師徒功能與徒弟知識分享

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(1)商略學報 2013 年，5 卷，1 期，037-056。. 37. 師徒功能與徒弟知識分享鄭瑩妮政治大學. 胡昌亞政治大學. 簡世文高雄應用科技大學. 論文編號：IJCS2011054 收稿 2011 年 8 月 16 日→第一次修正 2011 年 10 月 26 日→接受 2011 年 11 月 14 日. 知識分享協助組織適應快速變動的環境，且師徒關係促進知識分享，因此探討師徒制度和知識分享顯得格外重要。本研究以社會學習理論為基礎，探討師父知識分享行為是否透過提供徒弟師徒功能，進而影響徒弟的知識分享行為，並探討徒弟自我效能是否調節師徒功能與徒弟知識分享之關係。以國內中小型企業導入企業資源規劃 (ERP) 系統之員工為對象，根據 265 位曾參與 ERP 系統導入的關鍵使用者資料顯示，師父 ( 顧問或資深員工 ) 的知識分享行為與徒弟 (ERP 系統關鍵使用者 ) 的知識分享行為有正向關係，且師徒功能中的職涯功能會中介前述正向關係。且當徒弟自我效能較低時，職涯功能與心理社會功能對徒弟知識分享的正向關係會較強。根據本研究結果提出理論與實務上的意涵。關鍵字：知識分享、師徒關係功能、自我效能、社會學習理論、企業資源規劃。. 作者鄭瑩妮為國立政治大學心理學系博士候選人，地址：11605 臺北市文山區指南路二段 64 號，電話：+886-2-29393091 轉 89503，E-mail：cheng.yingni@gmail.com。通訊作者胡昌亞為國立政治大學企業管理學系教授，地址：11605 臺北市文山區指南路二段 64 號，電話：+886-2-29393091 轉 81008，E-mail：changya@nccu.edu.tw。作者簡世文為國立高雄應用科技大學資訊管理系副教授，地址：80778 高雄市三民區建工路 415 號，電話：+886-7-3814526 轉 6647，E-mail： swchien@kuas.edu.tw。.

(2) International Journal of Commerce and Strategy. 38. 2013, Vol. 5, No. 1, 037-056. Mentor Functions and Protégé Knowledge Sharing Ying-Ni Cheng. National Chengchi University. Changya Hu. National Chengchi University. Shih-Wen Chien. National Kaohsiung University of Applied Sciences. Paper No.: IJCS2011054 Received August 16, 2011→First Revised October 26, 2011→Accepted November 14, 2011. Knowledge sharing in an organization is fundamental to the survival in dynamic environments. Because mentorship involves frequent interaction of the mentoring pair, mentorship is expected to facilitate knowledge sharing within an organization. Examining how mentorship facilitates knowledge sharing is important. Using the social learning theory as the foundation, we examined the roles of mentors’ knowledge sharing and mentor functions in protégés’ knowledge sharing. Furthermore, we investigated the moderating role of protégés’ self-efficacy in the relationship between mentoring functions and protégés’ knowledge sharing. We collected data in the context of enterprise resource planning (ERP) implementation in medium and small enterprises. Regression analysis results based on 265 respondents who had used the ERP system showed that knowledge sharing by mentors (counselors or senior employees) positively related to protégés’ (key ERP users) knowledge sharing and that career mentoring functions mediated the above positive relationship. Furthermore, protégés self-efficacy moderated the positive relationship between mentoring functions and protégé knowledge sharing, such that the above positive relationship was stronger for protégés with low selfefficacy. Theoretical and practical implications of our findings were discussed. Key Words: Knowledge Sharing, Mentor Functions, Self-efficacy, Social Learning Theory, Enterprise Resource Planning.. Ying-Ni Cheng, is a Doctoral Candidate in the Department of Psychology, National Chengchi University, Address: No. 64, Sec. 2, ZhiNan Rd., Wenshan Dist., Taipei City 11605, Taiwan, Tel: +886-2-29393091 ext. 89503, E-mail: cheng. yingni@gmail.com The Corresponding Author, Changya Hu, is a Professor in the Department of Business Administration, National Chengchi University, Address: No. 64, Sec. 2, ZhiNan Rd., Wenshan Dist., Taipei City 11605, Taiwan, Tel: +8862-29393091 ext. 81008, E-mail: changya@nccu.edu.tw Shih-Wen Chien, is an Associate Professor in the Department of Information Management, National Kaohsiung University of Applied Sciences, Address: No. 415, Jiangong Rd., Sanmin Dist., Kaohsiung City 80778, Taiwan, Tel: +886-7-3814526 ext. 6647, E-mail: swchien@kuas.edu.tw.

