跳到主要內容

臺灣博碩士論文加值系統

(75.101.211.110) 您好!臺灣時間:2022/01/26 13:35
字體大小: 字級放大   字級縮小   預設字形  
回查詢結果 :::

詳目顯示

: 
twitterline
研究生:翁賢哲
研究生(外文):Shian-Je Weng
論文名稱:應用團隊互動訓練促進團隊知識分享
論文名稱(外文):Applying Team Interaction Training To Facilitate Team Knowledge Sharing
指導教授:許尚華許尚華引用關係
指導教授(外文):Shang-Hwa Hsu
學位類別:碩士
校院名稱:國立交通大學
系所名稱:工業工程與管理系
學門:工程學門
學類:工業工程學類
論文種類:學術論文
論文出版年:2002
畢業學年度:90
語文別:中文
論文頁數:96
中文關鍵詞:團隊互動訓練知識分享溝通團隊合作團隊共通知識團隊績效
外文關鍵詞:team interaction trainingknowledge sharingcommunicationteamworkteam common knowledgeteam performance
相關次數:
  • 被引用被引用:28
  • 點閱點閱:2247
  • 評分評分:
  • 下載下載:776
  • 收藏至我的研究室書目清單書目收藏:11
  團隊方法是在目前的各種領域中,應用地相當廣泛的一種問題解決方法。主要的原因是由於作業的複雜度超過了個人的認知能力,因此必須透過團隊成員之間的溝通分享,將整體的狀況揭露出來,以便執行決策。然而,在這個過程中,團隊成員往往不知該分享什麼,該如何分享,而導致團隊合作障礙的產生。
  本研究利用團隊互動訓練的設計與實施,藉以提昇組員的觀念與能力,教導組員如何掌握正確的資訊與知識,並且促進這些資訊和知識在組員間的分享,以期團隊能建構出有效的團隊共通知識,進而增進團隊工作績效。
  本研究之實驗探討團隊在執行熟悉或是不熟悉的任務時,團隊互動訓練以及行動時知識分享對於團隊建構團隊共通知識以及團隊績效的影響。經由主題專家評分,顯示出團隊互動訓練的實施的確改善了團隊的行為表現;且如同我們所期望的,團隊互動訓練與行動時知識分享無論在團隊執行熟悉的任務或是不熟悉的任務時,都對團隊共通知識的建構與團隊績效的提昇有正面的作用,且團隊在執行不熟悉的任務時,團隊互動訓練對於團隊績效的提昇更為明顯。另外,本研究也發現團隊成員的行為表現對團隊共通知識的建構有正面的影響,特別是在溝通上的行為表現。而團隊共通知識與團隊績效亦呈現正向相關趨勢,且團隊在執行不熟悉的任務時,此種正向相關趨勢更顯著。最後,根據研究結果,提出實務性建議與後續研究建議。
  Team approach is a problem solving method applied in various domains. Because the requirement of task complexity surpasses the cognitive capability of an individual; it is needed to expose the whole conditions of tasks to make decisions via communication and sharing between team members. But they often do not know what to share, how to share, which makes an obstacle to teamwork.
  The research applies the design and execution of team interaction training to enhance the abilities and concepts of team members and facilitate knowledge sharing by teaching them how to grasp the right information and knowledge. Thus we expect the team to construct effective team common knowledge then enhance team performance.
  The research examined the influence of Team Interaction Training and Knowledge Sharing In Action on team common knowledge and team performance in both routine and novel environment. Through the subject matter experts rating, the result shows the execution of team interaction training truly improves the behaviors of team members. And as we expected, team interaction training and knowledge sharing in action have a positive effect on constructing team common knowledge and team performance in both routine and novel environment even in the novel environment. Furthermore, we found that there exists a positive effect between team members’ behaviors and team common knowledge, especially the communication behavior. And there also exists a positive effect between team common knowledge and team performance even in the novel environment. Finally, according to the result of the research, we propose suggestions for practicability and future directions of study.
第一章 緒論…………………………………………………………………1
 1.1 研究動機與目的……………………………………………………1
 1.2 研究範圍……………………………………………………………4
 1.3 研究流程……………………………………………………………5
 1.4 研究假設……………………………………………………………6
 1.5 研究架構……………………………………………………………7
第二章 文獻探討……………………………………………………………8
 2.1 團隊工作……………………………………………………………8
  2.1.1 團隊的定義與特性……………………………………………8
  2.1.2 影響團隊績效的關鍵因素……………………………………10
 2.2 知識分享……………………………………………………………13
  2.2.1 知識的定義……………………………………………………13
  2.2.2 知識的轉換與分享過程………………………………………14
