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研究生:李昭華
研究生(外文):Chao-hua Li
論文名稱:探索變革團隊在發展學習型組織中的功能角色
論文名稱(外文):Exploring the Role of a Change Team during the Development of a Learning Organization
指導教授:楊仁壽楊仁壽引用關係
指導教授(外文):Jen-shou Yang
學位類別:博士
校院名稱:國立雲林科技大學
系所名稱:管理研究所博士班
學門:商業及管理學門
學類:企業管理學類
論文種類:學術論文
論文出版年:2009
畢業學年度:97
語文別:英文
論文頁數:128
中文關鍵詞:學習型組織變革介入變革團隊
外文關鍵詞:learning organizationchange teamchange intervention
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本研究探索學習型組織發展過程中,變革團隊所扮演的角色功能。一般學習型組織相關研究著重在對學習和變革規範性的論述,很少有實證性的研究。本研究意欲探討彼得聖吉所提出的先導群 (pilot group)作為變革代理者的概念,以此來探討變革持久性的影響因素。變革團隊在本研究的個案醫院是以自我管理小組的形式來啟動變革。透過縱貫性跨五年時間資料蒐集的質性研究,本研究企圖找出變革團隊持續性發展學習活動背後的主要因素為何。

本研究透過紮根理論的分析方法深入微觀層次來探討變革團隊的性質,並嘗試找出變革團隊主導的學習活動和介入過程。訪談對象的選取,每年平均20人,橫跨醫療組織的四種不同職務:醫療、醫技、行政和護理人員做深度訪談。經由逐字稿分析,研究發現變革團隊在代理和執行變革的過程中,隨著醫院環境脈絡的改變,發展出內部顧問(internal consultant)、講師(lecturer)、教練(coach)和行動者(mover)的角色。而在複雜和多面向的角色發展歷程,產生了兩種面向的介入:過程模式和任務模式。透過兩種介入程度高低的組合,進而產生四個時期的四種介入形式:最少介入(minimal)、人際關係介入(interpersonal)、任務策略介入(task)、制導的介入(guided)。

同時,本研究發現四種型態介入的產生,乃在與組織脈絡的互動關係中,變革團隊為了找出可行的變革路徑所型塑出的變革方針。而每種介入有相對照的學習型態、學習過程、和對醫院組織環境有益的學習績效。本研究的貢獻在對醫院脈絡的內部講師,特別是對於身處於科層專業組織,且有政治脈絡因素的變革代理者,有借鏡的參考經驗。同時對於先導群做為變革團隊的價值,本研究針對個人、團隊和組織層次的學習成效深入討論,證實變革團隊的多重角色對於發展學習型組織的功效;變革介入所帶來的學習效果,證實介入本身是需要協調和有效管理的過程,如此,可衡量的組織績效才能顯而易見。然而,需要更多研究來證實是否以變革團隊為代理人為有效能發展學習型組織的最佳形式。
Learning organization (LO) focuses the development of normative models for creating change in the learning process. Yet, little empirical research validates its theoretical efficacy. This research focuses on the roles of a pilot group proposed by Senge (1999) in initiating, managing and implementing change. This study discusses the role of a change team played by the internal change agents in a self-managed team in the processes of developing and managing a learning organization. This qualitative research distills the five-year intervention data into significant factors about how the role of a change team contributes to the sense of sustainability.
The analysis used the grounded theory to try micro-level exploration. The attempt is to find out: how and why a change team constitutes the learning process in developing a learning organization, and are there patterns of emergent actions associated with the change team in developing a learning organization? This study finds that as the hospital contexts change, the roles of change agents were changed from internal consultant, lecturer, coach, and to mover. The complex roles change agents perform in the development of a learning organization create two dimensions of interventions: process and task interventions, which unfold in four distinct forms: guided, minimal, task, interpersonal. These four forms of interventions result from an interactive relationship where change agents as a team tackle the organizational context to form and shape the change path. Each of the four forms of intervention is associated with a distinct set of characteristics that capture the learning process, including emergent states, and result in particular outcomes.
This study makes a contribution to the study of internal change agents in their hospital context, and draws attention in particular to the implications for change agents of the political contexts of a bureaucratic professional organization. The value of the pilot group as a change team is assessed by looking into the degree to which individual-, group- and organizational-level of learning are achieved. The study confirms that the significance of the multifaceted and complex roles change agent perform in the development of a learning organization. The learning effects deriving from the change interventions also show that interventions are processes that need to be coordinated and effectively managed so to channel explicit and measurable organizational performance. But further studies are required to investigate if a change team is more capable of developing a learning organization.
CHAPTER I INTRODUCTION - 1 -
Problem Statement - 2 -
Purpose Statement - 2 -
CHAPTER II LITERATURE REVIEW - 4 -
Learning Organization and its Development - 4 -
Models of Change Agency - 7 -
Pilot Group and Senge’s Initiation of the LO - 9 -
Single-, Double-, and Triple-Loop Learning - 11 -
CHAPTER III METHODOLOGY - 18 -
Case Study Research - 18 -
Research Site - 20 -
The Hospital Structure - 21 -
Hospital Learning Styles - 22 -
The Learning Organization Project - 23 -
Learning Contents: LO courses and project teams - 28 -
Entering the Field: Construct Validity - 29 -
Research Design - 30 -
Data collection - 30 -
Data Analysis- Internal Validity - 37 -
CHAPTER 4 FINDINGS - 42 -
Generative Elements of a Change Team - 42 -
Internal Consultant - 42 -
Lecturer - 44 -
Coach - 46 -
Mover - 47 -
Intervention Pathway - 49 -
Leadership as the Mover - 49 -
Process Intervention as a New Agenda - 50 -
Task Intervention by an Alignment of Hospital Goals - 53 -
Four Forms of Interventions by a Change Team - 55 -
Four emergent states from interventions - 55 -
Interpersonal Intervention - 61 -
Task strategy intervention - 64 -
Guided Intervention - 67 -
CHAPTER FIVE DISCUSSION - 70 -
Change Agency as a Team Process - 70 -
Role and Processes of Change Agents in a Local Hospita - 72 -
A Distinction between Formal and Informal Power - 76 -
The Role of Time in Intervention - 78 -
The Outcomes of a Change Team in Developing a LO - 79 -
CHAPTER SIX CONCLUSIONS - 83 -
Conclusions - 83 -
Theoretical Implications - 85 -
Practical Implications - 87 -
Limitation and Future Study - 88 -
REFERENCES - 91 -
APPENDIX - 96 -
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