Modeling team learning and team performance: The moderating effects of authoritarian leadership and benevolent leadership

Abstract

鑒於社會學習理論和知識基礎理論之觀點，本研究提出一個模型，該模型顯示了團隊如何通過一起協調知識來提升團隊績效。本研究提出以下三種學習方法：開發性學習、探索性學習和反思性學習，並通過知識協調的中介作用進而影響團隊績效。同時，本研究假設權威領導和仁慈領導會調節學習方法對知識協調的影響。針對臺灣北部大型高科技園區公司的工作團隊進行調查來驗證模型和假說，最後提出管理意涵並給予未來研究的建議。

Drawing upon the social learning theory and knowledge-based theory, this research proposes a model that illustrates how collective knowledge is coordinated to improve team performance. In the model the study hypothesizes that three learning approaches (exploitative learning, explorative learning, and reflective learning) influence team performance indirectly through the mediation of knowledge coordination. At the same time, it hypothesizes that authoritarian leadership and benevolent leadership moderate the effects of the learning approaches on knowledge coordination. We perform empirical tests based on survey data from work teams in a large high-tech industry zone in northern Taiwan and offer research implications and future research directions.