組織關鍵成果影響員工當責行為展現之探討

以作者查詢圖書館館藏

、以作者查詢臺灣博碩士

、以作者查詢全國書目

、勘誤回報

、線上人數：50

、訪客IP：3.133.108.207

姓名

吳碧怡(PI-I Wu) 查詢紙本館藏

畢業系所

人力資源管理研究所在職專班

論文名稱

組織關鍵成果影響員工當責行為展現之探討
(Exploring the Impact of Objective and Key Results on Employees′ Accountability Behaviors)

相關論文

★ 傳統食品業之轉型與品質升級策略探討-以P公司為例	★ 航空器維修訓練調整策略探討-以C公司為例
★ 企業社會責任ヽ內控內稽制度措施的探討-以T銀行為例	★ 主管管理職能評鑑與驗證-以A公司為例
★ 人力資源部門客戶服務代表角色與功能探討-以某科技公司為例	★ Ｅ公司員工品格教育與工作投入、工作壓力、員工幸福感關係之研究，知覺組織支持之中介效果
★ 工作要求、工作控制與工作生活平衡關係之研究：以主管家庭支持行為為調節變項	★ 如何打造正向的企業志工參與環境-以國內大型電子製造業為例
★ 如何塑造良好的企業志工投入與推薦-以國內大型電子製造業為例	★ 組織自尊、學習目標導向及尋求回饋行為對於員工自我學習之影響
★ 家長式領導與組織認同感之關聯性研究-以信任主管為調節變項	★ 影響在臺產業外籍移工的生活與工作適應程度：從組織及勞工本身之變數探討
★ 尋求更好的解決之道！以正向觀點探討企業進用身心障礙者之問題－以M公司身障進用經驗為例	★ 營業額意圖：組織和個人因素的影響以及企業家意圖在越南語境中的中介作用
★ 如何提升外派人員效能？知覺組織支持與配偶家庭支持對外派人員組織認同、工作投入、工作壓力之影響─以主管家庭支持行為為調節	★ 育嬰的代價?影響育嬰留職停薪復職後個人績效及勞動條件變更之因素分析

檔案

[Endnote RIS 格式]

[Bibtex 格式]

[相關文章]

[文章引用]

[完整記錄]

[館藏目錄]

[檢視]

[下載]

本電子論文使用權限為同意立即開放。
已達開放權限電子全文僅授權使用者為學術研究之目的，進行個人非營利性質之檢索、閱讀、列印。
請遵守中華民國著作權法之相關規定，切勿任意重製、散佈、改作、轉貼、播送，以免觸法。

摘要(中)

本研究探討「當責」(Accountability)對組織績效的影響及其前因，重新定義其在台灣企業中的實踐意涵。在美國高科技產業中，當責意味著「為成果負責」，但在台灣常被誤解為事後追究責任。研究發現，當員工清晰理解組織關鍵成果(Objective and Key Results, OKR)時，員工更有動力承擔責任，積極合作，展現更高的當責行為，從而提升組織績效。成就導向(Achievement Orientation)強的員工在樂於接受挑戰、享受克服困難後的成就感下，會增強工作投入(Job Involvement)程度；主管的教練式領導(Coaching Leadership)，通過明確的指導、反饋與支持，幫助員工更好地理解組織關鍵成果，也能進一步增強員工的當責行為。
本研究主要針對台灣地區任職於私人企業的員工，利用Google表單進行線上問卷調查，共得293 份有效問卷。研究結果顯示，組織關鍵成果對員工的當責行為與工作投入有直接且顯著的正向影響；工作投入也對員工的當責行為產生直接且顯著的正向影響。研究發現，組織關鍵成果通過工作投入對員工的當責行為產生顯著的部分中介效果。然而，成就導向和教練式領導未能顯著調節這些關係。
基於此實證結果，本研究提出管理實務建議：明確組織關鍵成果，促進員工積極投入，展現高水平的當責行為，實現組織共同目標。
關鍵字：組織關鍵成果、工作投入、當責行為、成就導向、教練式領導

摘要(英)