  2.2.3 知識分享的障礙與問題………………………………………16
 2.3 團隊互動訓練………………………………………………………20
  2.3.1 團隊互動訓練本質..…………………………………………20
  2.3.2 團隊互動訓練機制與內容..…………………………………21
第三章 研究方法……………………………………………………………25
 3.1 受試者與分組………………………………………………………25
 3.2 實驗設備……………………………………………………………26
 3.3 實驗設計……………………………………………………………27
 3.4 實驗變項衡量………………………………………………………29
  3.4.1 團隊互動訓練…………………………………………………29
  3.4.2 行動時知識分享………………………………………………31
  3.4.3 任務熟悉程度…………………………………………………31
  3.4.4 團隊績效………………………………………………………31
  3.4.5 團隊共通知識…………………………………………………32
 3.5 實驗程序……………………………………………………………35
 3.6 資料分析……………………………………………………………37
第四章 研究結果……………………………………………………………38
 4.1 團隊互動訓練評估…………………………………………………38
  4.1.1 評估的意義與方法……………………………………………38
  4.1.2 評估的過程……………………………………………………39
  4.1.3 評估的結果……………………………………………………40
 4.2 團隊績效分析………………………………………………………58
  4.2.1 總勝場數比較…………………………………………………60
  4.2.2 總殺敵數比較…………………………………………………63
  4.2.3 總組員剩餘數比較……………………………………………64
  4.2.4 任務達成平均時間比較………………………………………65
 4.3 團隊共通知識分析…………………………………………………68
  4.3.1 團隊共通知識比較……………………………………………69
  4.3.2 團隊成員行為表現對團隊共通知識的影響…………………72
  4.3.3 團隊共通知識對團隊績效的影響……………………………73
第五章 結論與討論…………………………………………………………74
 5.1 結論…………………………………………………………………74
 5.2 討論…………………………………………………………………75
  5.2.1 綜合討論………………………………………………………75
  5.2.2 研究貢獻………………………………………………………76
  5.2.3 實用性建議……………………………………………………77
  5.2.4 研究限制………………………………………………………78
  5.2.5 後續研究建議…………………………………………………79
參考文獻………………………………………………………………………80
附錄……………………………………………………………………………84
 附錄1 任務開始到結束的程序性概念…………………………………85
 附錄2 主題專家評分表…………………………………………………87
 附錄3 團隊互動訓練教材………………………………………………90
英文部份:
Adams, M. J., Tenny, Y. J., PEW, R. W.(1995), Situation
Awareness and the Cognitive Management of Complex Systems.
Journal of Human Factors, Vol. 37, No. 1, pp.85-104.
Cannon-Bowers, J. & Salas, E.(1997), A Framework for
Developing Team Performance Measures in Training. LEA London.
Carla O’Dell and C. Jackson Grayson, Jr.(1998), If Only We
Knew What We Know., The Free Express.
Cooke, N., Cannon-Bowers J., Stout, R.(2000), Measuring Team
Knowledge. Journal of Human Factors, Vol. 42, No. 1, pp.151-
173.
Dickinson, T. L. & McIntyre, R. M.(1997), A Conceptual
Framework for Teamwork Measurement. LEA London.
Driskell, J. E., & Salas, E.(1992), Can you study real teams
in contrived setting?The value of small group research to
understanding teams. Norwood, NJ:Ablex.
Endsley, M. R.(1995), Toward a Theory of Situation Awareness
in Dynamic System. Journal of Human Factors, Vol. 37, No. 1,
pp.32-64.
Endsley, M. R.(1995), Measurement of Situation Awareness in
Dynamic Systems, Journal of Human Factors, Vol. 37, No. 1,
pp.65-84.
Flight Safety International. Inc.(1986), Practical Cockpit
Management.
Ginnette R. C.(1993), Crews as groups:Their formation and
their leadership, Academic Press Inc.
Hackman, R. J.(1993), Teams, Leaders, and Organizations:New
Directions for Crew-oriented Flight Training, Academic Press
Inc.
Hedlud, G.(1994), A model of knowledge management and the N-
form corporation, Strategic Management Journal, Vol. 15,
pp.73-90.
Helmreich, R. L. & Foushee, H. C.(1993), Why Crew Resource
Management?Empirical and Theoretical Bases of Human Factors
Training in Aviation, Academic Press Inc.
Hendriks, P.(1999), Why share knowledge? The influence of
ICT on motivation for knowledge sharing. Knowledge and
Process Management, Vol. 6, No.2, pp.91-100.
Hidding, G. & Shireen, M.(1998), Anatomy of a learning
