臺灣博碩士論文加值系統

知識經濟時代，無形資產的附加價值超越有形資產，創新是企業永續發展的重要關鍵，而員工的創新行為將是左右組織成功的重要關鍵。然而，何種因素是促發創新行為產生的要件，過去研究已證實個人學習成就傾向將會影響個體的行為；人力資本將是個體行為展現的基礎；工作場所的氛圍將會影響員工的工作效能；因此，本研究聚焦於個體的學習傾向如何影響人力資本的累積，進而影響創新行為的展現，有鑑於主管在工作場所的影響力，是直接且深入的影響員工，故採用主管導向自尊來探索主管員工的互動，將會如何影響員工行為與工作效能。
本研究以天下雜誌票選標竿企業的人資部門作為抽樣目標，以分層抽樣方式，抽取員工與主管配對的樣本，進行資料分析，問卷回收共計221份。接續以LISREL 8.7進行驗證性因素分析與結構方程模式驗證本研究假設內容。
研究結果證實：(1)精熟趨向傾向對於員工創新行為具有正向關係；(2)精熟趨向傾向對於人力資本具有正向關係；(3)精熟趨向傾向會透過人力資本正向影響員工創新行為；(4)主管導向自尊對成就目標導向與人力資本、創新行為具有正向調節關係。
根據上述研究結果，本研究提出以下三項管理意涵：(1)領導者應正視自身與工作場域中的正向能量，給予員工支持鼓勵代替懲罰；(2)企業競爭優勢在於投資人才，並非投機人才；(3)企業永續經營在於持續創新，透過鼓勵員工創新，進而提升組織效率與核心能力，為組織面對內外部環境創造源源不斷的應變能力。

IN a knowledge Economy era, the additional value of intangible asset surmount the tangible asset. Innovation is the important factor for the enterprise ever-lasting development, while staff's innovation behavior is the key factor that leads to organization's success. In the past , studies confirmed individual study achievement goal orientation direct individual’s behavior. The Human Capital is the aggregation of an individual’s ability. The workplace atmosphere is able to affect staff's work efficiency. Therefore, this study examined the relationship among goal orientation, human capital, innovation behavior, and the moderating effect of supervisor-based self-esteem between goal orientation and human capital；the mediating effect of human capital between goal orientation and innovation behavior.
The study recruited participants using striatfied sampling from human resource departments of enterprise that appeared on ballot surveying benchmarking enterprise by the Common Wealth magazine. We use staff-manager pair partipants to fill in the study instruments to diminish CMV effects. Lisrel 8.7 statistical software was employed to construct structure equation model to test study hypothesis.
The findings confirmed that,(1)mastery goal orientation has positive relationship with innovation; (2) mastery goal orientation has positive relationship with human capital; (3)human capital mediated the positive relationships between mastery goal orientation and innovation; (4) supervisor-based self-esteem moderated the positive relationships between mastery goal orientation and human capital that positively affect innovation.
According to the above findings, this study proposed following three management implications: (1) supervisors should face up emotion contagion to oneself directly, show the staff support encourages instead of penalty; (2) instead of speculate in investing key person, enterprise competitive advantage lies in the investment talented person; (3) enterprise continues forever to living lies in innovating continually. The organization could promotes efficiency and core ability via urging the staff to innovate to adapt internal and external environment variation.