This study examines the impact of accountability on organizational performance and its antecedents and redefines its practice in Taiwanese firms. In the U.S. high-tech industry,accountability means “taking responsibility for results,” but in Taiwan it is often misinterpreted as holding people accountable after the fact. The study finds that when
employees clearly understand the objective and key results, they are more motivated to take responsibility, cooperate actively, and demonstrate higher levels of accountability,
which in turn enhances organizational performance. Achievement-oriented employees are more engaged in their work when they are willing to accept challenges and enjoy the sense
of accomplishment after overcoming difficulties. Coaching leadership by supervisors helps employees better understand the objective and key results through clear guidance,
feedback, and support, which can also further enhance their responsible behaviors.
This study focused on employees working in private companies in Taiwan, and was conducted online using Google Forms, with a total of 293 valid questionnaires. The results of this study show that objective and key results have a direct and significant positive impact on employees′ responsible behavior and work engagement, and that job involvement also has a direct and significant positive impact on employees′ responsible behaviors. Objective and key results were found to have a significant partial mediating effect on employees′ accountability behaviors through work engagement. However,
achievement orientation and coaching failed to significantly mediate these relationships.
Based on this empirical finding, this study proposes management practices that identify objective and key results, promote job involvement, and demonstrate high levels of
responsible behaviors to achieve shared organizational goals.
Keywords: OKR (Objective and Key Results), Accountability Behavior, Job Involvement, Achievement Orientation, Coaching Leadership

關鍵字(中)

★ 組織關鍵成果
★ 工作投入
★ 當責行為
★ 成就導向
★ 教練式領導

關鍵字(英)

★ OKR (Objective and Key Results)
★ Accountability Behavior
★ Job Involvement
★ Achievement Orientation
★ Coaching Leadership

論文目次

摘要 ........................................................................................................................................ i
ABSTRACT .......................................................................................................................... ii
目錄 ...................................................................................................................................... iv
圖目錄 ................................................................................................................................. vii
表目錄 ................................................................................................................................ viii
1-1 研究背景與動機 ......................................................................................................... 1
1-2 研究目的 ..................................................................................................................... 6
1-3 研究流程 ..................................................................................................................... 7
二、文獻探討 ....................................................................................................................... 8
2-1 當責行為(Accountability Behavior) ........................................................................... 8
2-2 組織關鍵成果(Objective and Key Results, OKR) ................................................... 10
2-3 工作投入(Job Involvement) ...................................................................................... 12
2-4 成就導向(Achievement Orientation) ........................................................................ 14
2-5 教練式領導(Coaching Leadership) .......................................................................... 16
三、研究方法 ................................................................................................................... 19
3-1 研究架構 .................................................................................................................. 19
3-2 研究假說 .................................................................................................................. 19
3-3 研究變項操作性定義與衡量 .................................................................................. 20
3-3-1 組織關鍵成果(Objective and Key Results, OKR) ........................................... 20
3-3-2 工作投入(Job Involvement) .............................................................................. 21
3-3-3 當責行為(Accountability Behavior) ................................................................. 22
3-3-4 成就導向(Achievement Orientation) ................................................................ 23
3-3-5 教練式領導(Coaching Leadership) .................................................................. 24
3-3-6 控制變項 ........................................................................................................... 25
3-4 研究對象與資料蒐集方法 ...................................................................................... 25
3-5 資料分析方法 .......................................................................................................... 26
3-5-1 敘述性統計分析 ............................................................................................... 26
3-5-2 信度分析 ........................................................................................................... 26
3-5-3 效度分析 ........................................................................................................... 26
3-5-4 相關分析 ........................................................................................................... 26
3-5-5 迴歸分析 ........................................................................................................... 26
四、研究結果 ................................................................................................................... 28
4-1 敘述性統計分析 ...................................................................................................... 28
4-2 信度分析 .................................................................................................................. 30
4-3 驗證性因素分析CFA ............................................................................................. 31
4-4 相關分析 .................................................................................................................. 34
4-5 迴歸分析 .................................................................................................................. 35
4-5-1 組織關鍵成果對於當責行為之階層迴歸分析 ............................................... 35
4-5-2 組織關鍵成果對於工作投入之階層迴歸分析 ............................................... 36
4-5-3 工作投入對於當責行為之階層迴歸分析 ....................................................... 38
4-5-4 工作投入對於組織關鍵成果與當責行為之中介效果迴歸分析 ................... 39
4-5-5 成就導向對於組織關鍵成果與工作投入之調節效果迴歸分析 ................... 41
4-5-6 成就導向的調節式中介效果 ........................................................................... 42
4-5-7 教練式領導對於組織關鍵成果與當責行為之調節效果迴歸分析 ................ 43
五、結論與建議 ............................................................................................................... 45
5-1 研究結論 .................................................................................................................. 45
5-2 實務管理意涵 .......................................................................................................... 46
5-3 研究限制與未來建議 .............................................................................................. 48
參考文獻 ............................................................................................................................. 50
附錄：研究問卷 ................................................................................................................. 58

