本文選題：師徒制 + 認(rèn)知風(fēng)格��； 參考：《上海師范大學(xué)》2016年碩士論文

【摘要】：作為一種古老的技藝傳授方式和培養(yǎng)現(xiàn)代員工的新型手段,師徒制是隱性知識(shí)轉(zhuǎn)移最直接、最有效的途徑。近三十年來(lái),師徒間的隱性知識(shí)轉(zhuǎn)移備受研究者們的關(guān)注。但以往研究對(duì)師徒間隱性知識(shí)轉(zhuǎn)移效果的測(cè)量?jī)H限于徒弟一方,沒(méi)有考慮師傅的判斷,且研究大都關(guān)注科技型企業(yè)的師徒制,而忽視了生產(chǎn)制造業(yè)。本研究為了考查認(rèn)知風(fēng)格一致性、知識(shí)的隱性程度和人際信任對(duì)隱性知識(shí)轉(zhuǎn)移效果的影響,采用Kozhevnikov和Blazhenkova(2009)編制的師徒間認(rèn)知風(fēng)格問(wèn)卷、Mcallister(1996)編制的人際信任問(wèn)卷、Hanson(1999)編制的知識(shí)隱性度問(wèn)卷和自編的隱性知識(shí)轉(zhuǎn)移效果問(wèn)卷,對(duì)490名制造業(yè)中參與設(shè)計(jì)和操作的師傅和徒弟進(jìn)行調(diào)查研究,探究制造業(yè)中師徒認(rèn)知風(fēng)格一致性與隱性知識(shí)轉(zhuǎn)移效果間的關(guān)系,研究結(jié)果表明:(1)《師徒間隱性知識(shí)轉(zhuǎn)移效果問(wèn)卷》包含《隱性知識(shí)轉(zhuǎn)移效果師傅子問(wèn)卷》和《隱性知識(shí)轉(zhuǎn)移效果徒弟子問(wèn)卷》,其中《隱性知識(shí)轉(zhuǎn)移效果師傅子問(wèn)卷》包含知識(shí)貢獻(xiàn)和能力提升兩個(gè)維度;《隱性知識(shí)轉(zhuǎn)移效果徒弟子問(wèn)卷》包含知識(shí)吸收和知識(shí)應(yīng)用兩個(gè)維度;《師徒間隱性知識(shí)轉(zhuǎn)移效果問(wèn)卷》信效度良好;(2)師徒認(rèn)知風(fēng)格一致性對(duì)隱性知識(shí)轉(zhuǎn)移效果有顯著的正向預(yù)測(cè)作用;(3)人際信任在師徒認(rèn)知風(fēng)格一致性與隱性知識(shí)轉(zhuǎn)移效果間起部分中介作用;(4)知識(shí)的隱性度在師徒認(rèn)知風(fēng)格一致性與隱性知識(shí)轉(zhuǎn)移效果間起調(diào)節(jié)作用。
[Abstract]:As an old way of teaching skills and the new means of cultivating modern employees, apprenticeship is the most direct and effective way for the transfer of tacit knowledge. In the past thirty years, the recessive knowledge transfer between the apprentice and the apprentice has been paid much attention by the researchers. However, the past research on the effect of tacit knowledge transfer between the apprentice and the apprentice is limited to the apprentice. In order to examine the cognitive style consistency, the implicit degree of knowledge and the effect of interpersonal trust on the effect of tacit knowledge transfer, the study adopted the Kozhevnikov and Blazhenkova (2009) between the apprentice cognitive style questionnaire, Mcallister (1996) the interpersonal trust questionnaire, the Hanson (1999) knowledge recessive questionnaire and the self-made recessive knowledge transfer effect questionnaire, investigate the master and apprenticeship involved in the design and operation of 490 manufacturing industries, and explore the relationship between the cognitive style consistency and the tacit knowledge transfer effect in the manufacturing industry. (1) < < implicit knowledge transfer effect questionnaire between teachers and apprenticeship > contains < implicit knowledge transfer effect teacher Fu Zi > and < implicit knowledge transfer effect disciple questionnaire >. < implicit knowledge transfer effect teacher Fu Zi > contains knowledge contribution and ability promotion two dimensions; < implicit knowledge transfer effect disciple questionnaire > contains knowledge absorption and knowledge. Two dimensions of knowledge application; < implicit knowledge transfer effect questionnaire between teachers and apprenticeship > good reliability and validity; (2) the cognitive style consistency of apprenticeship has significant positive predictive effect on tacit knowledge transfer effect; (3) interpersonal trust plays a partial intermediary role between apprentice cognitive style consistency and tacit knowledge transfer effect; (4) the recessive degree of knowledge is recognized by apprentice and apprentice. Knowledge style consistency has a moderating effect on tacit knowledge transfer effect.
【學(xué)位授予單位】：上海師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：B842.1

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