员工成就目标导向对团队学习绩效的影响研究

发布时间：2018-03-12 07:00

  本文选题：团队学习绩效　切入点：成就目标导向　出处：《山东大学》2016年博士论文　论文类型：学位论文

【摘要】：企业组织以团队为单位开展学习,却以个体作为知识的载体,基于个体层面探索知识共享障碍对团队学习的实现程度具有关键性作用。然而,由于知识共享障碍的存在,个体往往会形成不同水平的知识共享意愿,进而影响团队学习的实现。成就目标导向作为表征个体成就动机的稳定性格特质,是制约企业员工知识共享意愿与团队学习绩效的一个重要因素；知识主体往往会根据成就动机需求去综合权衡知识共享行为可能带来的益处和后果,而这个权衡过程不仅对知识共享意愿产生直接影响,还会受到组织情境的干扰。绩效考核作为企业制定薪酬与促进员工发展的重要措施,不仅是知识管理的关键激励手段,更是影响知识共享意愿的重要情境因素。基于研究背景与相关理论,笔者构建了员工成就目标导向影响团队学习绩效的概念模型,通过引入知识共享意愿作为中介变量和绩效考核取向作为调节变量以阐释成就目标导向对团队学习绩效的影响机制。根据理论研究的发展,本研究构建了一个涵括个人学习与团队学习的知识分流模型,通过引入个人知识库与团队知识库两个关键性概念从理论上诠释知识共享障碍的制约下,知识如何在个人和团队之间实现有条件地分流、整合以及循环进而形成不同层面的学习。以知识分流模型为本研究的基础,首先结合组织学习理论、计划行为理论、成就目标理论以及知识管理理论分析相关研究变量的要素构成,然后尝试从个体动机的认知视角出发构建“员工成就目标导向—知识共享意愿—团队学习绩效”的理论框架,并基于理论框架把组织绩效考核取向作为调节变量纳入成就目标导向与知识共享意愿的关系研究中,其研究意义在于通过个体认知与组织情境挖掘知识共享壁垒的制约因素,并以此作为团队学习的前因变量阐释成就目标导向对团队学习绩效的影响机制。本研究运用国内53家高新科技企业的150个团队数据(735个样本),采用汇聚分析和回归分析等多种统计方法严格验证员工成就目标导向影响团队学习绩效机制的概念模型。基于理论演绎与实证研究,主要得出以下四点结论：第一,员工掌握目标导向和成绩趋近目标导向对知识共享意愿和团队学习绩效均存在显著正向影响,知识共享意愿在掌握目标导向和成绩趋近目标导向对团队学习绩效影响的两个主效应中存在中介效应。其中,相对于显性知识,两类员工均具有较高的隐性知识共享意愿,但成绩趋近目标个体的知识共享意愿及其对团队学习绩效的促进作用从整体上看明显弱于掌握目标个体。第二,员工成绩回避目标导向对知识共享意愿存在显著负向影响,对团队学习绩效所形成的负向影响并未达到显著,知识共享意愿在成绩回避目标导向对团队学习绩效的主效应中不存在中介效应。需要指出的是,员工显性知识共享意愿与隐性知识共享意愿对团队学习绩效均存在显著正向影响,且后者相对于前者具有更为显著的影响效用。第三,绩效考核的评估对比取向作为调节变量对不同类型的成就目标导向与知识共享意愿的关系具有差异性影响。当员工持有越高水平的绩效考核评估对比取向时,掌握目标导向与成绩趋近目标对知识共享意愿的正向影响均越弱,反之,则越强。不同地是,当员工持有越高水平的绩效考核评估对比取向时,成绩回避目标导向与知识共享意愿的负向关系越弱,反之,则越强。第四,绩效考核的员工发展取向作为调节变量对不同类型的成就目标导向与知识共享意愿的关系同样具有差异性影响。绩效考核员工发展取向越强,个体掌握目标导向与成绩趋近目标导向对知识共享意愿的正向影响越弱,反之则越强。此外,员工发展取向的调节作用还应根据知识特质进行区别分析；员工成绩回避目标导向与显性知识共享意愿的负向关系并不受员工发展取向影响,然而,当这类员工持有越高的员工发展取向,成绩回避目标导向与隐性知识共享意愿的负向关系越弱,反之,则越强。根据研究结论,本文主要得出以下五点管理启示：第一,当企业重视团队的适应力与创新力,并旨在提高团队的工作与学习效率时,企业管理者及其相应的经营管理模式起到了关键性作用；第二,企业可以借助人力资源管理提升员工知识共享意愿,在员工的选拔、招聘、置岗及生涯发展等方面重点考察员工成就目标的优势面向；第三,企业组建团队时应当充分考虑团队成员成就目标结构的组合情况,避免团队异质性过于明显,提高掌握目标和成绩趋近目标这两种导向的员工在团队结构中的占有比例；第四,企业在绩效管理上应当重视员工的感知,合理采用员工发展取向与评估对比取向的绩效管理模式并使员工充分意识到企业的经营理念,通过绩效管理促进知识共享和团队学习绩效时要考虑到个体成就目标导向的特质差异；第五,企业管理层应当意识到隐性知识对员工和企业自身的潜在价值与重要性,根据员工需求建立良好的知识共享氛围与知识传播通道,并通过各种途径提高员工的隐性知识开放性。本研究的创新点主要体现于：第一,基于组织学习理论提出了条件情境相依的知识分流模型(KS模型),通过辨明团队内部知识跨层面转移路径,发现了降低知识共享壁垒的有效途径；第二,以影响因素的多层次汇聚为手段,构建了个体成就目标导向对团队学习绩效的影响机制模型(MTM模型),丰富了团队学习研究的范式；第三,通过归纳推演、实证与假设检验,将学习研究引申至个体与团队互动层面,从一个崭新的角度揭示了持不同成就目标导向的个体如何通过差异化的信息共享与信息处理模式影响团队学习绩效。
[Abstract]:Business organizations to team as a unit to carry out learning, but to the individual as the carrier of knowledge, individual knowledge sharing obstacles to the realization degree of exploration team learning plays a key role on. However, due to the existence of obstacles of knowledge sharing, sharing between individuals tend to form different levels of knowledge, thereby affecting the implementation of team learning achievement goals. Stable guiding personality as characterization of individual achievement motivation characteristics, is an important factor restricting the employees' willingness of knowledge sharing and team learning performance; the body of knowledge are often based on achievement motivation needs to balance the knowledge sharing behaviors of potential benefits and consequences, and this trade-off process not only on knowledge sharing will have a direct impact, but also by interference of organizational situations. Performance appraisal is an important measure to promote enterprises to make compensation and staff development, not only is The key incentive means of knowledge management, it is more important situational factors of knowledge sharing. The research background and based on the theories, the author constructs the employee achievement goal orientation and team learning concept model of performance, as the intermediary variable and the performance appraisal orientation as a moderator effect on team learning