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研究生:焦泓
研究生(外文):Hung Chiao
論文名稱:社會網絡,團隊氣氛與團隊連結的關係:自我管理團隊觀點
論文名稱(外文):The Role of Social Networks on the Relationship of Team Climate and Team Bonding: A Self-Managing Team Perspective
指導教授:陳明惠陳明惠引用關係沈培輝
指導教授(外文):Ming-Huei ChenJohn Sum
口試委員:葉桂珍
口試日期:2015-06-20
學位類別:碩士
校院名稱:國立中興大學
系所名稱:科技管理研究所
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:2016
畢業學年度:104
語文別:中文
論文頁數:38
中文關鍵詞:團隊氣氛社會網絡團隊連結團隊學習效果
外文關鍵詞:Team climateSocial NetworksTeam bondingTeam learning performance
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自我管理團隊在企業面對變動快速的商業環境時,被視為重要的改善機制。有效能的自我管理團隊善於團隊內部知識分享,團隊成員彼此交流資訊、專業知識以及訊息回饋。因此,團隊學習是為自我管理團隊完成任務而產生的前置項目。知識分享與社會網絡對自我管理團隊掌握市場機會及促進學習效果日趨重要;培養舒適的團隊氣氛以及有效能的團隊連結能有助於團隊成員面對多重的挑戰,也更願意與其他成員投入於任務並與他人合作。此篇研究中,我們探討及驗證團隊氛圍和團隊連結如何促進團隊學習的過程,並藉由情感導向及任務導向兩種類型的的社會網絡作為調解變數,使團隊成員分享彼此的想法和建議。因此,我們研究情感導向及任務導向社會網絡分別隊團隊氣氛和團隊連結的調解效果,使後續發展的團隊學習效果可幫助成員解決更為複雜的團隊任務。
此篇研究探討及採用縱貫性研究,並利用六個期間以分析團隊學習過程。從八組的自我管理團隊及240份有效問卷,分析結構方程模型並測試於假設模型。結果顯示情感導向的社會網絡可以降低人際衝突及培養出更友善的團隊氣氛。任務導向的社會網絡可以幫助團隊成員間知識分享,並強化團隊連結。此外,團隊連結對團隊成員的學習效果產生正面影響。研究建議團隊成員需要更積極發展團隊氣氛及團隊連結的形成,可有效緩和團隊衝突以改善團隊行為。此篇研究認同自我管理團隊中團隊氣氛、團隊連結以及社會網絡間的關聯性,並強調維持團隊和諧並培養樂於彼此分享知識及透過社會網絡與成員間溝通進而強化團隊連結和共同完成任務的重要性。


Self-managing teams are seen as an important mechanism for dealing with today’s rapidly changing market environment. Effective self-managing teams engage in internal knowledge sharing, the exchange of information, know-how, and feedback with team members. Consequently, team learning is an attempt to prepare team members to accomplish team task. Knowledge sharing and social networks are becoming increasingly important for self-managing teams to tackle opportunities and to improve learning performance. Before the teamwork, the interpersonal conflict appears within self-managing team, an awareness of interpersonal inconsistencies, which comprises of factors such as feeling tension and friction between team members. Therefore, Creating cozy team climate and effective bonding within team are also important for team members to confront multiple challenges and more willing to work with others. In this study, we develop and validate a team learning process of how team climate and team bonding contribute to team learning performance, when team members share and build upon each other’s ideas and suggestions, mediated by two types of social network ties including expressive and instrumental within teams. Therefore, we investigate the effects of expressive tie and instrumental tie on team climate and team bonding with the subsequent development of team learning performance for mastering a complex team task. We developed and tested a longitudinal model of team learning process in six periods. The sample size includes eight self-managing teams and we collected 240 questionnaires. By using structural equation modeling to test the hypothesized model, results showed that expressive tie reduces team interpersonal conflict and creates better team climate. Also, instrumental tie helps team member share knowledge with each other and maintain team bonding, moreover, team bonding has positive influence on team members’ learning performance. Findings suggest that team members should endeavor to improve team behavior by developing team climate and team bonding, which alleviate the dysfunctional parts of team conflict. This paper approves the connections of team climate, team bonding and social networks in self-managing teams, and highlights the importance of maintaining team harmony, cultivating shared knowledge and strengthening team bonding through social networks to communicate with team members and complete complex team task together.

Abstract ii
Table of Contents iv
List of Tables vi
List of Figures vii
I. Introduction 1
II. Theory and Hypotheses 5
2.1 Research Framework 5
2.2 Interpersonal Conflict 5
2.3 Team Climate 6
2.4 Expressive Tie 7
2.5 Knowledge Sharing 8
2.6 Team Bonding 9
2.7 Instrumental Tie 9
2.8 Team Learning Performance 10
III. Methodology 12
3.1 Descriptive Analysis for the Studied Sample 12
3.2 Measures 12
3.3 Reliability and validity 17
3.4 Analysis 18
IV. Results 19
4.1 Correlation 19
4.2 Measurement Model 20
4.3 Structure Model 20
4.4 Hierarchical Multiple Regression Analysis 21
V. Discussion 26
5.1 Discussion of Hypotheses 1 & 2 26
5.2 Discussion of Hypotheses 3 27
5.3 Discussion of Hypotheses 4 & 5 28
5.4 Discussion of Hypotheses 6 29
VI. Conclusions 31
6.1 Theoretical Contributions 31
6.2 Managerial Implications 32
6.3 Limitation 33
VII. References 35



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