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題名 交融記憶系統與團隊創新 -團隊學習與團隊任務反思的中介與調節效果
The Influences of Transactive Memory System on Team Innovation: The Mediating and Moderating Effects of Team Learning and Task Reflexivity
作者 黃玲貞
Huang, Ling Chen
貢獻者 黃家齊
Huang, Jia Chi
黃玲貞
Huang, Ling Chen
關鍵詞 團隊交融記憶系統
團隊學習
探索式學習
應用式學習
團隊創新
漸進式創新
躍進式創新
團隊任務反思
transactive memory system
team learning
exploratory learning
exploitative learning
team innovation
incremental innovation
radical innovation
task reflexivity
日期 2013
上傳時間 21-Jul-2014 15:33:42 (UTC+8)
摘要 現今環境變化快速，資訊量龐大，任務趨於複雜，個人要掌握所有工作上所需的知識非常困難，因此團隊成員傾向將自己非擅長的專業知識存放在他人腦裡，整合起來形成團隊的記憶系統，即稱為「團隊交融記憶系統」，而團隊交融記憶系統會如何影響現代商場上競爭優勢的關鍵-創新，將成為重要的課題。本研究以在企業環境中實際運作的工作團隊為研究對象，探討團隊交融記憶系統分別與躍進式創新及漸進式創新之關係，並且加入學習歷程作為中介變數，討論探索式學習在團隊交融記憶系統與躍進式創新間之中介效果，以及應用式學習在團隊交融記憶系統與漸進式創新間之中介效果。此外，本研究將進一步探討團隊任務反思和團隊交融記憶系統之交互作用與團隊學習與創新之關係。

本研究以70個創新團隊（70份團隊問卷與334份團隊成員）作為研究樣本，並以層級迴歸分析進行假設驗證。經實證分析結果，本研究發現，團隊交融記憶系統與躍進式創新、漸進式創新確實存在顯著正向關係，其中前者之關連性高於後者。此外，探索式學習在團隊交融記憶系統與躍進式創新之關係間具有中介效果。最後，雖然調節效果之相關假設並未獲得支持，但團隊任務反思與團隊交融記憶系統之交互作用與漸進式創新之正向關係接近顯著值，因此仍進一步探究。
Individuals handle all knowledge needs to work is so difficult in rapidly changing environments. So team members tend to store some knowledge which isn`t their expertise in other’s memories. The systems all individual memories integrated named “Transactive Memory System.” However, how transactive memory system influences team innovation that is the key point in competitive business markets becomes important issues now. The work teams in companies were the major samples of this study. First, we explored the influences of transactive memory system on incremental innovation and radical innovation. Additionally, we added exploratory learning and exploitative learning as a mediator in the model and examined the mediating effects on the relationship between transactive memory system and team innovation. Finally, we discussed about the relationship between not only team leaning and the interaction of transactive memory system and task reflexivity, but also team innovation and the interaction of transactive memory system and task reflexivity.
We collected from 70 innovation teams with 70 team leaders and 334members, and test the hypothesis by hierarchical regression. After the data analysis, the results show that transactive memory system has significant positive relationship with both incremental innovation and radical innovation. Furthermore, exploratory learning has the mediating effects on the relationship between transactive memory system and radical innovation. Finally, although interaction of transactive memory system and task reflexivity has no significant relationship with others, the value of the relationship between team innovation and the interaction of transactive memory system and task reflexivity is close to the significant value, thus this study still discussed more about it
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9. Beckman, C. M. (2006). The influence of founding team company affilitation on firm behavior. Academy of Management Journal, 49, 741-758.
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15. Danneels, E. (2002). The dynamics of product innovation and firm competences. Strategic management journal, 23(12), 1095-1121.
16. De Dreu, C. K. W. (2002). Team innovation and team effectiveness: The importance of minority dissent andreflexivity. European Journal of Work and Organizational Psychology, 11, 285-298. 21
17. De Dreu, C. K. W. (2007). Cooperative outcome independence, task reflexivity, and team effectiveness: A motivated information processing perspective. Journal of Applied Psychology, 92, 628-638.
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19. Edmondson, A. (1999). Psychological safety and learning behavior in work teams. Administrative science quarterly, 44(2), 350-383.
20. George, J. M., & Brief, A. P. (1992). Feeling good-doing good: a conceptual analysis of the mood at work-organizational spontaneity relationship. Psychological bulletin, 112(2), 310.
21. Gibson, C. B. (2001). From knowledge accumulation to accommodation: Cycles of collective cognition in work groups. Journal of Organizational Behavior, 22, 121-134.
22. Gino, F., Argote, L., Miron-Spektor, E., & Todorova, G. (2010). First, get your feet wet: The effects of learning from direct and indirect experience on team creativity. Organizational Behavior and Human Decision Processes, 111(2), 102-115.
