团队建设性争论、从经验中学习与绩效关系的研究  

Study on relationship among team constructive controversy,learning from experience and performance

作　　者：陈国权[1] 宁南[1] 

机构地区：[1]清华大学经济管理学院,北京100084

出　　处：《管理科学学报》2010年第8期65-77,共13页Journal of Management Sciences in China

基　　金：国家杰出青年基金资助项目(70625003);国家自然科学基金资助项目(70272007;70572005;70321001;70602003);教育部人文社会科学重点研究基地基金资助重大项目(06JJD630013)

摘　　要：以实证的方法在团队层面研究了组织从经验中学习的前因后果.基于团队学习行为(能力)模型构造了团队从经验中学习的知、行两个维度.知维度决定了团队是否能有效将过去的经验转化为知识,行维度则决定了这些知识是否得到了充分的利用以指导行为.这是团队从经验中学习整个过程中最为关键的两个维度.只有知行统一,学习过程才是完整有效的,最终才能转化成绩效.团队建设性争论对团队从经验中学习有显著影响,建设性争论越多,团队从经验中学习的知行维度水平越高.团队从经验中学习对团队绩效有显著影响,从经验中学习的知行维度水平越高,团队绩效越好.Empirical method is used to study the cause and effect of organizational learning from experience on team level. Two dimensions of team leaming from experience--knowing and doing--are constructed based on team learning behavior （capacity） model. Knowing determines the effectiveness of the transformation from experience into knowledge while doing determines whether the knowledge has been taken full advantage of to direct the behavior. These are the most important dimensions of the whole process of team learning from experience. Only unity of knowing and doing can complete the learning process and make it effective, then, performance will be improved. The empirical analysis indicates that team constructive controversy significantly influences team learning from experience, the more constructive controversies, the higher the level of knowing and doing. While team learning from experience significantly influences team performance, the higher the level of knowing and doing, the better the team performance.

关 键 词：组织从经验中学习 团队从经验中学习 知行统一 团队建设性争论 团队绩效 

分 类 号：C936[经济管理—管理学]