(3) 2013. Y.-N. Cheng, C. Hu and S.-W. Chien. 緒論. 39. 一環，但此種傳承知識分享行為的研究仍相當缺乏。為了彌補過去的研究缺口，本研究以社會學習. 身處在知識經濟與外在環境快速變動的時代，擁有. 理論為基礎，探討師父知識分享行為如何影響徒弟. 知識才能維持組織與個人的競爭優勢 (Drucker, 1995;. 知識分享之歷程。並結合互動觀點 (Interactionalist. Nonaka, 1991)。知識是一種混合物，除了結構化的知. Perspective)，探討徒弟個人特質 ( 自我效能 ) 是否會. 識以外，還包含標準、價值、環境資訊以及專家的見解. 影響前述師父知識分享、師徒關係與徒弟知識分享之. (Davenport and Prusak, 1998; Karkoulian et al., 2008;. 關係。. Rowley, 2000)。由於知識能讓個人形成評估及應用新. 本研究企圖彌補過去知識管理與師徒關係研究中的. 資訊的參考架構，使得組織成員有效率地解決問題與. 三個缺口。第一個目的是瞭解在師徒關係中，徒弟是否. 進行決策，知識的流動往往能進一步創造出新的知識. 會透過師父所提供的師徒功能，學會並且展現知識分享. (Karkoulian et al., 2008; Mazlan et al., 2009)。可見得. 的行為。由於組織中有不同類型的知識，而且徒弟所面. 對組織而言，如何能建造一個有益於知識分享的環境，. 臨的困難與挑戰可能與專業發展有關，也可能與個人成. 以有效地在員工之間傳遞既有知識，並從中萃取價值，. 長有關。因此師父可能透過提供徒弟師徒功能的過程，. 進而培養創造新知識的能力，一直是個重要的管理挑戰. 傳遞知識給徒弟。而徒弟在此種接收知識的過程中，藉. (Engstrom, 2003)。因此過去十年間，除了學術界不斷. 由社會學習的效果，可能進而影響徒弟本身的知識分享. 探討知識管理 (Knowledge Management) 的概念與內涵. 行為。故本研究認為師徒功能可能是師父知識分享對徒. (Yang, 2007)，實務界亦十分關注知識管理所能帶來的. 弟知識分享的一項重要中介機制，以試圖進一步補充過. 績效成長，例如國內日月光半導體公司於 2001 年建立. 去師徒關係與知識分享的研究缺口。. 知識管理中心。Rowley (2000) 指出，知識管理包括辨. 第二個目的是增進瞭解師徒關係能為組織內知識. 別、分享、創造與保存組織內的知識等活動，其中知識. 管理帶來的效用。知識管理中最普遍的困擾之一就是. 分享是員工在組織內傳播工作相關資訊的歷程 (Bartol. 如何讓知識在組織內傳遞，譬如當舊員工離開後而新進. and Srivastava, 2002)，若組織成員間並不會分享或傳. 員工剛就任時，新進員工多半無法達到前一任舊員工在. 遞組織內重要的工作相關訊息，則知識管理只是一種無. 工作上的知識水平，此時師徒關係便能有效地為組織改. 用的組織措施 (Yang, 2007)，可見得知識管理的重點就. 善此一問題 (Karkoulian et al., 2008)。而不僅師父扮演. 在於如何傳遞知識。因此知識分享不但是知識管理的核. 傳遞知識的重要角色，徒弟在獲益良多的過程中也可能. 心 (Bock and Kim, 2002)，也是提升公司競爭力的重要. 會協助其他知識經驗較弱的同事 (Bryant and Terborg,. 因素 ( 韓志翔等，2009；Bryant, 2005)。. 2008)，從而在組織內形成一個良性的知識生命循環。. Nonaka et al. (1994) 指出，組織可以利用許多方式. 因此，我們想要探討師徒關係如何促進知識分享，而此. 來分享與創造知識。其中，透過師徒關係中師父與徒弟. 