資訊分享、共同問題解決對工作團隊知識吸納能力、不同知識類型獲取之影響：任務衝突的調節作用

Abstract

本研究目的在探討團隊歷程對團隊層次學習結果的影響，主要在驗證資訊分享、共同問題解決兩種互動歷程對潛在、實質知識吸納能力以及不同類型知識獲取之影響，並分析任務衝突對其間關係的調節作用。研究對象涵蓋不同產業的工作團隊，採用問卷調查法發出200份問卷，收回144份問卷，回收率達72%，在剔除不完整問卷最後保留135份有效問卷，針對有兩位填答者的團隊，將其相同題項的量表分數取其平均，最後共計折合82個工作團隊來進行後續的資料分析。 資料分析採用階層迴歸、逐步迴歸以及集群分析，研究結果發現資訊分享與共同問題解決對潛在以及實質知識吸納能力均呈現正向關係，而且共同問題解決具有較大的相對貢獻性，另外當任務衝突增加時，資訊分享與潛在吸納能力會轉變成負向關係。對於外顯及內隱知識獲取的影響上，僅共同問題解決對其產生正向影響，資訊分享則對內隱知識的獲取呈現負向關係，且其負向關係會隨著任務衝突的增加而加重。 本研究指出在工作團隊中，資訊分享與共同問題解決會對知識吸納能力的不同構面產生不同的影響，並促進不同類型知識的獲取，這項結果為團隊學習歷程以及集體知識獲取提供一個新的見解，所得結果除有助理論發展外，更可作為企業管理工作團隊的參考。

The objective of this study focused on the effects of team processes on team-level learning outcomes, identifying mainly the differing influences of knowledge sharing and collective problem solving on team’s potential and realized knowledge absorptive capacities, as well as its acquisition of different types of knowledge. In addition, the effect of task conflict on the absorptive capacity and the knowledge acquisition was also examined. Two hundred questionnaires were sent to work teams in the companies from various industries and as a result, 72 percent of them were responded. One hundred and thirty five of them were retained for final analysis after excluding the incomplete ones. Because many of the questionnaires were responded by two members in the same work teams, they were combined by taking the mean of the two ratings on the same scale item on the two questionnaires. The combination reduced the number of questionnaires to 82, representing the responses from 82 work teams. Hierarchical regression, stepwise regression and cluster analyses were used in data analysis. The results show that knowledge sharing and collective problem solving are both positively associated with potential as well as realized knowledge absorptive capacity, while collective problem solving has a relatively greater contribution to them as compared with knowledge sharing. The relationship between knowledge sharing and potential absorptive capacity becomes negative when task conflict intensifies. Collective problem solving is positively associated with the acquisition of explicit and tacit knowledge. However, knowledge sharing is negatively related with the acquisition of tacit knowledge and the negative relationship is aggravated by task conflict. The study reveals that knowledge sharing and collective problem solving affect differently knowledge absorptive capacity and facilitate acquisition of different types of knowledge within work teams. The finding provides a new insight into group learning processes and collective knowledge acquisition in work teams.