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描述 碩士
國立政治大學
企業管理研究所
101355044
102
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0101355044
資料類型 thesis
dc.contributor.advisor 黃家齊zh_TW
dc.contributor.advisor Huang, Jia Chien_US
dc.contributor.author (Authors) 黃玲貞zh_TW
dc.contributor.author (Authors) Huang, Ling Chenen_US
dc.creator (作者) 黃玲貞zh_TW
dc.creator (作者) Huang, Ling Chenen_US
dc.date (日期) 2013en_US
dc.date.accessioned 21-Jul-2014 15:33:42 (UTC+8)-
dc.date.available 21-Jul-2014 15:33:42 (UTC+8)-
dc.date.issued (上傳時間) 21-Jul-2014 15:33:42 (UTC+8)-
dc.identifier (Other Identifiers) G0101355044en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/67564-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 企業管理研究所zh_TW
dc.description (描述) 101355044zh_TW
dc.description (描述) 102zh_TW
dc.description.abstract (摘要) 現今環境變化快速，資訊量龐大，任務趨於複雜，個人要掌握所有工作上所需的知識非常困難，因此團隊成員傾向將自己非擅長的專業知識存放在他人腦裡，整合起來形成團隊的記憶系統，即稱為「團隊交融記憶系統」，而團隊交融記憶系統會如何影響現代商場上競爭優勢的關鍵-創新，將成為重要的課題。本研究以在企業環境中實際運作的工作團隊為研究對象，探討團隊交融記憶系統分別與躍進式創新及漸進式創新之關係，並且加入學習歷程作為中介變數，討論探索式學習在團隊交融記憶系統與躍進式創新間之中介效果，以及應用式學習在團隊交融記憶系統與漸進式創新間之中介效果。此外，本研究將進一步探討團隊任務反思和團隊交融記憶系統之交互作用與團隊學習與創新之關係。

本研究以70個創新團隊（70份團隊問卷與334份團隊成員）作為研究樣本，並以層級迴歸分析進行假設驗證。經實證分析結果，本研究發現，團隊交融記憶系統與躍進式創新、漸進式創新確實存在顯著正向關係，其中前者之關連性高於後者。此外，探索式學習在團隊交融記憶系統與躍進式創新之關係間具有中介效果。最後，雖然調節效果之相關假設並未獲得支持，但團隊任務反思與團隊交融記憶系統之交互作用與漸進式創新之正向關係接近顯著值，因此仍進一步探究。		zh_TW
dc.description.abstract (摘要) Individuals handle all knowledge needs to work is so difficult in rapidly changing environments. So team members tend to store some knowledge which isn`t their expertise in other’s memories. The systems all individual memories integrated named “Transactive Memory System.” However, how transactive memory system influences team innovation that is the key point in competitive business markets becomes important issues now. The work teams in companies were the major samples of this study. First, we explored the influences of transactive memory system on incremental innovation and radical innovation. Additionally, we added exploratory learning and exploitative learning as a mediator in the model and examined the mediating effects on the relationship between transactive memory system and team innovation. Finally, we discussed about the relationship between not only team leaning and the interaction of transactive memory system and task reflexivity, but also team innovation and the interaction of transactive memory system and task reflexivity.
We collected from 70 innovation teams with 70 team leaders and 334members, and test the hypothesis by hierarchical regression. After the data analysis, the results show that transactive memory system has significant positive relationship with both incremental innovation and radical innovation. Furthermore, exploratory learning has the mediating effects on the relationship between transactive memory system and radical innovation. Finally, although interaction of transactive memory system and task reflexivity has no significant relationship with others, the value of the relationship between team innovation and the interaction of transactive memory system and task reflexivity is close to the significant value, thus this study still discussed more about it		en_US
dc.description.tableofcontents 壹、緒論 1
第一節、研究背景與動機 1
第二節、研究目的 4
第三節、研究流程 5
貳、文獻探討與假設推演 6
第一節、團隊交融記憶系統 6
第二節、團隊交融系統與團隊創新 10
第三節、團隊學習的中介角色 12
第四節、團隊任務反思的調節效果 16
第五節、研究架構 19
參、研究設計與方法 20
第一節、研究設計 20
第二節、變項衡量 27
第三節、資料分析順序 34
第四節、團隊資料整合 36
肆、資料分析與結果 38
第一節、相關分析 38
第二節、層級迴歸分析 41
第三節、研究假設驗證 45
伍、結論與建議 46
第一節、研究結果與發現 46
第二節、實務意涵 49
第三節、研究限制與未來建議 51
參考文獻 54
附錄1 60
附錄2 62
附錄3 64		zh_TW
dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0101355044en_US
dc.subject (關鍵詞) 團隊交融記憶系統zh_TW
dc.subject (關鍵詞) 團隊學習zh_TW
dc.subject (關鍵詞) 探索式學習zh_TW
dc.subject (關鍵詞) 應用式學習zh_TW
dc.subject (關鍵詞) 團隊創新zh_TW
dc.subject (關鍵詞) 漸進式創新zh_TW
dc.subject (關鍵詞) 躍進式創新zh_TW
dc.subject (關鍵詞) 團隊任務反思zh_TW
dc.subject (關鍵詞) transactive memory systemen_US
dc.subject (關鍵詞) team learningen_US