議題我們希望可以擴展學術和實務界瞭解師徒關係為組. 較為頻繁的互動，師父能夠將組織內的各類知識傳遞給. 織內重要的知識分享媒介。. 徒弟。尤其是師父在協助徒弟社會化的歷程中，會提供. 第三個目的則欲瞭解個人特質是否會影響師徒功能. 許多組織中內隱與外顯之知識以協助徒弟快速適應組織. 與知識分享之關係。雖然徒弟能透過師徒功能獲得相關. (Bryant, 2005; Eby, 1997; Hassan and Handzic, 2003;. 知識，卻可能會因為徒弟的個人特性差異，而造成某些. Nonaka and Konno, 1998)，可見得師徒關係可視為一. 徒弟較少對他人進行知識分享 (Chun et al., 2010; Kram. 種知識分享的關鍵媒介 (Henriques and Curado, 2009;. and Ragins, 2007)。由於影響個人進行知識分享的重要. Mazlan et al., 2009)。然而，學者雖肯定師徒關係應能. 因素之一，就是個人是否有自信其所具備的知識是正確. 協助組織內的知識傳遞 ( 如：Bryant, 2005; Karkoulian. 的 (Bock and Kim, 2002; Kankanhalli et al., 2005)。換. et al., 2008; Yang, 2007)，卻並未探討師父的知識分享. 言之，徒弟對自己能否正確掌握所欲分享知識的自信程. 行為與徒弟知識分享行為的關係，也沒有探討該過程的. 度 ( 亦即所欲分享知識的自我效能 ) 便有可能影響其是. 內在機制 (Hezlett, 2005)。再者，知識管理的目的尚有. 否展現知識分享行為。Bandura (1997) 指出，個體的自. 如何將知識保存在組織內，因此徒弟是否會像師父一. 我效能會與認知、動機、情感和決策過程產生交互的效. 樣，展現知識分享的行為，亦為組織知識管理中重要的. 果，進而影響到個體的行為表現。也就是說，徒弟對相.

(4) 40. International Journal of Commerce and Strategy. March. 關知識的自我效能應會調節師徒功能與徒弟知識分享行. Tepper and Taylor, 2003)。而此種向下涓流影響的現象. 為之關係。. 除了可以在主管與部屬的關係中發現以外，也可以在師. 綜上所述，本研究之貢獻在於測試與發展社會學. 徒關係中看到。例如 Tepper and Taylor (2003) 就發現. 習理論、師徒功能，與徒弟自我效能對知識分享行為之. 領導人的公平知覺與組織公民行為 ( 組織公民行為在此. 影響。基於社會學習的概念，我們指出師父知識分享行. 為測量師徒行為，Mentoring Behaviors) 會影響到部屬. 為與師徒功能為影響徒弟知識分享行為的可能前因。同. 的公平知覺和組織公民行為。可見得師父的工作態度與. 時，本研究亦更進一步探索師徒功能中所包含的三個功. 行為，是會透過師徒功能產生涓流現象，使得進而影響. 能對於解釋及預測徒弟知識分享行為的可行性，並探討. 徒弟出現一樣的行為。因此，師父的知識分享行為亦可. 徒弟自我效能將如何調節徒弟知識分享前因與徒弟知識. 能會影響到徒弟的知識分享行為。. 分享之關係。. 相關文獻與研究假設. 此種上行下效的涓流現象事實上就是一種社會學習歷程 (Mayer et al., 2009)。根據社會學習理論 (Social Learning Theory)，個人在社會情境下會透過許多方式來進行學習 (Bandura, 1971)，包含了直接教學的學習與透過觀察他人行為的替代性學習 (Vicarious. 師父知識分享與徒弟知識分享. Learning)。在師徒關係中，師父與徒弟的互動往往包. 師徒關係的定義主要源於 1980 年代美國研究者. 