謝誌 I
摘要 II
Abstract III
目錄 IV
表目次 VI
圖目次 VII

第一章 緒論 1
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
第四節 名詞釋義 5
第二章 文獻探討 8
第一節 成就目標導向 8
第二節 主管導向自尊 13
第三節 人力資本 15
第四節 創新行為 17
第五節 成就目標導向與員工創新行為之關係 18
第六節 主管導向自尊調節成就目標導向與人力資本之關係 22
第三章 研究方法 30
第一節 研究架構與假設 30
第二節 研究對象 31
第三節 研究工具 32
第四節 調查實施 40
第五節 資料分析 42
第四章 研究結果與討論 44
第一節 樣本描述 44
第二節 成就目標與創新行為關係 48
第三節 成就目標與人力資本關係 49
第四節 主管導向自尊調節效果之關係 50
第五節 人力資本對成就目標與創新行為之中介效果 52
第五章 結論與建議 54
第一節 研究發現與結論 54
第二節 研究建議與管理意涵 60
第三節 研究限制與未來發展 63
參考文獻 67
附錄1 ：員工問卷 76
附錄2 ：主管問卷 80

表目次
表3-1：量表項目分析決斷值 ………………………………………… 34
表3-2：成就目標導向驗證性因素分析結果 ………………………… 36
表3-3：創新行為驗證性因素分析結果 ……………………………… 37
表3-4：主管導向自尊驗證性因素分析結果 ………………………… 38
表3-5：人力資本驗證性因素分析結果 ……………………………… 39
表4-1：樣本特性統計 ………………………………………………… 45
表4-2：樣本描述性統計與相關矩陣 ………………………………… 46
表4-3：成就目標與創新行為路徑係數 ……………………………… 48
表4-4：成就目標與人力資本路徑係數 ……………………………… 49
表4-5：主管導向自尊對精熟趨向傾向與人力資本之調節效果 …… 50
表4-6：主管導向自尊分組路徑係數 ………………………………… 51
表4-7：成就目標、人力資本與創新行為中介 ……………………… 52
表4-8: 巢狀模式分析結果 …………………………………………… 53
表5-1：假設推論結果 ………………………..……………………… 58
表5-2：共同方法變異分析 …………………..……………………… 63

圖目次
圖3-1：研究架構 ……………………………………………………… 30
圖4-1：成就目標與創新行為模式 …………………………………… 48
圖4-2：成就目標與創新行為中介模式 ……………………………… 52

ㄧ、中文部份
彭台光、高月慈與林鉦棽(2006)。管理研究中的共同方法變異：問題
本質、影響、測試和補救。管理學報，23(1)，77-98。
邱皓政(2002)。量化研究與統計分析：SPSS中文視窗版資料分析
範例解析(2版)。台北：五南。
二、英文部分
Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261-271.
Amabile, T. M. (1996). Creativity in context: Update to the social psychology of creativity. Oxford: Westview.
Ashkanasy, N. M., Hartel, C. E. J. & Daus, C. S. (2002), Diversity and emotion: The new frontiers in organizational behavior research. Journal of Management, 28(3), 307-338.
Becker, G. S. (1964). Human capital. New York：Columbia University.

Becker, T. E. (1992). Foci and bases of commitment: Are they distinctions worth making？Academy of Management Journal, 35(1), 232-244.
Becker, T. E., & Colquitt, A. L. (1992). Potential versus actual faking of a biodata form: An analysis along several dimensions of item type. Personnel Psychology, 45, 389-406.
Becker, T. E., Billings, R.S., Eveleth, D. M., & Gilbert, N.L. (1996).
Foci and bases of employee commitment: Implications for job performance. Academy of Management Journal, 39(2),464-482.
Bergen, R., & Dweck, C. S. (1989). The functions of personality theories. In R. Wyer & T. Srull (Eds.), Advances in social cognition: Social intelligence and cognitive assessments of personality( pp. 81-92).
Burpitt, W. J., & Bigoness, W. J. (1997). Leadership and innovation among teams. Small Group Research, 28, 414-423.
Barney, J. B., & Wright, P. M. (1998). On becoming a strategic partner- the role of human resources in gaining competitive advantage. Human Resource Management, 37(1), 31-46.
Bersley, D. A. (1991). Conditioning diagnostics: Collinearity and weak data in regression. New York: John Wiley.
Brett, J. F., & VandeWalle, D. (1999). Goal orientation and goal content as predictors of performance in a training program. Journal of Applied Psychology, 84, 863-873.
Brower, H. H., Schoorman, F. D., & Tan, H. H.(2000). A model of relational leadership: the integration of trust and leader-member exchange. The Leadership Quarterly, 11(2), 227-250.
Bogozzi, R.P. & Yi, Y. (1988). On the Evaluation of Structural Equation Models, Academic of Marketing Science, 16(1), 76-94.
Bunderson, J. S., & Sutcliffe, K. M. (2003). Management team learning orientation and business unit performance. Journal of Applied Psychology, 88, 552-560.
Coopersmith, S. V. (1967). Antecedents of self-esteem. San Franciso: Freeman.
Conner, D. S. (2006). Human-resource professionals' perceptions of organizational politics as a function of experience, organizational size, and perceived independence. The Journal of Social Psychology, 146( 6), 717-732.
