(fā)展取向,成績回避目標(biāo)導(dǎo)向與隱性知識(shí)共享意愿的負(fù)向關(guān)系越弱,反之,則越強(qiáng)。根據(jù)研究結(jié)論,本文主要得出以下五點(diǎn)管理啟示：第一,當(dāng)企業(yè)重視團(tuán)隊(duì)的適應(yīng)力與創(chuàng)新力,并旨在提高團(tuán)隊(duì)的工作與學(xué)習(xí)效率時(shí),企業(yè)管理者及其相應(yīng)的經(jīng)營管理模式起到了關(guān)鍵性作用；第二,企業(yè)可以借助人力資源管理提升員工知識(shí)共享意愿,在員工的選拔、招聘、置崗及生涯發(fā)展等方面重點(diǎn)考察員工成就目標(biāo)的優(yōu)勢面向；第三,企業(yè)組建團(tuán)隊(duì)時(shí)應(yīng)當(dāng)充分考慮團(tuán)隊(duì)成員成就目標(biāo)結(jié)構(gòu)的組合情況,避免團(tuán)隊(duì)異質(zhì)性過于明顯,提高掌握目標(biāo)和成績趨近目標(biāo)這兩種導(dǎo)向的員工在團(tuán)隊(duì)結(jié)構(gòu)中的占有比例；第四,企業(yè)在績效管理上應(yīng)當(dāng)重視員工的感知,合理采用員工發(fā)展取向與評(píng)估對(duì)比取向的績效管理模式并使員工充分意識(shí)到企業(yè)的經(jīng)營理念,通過績效管理促進(jìn)知識(shí)共享和團(tuán)隊(duì)學(xué)習(xí)績效時(shí)要考慮到個(gè)體成就目標(biāo)導(dǎo)向的特質(zhì)差異；第五,企業(yè)管理層應(yīng)當(dāng)意識(shí)到隱性知識(shí)對(duì)員工和企業(yè)自身的潛在價(jià)值與重要性,根據(jù)員工需求建立良好的知識(shí)共享氛圍與知識(shí)傳播通道,并通過各種途徑提高員工的隱性知識(shí)開放性。本研究的創(chuàng)新點(diǎn)主要體現(xiàn)于：第一,基于組織學(xué)習(xí)理論提出了條件情境相依的知識(shí)分流模型(KS模型),通過辨明團(tuán)隊(duì)內(nèi)部知識(shí)跨層面轉(zhuǎn)移路徑,發(fā)現(xiàn)了降低知識(shí)共享壁壘的有效途徑；第二,以影響因素的多層次匯聚為手段,構(gòu)建了個(gè)體成就目標(biāo)導(dǎo)向?qū)F(tuán)隊(duì)學(xué)習(xí)績效的影響機(jī)制模型(MTM模型),豐富了團(tuán)隊(duì)學(xué)習(xí)研究的范式；第三,通過歸納推演、實(shí)證與假設(shè)檢驗(yàn),將學(xué)習(xí)研究引申至個(gè)體與團(tuán)隊(duì)互動(dòng)層面,從一個(gè)嶄新的角度揭示了持不同成就目標(biāo)導(dǎo)向的個(gè)體如何通過差異化的信息共享與信息處理模式影響團(tuán)隊(duì)學(xué)習(xí)績效。
[Abstract]:Business organizations to team as a unit to carry out learning, but to the individual as the carrier of knowledge, individual knowledge sharing obstacles to the realization degree of exploration team learning plays a key role on. However, due to the existence of obstacles of knowledge sharing, sharing between individuals tend to form different levels of knowledge, thereby affecting the implementation of team learning achievement goals. Stable guiding personality as characterization of individual achievement motivation characteristics, is an important factor restricting the employees' willingness of knowledge sharing and team learning performance; the body of knowledge are often based on achievement motivation needs to balance the knowledge sharing behaviors of potential benefits and consequences, and this trade-off process not only on knowledge sharing will have a direct impact, but also by interference of organizational situations. Performance appraisal is an important measure to promote enterprises to make compensation and staff development, not only is The key incentive means of knowledge management, it is more important situational factors of knowledge sharing. The research background and based on the theories, the author constructs the employee achievement goal orientation and team learning concept model of performance, as the intermediary variable and the performance appraisal orientation as a moderator effect on team learning performance mechanism to explain the achievement goal orientation by introducing the willingness of knowledge sharing. According to the development of theoretical research, this study constructs a subsumes individual learning and team learning the knowledge flow model, constrained by the introduction of personal knowledge base and team knowledge base of two key concepts from the theory on the interpretation of barriers to knowledge sharing, knowledge of how to realize the conditional diversion between individuals and the team, as well as integration cycle and thus form different kinds of learning. With the knowledge flow model as the basis of this study, combined with the first group of woven fabric Learning theory, theory of planned behavior, constitute the achievement goal theory and factor analysis of knowledge management related variables, and then attempt from the individual motivation cognition perspective construction "employee achievement goal orientation - Knowledge Sharing - team learning performance" theory frame, and based on the theoretical framework of the organizational performance appraisal orientation as moderating variables into achievement goal orientation and knowledge sharing relationship between intention, significance of the research to the factors restricting the barriers of knowledge sharing through individual cognition and organizational context mining, and influence mechanism as the antecedent variables explain the achievement goal orientation and team learning on team learning performance. This study uses 150 team data of 53 domestic high-tech enterprises (735 samples), strictly verify employee achievement goal guide using a variety of convergence analysis and regression analysis and other statistical methods The conceptual model of learning performance mechanism to affect the team. Theoretical deduction and empirical research based on the following four conclusions: first, the staff mastery goal orientation and performance approach goal orientation have significant positive impact on knowledge sharing and team learning performance, knowledge sharing has a mediating effect on the two main effects of mastery goal orientation and performance approach goal oriented performance impact on team learning. Among them, the explicit knowledge, tacit knowledge sharing between two