臺灣博碩士論文加值系統

邇來，隨著市場環境持續快速地變遷，現今的企業面對日益劇增的全球化競爭而競相進行變革，以避免被競爭者、消費者與環境所淘汰，許多管理者開始將「組織學習」(Organizational learning, O.L.)視為一項有效的變革工具。「組織學習」的概念最早是由Argyris & Schon(1978)於70年代後期所提出，主要目的在於協助組織成員創造知識、分享經驗、與改善工作績效，進而將此成效轉化為有效的行動能力，並提升組織的競爭力。職是，對企業而言，透過組織學習活動來提升組織成員之個人能力及企業之競爭優勢顯得愈發重要。
本研究著眼於在不同產業環境下，組織因素(領導型態、組織文化、組織結構)的差異在組織學習過程中會引發不同類型的組織學習障礙，而透過資訊科技的中介作用則可能造成不同的效果。透過實際調查160家傳統產業與高科技產業，輔以t檢定、ANOVA分析、層級迴歸分析與LISREL分析，研究結果發現：1.組織因素之差異確實影響學習障礙類型的發生；2.不同類型的資訊科技確實對於學習障礙有顯著的降低效果；3.不同產業特性的實證結果確實存在顯著差異。

Enterprises nowadays are facing more and more global challenges owing to the fast-changing business environment. Some of them choose to survive by making vital changes; but some of them choose to be phased-out, by competitors, consumers, and the macro-economic environment. Many managers see O.L.(Organizational Learning) as a powerful tool of changing. The concept of organizational learning was proposed in late seventies by Argyris and Schon (1978). The effective organization learning will enhance workers in business to create knowledge, to share value experience and to improve the performance. Therefore, it is an essential function for business to improve their competitive advantage through organization learning activities.
This paper focus on that the difference among organizational factors (Leadership style, organizational culture, organizational structure) may bring different organizational learning disability under different industrial environment. And there may be a different result through the mediation of information technology. This paper takes a census of 160 traditional and high-tech companies by t-test, ANOVA analysis, hierarchical regression analysis and LISREL analysis method. The result shows that : 1. the difference of organizational factors certainly arises learning disabilities. 2. different style of information technology certainly decreases organizational disabilities. 3. the difference result certainly exists under different industrial environment.

