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研究生:方裕軍
研究生(外文):Fant Yuh June
論文名稱:組織學習傾向、個人創造力與組織創新之關聯性研究-以國軍保修基地為例-
論文名稱(外文):Relative Investigation of Organization Learning Trend,Individual Innovation Ability and Organization Innovation -Take the station of maintenance and repair in military for example
指導教授:王秦希康
指導教授(外文):Wang Chin, Hsi-Kong
學位類別:碩士
校院名稱:大葉大學
系所名稱:人力資源暨公共關係學系碩士在職專班
學門:商業及管理學門
學類:其他商業及管理學類
論文種類:學術論文
論文出版年:2005
畢業學年度:93
語文別:中文
論文頁數:156
中文關鍵詞:組織學習個人創造力組織創新
外文關鍵詞:Organization LearningIndividual Innovation AbilityOrganization Innovation
相關次數:
  • 被引用被引用:2
  • 點閱點閱:294
  • 評分評分:
  • 下載下載:0
  • 收藏至我的研究室書目清單書目收藏:5
建構高素質、現代化、專業化、網路化之優勢化新聯勤,整合三軍聯合後勤體系,專業專精知識管理,精進組織效能,完備聯合作戰後勤指管機制,強化指揮、管理、決策功能,達成平戰一致、精準、快速、有效支援三軍之目標,為當下聯合後勤司令部面臨組織革新的願景。
近年來國際政治環境丕變與中國大陸倡言不放棄武力制台之情勢,又頻臨國軍人力結構大幅精簡與國防預算逐年緊縮,嚴重影響裝備妥善之維持與國軍戰力之保障。因此;如何透過全球化知識經濟時代之資訊資源運用,讓日益減少的國防資源發揮最大效益,運用組織學習之觀點與個人創造力的開發,透過企業化管理模式之「組織創新」,積極創造基地修製之最高效益,實乃刻不容緩之重大課題。
本研究選擇企業界領先風潮之組織學習傾向、個人創造力與組織創新等理念作為探討構面,相關文獻亦採用經過驗證之純熟觀點予探討,希能在不同的組織結構與文化背景下獲致異曲同功之效。

On the instant, the wish of Combined Logistics Command will be faced organization innovation. Because of building high quality, modernize, specialization, network environment and superiority C.L.C. will combine the Armed Forces system of logistics to fine organization efficacy and the performance of knowledge management. To complete the direction-control function of combined operation logistics will strengthen command, management, and strategic decision for the goal of achieving identical, quick support the Armed Forces.
Recently, the international politics environment changes, and the mainland do not abandon to use the force to attack Taiwan, and the military manpower structure and the national funds retrench in Taiwan year by year. It will critically influence to keep equipment well and the military personnel combat effectiveness. Therefore, it will be a weighty topic to discuss how to via internationalization knowledge economical times of information resource and business administration of organization innovation model to create the maximum benefit on a base of operations.
Therefore, this research investigates what’s the factor of the learning of organization and the individual innovation ability and organization innovation. It adopts a point of view upon the reference of the different organization structure and culture, to obtain the result of different tunes rendered with equal skill.

