| 摘要: | 未來成功的企業必須能針對環境的變化、快速調整企業策略與組織架構、甚至主動創造有利環境，Senge在1990年時提出「學習型組織」即是順應此種趨勢。值得注意的是，處在學習型組織當中的成員，不再是過去一般傳統型的員工，而是能夠不斷學習、不斷追求超越自我、以及與他人互動合作的員工。這形成了管理上的一個新議題：勞動力多元化管理，其可以帶來許多優點，如組織彈性增加，但相對地，也增加了管理者領導團隊的難度。 本篇研究即是基於勞動力日漸多元化的背景下，從團隊學習的角度出發，首先對於何為組織學習與學習型組織進行探討，接下來對於團隊多元性之內涵做一定義，將團隊多元性區分為團隊資訊多元性、團隊社會屬性多元性、以及團隊價值觀多元性三大構面，最後就三種不同的團隊多元性對於學習型組織的各層面的影響分別去探討。問卷調查共針對五家公司，發出760份問卷，回收填達的問卷共有462份、分屬於102個團隊。經過計算，最後有效問卷共有427份、分屬於79個團隊。 此次研究分析得到以下支持假設的結果：發現在年資背景（公司年資多元、團隊年資多元、位階多元）之團隊資訊多元性中，公司年資多元對於個人、組織與組織整體有顯著的正向影響。另外，年齡之團隊社會屬性多元性對於團隊、組織與組織整體亦產生正向影響。而創新與風險承擔之團隊價值觀多元化對於三學習構面及整體組織學習皆有顯著負面影響，顯示出團隊中的個別成員所持之此價值觀越一致地趨向創新與承擔風險時，所有學習層次的學習效果越佳。從這些實證結果可以發現到，團隊多元性對於企業實施學習型組織時並不全然是促進的因子。 Researchers have indicated that corporations, which can adjust their strategies for the turbulent environment, should be the most successful firms in the future. When firms are seeking for the adjustable capability, they may look for the concept – a learning organization, which is brought by Peter Senge(1990). In a learning organization, workers are not the traditional employees anymore. They can learn things continuously, seek to get beyond themselves, and cooperate with others to create organizational effectiveness. In a learning organization, workers should work with others tightly and they will learn from each other. Thus, the diversity workforce may become one of the sources, which may promote a learning organization. On the other hand, teams are regarded as the basis of a learning organization. However, team diversity may not always enhance team performance as previous research suggested. Thus, it is interesting to investigate to what extent team diversity may influence a firm to become a learning organization. A mail survey is conducted to explore the mentioned research question. Seven hundred sixty questionnaires are sent out to five companies across three different industries. Four hundred and sixty two individual questionnaires are returned, and those come up with total one hundred and two teams. At last, due to some missing data, there are seventy and nine teams from four hundred and twenty seven valid individual responses. The findings of this study show that the diversity of team members’ tenure background and age diversity have significantly positive effect on various dimensions of learning organization. These two findings are opposite to our previous prediction. However, as theory predicted, the diversity of team members’ work value on innovation and risk bearing has negative effect on the dependent variables. Thus, these findings may provide some empirical evidences that team diversity may not always contribute to the formation of a learning organization. |
