臺灣博碩士論文加值系統

在知識管理領域中，I. Nonaka所提出的知識創造理論被廣泛地引用著，然而，除了Kidd 曾實證Nonaka理論的適用性外，幾無文獻針對其理論進行檢驗。本研究之目的，即嘗試將知識螺旋理論轉換為團隊層次的應用，而後透過嚴謹的實驗室實驗，在團隊層次驗證知識螺旋理論，並串連起該理論與創造力之研究。藉由所發展的「知識轉換能力量表」，本研究首先區分出每位受測者的內化、外化、共同化與結合的知識轉換能力，再以實驗分派的團隊組合，來操弄團隊知識轉換能力水準與團隊知識轉換能力異質性二實驗因子。實驗結果顯示，高知識轉換能力水準的團隊，不僅其知識創造成效（創新績效與團隊學習成效）顯著較佳，而且其在發散、收斂與水平跨越之創造功能活動上亦有較佳表現。另外，當團隊具備高水準之知識轉換能力時，那麼團隊異質性對知識創造之過程與績效有著正面的影響，反之，當團隊無能處理異質性所帶來的摩擦與衝突時，則異質性反而有害於團隊的創新。

Nonaka’s knowledge-creation theory has increasingly been valued highly by researchers in the knowledge-creating field. Despite the fact that Nonaka is well known for his knowledge-creation theory, there are also researches disagree with his theory. However, among all these supports or disagreements, none of them had a thorough examination of “The knowledge spiral” theory; especially on its causal relationship to the knowledge-creation performance and outcomes. The purpose of this research is to covert the application of the knowledge spiral from organizational level to team level, and then carefully examines this theory by employing the method of experiment. In this study, we had a closer look of relationship between the knowledge spiral and knowledge-creation performance. With the result of the lab experiment, we can see that the knowledge conversion abilities do have a significant and a positive effect on the knowledge-creation performance, as well as on the intermediate factors of creativity activities (diverge, converge and cut across patterns). Once again, we can prove that Nonaka’s theory does have its place in the study of knowledge-creation.

壹、緒 言....................................3
貳、理論探討與研究假設.......................4　
　　一、產生創意、創新與知識創造..................4
　　二、「組織知識創造過程模式」的核心：知識螺旋..6
　　三、知識轉換能力水準與知識創造成效............7
　　四、知識轉換能力異質性與知識創造成效..........9
　　五、中介變項與理論模型.......................10
　　　　(一)發散、收斂、水平跨越.......................10
　　　　(二)以認知過程理論解釋中介效應.................13
參、實驗設計................................15
　　一、受測者、實驗程序、干擾控制與實驗案例......15
　　二、操弄因子..................................16
　　　　(一)知識轉換能力量表...........................17
　　　　(二)以分派團隊組合操弄二實驗因子...............18
　　三、因變項與中介變項之測量....................19
　　　　(一)創新績效...................................20
　　　　(二)團隊學習...................................20
　　　　(三)中介變項...................................21
肆、研究結果................................22
　　一、操弄因子之影響............................23
　　二、中介效果之驗證............................24
伍、討論與建議..............................28
參考文獻....................................30
附錄：知識轉換能力個人量表..................35

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