括這兩種學習機制。由於師父的角色之一就是教導合宜. Kram 的相關研究，其將企業中的師徒關係視為：「在. 徒弟工作態度與行為，因此會對徒弟進行直接教學。例. 工作職場中，資深員工 ( 師父，Mentor) 與較資淺員工. 如，師父會提供徒弟有關認知性和直接的口語指示，. ( 徒弟，Protégé) 之間的一種人際互動與經驗交流的關係」(Kram, 1983; 1985)。組織內的師徒關係除了對徒. 包含解釋原因、給予方向和指引 (Cavell and Hughes, 2000; Goldner and Mayseless, 2008; Keating et al.,. 弟的工作態度與職涯成功有正向的影響以外 (Lester et. 2002)。透過提供直接指引和外顯性的指引，師父能. al., 2011)，對組織管理也有其貢獻。例如，促進新人. 直接教導徒弟所需具備的行為和技能，像是在組織中. 社會化歷程 ( 張瑞元等，2011；Thomas and Lankau,. 如何與他人互動或是如何運用學習策略 (Goldner and. 2009) 及加速內部知識的傳遞 ( 楊政學，2006；Mazlan. Mayseless, 2008)。由於直接教導就是一種知識分享的. et al., 2009)。師父透過師徒關係使得徒弟得以注意師. 行為，因此在師父在與徒弟互動的過程中，徒弟可以從. 父的工作行為，包括了師父對徒弟本人以及其他公司員. 觀察師父學到知識分享的行為。. 工傳遞知識的行為。傳遞知識的過程中，除了讓徒弟有. 此外，徒弟亦會透過替代性學習而習得師父的言行. 機會觀察學習師父知識傳遞的行為，亦使得徒弟有能. 舉止，來強化自己的技術能力 (Lankau and Scandura,. 力向其他同僚傳遞相關的知識。可見得師父的知識分. 2002)。也就是說，因為徒弟會主動觀察師父的工作行. 享行為應該會影響徒弟的知識分享行為的關係，可以. 為與態度，因此當徒弟經常看見師父與他人分享知識. 用涓滴模型 (Trickle-down Model) 來解釋 (Masterson,. 時，徒弟亦會透過替代性學習而習得師父的這種知識分. 2001)。所謂涓滴模型是指較高層管理人員的特定態. 享的舉止，進而也展現知識分享的行為。. 度或行為會向下涓流，使得較下層員工也產生相同的. 可見，在師徒關係中，徒弟可以透過直接教學與. 感受或行為 (Mayer et al., 2009)。事實上，組織中上. 替代學習的途徑，學到知識分享的行為。師父不僅會鼓. 行下效的涓滴效果並不少見，且此種現象不僅出現在. 勵徒弟精進，同時亦可能會激發徒弟去跟隨他們的腳步. 工作態度上的傳承 ( 例如知覺組織支持，Shanock and. (Darling et al., 1994; Hirsch et al., 2002; Rhodes et al.,. Eisenberger, 2006) 與組織公平知覺 (Masterson, 2001;. 2006)。因此，透過直接教學，師父以知識分享的方式，. Tepper and Taylor, 2003) 也出現在領導行為 (Mayer et. 讓徒弟習得工作相關知識，不僅強化徒弟本身的知識，. al., 2009) 與工作行為上 (Aryee et al., 2007)。例如，. 同時也讓徒弟有能力向其他同僚傳遞相關的知識；而經. 研究顯示較高組織階層的公平知覺與行為，會向下涓. 由替代性學習，徒弟會透過觀察師父平日知識分享的行. 流影響至較低組織階層的公平知覺與行為 (Aryee et al.,. 為，產生仿效性學習，進而影響到自己的知識分享行. 2007; Masterson, 2001; Maxham and Netemeyer, 2003;. 為。依據以上推論，本研究提出下述假設：.