Crampton, S. M., & Wagner, J. A. (1994). Percept-percept inflation in microorganizational research: An investigation of prevalence and effect. Journal of Applied Psychology, 79(1), 67-76.
Cable, D. M., & DeRue, D. S. (2002). The convergent and discriminant validity of subjective fit perceptions. Journal of Applied Psychology, 87(5), 875-884.
Dweck, C. S., & Bempechat, J. (1983). Children's theories of intelligence: Consequences from learning. In S. Paris, G. Olsen, & H. Stevenson(Eds.). Learning and motivation in the classroom(pp.239-256).
Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040-1048.
Depreeuw, E. (1992). On the fear of failure construct: Active and passive test anxious student behave differently. Advances in test anxiety research, 7.
Davenport, T. (1999). Human capital：What it is and why people invest it. San Francisco：Jossey-Bass.
Deci, E.L. & Ryan, R.M. (1987). The support of autonomy and the control of behavior, Journal of Personality and Social Psychology, 53(6), 1024-1037.
Deery, S. (2002). Employee reactions to human resource management: A review and assessment. Journal of Management, 32(1), 83-107.
De Dreu, C. K., van Dierendonck, D., & Dijkstra, M. T. (2004). Conflict at work and individual well-being. Journal of Conflict Management, 15, 6-26.
Dietzenbacher, E. (2000). Spillovers of innovation effects. Journal of Policy Modeling, 22(1), 27-42.
Drucker, P.F.(1999). Knowledge-worker productivity: The biggest challenge. California Management Review, 41, 79-94.
Dweck, C. S. (1999). Self-theories: Their role in motivation, personality, and development, Philadelphia, PA: Psychology.
Earley, P. C., Northcraft, G. B., Lee, C., & Lituchy, T. R. (1990). Impact of process and outcome feedback on the relation of goal setting to task performance. Academy of Management Journal, 33, 87-105.
Earley, P. C., & Mosakowski, E. (2000). Creating hybrid team cultures: An empirical test of transnational team functioning. Academy of Management Journal, 43(1), 26–50.
Edwards, J. R. (1991). Person-job fit: A conceptual integration, literature review, and methodological critique. In C. L. Cooper and I. T. Robertson (Eds.). International review of industrial and organizational psychology(pp. 283-357).
Edvinsson, L., & Malone, M. S. (1997). Intellectual capital. Realizing
your company's true value by finding its hidden brainpower. New York : Harper Business.
Ellsberg, D. (1961). Risk, ambiguity and the Savage axioms. Quarterly Journal of Economics, 643-669.
Elliott, E. S., & Dweck, C. S. (1988). Goals: An approach to motivation and achievement. Journal of Personality and Social Psychology, 54, 5-12.
Elliot, A. J. (1994). Approach and avoidance achievement goals: An intrinsic motivation analysis. Unpublished doctoral dissertation, University of Wisconsin-Madison.
Elliot, A. J., & Harackiewicz, J. M. (1996). Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. Journal of Personality and Social Psychology, 70, 461-475.
Elliot, A. J., & Church, M. A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72, 218-232.
Elliot, A. J. (1997). Integrating the "classic" and "contemporary" approaches to achievement motivation: A hierarchical model of approach and avoidance achievement motivation. In M. Maehr & P. Pintrich (Eds.). Advances in motivation and achievement, 10,(pp. 143-179).
Elliot, A. J., & McGregor, H. A. (1999). Test anxiety and the hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 76, 628-644.
Elliot, A. J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34, 169-189.
Elliot, A. J., & McGregor, H. A. (2001). A 2x2 achievement goal framework. Journal of Personality and Social Psychology, 80, 501-519.
Elliot, A. J. (2005). A conceptual history of the achievement goal construct. New York: Guilford Press.
Folkman, S., & Lazarus, R. (1985). If it changes it must be process: A study of emotion and coping during three stages of a college examination. Journal of Personality and Social Psychology, 48,150-170.
Florida, R. (2002). The rise of the creative class. And how it is transforming work, leisure , community and everyday life. New York: Basic Books.
Fox, S., & Schwartz, D. (2002). Social desirability and controllability in computerized and paper-and-pencil personality questionnaires. Computers in Human Behavior, 18, 389-410.
Guindon, M. H. (2002). Toward accountability in the use of the self-esteem construct. Journal of Counseling & Development, 80, 204-214.
Georgsdottir, A. S. & I. Getz (2004). How flexibility facilitates innovation and ways to manage it in organizations. Creativity and Innovation Management, 13(3), 166-175.