organization:Turning knowledge into capital at Andersen
Consulting, Knowledge and Process Management, Vol. 5, No.1,
pp.3-13.
Janice, L. F., Anthony W., Sharon C. Kim, L. S., Andrew, W.
(2001), Analyzing shared and team mental model.
International Journal of Industrial Ergonomics. Vol. 28,
pp.99-112.
Janz, B., Colquitt, J, Noe, R.(1997), Knowledge Work Team
Effectiveness:the role of autonomy, interdependence, team
development, and contextual support variables. Durham Winter
Personal Psychology.
Kanki, B. G. & Palmer M.T.(1993), Communication and Crew
Resource Management, Academic Press Inc.
Katzenbach, J. R. & Smith, D. K.(1993), The wisdom of team:
creating the high-performance organizations, New York:Harper
Collins.
Kirkpatrick, D. L.(1987), Evaluation of training, In training
and development handbook:A guide to human resources
development, New York:McGraw-Hill.
Koenig, M.(1998), The 1998 Conference Board Conference,
Information Today, July & August, pp. 13 & pp.51.
Kraiger K. & Wenzel L. H.(1997), Conceptual Development and
Empirical Evaluation of Measures of Shared Mental Models. LEA
London.
Liebowitz, J. & Beckman, T.(1998), Knowledge organizations:
What every manger should know. Boca Ration, FL:St. Lucie
Press.
Marks, M. A., Zaccaro, S. J., Mathieu, J. E.(2000),
Performance Implications of Leader Briefings and Team-
Interaction Training for Team Adaptation to Novel
Environment., Journal of Applied Psychology, Vol. 85, No. 6,
pp. 971-986.
Mathieu, John E. & Goodwin, Gerald F.(2000), The Influence of
Shared Mental Models on Team Process and Performance.,
Journal of Applied Psychology, Vol. 85, No. 2, pp.273-283.
McQueen, R. J.(1998), Four views of knowledgement, AIS
Conference Proceeding,
http://www.isworld.org/ais.ac.98/proceeding/km.htm
Novak, J. D., Goodwin, D. B.(1984), Learning How To Learn.
Cambridge University Press.
Preston, S. G.(2001), Communication holds global teams
together., Design Management.
Sierra Corp. Official Web Site(2001),
http://www.counter-strike.net.
Spiegel, J. & Torres, C.(1994), Manager’s official guide to
team working, Peifeiffer & Company.
Swezey R. W. & Salas E.(1992), Teams:their training and
performance, Ablex Publishing Corporation.
Wijnhoven, F.(1998), Knowledge Logistic in Business Contexts:
Analyzing and Diagnosing Knowledge Sharing by Logistic
Concepts, Knowledge and Process Management, Vol. 5, pp.143-
157.
中文部份:
Dixon N. M.(2000), Common Knowledge., Harvard Business School
Press. 李淑華譯(2001), 知識共享型組織, 商周出版.
Nonoka, I. & Takeuchi, H.(1995), The Knowledge-Creating Company, Oxford University Press, Inc., 楊子江、王美音譯
(1997), 創新求勝:智價企業論, 遠流出版.
Stewart, T.(1997), Intellectual capital:the new wealth of
organizations. 宋偉航譯(1998), 智慧資本, 智庫出版.
吳有順(2000), 網路社群知識分享過程之研究─以企業管理教學網站為
例, 政大企管所碩士論文.
孫本初(1995), 學習性組織的內涵與運用, 空大行政學報第三期, 第4-
5頁.
劉權瑩(1999), 資訊服務業知識管理之研究-以台灣HP與台灣IBM為
例, 政大企管所碩士論文.
QRCODE
 
 
 
 
 
                                                                                                                                                                                                                                                                                                                                                                                                               
第一頁 上一頁 下一頁 最後一頁 top