(5) 2013. Y.-N. Cheng, C. Hu and S.-W. Chien. 51. 如加薪 )，藉此可提升擔任師父一職的榮譽與責任感，. 功能是否會因此減弱或增強，促使知識分享程度上的改. 也能促發未被遴選擔任師父的其他資深員工更加努力培. 變，值得更多研究探討 (Bonnett et al., 2006)。. 養自己的知能和支持他人心理的能力，以期未來能成為讓組織認可的師父。. 最後，未來研究可以探討組織層次變項如何強化或限制師徒知識的傳遞 (Kram, 1985)，譬如組織獎賞. 最後，組織應提升徒弟的自我效能，以助於知識. 系統 (Organizational Reward Systems) (Aryee et al.,. 分享。由於自我效能可以透過訓練來加以提升，提升. 1996)、組織集中管理的程度 (Centralization) (Wang. 的作法可以透過專業訓練課程、其他支持的機制 ( 例. and Noe, 2010)、組織倫理 (Organizational Ethics) 與. 如：授權 ) (Bandura, 1997)，或是增強師徒關係中的教. 組織文化 (Blickle et al., 2010; Luna and Cullen, 1995). 導、示範和給予回饋等功能 (Allen et al., 2004; Heslin,. 等因素。此類瞭解組織變項對知識分享所造成的正向影. 1999)。此外，良好的師徒關係很可能會增強徒弟的. 響或負向限制的研究，將為組織進行知識管理時，提供. 自我效能 (Allen et al., 2004; Waters et al., 2002)。研. 實務上的建議。. 究即顯示師徒互動會正向增強徒弟對任務的自我效能 (DiRenzo et al., 2010; Martin et al., 2008)，所以組織. 參考文獻. 應該要主動留意師徒配對，為其配對較會進行知識分享的師父。. 建議與限制. 張瑞元、陳心懿、林金賢、施佩玲，2011。師徒功能對工作倦怠的影響－組織社會化程度的中介作用，人力資源管理學報，第十一卷第二期，71-93。. 弟員工在同一時間點測量，因此未來若採用長期研究. 黃瑜華，2009。相似性、人際信任和師徒功能對於知識傳播能量與知識移轉程度之研究，國立臺灣師範大學科技應用與人力資源發展學系碩士論文。. (Longitudinal Study)，會比較能確立因果關係，同時可. 楊政學，2006。知識管理學理與實證，台北：揚智文化。. 觀察師父知識分享的質和量，是否會隨著時間推移而產. 韓志翔、江旭新、楊敦程，2009。高承諾人力資源管理、知覺組織支持、信任與知識分享之關係探討：跨層次的分析，管理評論，第二十八卷第一期，2544。. 本研究有以下幾點限制。首先，研究變項均由徒. 生階段變化，而連帶影響師徒功能與徒弟知識分享的程度。Hunt and Michael (1983) 便指出師徒關係會經歷四個階段演進，從而提供不同的功能 (Zey, 1991)，因此若採用長期研究便可觀察不同階段裡的三種師徒功能是否扮演了不同比重之影響力，進而可能影響到知識分享程度，例如在學徒階段 (Protégé Stage) 裡，職涯功能便可能具有最大的影響力。另外，和過去許多研究相同，本研究只從徒弟的觀點來檢驗師徒功能與知識傳遞。為此，本研究進行驗證性因素分析，結果顯示並無嚴重的共同方法變異。僅管如此，未來研究者宜蒐集更客觀或多種來源的資料，例如透過知識管理軟體的紀錄來分析及統整師父和徒弟實際進行知識分享的品質和數量。未來研究者可以探討在現今 e-Learning 的世代下，當實體接觸的學習方式轉變為數位化知識分享後，師徒功能及徒弟知識分享是否會因為媒介不同而產生差異。 DiRenzo et al. (2010) 便指出現在許多師徒關係或多或少都是透過電腦網路來傳遞知識，甚至是完全只透過電腦網路系統來聯繫 (Cantrell et al., 2010)，聯繫方式可經由電子郵件、線上留言版、論壇等方式。這樣的知識傳遞方法和過去實體接觸形式已大不相同，而究竟師徒. Allen, T. D., Eby, L. T., Poteet, M. L., Lentz, E. and Lima, L., 2004. Career Benefits Associated with Mentoring for Protégés: A Meta-analysis, Journal of Applied Psychology , 89(1), 127-136. Allport, G. W., 1954. The Nature of Prejudice , Reading, MA: Addison-Wesley. Anderson, J. C. and Gerbing, D. W., 1988. Structural Equation Modeling in Practice: A Review and Recommended Two-step Approach, Psychological Bulletin , 103(3), 411-423. Aryee, S., Chay, Y. W. and Chew, J., 1996. The Motivation to Mentor among Managerial Employees, Group and Organization Management , 21(3), 261-277. Aryee, S., Chen, Z. X., Sun, L. Y. and Debrah, Y. A., 2007. Antecedents and Outcomes of Abusive Supervision: Test of a Trickle-down Model, Journal of Applied Psychology , 92(1), 191-201. Bandura, A., 1971. Analysis of Modeling Processes, in Bandura, A. (Ed.), Psychological Modeling: Conflicting Theories , Chicago: Aldine-Atherton, 1-62..