performance mechanism to explain the achievement goal orientation by introducing the willingness of knowledge sharing. According to the development of theoretical research, this study constructs a subsumes individual learning and team learning the knowledge flow model, constrained by the introduction of personal knowledge base and team knowledge base of two key concepts from the theory on the interpretation of barriers to knowledge sharing, knowledge of how to realize the conditional diversion between individuals and the team, as well as integration cycle and thus form different kinds of learning. With the knowledge flow model as the basis of this study, combined with the first group of woven fabric Learning theory, theory of planned behavior, constitute the achievement goal theory and factor analysis of knowledge management related variables, and then attempt from the individual motivation cognition perspective construction "employee achievement goal orientation - Knowledge Sharing - team learning performance" theory frame, and based on the theoretical framework of the organizational performance appraisal orientation as moderating variables into achievement goal orientation and knowledge sharing relationship between intention, significance of the research to the factors restricting the barriers of knowledge sharing through individual cognition and organizational context mining, and influence mechanism as the antecedent variables explain the achievement goal orientation and team learning on team learning performance. This study uses 150 team data of 53 domestic high-tech enterprises (735 samples), strictly verify employee achievement goal guide using a variety of convergence analysis and regression analysis and other statistical methods The conceptual model of learning performance mechanism to affect the team. Theoretical deduction and empirical research based on the following four conclusions: first, the staff mastery goal orientation and performance approach goal orientation have significant positive impact on knowledge sharing and team learning performance, knowledge sharing has a mediating effect on the two main effects of mastery goal orientation and performance approach goal oriented performance impact on team learning. Among them, the explicit knowledge, tacit knowledge sharing between two categories of employees are higher, but the performance approach goal of individual knowledge sharing willingness and team learning to promote the role of performance on the whole was significantly weaker than the individual mastery goal. Second, the achievement of staff avoid goal orientation have significant negative impact on knowledge sharing, team learning formed performance did not reach significant negative influence, knowledge There is no knowledge sharing intention the mediating effect of main effect on performance avoidance goal orientation on team learning performance. It is necessary to point out that the learning performance of team sharing will positively influence the willingness to share tacit knowledge and explicit knowledge employee, and the latter relative to the former has more effects significantly. Third, compared the orientation of performance evaluation the assessment as a moderating variable has the difference influence on the achievement goal orientation and different types of knowledge sharing relationship. When the employees holding higher levels of performance evaluation comparison orientation, mastery goal orientation and performance approach goal positive influence on the willingness of knowledge sharing are more weak, on the other hand, is different is stronger. And when employees hold higher levels of performance evaluation