George, J. M., & Zhou, J. (2007). Dual tuning in a supportive context: Joint contributions of positive mood, negative mood, and supervisory behaviors to employee creativity. Academy of Management Journal, 3, 605–622.
Hair, J. F., Anderson, R. E., Tatham, R., & Black, W. C. (1998). Multivariate data analysis with readings (5th ed.). New Jersey : Prentice-Hall: Englewood Cliffs.
Hatch, N. W., & Dyer, J. H. (2004). Human capital and learning as a source of sustainable competitive advantage. Strategic Management Journal, 25, 1155-1178.
Henderson, V., & Dweck, C. S. (1990). Motivation and achievement. In S. Feldman & G. Elliott (Eds.), Cambridge, MA: Harvard University.
Hirst, G., Van Knippenberg, D., & Zhou, J. (2009). A cross-level perspective on employee creativity: goal orientation, team learning behavior, and individual creativity. Academy of Management Journal, 52(2), 280-293.
Janis, I. L. (1982). Groupthink: Psychological studies of policy decisions and fiascoes(2nd ed.). Boston: Houghton Mifflin.
Jansen, O. (2004). How fairness perceptions make innovative behavior more or less stressful. Journal of Organizational Behavior, 25(2), 201-215.
Janssen, O., & Van Yperen, N. W. (2004). Employees' goal orientations, the quality of leader-member exchange, and the outcomes of job performance and job satisfaction. Academy of Management Journal, 47, 368-384.
Janssen, O., Van De Vliert, E., & West, M.（2004）. The bright and dark sides of individual and group innovation：A special issue introduction. Journal of Organizational Behavior, 25(2), 129-145.
Johanson, J. (2000). Correlations of self-esteem and intolerance of ambiguity with risk aversion. Psychological Reports, 87, 534.
Katz, D., & Kahn, R. L. (1978). The social psychology of organizations(2nd ed.). New York: Wiley.
Kurtzberg, T. R. (2005). Feeling creative, being creative: An empirical study of diversity and creativity in teams. Creativity Research Journal, 17, 51-65.
Larsen, R. J. (1992). Neuroticism and selective encoding and recall of symptoms: Evidence from a combined concurrent-retrospective study. Journal of Personality and Social Psychology, 62, 480-488.
Landry, G., & Vandenberghe, C. (2009). Role of commitment to the supervisor, leader-member exchange, and supervisor-based self-Esteem in employee-supervisor conflicts. The Journal of Social Psychology, 149(1), 5-27.
Lewin, K., Dembo, T., Festinger, L., & Sears, P. S. (1994). Level of aspiration. In J. McHunt(Ed.). Personality and the Behavior Disorders, NewYork : Ronald.
Lord, R. G., Brown, D. J., & Freiberg, S. J. (1999). Understanding the dynamics of leadership: The role of follower self-concepts in the leader/follower relationship. Organizational Behavior and Human Decision Processes, 78, 167-203.
Lord, R. G., & Brown, D. J. (2001). Leadership, values, and subordinate self-concepts. Leadership Quarterly, 12, 133-152.
Marsh, H. W., & Shavelson, R. J. (1985). Self-concept: Its multifaceted, hierarchical structure. Educational Psychologist, 20, 107-125.
McClelland, D. C. (1951). Measuring motivation in phantasy: The achievement motive.In H. Guetzkow(Ed.).Groups, Leadership, and Men(pp.191-205).
McLain, D. (1993). The MSTAT-1: A new measure of an individual's tolerance for ambiguity. Educational and Psychological Measurement, 53, 183-184.
Midgley, C., Kaplan, A., & Middleton, M. (2001). Performance-approach goals: Good for what, for whom, under what circumstances, and at what cost? Journal of Educational Psychology, 93, 77-86.
Mossholder, K. W., Kemery, E. R., & Wesolowski, M. A. (1998). Relationship between bases of power and work reactions: The mediational role of procedural justice. Journal of Management, 24(4), 533-522.
Muchinsky, P. M. (2008). Psychology applied to work：An introduction to industrial and organizational psychology(9th ed). Pacific Grove, CA: Brooks/Cole.
Nicholls, J. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice, and peformance. Psychological Review, 91, 328-346.
Nonaka, I. & Takeuchi H. (1995). The knowledge-creating company.