dc.subject (關鍵詞) exploratory learningen_US
dc.subject (關鍵詞) exploitative learningen_US
dc.subject (關鍵詞) team innovationen_US
dc.subject (關鍵詞) incremental innovationen_US
dc.subject (關鍵詞) radical innovationen_US
dc.subject (關鍵詞) task reflexivityen_US
dc.title (題名) 交融記憶系統與團隊創新 -團隊學習與團隊任務反思的中介與調節效果zh_TW
dc.title (題名) The Influences of Transactive Memory System on Team Innovation: The Mediating and Moderating Effects of Team Learning and Task Reflexivityen_US
dc.type (資料類型) thesisen
dc.relation.reference (參考文獻) 1. Abernathy, W. J., K. Clark. 1985. Mapping the winds of creative destruction. Res. Policy 14 3–22.
2. Aiken, L. S., & West, S. G. (1991). Multiple regression: Testing and interpreting interactions. Sage.
3. Akgun, A., Byrne, J., & Keskin, H. (2005). Knowledge networks in new product development projects: A transactive memory perspective. Information & Management, 42, 1105–1120.
4. Amabile, T. M., Conti, R., Coon, H., Lazenby, J., & Herron, M. (1996). Assessing the work environment for creativity. Academy of Management Journal, 39, 1154-1184.
5. Argyres, N. (1996). Evidence on the role of firm capabilities in vertical integration decision. Strategic 20 Management Journal, 17, 129-150.
6. Atuahene-Gima, K., & Murray, J. Y. (2007). Exploratory and exploitative in new product development: Asocial capital perspective on new technology ventures in China. Journal of International Marketing, 15,1-29.
7. Auh, S., & Menguc, B. (2004). Balancing exploration and exploitation: The moderating role of competitive intensity. Journal of Business Research,58, 1652-1661.
8. Austin, J. (2003). Transactive memory in organizational groups: The effects of content, consensus, specialization, and accuracy in group performance. Journal of Applied Psychology, 88, 866–878.
9. Beckman, C. M. (2006). The influence of founding team company affilitation on firm behavior. Academy of Management Journal, 49, 741-758.
10. Benner, M. J., & Tushman, M. (2002). Process management and technological innovation: A longitudinal study of the photography and paint industries. Administrative Science Quarterly, 47(4), 676-707.

11. Benner, M. J., & Tushman, M. L. (2003). Exploitation, exploration, and process management: The productivity dilemma revisited. Academy of management review, 28(2), 238-256.
12. Bliese, P. D. (2000). Within-group agreement, non-independence, and reliability: Implications for data aggregation and analysis.
13. Bunderson, J. S., & Sutcliffe, K. M. (2003). Management team learning orientation and business unit performance. Journal of Applied Psychology, 88, 552-560.
14. Cohen, W. M., & Levinthal, D. A. (1990). Absorptive capacity: a new perspective on learning and innovation. Administrative science quarterly, 128-152.
15. Danneels, E. (2002). The dynamics of product innovation and firm competences. Strategic management journal, 23(12), 1095-1121.
16. De Dreu, C. K. W. (2002). Team innovation and team effectiveness: The importance of minority dissent andreflexivity. European Journal of Work and Organizational Psychology, 11, 285-298. 21
17. De Dreu, C. K. W. (2007). Cooperative outcome independence, task reflexivity, and team effectiveness: A motivated information processing perspective. Journal of Applied Psychology, 92, 628-638.
18. De Dreu, C. K. W., & West, M. A. (2001). Minority dissent and team innovation: The importance of participation in decision-making. Journal of Applied Psychology, 68, 1191-1201.
19. Edmondson, A. (1999). Psychological safety and learning behavior in work teams. Administrative science quarterly, 44(2), 350-383.
20. George, J. M., & Brief, A. P. (1992). Feeling good-doing good: a conceptual analysis of the mood at work-organizational spontaneity relationship. Psychological bulletin, 112(2), 310.
21. Gibson, C. B. (2001). From knowledge accumulation to accommodation: Cycles of collective cognition in work groups. Journal of Organizational Behavior, 22, 121-134.
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