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題名 組織記憶之存取需求與有效性之研究-以幼稚園為例
Organizational Memory: Retrieval Demands and Effectiveness
作者 何盈瑩
Ho, Yin Yin
貢獻者 徐聯恩
何盈瑩
Ho, Yin Yin
關鍵詞 組織記憶
組織記憶存取需求
組織記憶有效性
教師流動
organizational memory
retrieval demands of organizational memory
effectiveness of organizational memory
turnover
日期 2006
上傳時間 17-九月-2009 14:49:45 (UTC+8)
摘要 學校應該學習與組織記憶、組織學習以及體制論相關之知識。其中，組織記憶有助於問題解決與決策制訂（Hanson, 2001），且能協助學校維持不易被模仿、獨特的競爭優勢，並能有效提高組織績效表現及降低成本（Wexler, 2002）。許多組織記憶相關的研究結論顯示，組織成員流動會嚴重影響組織記憶成長（Carley, 1992）。因此，如何有效獲取、保留、維護及存取（retrieve）組織成員的知識，以避免重要的組織記憶消失（Walsh 和 Ungson, 1991;），儼然成為當前組織最需要關切的課題之一（Lahaie, 2005）。本研究整理、分析組織記憶相關文獻，發現藉由中介變項：書面化程度、可接近性、資深知識者角色行為、協同教學行為與知識分享行為以管理組織記憶，可滿足教師的組織記憶存取需求（retrieval demands），維持組織記憶的有效性。
本研究透過問卷調查法，以幼稚園組織中在園年資一年以下與三年以上的教師為研究對象，徵詢教師對組織記憶的存取需求、組織記憶有效性及教師績效知覺三構面的實際感受。總共發出問卷470份，問卷回收率為44.7%，在剔除不適合的問卷後，得到私幼有效樣本161份、公幼有效樣本19份。由於公幼樣本過少，故公幼教師的意見以描述統計方式呈現；私幼樣本則進行組間差異分析、相關分析及迴歸分析，並進行研究假設檢定。
　　研究結果顯示，本研究七項假設皆獲得支持，即幼稚園教師確實具有組織記憶存取需求，且教師在遭遇工作上的困難時，也經常採取實際詢問行為以解決其組織記憶存取需求，且93%的受訪教師認為其獲得的組織記憶具有效性。其次，教師的在園年資與幼教年資愈短，對組織記憶存取需求則愈高。
在中介變項的分析上，受訪教師除了對協同教學行為此變項持有不同認知外，均認為書面化程度、可接近性、資深知識者角色行為與知識分享行為皆有助於組織記憶建構。迴歸分析結果也顯示，無論教師年資之長短，以園長或資深教師擔任諮詢輔導角色，最能維繫組織記憶有效性，也能提升教師績效知覺；其次，增加知識分享行為亦可達到類似結果。故幼稚園組織在處理組織記憶問題時，應讓園長或資深教師擔任資深知識者的角色，並建立教師之間知識分享的機制，讓教師能有效獲取、保留、維護及存取組織記憶，進而促進組織學習、建立競爭優勢並提高教師績效表現。
Hanson(2001) declared that schools should get insights from the literature regarding organizational memory, organizational learning and institutional theory. Organizational memory can support organizational members to acquire knowledge in problem-solving and decision-making activities (Walsh and Ungson, 1991). Moreover, organizational memory could be viewed as an intangible asset if successfully managed, and it might confer competitive advantages and lower transaction cost (Wexler, 2002). Day (1994) claimed that organizational memory is as a repository for collective memory which lain in policies, procedures, routines, and rules that can be retrieved when organization members needed. Stein and Zwass (1995) defined that organizational memory as “the means by which knowledge from the past is brought to bear present activities, thus resulting in higher or lower levels of organizational effectiveness.” Levitt and March(1996) also mentioned that “the lesson of history are likely to be lost through turnover of personnel (Hanson, 2001).” These statements implied that personnel turnover is the main threat of organizational memory (Stein and Zwass, 1995). This study wants to explore the relationship between teachers’ turnover, retrieval demands and effectiveness of organizational memory and the performance of kindergartens. Moreover, researcher wants to investigate the elements that have the most influence upon organizational memory effectiveness. Drawn from organization memory literature, we found that knowledge externalization, accessibility of organizational memory, senior teachers and principal’s behavior, team-teaching behavior, and knowledge-sharing behavior are determinants of organizational memory effectiveness.<br>The major finding was that teachers definitely have retrieval demands toward organizational memory, especially new-employed teachers. New teachers need senior teachers and principal’s guidance to help them solve problems and make decisions. The more assistances senior teachers and principal can offer, new teachers are more satisfied with organizational memory. That means new teachers can retrieve organizational memory successfully; moreover, they will be more contented with organizational memory effectiveness and show higher personal performance. As for intervening variables, researcher have detected that senior teachers and principal’s behavior and knowledge-sharing behavior show the primary influence upon organizational memory effectiveness. Consequently, management teams of kindergartens should attempt to create opportunities for teachers to share their knowledge. After knowledge-sharing procedure, teachers’ retrieval demands of organizational memory will be fulfilled, effectiveness of organizational memory will be maintained, and personal performance will be lifted as well.