第一章 緒論
第一節 研究背景與動機…………………………………………1
第二節 研究目的…………………………………………………3
第三節 研究流程…………………………………………………4
第二章 文獻探討
第一節 組織學習…………………………………………………6
第二節 領導型態………………………………………………..15
第三節 組織文化………………………………………………..19
第四節 組織結構………………………………………………..27
第五節 資訊科技………………………………………………..31
第六節 組織學習障礙…………………………………………..43
第七節 組織因素與資訊科技之關聯性………………………..52
第八節 產業別之影響…………………………………………..59
第三章 研究方法
第一節 研究架構………………………………………………..63
第二節 研究假設………………………………………………66
第三節 各變項之操作性定義…………………………………69
第四節 研究方法與樣本分析…………………………………74
第五節 問卷設計………………………………………………76
第六節 問卷建構式效度與信度之分析………………………84
第七節 資料分析方法…………………………………………95
第四章 研究結果
第一節 研究構面基本特性分析……………………………..100
第二節 研究構面之迴歸分析………………………………..106
第三節 整體結構模型分析…………………………………..123
第四節 產業別在個別構面間之差異性分析………………..128
第五章 結論與建議
第一節 實證結果……………………………………………..130
第二節 研究限制……………………………………………..139
第三節 研究貢獻……………………………………………..140
第四節 後續研究之建議……………………………………..143
參考文獻………………………………………………………….144
附錄一…………………………………………………………….173
圖目錄
圖1-1 研究流程流......................................4
圖2-1 March & Olsen組織學習程序.......................8
圖2-2 Daft & Weick (1984)組織學習三階段程序...........9
圖2-3 組織學習之程序與類型...........................11
圖2-4 Cross & Israelit(2000)之組織學習層次與程序…….11
圖2-5 組織文化的構成.................................20
圖2-6 組織文化的層次.................................21
圖2-7 Snyder and Cumming組織學習障礙.................45
圖2-8 文化之創造與維持................................53
圖2-9 產業驅動文化模式………………………………………..59
圖2-10組織文化之形成..................................61
圖3-1 本研究之研究架構………………………………………..65
圖4-1 本研究之整體結構模式…………………………….……124
表目錄
表2-1 組織學習定義彙整................................7
表2-2 組織學習程序...................................12
表2-3 組織學習實證研究...............................13
表2-4 組織文化之定義.................................19
表2-5 國內學者提出組織文化的類型.....................25
表2-6 組織結構之定義.................................27
表2-7 有機式與機械式組織特質.........................28
表2-8 國外學者所引用之組織結構構面彙整...............29
表2-9 國內學者所引用之組織結構構面彙整...............29
表2-10 資訊科技之定義彙整.............................32
表2-11 資訊系統之工作程序特徵.........................34
表2-12 新加坡資訊科技應用調查指標.....................35
表2-13 IDC ISI指標....................................36
表2-14 McConnell E-Readiness指標......................36
表2-15 電腦化程度指標衡量架構.........................37
表2-16 資訊科技相關實證研究彙整.......................41
表2-17 Snyder and Cumming之組織學習障礙定義...........46
表2-18 組織學習障礙分類整理...........................49
表2-19 本研究組織學習障礙分類.........................51
表2-20 文化深植機制...................................53
表2-21 國內外領導型態與組織文化實徵文獻之比較.........54
表2-22 企業規模與員工人數的配置圖1963-1987............57
表2-23 不同產業類別連網率…………………………………….60
表3-1 本研究之問卷回收狀況............................74
表3-2 本研究樣本之基本資料............................75
表3-3本研究領導型態構面之設計題項.....................77
表3-4 本研究組織結構構面之設計題項....................79
表3-5 本研究組織文化構面之設計題項....................80
表3-6 本研究資訊科技構面之設計題項....................81
表3-7本研究組織學習障礙構面之設計題項.................82
表3-8 領導型態構面因素分析............................85
表3-9 組織結構構面因素分析............................86
表3-10 組織文化構面因素分析...........................87
表3-11 資訊科技構面因素分析...........................88
表3-12 組織學習障礙構面因素分析.......................90
表3-13 領導型態之驗證性因素分析表………………………...91
表3-14 組織結構之驗證性因素分析表.....................91
表3-15 組織文化之驗證性因素分析表.....................92
表3-16 資訊科技之驗證性因素分析表.....................92
表3-17 組織學習障礙之驗證性因素分析表.................93
表3-18 各變數之信度與基本統計值.......................94
表3-19 學者建議LISREL模式衡量指標彙整…...............99
表4-1 領導型態構面變項之意見均值………………………...101
表4-2 組織結構構面變項之意見均值.....................102
表4-3 組織文化構面變項之意見均值.....................103
表4-4 資訊科技構面變項之意見均值.....................104
表4-5 組織學習障礙構面變項之意見均值.................105
表4-6 影響資訊科技因素之迴歸分析.....................106
表4-7 影響組織盲目因素之迴歸分析.....................111
表4-8 影響組織麻痺因素之迴歸分析.....................113
表4-9 影響結構缺陷因素之迴歸分析.....................116
表4-10 影響同質簡化因素之迴歸分析....................118
表4-11 影響迷信學習因素之迴歸分析....................121
表4-12 整體模式分析結果彙整表………………………………123
表4-13 模式配適度評鑑結果表…………………………………127
表4-14 不同產業別在各構面之差異分析………………………128
表5-1 組織因素、資訊科技與組織學習障礙之間
的相關性分析……………………………………......130
表5-2 組織因素、資訊科技與組織學習障礙之間
的影響性分析…………………………………………..132
表5-3 不同產業別在各構面間之差異性分析………………...136

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