of orientation, performance avoidance goal orientation and knowledge sharing intention. The negative relationship is weaker, conversely, is Stronger. Fourth, staff development orientation performance appraisal as regulation variables also have difference influence on achievement goal orientation and knowledge sharing intention of different types. The relationship between employee performance appraisal orientation for the development of more powerful, positive impact on individual mastery goal orientation and performance approach goal orientation on the willingness of knowledge sharing is weak, whereas the more strong. In addition, regulation of staff development orientation should be different according to the analysis of knowledge characteristics; employee performance avoidance goal orientation and explicit knowledge sharing intention is not affected by the negative relationship between employee development orientation, however, when these employees hold higher employee development orientation, performance avoidance goal orientation and willingness to share tacit knowledge in the negative the relationship is weak and is stronger. According to the research conclusion, this paper draws the following five points: first, when the enterprise management team adaptability With innovation, and to improve the efficiency of work and learning team, enterprise managers and their corresponding management mode plays a key role; second, enterprises can improve employee knowledge sharing by means of human resource management, staff recruitment in the selection, the gang, and career development oriented focus on employee achievement the third team advantage; enterprises should be fully considered when the combination of team members achievement goal structure, avoid team heterogeneity is obvious, improve the mastery goal and performance approach goal of the two guide to the employees in the team structure in proportion; fourth, enterprises should pay attention to the perception of employees in performance management. The reasonable performance management mode of staff development orientation and evaluative and make staff fully aware of the business philosophy, through the performance management to promote knowledge Knowledge sharing and team learning performance to take into account the different characteristics of the individual achievement goal orientation; fifth, the enterprise management should be aware of the potential value and importance of tacit knowledge of employees and enterprises, according to the needs of employees to establish a good atmosphere for knowledge sharing and knowledge dissemination channels, and through a variety of ways to improve the tacit knowledge open to employees the innovation of this study is mainly reflected in: first, organizational learning theory proposes context dependent knowledge model based on shunt (KS model), through the internal knowledge transfer path is a team of cross level, find effective ways to reduce the barriers of knowledge sharing; second, multi-level convergence factors for means. The construction of the individual achievement goal oriented learning model of influence mechanism on team performance (MTM model), enrich the research team learning paradigm; third, through induction Empirical analysis and hypothesis testing extend the learning research to the interaction level between individual and team. From a new perspective, we reveal how different achievement goal orientated individuals influence team learning performance through differentiated information sharing and information processing mode.

【学位授予单位】：山东大学
【学位级别】：博士
【学位授予年份】：2016
【分类号】：F272.92
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本文编号：1600468