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描述 碩士
國立政治大學
幼兒教育所
91157008
95
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0911570081
資料類型 thesis
dc.contributor.advisor 徐聯恩zh_TW
dc.contributor.author (作者) 何盈瑩zh_TW
dc.contributor.author (作者) Ho, Yin Yinen_US
dc.creator (作者) 何盈瑩zh_TW
dc.creator (作者) Ho, Yin Yinen_US
dc.date (日期) 2006en_US
dc.date.accessioned 17-九月-2009 14:49:45 (UTC+8)-
dc.date.available 17-九月-2009 14:49:45 (UTC+8)-
dc.date.issued (上傳時間) 17-九月-2009 14:49:45 (UTC+8)-
dc.identifier (其他 識別碼) G0911570081en_US
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/32909-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 幼兒教育所zh_TW
dc.description (描述) 91157008zh_TW
dc.description (描述) 95zh_TW
dc.description.abstract (摘要) 學校應該學習與組織記憶、組織學習以及體制論相關之知識。其中，組織記憶有助於問題解決與決策制訂（Hanson, 2001），且能協助學校維持不易被模仿、獨特的競爭優勢，並能有效提高組織績效表現及降低成本（Wexler, 2002）。許多組織記憶相關的研究結論顯示，組織成員流動會嚴重影響組織記憶成長（Carley, 1992）。因此，如何有效獲取、保留、維護及存取（retrieve）組織成員的知識，以避免重要的組織記憶消失（Walsh 和 Ungson, 1991;），儼然成為當前組織最需要關切的課題之一（Lahaie, 2005）。本研究整理、分析組織記憶相關文獻，發現藉由中介變項：書面化程度、可接近性、資深知識者角色行為、協同教學行為與知識分享行為以管理組織記憶，可滿足教師的組織記憶存取需求（retrieval demands），維持組織記憶的有效性。
本研究透過問卷調查法，以幼稚園組織中在園年資一年以下與三年以上的教師為研究對象，徵詢教師對組織記憶的存取需求、組織記憶有效性及教師績效知覺三構面的實際感受。總共發出問卷470份，問卷回收率為44.7%，在剔除不適合的問卷後，得到私幼有效樣本161份、公幼有效樣本19份。由於公幼樣本過少，故公幼教師的意見以描述統計方式呈現；私幼樣本則進行組間差異分析、相關分析及迴歸分析，並進行研究假設檢定。
　　研究結果顯示，本研究七項假設皆獲得支持，即幼稚園教師確實具有組織記憶存取需求，且教師在遭遇工作上的困難時，也經常採取實際詢問行為以解決其組織記憶存取需求，且93%的受訪教師認為其獲得的組織記憶具有效性。其次，教師的在園年資與幼教年資愈短，對組織記憶存取需求則愈高。
在中介變項的分析上，受訪教師除了對協同教學行為此變項持有不同認知外，均認為書面化程度、可接近性、資深知識者角色行為與知識分享行為皆有助於組織記憶建構。迴歸分析結果也顯示，無論教師年資之長短，以園長或資深教師擔任諮詢輔導角色，最能維繫組織記憶有效性，也能提升教師績效知覺；其次，增加知識分享行為亦可達到類似結果。故幼稚園組織在處理組織記憶問題時，應讓園長或資深教師擔任資深知識者的角色，並建立教師之間知識分享的機制，讓教師能有效獲取、保留、維護及存取組織記憶，進而促進組織學習、建立競爭優勢並提高教師績效表現。		zh_TW
dc.description.abstract (摘要) Hanson(2001) declared that schools should get insights from the literature regarding organizational memory, organizational learning and institutional theory. Organizational memory can support organizational members to acquire knowledge in problem-solving and decision-making activities (Walsh and Ungson, 1991). Moreover, organizational memory could be viewed as an intangible asset if successfully managed, and it might confer competitive advantages and lower transaction cost (Wexler, 2002). Day (1994) claimed that organizational memory is as a repository for collective memory which lain in policies, procedures, routines, and rules that can be retrieved when organization members needed. Stein and Zwass (1995) defined that organizational memory as “the means by which knowledge from the past is brought to bear present activities, thus resulting in higher or lower levels of organizational effectiveness.” Levitt and March(1996) also mentioned that “the lesson of history are likely to be lost through turnover of personnel (Hanson, 2001).” These statements implied that personnel turnover is the main threat of organizational memory (Stein and Zwass, 1995). This study wants to explore the relationship between teachers’ turnover, retrieval demands and effectiveness of organizational memory and the performance of kindergartens. Moreover, researcher wants to investigate the elements that have the most influence upon organizational memory effectiveness. Drawn from organization memory literature, we found that knowledge externalization, accessibility of organizational memory, senior teachers and principal’s behavior, team-teaching behavior, and knowledge-sharing behavior are determinants of organizational memory effectiveness.