參考文獻

中文文獻
王怡淳（2021）。你真的搞懂OKR 了嗎？以Intel 為師，打造最強作戰部隊。布克文化。
王博瀚、黃光甫（2020）。教師工作投入，組織承諾對校園霸凌防制工作認知之研究
-以台中市為例。青少年犯罪防治研究期刊，12(1)，115-161。
吳知賢（1990）。學習動機的研究—成就動機、制握信念、習得無助、歸因理論的文
獻探討。台南師院初等教育學報，3，277-326。
吳邵珮（2020）。威權領導對員工當責與績效表現之影響：探討主管社會權力之調節
效果。東吳大學國際經營與貿易學系碩士在職專班碩士論文。
吳麗惠（2012）。主管魅力領導與賦權、員工當責與組織績效之互動關係探討。國立
臺中教育大學事業經營碩士學位學程碩士論文。
沈哲生（2004）。組織變革工作再設計下員工工作特性、工作生活品質、與工作投
入關係之研究-以台電公司電力調度自動化為例。國立中正大學勞工研究所碩士論
文。
林士翔（2003）。國小低收入戶與非低收入戶學生成就動機與生活適應之相關研究。
國立屏東師範學院碩士論文。
林慈媛（2023）。心理賦權及當責對於工作滿意度之影響-工作投入的角色。國立高
雄科技大學企業管理系碩士在職專班碩士論文。
邱皓政（2002）。學校組織創新氣氛的內涵與教師創造力的實踐-另一件國王的新
衣。應用心理研究，15，191-224。
邱道生（1992）。企業內員工成就導向與工作表現的關係。文化大學勞工研究所碩士
論文。
約翰．惠特默爵士（2018）。高績效教練：有效帶人、激發潛力的教練原理與實務
（ 25 週年紀念增訂版）。李靈芝譯：經濟新潮社。
張文隆（2011）。當責。商周出版。
張春興（1996）。教育心理學：三化取向的理論與實踐 (修訂版)。東華。
張春興（1997）。現代心理學—現代人研究自身問題的科學。東華。
張偉豪、鄭時宜（2012）。與結構方程模型共舞：曙光初現。前程文化。
郭騰淵（1991）。國中教師工作價值觀、角色壓力與工作投入關係之研究。高雄師
範大學教育研究所碩士論文。
陳奕豪（2022）。目標與關鍵成果(OKR)導入警察組織之可行性研究。實踐大學企業
管理學系碩士班碩士論文。
陳恆霖（2012）。Coach 領導學。大寫。
陳朝益（2012）。幫主管自己變優秀的神奇對話。大寫。
陳朝益（2012）。幫員工自己變優秀的神奇領導者。大寫。
楊牧青（2000）。工作特性、人格特質與工作滿意度關係之研究-以高雄港務局員工
為例。國立成功大學交通管理科學研究所碩士論文。
董秀珍（2002）。國小教師工作價值觀、角色壓力與工作投入關係之研究。國立高
雄師範大學教育學系研究所碩士論文。
廖沛綺（2023）。探討OKR、員工投入及角色績效之關係 —跨層次研究。國立陽明
交通大學經營管理研究所碩士論文。
廖俊威（2018）。自主、勝任與歸屬需求對員工感覺當責與工作滿意度的影響-以組
織賦權為調節變項。東吳大學心理學系碩士論文。
簡宏江（2012）。幼兒園園長教練領導訓練方案建構之研究。育達科大學報，30，1-
26。
羅傑‧康納斯、湯姆‧史密斯（2007）。建立當責文化。吳書榆譯：經濟新潮社。
羅傑‧康納斯、湯姆‧史密斯（2011）。從負責到當責：我還能做些什麼，把事情做
對、做好？。江麗美譯：經濟新潮社。
英文文獻
Alford, C., & Cantrell, K. (2018). Using Coaching Skills to Lead. Journal of Practical Consulting, 6(1), 102-107.
Allport, G. W. (1945). The psychology of participation. Psychological Review, 53(3), 117-132.
Antonioni, D. (1994). The effects of feedback accountability on upward appraisal ratings.Personnel Psychology, 47, 349-356.
Braxton, B. (2003). Setting S.M.A.R.T. goals for the school library (strategy), Teacher Librarian, 30(4), 45.
Bass, B.M. (1965). Organizational psychology. Allyn and Bacon, 216-230.
Bentler, P. (1990). Comparative fit indexes in structural models. Psychological Bulletin,107(2), 238-246.
Bretz Jr, R. D., & Judge, T. A. (1992). The relationship between person- organization fit and career success. Center for Advanced Human Resource Studies, Working Paper Series,
92-11.
Burdett, J. O. (1998). Forty things every manager should know about coaching. Journal of Management Development ,17(2),142-152.
Cassidy, T., & Lynn, R. (1989). A multifactorial approach to achievement motivation: The development of a comprehensive measure. Journal of Occupational Psychology, 62(4),301-312.
Citation. Evered, R. D., & Selman, J. C. (1989). Coaching and the art of management.Organizational Dynamics, 18(2), 16–32.
Connors, R., & Smith, T. (2011). Change the culture, change the game: the breakthrough strategy for energizing your organization and creating accountability for results.Portfolio
Penguin.
Daft, R.L. (2008). The leadership experience (4th ed.). Thomson Corporation, Stanford.
Dealy, M. D., & Thomas, A. R. (2007). Managing by accountability: What every leader needs to know about responsibility, integrity, and results. Praeger.
