基于MTST的多团队学习和效能关系的实验研究

科研管理 ›› 2013, Vol. ›› Issue (7): 112-118.

基于MTST的多团队学习和效能关系的实验研究

肖余春, 杨丹

浙江工商大学工商管理学院, 浙江杭州 310018

收稿日期:2012-06-20 修回日期:2013-05-31 出版日期:2013-07-27 发布日期:2013-07-23
作者简介:肖余春(1962-)男(汉),江西永新人,浙江工商大学工商管理学院教授,博士,研究方向为经济与管理心理,团队动力,组织行为和人力资源管理。
杨丹(1988-)女(汉),河北石家庄人,浙江工商大学工商管理学院研究生,硕士,主要研究方向为组织行为和人力资源管理。
基金资助:
国家自然科学基金项目(编号:71071139,起止时间:2011.1-2013.12);国家高等学校本科教学质量与教学改革工程项目(编号:高教函(2010)11号,起止时间:2010-2014);浙江省哲学社会科学规划项目(编号:11JCGL10YB,起止时间:2011.6.30-2013.6.30);浙江工商大学研究生科研创新基金项目(编号:1010XJ1512008,起止时间:2012.11-2013.11)。

On the relationship between multi-team learning and effectiveness based on MTS theory

Xiao Yuchun, Yang Dan

School of Business Administration, Zhejiang University of Industry and Commerce, Hangzhou 310018, China

Received:2012-06-20 Revised:2013-05-31 Online:2013-07-27 Published:2013-07-23

摘要/Abstract

摘要： 近年来,知识经济的迅猛发展对如何有效地提高学习效能提出了更高的要求,多团队学习作为一种新兴的学习方式迅速发展,但是关于多团队学习的研究并不多见,多团队学习与效能间的关系研究更是新兴课题。本文对多团队学习的相关理论进行了探讨,提出了多团队学习的概念构思,采用心理学实验方法进行实证研究。研究以216名学生为实验对象,采用双盲法在国家双语教学示范课程《组织行为学》网络平台验证多团队学习与学习效能之间的关系。实验结果表明:非多团队学习与多团队学习对效能的影响存在显著差异;多团队学习过程中,学生的参与程度与多团队效能之间呈显著正相关关系,网络作为学习的辅助手段,对学生的学习效能有显著影响。多团队学习的研究为提高学习效率提供了新的方法和途径。

关键词: MTS理论, 多团队, 多团队学习, 效能

Abstract: Recently,the rapid development of knowledge economy has put forward higher demand on how to improve the learning effectiveness. As a new style of learning, multi-team learning is rapidly developing. However the study on multi-team learning is quite rare and the relation research between multi-team learning and effectiveness becomes an emerging topic. The relative theories of multi-team learning are discussed, and the concept of multi-team learning is presented and studied by using psychology experiment method. By taking 216 students as subjects, the experiment is conducted to test the relationship between multi-team learning and effectiveness by using double-blind method on the network platform of national bilingual teaching demonstration course organizational behavior with 216 students as subjects. The results indicate that firstly, the divergence of effectiveness is significant between multi-team learning and non-multi-team learning; secondly, the participation of the multi-team learning based on Multi-Team System (MTS) affects the effectiveness remarkably; thirdly, as a supplementary means of learning, network has an obvious effect on learning effectiveness. To sum up, the research results provide the new ways and paths to raise the learning effectiveness.

Key words: MTS theory, multi-team, multi-team learning, effectiveness

中图分类号:

G442

肖余春, 杨丹. 基于MTST的多团队学习和效能关系的实验研究[J]. 科研管理, 2013, (7): 112-118.

Xiao Yuchun, Yang Dan. On the relationship between multi-team learning and effectiveness based on MTS theory[J]. Science Research Management, 2013, (7): 112-118.

参考文献

[1] Cyert R M, March J G. A behavioral theory of the firm [M]. Englewood Cliffs, NJ: Prentice-Hall, 1963. [2] Argyris C, Schon D. Organizational learning: A Theory of action perspective[M]. Massachusetts: Addison- Wesley Publishing Company, 1978. [3] Chan C A, Pearson C, Entrekin L. Examining the effects of internal and external team learning on team performance [J]. Team Performance Management, 2003, 9(7-8):174 181. [4] Senge P M. The fifth discipline: The art and practice of the learning organization [M]. New York: Doubleday Current, 1990. [5] Andres H P, Shipps B P. Team learning in technology-mediated distributed teams [J]. Journal of Information Systems Education, 2010, 21 (2):213 221. [6] Michele A Marks, John E Mathieu, Stephen J Zaccaro. Handbook of Industrial, Work (Organizational Psychology [M].London: SAGE, 2001. [7] Martin H, Katharina W. Managing Task Interdependencies in Multi-Team Projects: A Longitudinal Study [J]. Journal of Management Studies, 2005, 42(6): 1287-1288. [8] Watt S Humphrey. TSP-Coaching Development [M]. London: Prentice Hall, 2007. [9] Edmondson A C. Psychological safety and learning behavior in work teams [J]. Administrative Science Quarterly, 1999, 44 (2):350-383. [10] Eills A P J, Hollenbeck J R, West B J, e.tal. Team Learning: Collectively Connecting the Dots [J]. Journal of Applied Psychology, 2003, 88 (5):821-835. [11] Dyer J H, Nobeoka K. Creating and Managing a High-Performance Knowledge Sharing Network: The Toyota Case [J]. Strategy Management Journal, 2000, 21 (3):345-367. [12] 肖余春.基于MTS理论的浙江民营企业团队学习水平的调查研究[J].商业经济与管理,2009,209(3):22-26. [13] 肖余春.学习型团队三维特征结构与团队效能关系的现场实验研究[J].心理科学,2004,27(2):40-44. [14] Peter H.G. A problem-Solving Perspective on Knowledge Management Practices [J]. Decision Support System, 2001, 31(1):87-102. [15] Kline P, B Saunders. The Steps to a Learning Organization [M], Virginia: Great Ocean, 2001. [16] Calantone R J, Cavusgil S T, Zhao Y. Learning orientation, firm innovation capacity, and firm performance [J]. Industrial Marketing Journal, 2002, 31(6):515-524. [17] Gladstein D L. Group S in context: A model of task group effectiveness.Administrative Science Quarterly, 1984, 29(4):499-517. [18] Lorsch J W. Handbook of Organizational Behavior [M]. NJ:PmnticeHall, 1987. [19] Tjosvold Dean,Margaret Poon, Ziyou Yu. Team Effectiveness in China:Cooperative Conflict for Relationship Building [J]. Human Relations,2006, 58(3),341-367. [20] Cohen W B,Bailey D E. What Make Team Work:Group Effectiveness Research from the Shop Floor to the Executive Suite [J]. Journal of Management, 1997, 23(3): 239-290. [21] 王海霞. 团队互动过程对团队效能的影响研究[M], 天津市:天津科学技术出版社, 2009. [22] Daniel J Beal, Howard M Weiss, Eduardo Barros, Shelley M MacDermid. An Episodic Process Model of Affective Influence on Performance [J]. Journal of Applied Psychology, 2005, 90(6):1054-1068. [23] 舒华. 实验心理学的理论、方法与技术[M]. 北京:人民教育出版社,2006. [24] Klein K J, Dansereau F, Hall R J. Levels issues in theory development, data collection, and analysis [J]. Academy of Management Reviews, 1994, 19(2):195-229. [25] 金杨华,王重鸣,杨正宇. 虚拟团队共享心智模型与团队效能的关系[J].心理学报,2006,38(2): 288-296.