New York: Oxford University.
Pierce, J. L., Gardner, D. G., Cummings, L. L., & Dunham, R. B. (1989). Organization-based self-esteem: Construct definition, measurement, and validation. Academy of Management Journal, 32, 622-648.
Pfeffer, J. (1994). Competitive advantage through people. Boston: Harvard Business School.
Pfeffer, J. (1998). The human equation: Building profits by putting people first. Boston: Harvard Business School.
Pintrich, P. R. (2000b). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp.13-39). San Diego, CA: Academic.
Pintrich, P. R. (2000c). An achievement goal theory perspective on issues in motivation terminology, theory, and research. Contemporary Educational Psychology, 25, 92-104.
Ramamoorthy, N., Flood, P. C., Slattery, T., & Sardessai, R. (2005). Determinants of innovative work behavior: Development and test of an integrated model. Creativity and Innovation Management, 14, 142-150.
Podsakfoff, P. M., MacLenzie, S. B., Lee, J. Y., & Podsakoff, N. P., (2003). Common method biases in behavioral research: A critical review of the literature and recommended remedies. Journal of Applied Psychology, 88(5), 879-903.
Raines-Eudy, R. (2000). Using structural equation modeling to test for differential reliability and validity: An empirical demonstration. Structural Equation Modeling, 7(1), 124-141.
Rosenberg, M., Schooler, C., Schoenbach, C., & Rosenberg, F. (1995). Global self-esteem and specific self-esteem: Different concepts, different outcomes. American Sociological Review, 60, 141-156.
Roberts, G. E., & Reed, T. (1996). Performance appraisal participation, goal setting and feedback. Review of Public Personnel Administration, 16, 29.
Roos, J., Roos, G., Edvinsson, L., & Dragonetti, N. C. (1998). Intellectual capital-navigating in the new business landscape. New York: New York University, Washington Square.
Roberson, L., & Alsua, C. J. (2002). Moderating effects of goal orientation on the negative consequences of gender-based preferential selection. Organizational Behavior and Human Decision Processes, 87(1), 103-135.
Rumberger, & Russell, W. (1987). The impact of the surplus schooling on productivity. Journal of Human Resources, 22(1), 24-50.
Schultz, T. W. (1960). The formation of human capital by education. Journal of Political Economy, 68, 571-583.
Schultz, T. W. (1961). Investment in human capital. The American Review, 1(1), 1-17.
Scott, S. G., & Bruce, R. A. (1994). Determinants of innovative behavior: A path model of individual innovation in the workplace. Academy of Management Journal, 37(3), 580-607.
Shellenbarger, S. (1993). Work-force study finds loyalty is weak, division of race and gender are deep. The Wall Street Journal, 3, B1-B9.
Snell, S. A., & Dean, J. R. (1992). Integrated manufacturing and human resource management: A human capital perspective. Academy of Management Journal, 35(3), 467-504.
Stevens, J.(1992). Applied multivariate statistics for the social sciences(2nd ed). Hillsdale, NJ: Lawrence Erlbaum.
Subramaniam, M. & Youndt, M. A. 2005. The influence of intellectual capital on the types of innovative capabilities. Academy of Management Journal, 48(3): 450-463
Tang, H. (1999). An inventory of organizational innovativeness. Technovation. 19(1), 41-51.
Taggar, S. (2002). Individual creativity and group ability to utilize individual creative resources: A multilevel model. Academy of Management Journal, 45, 315-331.
Thurow, L. C. (1996).The future of capitalism. London: Nicolas Brealey.
Vandewalle, D. (1997). Development and validation of a work domain goal orientation instrument. Educational and Psychological Measurement, 57, 995-1015.
VandeWalle, D., Brown, S. P., Cron, W. L., & Slocum, J. W. J. (1999). The influence of goal orientation and self-regulation tactics on sales performance: A longitudinal field test. Journal of Applied Psychology, 84(2), 249-259.
Wayne, S. J., Shore, L. M. & Liden, R. C. 1997. Perceived organizational support and leader-member exchange: A social exchange perspective. Academy of Management Journal, 40(1), 82-111.
Wegner, D. M. (1994). Ironic process of mental control. Psychological Review, 101, 34-52.
William, H. A., & Johnson (2002). Leveraging intellectual capital through product and process management of human capital. Journal of Intellectual Capital, 3(4), 415-429.