| Summary: | 博士 === 國立雲林科技大學 === 管理研究所博士班 === 94 === As the division of labor in professional job becomes more and more precise, business tasks would depend on team learning to get accomplished. Teams have been considered as a determinant to the organizational effectiveness in the business world. Intervening team learning is the key for effective team development . The study applies a system perspective (i.e. input-process-output) to develop a model related to interrelationships among variables of leader behavior , collective efficacy, knowledge sharing, team identity and team learning.
Questionnaire objects are college project teams who executed project-based learning to fulfill a knowledge-creation task. After sampling 235 college project teams from different domestic public and private colleges of vocation and technology , the research analyzes data with the statistic software to examine structural equation model of hypothesis variables relationships. Besides, through participation observation in one year, focus interview, depth interview and document analyze, the research adopts case study to understand concretely five knowledge-creation teams about action content and insight realization of team learning .
Quantity result shows task-oriented, people-oriented leadership and collective efficacy influencing team learning should through knowledge sharing and team identity, such as mediate variables ; In addition task-oriented leadership didn''t influence team identity significantly, this phenomenon is because college students in the adolescence whose mental stage emphasize social interaction relation. As a result , in process of knowledge creation project , people-oriented leadership can push members significantly to construct team learning .
Five cases about knowledge-creation team discussed synthetically , collective efficacy about projects influence learning activities, profession leadership, identification to participate and cooperate sharing also have important influence on team learning about cognitive reframe, experience, boundary-cross and standpoint integration.
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