目綠
封面內頁
簽名頁
授權書 ………………………………………………………… iii
中文摘要 ……………………………………………………… iv
英文摘要 ……………………………………………………… v
誌謝 ………………………………………………………… vi
目錄 ………………………………………………………… vii
圖目錄 ………………………………………………………… x
表目錄 ………………………………………………………… xi
第一章 緒論
  1-1 前言………………………………………………… 1
1-2 研究動機與背景…………………………………… 1
1-3 研究目的…………………………………………… 3
1-4 研究範圍與限制…………………………………… 3
1-5 研究對象…………………………………………… 4
1-6 研究流程…………………………………………… 5
第二章 文獻探討
2-1 組織學習…………………………………………… 6
2-2 個人創造力………………………………………… 17
2-3 組織創新…………………………………………… 28
第三章 研究方法
3-1 研究架構…………………………………………… 46
3-2 研究假設…………………………………………… 47
3-3 研究變項之定義與衡量…………………………… 47
3-4 抽樣設計…………………………………………… 52
3-5 問卷設計…………………………………………… 53
3-6 資料處理與分析…………………………………… 54
3-7 研究限制…………………………………………… 55
3-8 預試測驗與因素分析……………………………… 56
第四章 研究結果分析
4-1 回收樣本特性分析………………………………… 71
4-2 各量表與研究變項之描述性統計分析…………… 74
4-3 各研究變項相關分析……………………………… 91
4-4 各相關變項之差異分析…………………………… 93
4-5 研究構面之迴歸分析……………………………… 112
4-6 結語………………………………………………… 118
第五章 結論與建議
5-1 結論………………………………………………… 119
5-2 建議………………………………………………… 124
參考文獻
中文部分 ………………………………………………… 126
英文部分 ………………………………………………… 130
附錄一 ……………………………………………………… 143
附錄二 ……………………………………………………… 150
圖目錄
圖1.1 研究流程圖………………………………………… 5
圖2.1 產品創新矩陣……………………………………… 37
圖2.2 創新的類型………………………………………… 40
圖3.1 研究架構圖………………………………………… 46
圖3.2 組織學習傾向量表因素陡坡圖…………………… 58
圖3.3 個人創造力量表因素陡坡圖……………………… 61
圖3.4 組織創新量表因素陡坡圖………………………… 64
表目錄
表1.1 問卷調查對象分配統計…………………………… 4
表2.1 組織學習的定義…………………………………… 8
表2.2 Peter Senge (1990) 組織學習環境重點……… 16
表2.3 創造力定義………………………………………… 19
表2.4 創造力衡量量表內容……………………………… 26
表2.5 不同觀點下「組織創新」的定義…………………… 30
表2.6 各學者對創新的分類……………………………… 41
表2.7 各學者對創新的分類……………………………… 43
表2.8 各學者對創新階段的定義………………………… 44
表3.1 組織學習傾向各構面之操作性定義與衡量……… 48
表3.2 個人創造力各構面之操作性定義與衡量………… 49
表3.3 用人與管理創新各構面之操作性定義與衡量…… 51
表3.4 組織與規劃創新各構面之操作性定義與衡量…… 51
表3.5 技術創新各構面之操作性定義與衡量…………… 52
表3.6 組織學習傾向量表之因素分析結果……………… 59
表3.7 個人創造力量表之因素分析結果………………… 62
表3.8 組織創新量表之因素分析結果…………………… 64
表3.9 組織學習量表之信度分析結果…………………… 67
表3.10 個人創造力量表之信度分析結果………………… 68
表3.11 組織創新量表之信度分析結果…………………… 69
表4.1 樣本問卷回收情形………………………………… 71
表4.2 個人特徵資料分析………………………………… 73
表4.3 組織學習傾向各題目,答題情形平均數
、標準差…………………………………………… 75
表4.4 樣本在自我超越之得分情形……………………… 76
表4.5 樣本在系統思考之得分情形……………………… 77
表4.6 樣本在團隊學習之得分情形……………………… 78
表4.7 樣本在共同願景之得分情形……………………… 79
表4.8 樣本在心智模式之得分情形……………………… 80
表4.9 個人創造力量表各題目,答題情形平均數
、標準差…………………………………………… 81
表4.10 樣本在創造思考能力之得分情形………………… 82
表4.11 樣本在整體創造傾向之得分情形………………… 83
表4.12 樣本在創新行為之得分情形……………………… 84
表4.13 樣本在創新成果之得分情形……………………… 85
表4.14 組織創新量表各題目,答題情形平均數、
標準差……………………………………………… 86
表4.15 樣本在組織與規劃創新之得分情形……………… 88
表4.16 樣本在用人與管理創新之得分情形……………… 89
表4.17 技術創新之得分情形……………………………… 90
表4.18 組織學習傾向與個人創造力之相關分析………… 91
表4.19 組織學習傾向與組織創新之相關分析…………… 92
表4.20 個人創造力與組織創新之相關分析……………… 93
表4.21 個人變項與自我超越單因子變異數與
t檢定分析結果…………………………………… 95
表4.22 個人變項與系統思考單因子變異數與
t檢定分析結果…………………………………… 96
表4.23 個人變項與團隊學習單因子變異數與
t檢定分析結果…………………………………… 97
表4.24 個人變項與共同願景單因子變異數與
t檢定分析結果…………………………………… 99
表4.25 個人變項與心智模式單因子變異數與
t檢定分析結果………………………………… 100
表4.26 個人變項與創造思考能力單因子變異數與
t檢定分析結果………………………………… 102
表4.27 個人變項與整體創新傾向單因子變異數與
t檢定分析結果………………………………… 104
表4.28 個人變項與創造行為單因子變異數與
t檢定分析結果………………………………… 105
表4.29 個人變項與創新成果單因子變異數與
t檢定分析結果………………………………… 107
表4.30 個人變項與組織與規劃創新單因子變異數與
t檢定分析結果………………………………… 108
表4.31 個人變項與用人與管理創新單因子變異數與
t檢定分析結果………………………………… 110
表4.32 個人變項與技術創新單因子變異數與
t檢定分析結果…………………………………… 111
表4.33 組織學習傾向對個人創造力的層級迴歸分析…… 113
表4.34 組織學習傾向對創新管理的層級迴歸分析……… 115
表4.35 個人創造力對創新管理的層級迴歸分析………… 116
表4.36 研究假設驗證結果………………………………… 118
表5.1 差異性假設驗證表………………………………… 121
表5.2 相關性假設彙總表………………………………… 122
表5.3 影響性假設彙整表………………………………… 123

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