Doran, G. T. (1981). There′s a S.M.A.R.T. way to write management′s goals and objectives. Management Review, 70(11), 35-36.
Ellinger, A. D., Ellinger A. E., & Keeler S. B. (2003). Supervisor coaching behavior, employee satisfaction, and warehouse employee performance: A dyadic perspective in the
distribution industry. Human Resource Development Quarterly, 14(4), 435-458.
Ellinger, A.D., Hamlin, R.G., & Beattie, R.S. (2008). Behavioral indicators of ineffective40 managerial coaching: A cross-cultural study. Journal of European Industrial Training, 32, 240-257
Fournies, F.F. (1987). Coaching for Improved Work Performance. Liberty Hall Press.
Frink, D.D., & Klimoski, R.J. (1998). Toward a theory of accountability inorganizations and human resources management. In G.R.Ferris(Ed.), Research in Personnel and Human Resources Management, Greenwich, JAI Press, 16, pp.1–51.
Haas, S. A. (2003). Coaching Developing Key Players. The Journal of Nursing Administration, 22(6), 54-58.
Hall, A. T., Frink, D. D., & Buckley, M. R. (2017). An accountability account: A review and synthesis of the theoretical and empirical research on felt accountability., Journal of Organizational Behavior, 38(2), 204-224.
Hall, A.T., Bowen, M.G., Ferris, G.R., Royle, M.T., & Fitzgibbons, D.E. (2007). The accountability lens: A new way to view management issues. Business Horizons, 50(5),405-413.
Hall, C. M. (2003). Power in Tourism Communities. Tourism in destination communities,111.
Hayes, A. F. (2013). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach. Guilford Press.
Ineson, E. M., Benke, E., & László. J. (2013). Employee loyalty in Hungarian hotels.International Journal of Hospitality Management, 32 ,31-39.
Kanungo, R.N. (1982). Measurement of job and work involvement. Journal of Applied Psychology, 67(3), 341-349.
Lee, C., Bobko, P., Earley, P. C., & Locke, E. A. (1991). An empirical analysis of a goal setting questionnaire. Journal of Organizational Behavior, 12, 467–482.
Lerner, J.S., & Tetlock, P.E. (1999). Accounting for the effects of accountability.Psychological Bulletin, 125, 255-275.
Liu, Y., Liu, J., & Wu, L. (2010). Are you willing and able? Roles of motivation, power, and politics in career growth. Journal of Management, 36(6), 1432-1460.
Locke, E. A. (1968). Toward a theory of task motivation and incentives. Organizational Behavior and Human Performance, 3(2), 157-189.
Locke, E. A. (1996). Motivation through conscious goal setting. Applied and Preventive Psychology, 5(2), 117-124.
Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American Psychologist, 57(9), 705–717.
Locke, E. A., & Latham, G. P. (2006). New Directions in Goal-Setting Theory. Current Directions in Psychological Science, 15(5), 265–268.
Locke, E. A., Shaw, K. N., Saari, L. M., & Latham, G. P. (1981). Goal setting and task performance- 1969–1980. Psychological Bulletin, 90(1), 125.
Lodahl, T.M., & Kejner, M. (1965). The definition and measurement of job involvement.Journal of Applied Psychology, 49(1), 24-33.