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(10) 56. International Journal of Commerce and Strategy. March. 鄭瑩妮為國立政治大學心理學系博士候選人。主要研究領域為組織行為、領導。學術論文曾發表於 Military Psychology (SSCI)。 Ying-Ni Cheng is a Doctoral Candidate in the Department of Psychology, National Chengchi University. Her main research areas include Organizational Behavior and Leadership. Her research paper has been published at Military Psychology (SSCI). 胡昌亞為國立政治大學企業管理學系教授。美國喬治亞大學心理學博士。主要研究領域為組織行為、領導與激勵、人力資源與管理。學術論文曾發表於測驗學刊 (TSSCI)、交大管理學報 (TSSCI)、Journal of Vocational Behavior (SSCI)、Journal of Social Psychology (SSCI)、The Journal of Psychology: Interdisciplinary and Applied (SSCI)、 Organizational Behavior and Human Decision Processes (SSCI) 等期刊。 Changya Hu is a Professor in the Department of Business Administration, National Chengchi University. She received her Doctoral degree in Psychology from the University of Georgia, USA. Her main research areas include Organizational Behavior, Leadership and Motivation and Human Resource Management. Her research papers have been published at Psychological Testing (TSSCI), Chiao Da Mangement Review (TSSCI), Journal of Vocational Behavior (SSCI), Journal of Social Psychology (SSCI), The Journal of Psychology: Interdisciplinary and Applied (SSCI), Organizational Behavior and Human Decision Processes (SSCI) and others. 簡世文為國立高雄應用科技大學資訊管理系副教授。國立中央大學企管博士。主要研究領域為 ERP 系統、會計資訊系統、成本會計系統。學術論文曾發表於電子商務學報 (TSSCI)、Computers in Industry (SCI)、International Journal of Production Economics (SCI)、Journal of Electronic Commerce in Organizations 等期刊。 Shih-Wen Chien is an Associate Professor in the Department of Information Management, National Kaohsiung University of Applied Sciences. He received his Doctoral degree in Business Administration from the National Central University. His main research areas include Enterprise Resource Planning System, Accounting Information System and Cost Accounting System. His research papers have been published at Journal of e-Business (TSSCI), Computers in Industry (SCI), International Journal of Production Economics (SCI), Journal of Electronic Commerce in Organizations and others..

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