臺灣博碩士論文加值系統

本研究是探討組織運用創新的知識管理系統轉移內部最佳實務時所面臨的挑戰。研究目的主要在於探討高科技產業中，工程師擁有高度個人化的知識且內嵌於實做當中，這種知識又深受情境因素的影響，組織應以什麼樣的模式促進知識工作者持續浮現實用的知識。本論文採用質性的個案研究法，以知識內嵌的本質與情境知識為理論觀點，探索兩家半導體公司導入管理模式來協助工程師轉移知識與經驗的過程。其中ChipMaker這家公司為半導體設備供應商，導入一套以系統主導的知識管理模式，藉系統來轉移工程師維修的最佳實務；而另一家ChipTest公司則以社群引導的知識管理模式，先嚴格要求後來演變為工程師定期聚會以分享彼此的經驗與面臨的問題。經過理論與質化資料的分析，本論文主要有三個研究發現。第一、從工程師維修工作發現情境知識的本質，這種知識是個人化認知且內嵌於工作情境之中，藉由工作情境的刺激而啟發多元化的解讀情境、依情境發展的社會網絡與隨伴著探索問題的即興對話與行動，才會持續地浮現情境知識。第二、既有許多文獻與實務上的應用並未釐清知識內嵌的本質就貿然採用「系統主導的知識管理模式」，以為組織可以直接管理「知識」與「知識工作者」的行為，本文卻發現系統僅能管理的是「知識物件」且只適用在情境穩定與單純的問題，甚至系統易誤導工程師進行表面性知識文件的交換。換言之，工程師急需的「情境知識」是一個透過社會互動中不斷再生與潛在轉移的過程，而非一種直接轉移的線性方式；因此，唯有情境式學習才能有效地分享內嵌本質的知識。第三、本論文發現組織也不太可能去管理特定場景才會浮現的「情境知識」，而是營造實踐中知曉背後的「社會結構」，此對話的結構必須具有下列四個特質：一、情境的刺激；二、多元面向的情境連結；三、群體的認同；四、集體隱喻的記憶，才能吸引成員持續地注入活動的能量，以維繫社群互動的活力。最後，本文從此兩個知識管理的案例發展出「物件式」，即大K小m【Km】與「拼圖式」，即小k大M（kM）這兩種知識管理模式並提出研究與實務意涵。

This study explores the challenge faced when an organization utilizes innovative knowledge management system to transfer internal best practice. The objective of this study is to explore what model should be employed by an organization to promote continual emergence of practical knowledge for knowledge workers as this kind of knowledge is deeply affected by situated factors when high tech engineers have high level of personalized knowledge and are embedded in practice. By qualitative case study methodology, this study adopts theoretical views of the nature of knowledge embeddedness and situated learning to explore the process of two semiconductor companies implementing management models to help engineers transfer their knowledge and experiences. Of these two companies, the ChipMaker is a supplier of semiconductor equipment. It inputs a set of system based knowledge model to transfer best maintenance practices of engineers by this system. While the other ChipTest company operates community oriented knowledge management model. After strict instructions, engineers regularly gather to share their experience and problems they faced. After theoretical and qualitative data analysis, this thesis study has three major study findings. First, the nature of situated knowledge is shown from the maintenance jobs of engineers. This kind of knowledge is personalized cognition and is embedded in work situation. Diversified deciphering situations are developed via irritation of work situations. The situated knowledge can only be emerged from social network based on situation development and impromptu dialog and action accompanying problem exploration. Second, many existing literatures and practical applications do not clarify the nature of knowledge embeddedness, but adopt "system based knowledge management model", which assumes that an organization can directly manage "knowledge" and acts of "knowledge workers". However, this study finds that the system can only manage "knowledge object" and is only applicable to problems of steady and simple situations. Furthermore, the system inclines to misleading engineers exchange superficial knowledge documents. In other words, "situated knowledge" most needed by engineers is the process of continual reproduction and potential transfer through social interaction, not a linear manner of direct transfer. Therefore, only situated learning can effectively share knowledge of embedded nature. Third, this study finds that an organization is not likely to manage "situated knowledge" that is emerged only from specific situation, but manages "social structure" to nourish knowing in practice . This dialog structures must have the following four features: 1. situated stimuli, 2. multidimensional situation link, 3. group identities, 4. collectively implied memories. Only with these features, members can be attracted to continually input activity energy to keep vitality of community interaction. Finally, from two cases of knowledge managements this study develops two kinds of knowledge management models – "object style", i.e. big K and small m [Km], and "jigsaw style", i.e. small k and big M (kM) – and suggests their theoretical and practical implications