Loon, M., & Casimir, G. (2008). Job‐demand for learning and job‐related learning: The moderating effect of need for achievement. Journal of Managerial Psychology, 23(1), 89-
102.
McClelland, D. C. (1985). How motives, skills, and values determine what people do.American Psychologist, 40(7), 812.
McClelland, D. C. (1987). Human motivation. Cup Archive.
McClelland, D. C., Atkinson, J. W., Clark, R. A., & Lowell, E. L. (1953). The achievement motive. Appleton-Century-Crofts.
McGrath, J. E. (1962). Leadership behavior: Some requirements for leadership training. U.S. Civil Service Commission, Office of Career Development.
Miller, B. C. (2006). Keeping Employees Accountable for Results: quick tips for busy managers. Amacom.
Murray, H. A. (1938). Explorations in Personality. Oxford University Press.
Niven, P. R., & Lamorte, B. (2016). Objectives and key results: Driving focus, alignment, and engagement with OKRs. John Wiley & Sons.
Paullay, I. M., Alliger, G. M., & Stone-Romero, E. F. (1994). Construct validation of two instruments designed to measure job involvement and work centrality. Journal of Applied
Psychology, 79(2), 224–228.
Redshaw, B. (2000). Do we really understand coaching? How can we make it work better? Industrial and Commercial Training, 32(3), 106-108.
Reitz, H.J., & Jewell, L.N. (1979). Sex, Locus of Control, and Job Involvement: A Six-Country Investigation. The Academy of Management Journal, 22(1), 72-80.
Robbins, S.P. (1983). Organizational Behavior: Concepts, Controversies, and Applications, 2ed, Prentice-Hell.
Robbins, S.P. (2001). Organizational Behavior 9th Edition. Prentice Hall.
Thomas, J. B., & Kenneth, P. D. M. (1996). Diagnosing Whether an Organization is Truly Ready to Empower Work Teams: A Case Study. Human Resource Planning, 19, 38-47.
Tomer, A., & Pugesek, B.H. (2003). Guidelines for the implementation and publication of structural equation models. Pugesek, B. H., Tomer, A., & von Eye, A. (Eds.), Structural
equation modeling: Applications in ecological and evolutionary biology, 125-140.
Cambridge University Press.
Utsch, A., & Rauch, A. (2000). Innovativeness and initiative as mediators between achievement orientation and venture performance. Journal of Work and Organizational Psychology, 9(1), 45-62.
Ward, E. A. (1993). Generalizability of psychological research from undergraduates to employed adults. The Journal of Social Psychology, 133(4), 513-519.
網路資料
林奐呈（1999）。把事情做對、做好！為「最終成果」負「完全責任」，就是當責。
經理人。取自
https://www.managertoday.com.tw/articles/view/1932?utm_source=copyshare。
黃仁勇（2013）。教練式主管之引導模式與實務分享。經理人。取自：
http://www.managertoday.com.tw/?p=30563。
楊修（2017）。充滿拼勁的員工，一定有這樣的主管 !帶人必備的員工需求心理。經
理人。取自https://www.managertoday.com.tw/glossary/view/219
蕭恩．柯維、克里斯．麥切斯尼、吉姆．霍林（2017）。缺乏執行力，才是組織最大
的管理黑洞！。天下雜誌出版。取自
https://www.cheers.com.tw/article/article.action?id=5082042&page=1。
EMBA 雜誌編輯部（2012）。做好3 件事，提升員工投入。EMBA 雜誌，434。取自
https://www.emba.com.tw/?action=news_detail&aID=4542。
Jim Harter(2013)。State of the Global Workplace 2023 Report。GALLUP。取自
https://www.gallup.com/workplace/349484/state-of-the-global-workplace.aspx#ite-
506924。

指導教授

王群孝(Chun-Hsiao Wang)

審核日期

2024-6-22

推文