<br>The major finding was that teachers definitely have retrieval demands toward organizational memory, especially new-employed teachers. New teachers need senior teachers and principal’s guidance to help them solve problems and make decisions. The more assistances senior teachers and principal can offer, new teachers are more satisfied with organizational memory. That means new teachers can retrieve organizational memory successfully; moreover, they will be more contented with organizational memory effectiveness and show higher personal performance. As for intervening variables, researcher have detected that senior teachers and principal’s behavior and knowledge-sharing behavior show the primary influence upon organizational memory effectiveness. Consequently, management teams of kindergartens should attempt to create opportunities for teachers to share their knowledge. After knowledge-sharing procedure, teachers’ retrieval demands of organizational memory will be fulfilled, effectiveness of organizational memory will be maintained, and personal performance will be lifted as well.en_US
dc.description.tableofcontents 第壹章　緒論…………………………………………………………1
第一節 研究背景與研究動機…………………………………1
第二節 研究問題與研究目的…………………………………6
第三節 研究流程……………………………………………10
第四節 名詞釋義……………………………………………11
第貳章 文獻探討…………………………………………………15
第一節 組織發展與組織記憶的意義和重要性……………15
第二節 組織記憶的內容與載體……………………………24
第三節 組織記憶的影響因素………………………………33
第四節 教師流動對組織記憶的影響………………………44
第五節 組織記憶存取需求…………………………………47
第六節 組織記憶有效性……………………………………49
第七節 組織記憶績效評……………………………………52
第參章　研究方法……………………………………………………55
第一節 研究架構與假設……………………………………55
第二節 研究對象與研究方法………………………………57
第三節 研究工具……………………………………………58
第肆章　資料分析結果與討論………………………………………81
第一節 問卷回收與樣本特徵………………………………81
第二節 樣本描述統計………………………………………86
第三節 組間差異分析………………………………………99
第四節 相關分析……………………………………………110
第五節 假設檢定……………………………………………112
第六節 迴歸分析……………………………………………113
第伍章　研究結論與建議…………………………………………123
第一節 研究結果與討論……………………………………123
第二節 研究限制……………………………………………130
第三節 研究建議……………………………………………131
參考書目……………………………………………………………135
附錄…………………………………………………………………155
附錄一 研究問卷……………………………………………156
附錄二 公幼樣本描述 ……………………………………161		zh_TW
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dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0911570081en_US
dc.subject (關鍵詞) 組織記憶zh_TW
dc.subject (關鍵詞) 組織記憶存取需求zh_TW
dc.subject (關鍵詞) 組織記憶有效性zh_TW
dc.subject (關鍵詞) 教師流動zh_TW
dc.subject (關鍵詞) organizational memoryen_US
dc.subject (關鍵詞) retrieval demands of organizational memoryen_US
dc.subject (關鍵詞) effectiveness of organizational memoryen_US
dc.subject (關鍵詞) turnoveren_US
dc.title (題名) 組織記憶之存取需求與有效性之研究-以幼稚園為例zh_TW
dc.title (題名) Organizational Memory: Retrieval Demands and Effectivenessen_US
dc.type (資料類型) thesisen
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