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研究生： 董怡君
Yi-Jiun Dung
論文名稱： 團隊多元化及衝突對團隊學習行為的影響
指導教授： 葉穎蓉
Ying-Jung Yeh
口試委員:
學位類別： 碩士
Master
系所名稱： 管理學院 - 企業管理學系
Department of Business Administration
畢業學年度： 91
語文別： 中文
論文頁數： 70
中文關鍵詞： 團隊多元化 、衝突 、團隊學習行為
外文關鍵詞： team diersity, conflict, team learning behavior
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    • 在近十幾年來，團隊成員的人口背景多元化已變成美國經理人和管理學界最感興趣的話題。基於勞動力日漸多元性、組織面臨轉型、管理者面臨挑戰的背景下，本研究從團隊學習的角度出發，探討團隊各多元化的構面對於衝突以及學習行為是否有直接或間接的影響。
    本研究以問卷調查法針對各產業，總共發出230份問卷，有效問卷共172份，問卷回收率為75%。問卷回收編碼匯整後使用描述性統計分析、信度分析、相關分析、線性結構關係模式分析以及逐步迴歸模式深入研究各變數對團隊學習行為的影響。
    研究結果顯示團隊成員的價值觀多元化將會直接降低團隊的學習行為，而團隊成員的年資多元化、技術與知識多元化以及年齡多元化皆有助於團隊學習行為的產生；然而，在所有多元化中，價值觀多元化對團隊學習行為將有最大的影響。此外，雖然團隊成員的價值觀多元化會直接降低團隊的學習行為，但也會因為價值觀多元化而產生任務衝突進而對團隊學習行為有提升的作用，另外一方面，價值觀多元化而也同時產生關係衝突，並透過關係衝突間接的降低了團隊學習行為。

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    目錄 第壹章 序論 1 1-1 研究動機 1 1-2 研究目的 2 第貳章 文獻探討 3 2-1 團隊多元化 3 2-1-1 團隊多元化的定義 3 2-1-2 團隊多元化的構面 4 2-2 團隊學習 6 2-2-1 從學習到團隊學習 6 2-2-2 團隊學習行為之衡量 7 2-3 衝突 10 2-3-1 衝突的定義 10 2-3-2 衝突理論的演進 11 2-3-3 衝突的分類 12 2-4 團隊多元化與團隊學習行為 13 2-5 團隊多元化與衝突 18 2-6 衝突與團隊學習行為 20 第參章 研究方法 22 3-1 研究架構 22 3-2 研究變項之操作型定義 23 3-3 問卷設計與變數衡量 24 3-4 資料分析方法 27 第肆章 研究結果 29 4-1 研究構面的敘述統計分析 29 4-2 研究構面的效度與信度分析 32 4-3 各變項之相關分析 34 4-4 線性結構關係模式 37 4-4-1 模式適合度指標 37 4-4-2 研究假設之檢定 38 4-4-3 中介效果及控制變數 48 4-5 逐步迴歸分析 49 第伍章 研究討論 52 第六章 結論與建議 57 6-1 結論 57 6-2 管理意涵 57 6-3 研究限制與未來研究建議 58 參考文獻 60 附錄一 問卷 67 圖目錄 圖3-1 本研究之研究架構 22 圖4-1 模型一之路徑圖 40 圖4-2 模型二之路徑圖 42 圖4-3 模型三之路徑圖 44 圖4-4 模型四之路徑圖 46 圖4-5 模型五之路徑圖 48 表目錄 表2-1 團隊多元化指標 5 表3-1 團隊發展階段 25 表4-1 研究樣本之產業分佈表 29 表4-2 研究樣本之公司規模分佈表 29 表4-3 研究樣本之團隊類型分佈表 30 表4-4 研究樣本之開會頻率分佈表 30 表4-5 研究樣本之團隊人數分佈表 30 表4-6 研究樣本之團隊成員流動程度分佈表 31 表4-7 研究樣本之團隊性質分佈表 31 表4-8 研究樣本之團隊運作時間分佈表 31 表4-9 研究樣本之團隊發展階段分佈表 32 表4-10 各主要衡量變項之信度分析結果 33 表4-11 各變項之Pearson相關分析 36 表4-12 模式一之基本配適度指標值 38 表4-13 模式一之單獨模式配適度指標值 39 表4-14 模式二之基本配適度指標值 41 表4-15 模式二之單獨模式配適度指標值 41 表4-16 模式三之基本配適度指標值 43 表4-17 模式三之單獨模式配適度指標值 43 表4-18 模式四之基本配適度指標值 45 表4-19 模式三之單獨模式配適度指標值 45 表4-20 模式五之基本配適度指標值 47 表4-21 模式五之單獨模式配適度指標值 47 表4-22 價值多元化對團隊學習行為的效果 49 表4-23 多元化五構面之共線性檢視 50 表4-24各變數對團隊學習行為之逐步迴歸分析 51 表5-1 各假設之驗證結果 52

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