categories of employees are higher, but the performance approach goal of individual knowledge sharing willingness and team learning to promote the role of performance on the whole was significantly weaker than the individual mastery goal. Second, the achievement of staff avoid goal orientation have significant negative impact on knowledge sharing, team learning formed performance did not reach significant negative influence, knowledge There is no knowledge sharing intention the mediating effect of main effect on performance avoidance goal orientation on team learning performance. It is necessary to point out that the learning performance of team sharing will positively influence the willingness to share tacit knowledge and explicit knowledge employee, and the latter relative to the former has more effects significantly. Third, compared the orientation of performance evaluation the assessment as a moderating variable has the difference influence on the achievement goal orientation and different types of knowledge sharing relationship. When the employees holding higher levels of performance evaluation comparison orientation, mastery goal orientation and performance approach goal positive influence on the willingness of knowledge sharing are more weak, on the other hand, is different is stronger. And when employees hold higher levels of performance evaluation of orientation, performance avoidance goal orientation and knowledge sharing intention. The negative relationship is weaker, conversely, is Stronger. Fourth, staff development orientation performance appraisal as regulation variables also have difference influence on achievement goal orientation and knowledge sharing intention of different types. The relationship between employee performance appraisal orientation for the development of more powerful, positive impact on individual mastery goal orientation and performance approach goal orientation on the willingness of knowledge sharing is weak, whereas the more strong. In addition, regulation of staff development orientation should be different according to the analysis of knowledge characteristics; employee performance avoidance goal orientation and explicit knowledge sharing intention is not affected by the negative relationship between employee development orientation, however, when these employees hold higher employee development orientation, performance avoidance goal orientation and willingness to share tacit knowledge in the negative the relationship is weak and is stronger. According to the research conclusion, this paper draws the following five points: first, when the enterprise management team adaptability With innovation, and to improve the efficiency of work and learning team, enterprise managers and their corresponding management mode plays a key role; second, enterprises can improve employee knowledge sharing by means of human resource management, staff recruitment in the selection, the gang, and career development oriented focus on employee achievement the third team advantage; enterprises should be fully considered when the combination of team members achievement goal structure, avoid team heterogeneity is obvious, improve the mastery goal and performance approach goal of the two guide to the employees in the team structure in proportion; fourth, enterprises should pay attention to the perception of employees in performance management. The reasonable performance management mode of staff development orientation and evaluative and make staff fully aware of the business philosophy, through the performance management to promote knowledge Knowledge sharing and team learning performance to take into account the different characteristics of the individual achievement goal orientation; fifth, the enterprise management should be aware of the potential value and importance of tacit knowledge of employees and enterprises, according to the needs of employees to establish a good atmosphere for knowledge sharing and knowledge dissemination channels, and through a variety of ways to improve the tacit knowledge open to employees the innovation of this study is mainly reflected in: first, organizational learning theory proposes context dependent knowledge model based on shunt (KS model), through the internal knowledge transfer path is a team of cross level, find effective ways to reduce the barriers of knowledge sharing; second, multi-level convergence factors for means. The construction of the individual achievement goal oriented learning model of influence mechanism on team performance (MTM model), enrich the research team learning paradigm; third, through induction Empirical analysis and hypothesis testing extend the learning research to the interaction level between individual and team. From a new perspective, we reveal how different achievement goal orientated individuals influence team learning performance through differentiated information sharing and information processing mode.

【學(xué)位授予單位】：山東大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2016
【分類號(hào)】：F272.92
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本文編號(hào)：1600468