本研究采用问卷调查法,以团队成员的学习为中介变量,从学习的视角探讨了交互记忆系统对团队创造力的影响及其作用机制。以33个实际运行的工作团队,共244名成员为研究对象,首先通过两轮数据验证了团队成员学习的两个维度:利用性学习和探索性学习。然后通过层次回归方法分析了上下级配对数据,结果表明:交互记忆系统对团队创造力有显著正效应;利用性学习在交互记忆系统与团队创造力的关系中发挥中介作用,而探索性学习对两者的关系并未起中介作用。
Abstract
In the past few decades, how transactive memory system impacts on team creativity is under the debate. The mediating effect of team members’ learning on the relation between transactive memory system and team creativity is examined based on learning approach. The data of 33 operational teams from a comprehensive university in China are collected. The two dimensions of team members’ learning involving exploitative learning and explorative learning are constructed and validated. Based on the hierarchical regression analysis on the up and down rank matching data, the results show the positive effect of transactive memory system on team creativity and the mediative effect of exploitative learning on the relation between transactive memory system and team creativity. Meanwhile there is no mediative effect of explorative learning on the relation between transactive memory system and team creativity.
关键词
交互记忆系统 /
利用性学习 /
探索性学习 /
团队创造力
Key words
transactive memory system /
exploitative learning /
explorative learning /
team creativity
{{custom_sec.title}}
{{custom_sec.title}}
{{custom_sec.content}}
参考文献
[1] Gino F., Argote L., Miron-Spektor E., Todorova G. First, get your feet wet: The effects of learning from direct and indirect experience on team creativity[J].Organizational Behavior and Human Decision Processes, 2010, 111: 102-115.
[2] Hollingshead A. B. Communication, learning, and retrieval in the transactive memory system[J]. Experiment Social Psychology, 1998, 34: 423-442.
[3] Brandon D. P. & Hollingshead A. B. Transactive memory systems in organizations: Matching tasks, expertise, and personalities[J]. Organization Science, 2004, 15: 633-645.
[4] Lewis K., Lange D. & Gillis L. Transactive memory systems, learning, and learning transfer[J]. Organization Science, 2005, 16(6): 581-600.
[5] Moreland R. L. & Myaskovsky L.Exploring the performance benefits of group training: Transactive memory or improved communication?[J]. Organizational Behavior and Human Decision Processes, 2000, 82: l17-l33.
[6] Austin J. R. Transactive memory in organizational groups: The effects of content, consensus, specialization, and accuracy on group performance[J]. Journal of Applied Psychology, 2003, 88(5): 866-878.
[7] Wegner D. M. Transactive memory: A contemporary analysis of the group mind[M]. New York: Springer-Verlag, 1987.
[8] Lewis K. Measuring transactive memory systems in the field: Scale development and validation[J]. Journal of Applied Psychology, 2003, 88: 587-604.
[9] Henry R. Improving group judgment accuracy: Information sharing and determining the best member[J]. Organizational Behavior and Human Decision Processes, 1995, 62: 190-197.
[10] Leonard B. D. Core capabilities and core rigidities: A paradox in managing new product development[J]. Strategic Management Journal, 1992, 13: 111-125.
[11] Levitt B., & March J. G. Organizational learning[M]. In: Scott WR, Blake J, editors. Annual review of sociology. Palo Alto, CA: Annual Reviews, 1988.
[12] Dougherty D. Interpretive barriers to successful product innovation in large firms[J]. Organizational Science, 1992, 3: 179-202.
[13] Moorman C. & Miner A. S. The impact of organizational memory on new product performance and creativity[J].Journal of Market Research, 1997, 34: 91-106.
[14] March J G. Exploration and exploitation in organizational learning[J]. Organizational Science, 1991, 2 (1); 71-87.
[15] Gupta A K., Smith K G. & Shalley C E. The interplay between exploration and exploitation[J]. Academy of Management Journal, 2006), 49(4): 693-706.
[16] He Z L. & Wong P K. Exploration vs. exploitation: An empirical test of the ambidexterity hypothesis[J]. Organization Science, 2004, 15: 481-494.
[17] Cao Q. Unpacking organizational ambidexterity: Dimensions, contingencies, and synergistic effects[J]. Organization Science, 2009, 20(4): 781-796.
[18] Milliken H J. & Martins L L. Searching for common threads: Understanding the multiple effects of diversity in organizational groups[J]. The Academy of Management Review, 1996, 21: 402-433.
[19] Andrews K M. & Delahaye B L. Influences on knowledge process in organizational learning: The psychological filter[J]. Journal of Management Studies, 2000, 37(6): 2322-2380.
[20] 张钢, 熊立. 交互记忆系统研究回顾与展望[J]. 心理科学进展, 2007, 15(5): 840-845.
[21] Cohen W M. & Levinthal D A. Absorptive capacity: A new perspective on learning and innovation[J]. Administrative Science Quarterly, 1990, 35: 128-152.
[22] Lewis K., Belliveau M., Herndon B. & Keller J. Group cognition, membership change, and performance: Investigating the benefits and detriments of collective knowledge[J]. Organizational Behavior and Human Decision Processes, 2007, 103: 159-178.
[23] 张志学, Hempel P. S. 韩玉兰, 邱静. 高技术工作团队的交互记忆系统及其效果[J]. 心理学报, 2006, 38(2): 271-280.
[24] Neil E. & Michael A W. Measuring climate for work group innovation: development and validation of the team climate inventory; Summary[J].. Journal of Organizational Behavior, 1998, 19(3): 235-259.
[25] 莫申江, 谢小云.团队学习、交互记忆系统与团队绩效: 基于IMOI范式的纵向追踪研究[J].心理学报, 2009, 41(7): 639-648.
基金
国家自然科学基金(70872098,起止时间:2009.1-2011.12);教育部青年基金(12YJC630256,起止时间:2012.1-2014.12);浙江省自然基金(LQ12G020B,起止时间:2012.1-2013.12);浙江省标准化与知识产权管理人文社科研究基地课题(SIPM3217,起止时间:2012.10-2014.9)。
PDF(1018 KB)