謝 詞----------------------------------------------------------------------------Ⅰ
中文摘要----------------------------------------------------------------------------Ⅱ
英文摘要----------------------------------------------------------------------------Ⅲ
目 錄----------------------------------------------------------------------------Ⅴ
表 次----------------------------------------------------------------------------Ⅷ
圖 次----------------------------------------------------------------------------Ⅸ

第一章 緒論----------------------------------------------------------------------- 1
第二章 理論背景與發展------------------------------------------------------------- 5
第一節 知識內嵌的本質------------------------------------------------------------- 5
第二節 情境式學習 ----------------------------------------------------------------12
第三節 實踐中知曉 ----------------------------------------------------------------16
第三章 研究方法 ------------------------------------------------------------------22
第一節 個案研究法 ----------------------------------------------------------------22
第二節 資料來源與田野經驗---------------------------------------------------------24
第三節 資料收集與詮釋的過程---------------------------------------------------- 27
第四節 研究場域的描述 --------------------------------------------------------- 30
第五節 質性研究的評析 ----------------------------------------------------------- 33

頁數
第四章 ChipMaker的知識管理案例 -------------------------------------------------- 36
第一節 ChipMaker個案背景的描述 -------------------------------------------------- 36
第二節 ChipMaker採用的知識管理模式 ---------------------------------------------- 40
一、基本邏輯 --------------------------------------------------------------------- 40
二、規劃式知識管理 --------------------------------------------------------------- 40
三、以系統引導轉移知識的行為 ----------------------------------------------------- 42
四、成效：表面性知識文件的交流 --------------------------------------------------- 46
第三節 資料分析：系統指標與工程師負面評價的說明 --------------------------------- 49
一、績效良好的系統指標：知識內嵌於物件的本質 ---------------------- ---------------49
二、工程師負面的評價：情境知識的本質 --------------------------------------------- 50
（一）情境引導維修行動的實例 ----------------------------------------------------- 51
（二）情境知識的本質 ------------------------------------------------------------- 54
第四節 以系統主導知識管理模式的反思---------------------------------------------- 63
第五章 ChipTest 的知識管理案例---------------------------------------------------- 64
第一節 ChipTest個案背景的描述 --------------------------------------------------- 64
第二節 ChipTest公司採用社群引導的知識管理模式 ----------------------------------- 64
一、基本邏輯 --------------------------------------------------------------------- 66
二、「主題式」的知識社群 --------------------------------------------------------- 68
三、以制度引導轉移知識的行為 ----------------------------------------------------- 71
四、成效：以社群活動改變工程師轉移知識的行為-------------------------------------- 76

頁數
第三節 資料分析：促進知識工作者持續浮現情境知識的說明 --------------------------- 85
一、 情境的刺激 ------------------------------------------------------------- 86
二、 情境的關連 ------------------------------------------------------------- 87
三、 群體的認同感 ----------------------------------------------------------- 89
四、 隱喻的記憶-------------------------------------------------------------- 90
第四節 以社群引導知識管理模式的反思---------------------------------------------- 93
第六章 研究意涵與結論------------------------------------------------------------- 91
第一節 詮釋「物件式」與「拼圖式」兩種知識管理模式 ------------------------------- 96
一、「物件式」知識管理模式：大K小m 【 Km 】 -------------------------------------- 96
二、「拼圖式」知識管理模式：小k大M 【 kM 】--------------------------------------- 97
第二節 研究意涵 ---------------------------------------------------------------100
第三節 實務意涵 -------------------------------------------------------------- 103
一、遠景（Vision）：創造互動的模式 -----------------------------------------------104
二、規則（Rules）：以簡單的規則引導活動 ------------------------------------------105
三、載體（Carrier）：以知識工作者本身為主要的載體 --------------------------------105
四、激勵方式（Incentive）：團隊的激勵方式 ----------------------------------------106
第四節 結論 ------------------------------------------------------------------ 108
參考文獻 ------------------------------------------------------------------------ 111
簡歷------------------------------------------------------------------------------119

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