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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

ISSN号：0439-755X
期刊名称：心理学报
时间：0
页码：389-395
语言：中文
分类：B849[哲学宗教—应用心理学;哲学宗教—心理学] C93[经济管理—管理学;社会学]
作者机构：[1]浙江大学管理学院,杭州310058
相关基金：国家自然科学基金项目（No.70602015和No.70732001）,教育部博士学科点专项基金项目（20060335127）资助.
相关项目：团队共享心理模型的发展演化及其效能模式研究

关键词：团队学习, 交互记忆系统, 团队绩效, IMOI, 纵向研究, team learning , transactive memory system , team performance , IMOI, longitudinal design.

中文摘要：

本研究采用纵向追踪设计,以55支实际运行的项目团队作为研究对象,分析检验了交互记忆系统对于团队学习与团队绩效之间关系的作用机制;并基于理论界近期受到广泛关注的IMOI研究范式,通过两阶段的追踪探索团队学习与团队绩效间关系的动态机制。结果表明：交互记忆系统对团队学习与团队绩效间关系呈现出显著的中介效应,能够为团队学习的绩效机制提供良好的理论解释力;另一方面,团队学习是一种动态演进的组织行为过程,采用IMOI范式来替代传统的I-P-O模型能够更好地剖析其动态属性。

英文摘要：

The past few decades, interest in team learning behavior has increased significantly. Most of previous studies paid attention to the effects of learning behavior on group outcomes, but less work was done on how the effect takes place. In other words, the mechanism which transfers the learning behavior into group effectiveness was far from straightforward. The present study seeks to examine the mediating effect of transactive memory system （TMS） on the relation between team learning and performance; and analyzes the dynamic mechanisms of team learning within a time series framework. We employed an input-mediating-output-input （IMOI） approach as proposed by Ilgen et al. （2005）, instead of the traditional input-process-output （I-P-O） model in industrial ＆ organizational psychology. Data was collected from an operational business-planning competition held in a comprehensive university in China. Each group was requested to have 3 - 8 members, worked together for 6 months, and finally completed a business plan as a team output. Ninety-nine groups were recruited as our initial samples at the first stage, and we obtained the measurement following a field study paradigm. After three months we traced the initial samples and obtained fifty-five groups at the second stage. Finally, based on testing internal consistency of intra-group data, we aggregated the biteammate data into group level data at both stages. Based upon hierarchical regression analysis, the results show that the mediating effect of TMS on the relation between team learning and performance were promising at both stages, which means the TMS can adequately interpret how team learning influences team performanceas a mediator. Another interesting result of this study is that team performance; as an output received at the end of stage one, also acted as an important input variable at stage two, which in turn positively influenced the following team learning process. The circular causal model based on path analysis showed that IMOI approach can

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