知识差异和知识冲突对团队创新的影响  

The Impact of Knowledge Difference and Knowledge Conflict on the Creativity of Team

作　　者：张钢[1] 倪旭东[1] 

机构地区：[1]浙江大学管理学院,杭州310058

出　　处：《心理学报》2007年第5期926-933,共8页Acta Psychologica Sinica

基　　金：国家自然科学基金资助项目(70372019)

摘　　要：通过情景模拟实验比较了高低知识差异和有无知识冲突两个变量四个水平下的团队创新度。结果表明,知识差异和知识冲突存在着交互作用;当知识差异较小时,知识冲突对于团队创新度具有积极作用;当知识差异较大时,知识冲突所起的是一种震荡作用;当团队不存在知识冲突时,较高的知识差异对团队创新度具有积极作用;存在知识冲突时,高知识差异团队和低知识差异团队的创新度没有显著差异。Introduction There are 2 approaches in the area of team diversity research. The first approach is to categorize types of diversity and then subdivide it. Scholars subdivided the diversity into race, age, gender, character, functional background, tenure, educational level, and so on, and then studied the effects of diversity on performance. The second approach is to study the intervening process, i.e., conflict, which enables to determine the mechanism of the effect of diversity on performance. However, previous studies have some limitations. First, there is no comparison study on the 2 approaches. Secondly, previous studies hardly separated knowledge difference from diversity. Thirdly, these studies distinguished only the types of diversity but not the level of diversity. Hence, our study separated knowledge difference from team diversity and explored 3 questions. First, what is the impact of knowledge difference on team performance？ Second, what is the difference between influence of knowledge difference alone and knowledge difference along with knowledge conflict on team performance？ Third, what is the impact of different levels of knowledge difference on team performance？ Method This study applied the experimental method and adopted a 2 ×2 between - subjects design. The independent variables were knowledge difference （2 levels： high and low） and knowledge conflict （2 levels： existent and inexistent）. The dependent variable was creativity marks of the team. The experimental task required each team to present an innovative project based on experimental materials. Three experts used a 9 - point rule to assign marks to these projects based on the level of creativity. The marks assigned by the 3 experts were summed to obtain the total creativity marks of each team. A total of 162 students （40 teams） participated in this experiment. ANOVA was used to analyze the data. Results 1. When the level of knowledge difference was low, knowledge conflict played a positive role in team creativ

关 键 词：知识差异 知识冲突 团队创新 

分 类 号：B849[哲学宗教—应用心理学] C93[哲学宗教—心理学]