1、外文题目EXAMININGTHEEFFECTSOFINTERNALANDEXTERNALTEAMLEARNINGONTEAMPERFORMANCE外文出处AUSTRALIANNATIONALUNIVERSITY,CANBERRA,AUSTRALIA,2006,17外文作者CHRISTOPHERCACHAN原文EXAMININGTHEEFFECTSOFINTERNALANDEXTERNALTEAMLEARNINGONTEAMPERFORMANCECHRISTOPHERCACHANAUSTRALIANNATIONALUNIVERSITY,CANBERRA,AUSTRALIA,2006,17ABST
2、RACTTHEEFFECTIVENESSOFUSINGTEAMLEARNINGTOIMPROVETEAMPERFORMANCEHASBEENWELLDOCUMENTEDINTHELITERATURE,ANDTHISNOTIONMAKESINTUITIVESENSEHOWEVER,LITTLEEMPIRICALRESEARCHHASBEENDEDICATEDTOTHERELATIONSHIPBETWEENTEAMLEARNINGANDTEAMPERFORMANCE,PROBABLYOWINGTOTHELACKOFAWIDELYACCEPTABLEINSTRUMENTFORASSESSINGTEA
3、MLEARNINGINTHISSTUDY,APSYCHOMETRICVALIDITYANDRELIABILITYEXAMINATIONOFEDMONDSONSTEAMLEARNINGSURVEYTLSISUNDERTAKENTHISINSTRUMENTWASTHENUSEDTOEXAMINETHEEFFECTSOFINTERNALANDEXTERNALTEAMLEARNINGONTEAMPERFORMANCEIMPLICATIONSANDLIMITATIONSOFTHESTUDYFINDINGSAREDISCUSSEDINTRODUCTIONINSPITEOFTHEACKNOWLEDGEDRE
4、LEVANTIMPORTANCEOFTHECONNECTIONBETWEENTEAMLEARNINGANDTEAMPERFORMANCE,LITTLEEMPIRICALWORKHASBEENDEDICATEDTOEXAMINETHERELATIONSHIPTHISOBSERVATIONHASBEENMADEBYSOMESCHOLARSEDMONDSON,1996HENRY,1997WELLINSETAL,1991DESPITEKNOWLEDGETHATTHEUSEOFTEAMSHASBEENASSOCIATEDWITHBENEFITSINTHEFORMOFIMPROVEDQUALITYBACO
5、NANDBLYTON,2000BATT,2001SETHI,2000,INCREASEDPRODUCTIVITYMEYER,1994MOSESANDSTAHELSKI,1999,ANDREDUCEDOPERATINGCOSTSBENS,1999GILBERT,1999GOLDINETAL,2001MOREOVER,MARGERISONANDMCCANN1992HAVESUGGESTEDTEAMPERFORMANCERESULTSMOREFROMTEAMMEMBERSBEINGSATISFIEDWITHTHEIRWORKPLACESETTINGTHANTHEIRCOUNTERPARTSINTRA
6、DITIONALJOBDESIGNINADDITION,SENGE1992HASEXPLAINEDTHEIMPROVEDPERFORMANCEINTHEWORKPLACEISARESULTOFTHECOLLECTIVEINTELLIGENCEOFATEAM,WHICHEXCEEDSTHESUMOFINTELLIGENCEOFINDIVIDUALMEMBERSTHISREASONINGEXEMPLIFIESANOTHERINTERPRETATIONOFSYNERGYDESPITETHETREMENDOUSINTERESTINTEAMLEARNING,MOSTSTUDIESARELIMITEDTO
7、LABORATORYEXPERIMENTSEDMONDSON,1999THUS,ANEMPIRICALEXAMINATIONOFTHEEFFECTTEAMLEARNINGHASONTEAMPERFORMANCEISLIKELYTOMAKEAUNIQUECONTRIBUTIONTOTHELITERATURETEAMLEARNINGBEHAVIORSTEAMPERFORMANCELINKAGEALTHOUGHTHETERMINOLOGY“TEAM”ISAPPLIEDLOOSELY,KRAUTANDKORMAN1999HAVEPOINTEDOUTTHEREARESEVERALTYPESOFTEAMS
8、FOREXAMPLE,THEVARIOUSTYPESOFTEAMSINCLUDESELFMANAGINGWORKTEAMS,MANAGEMENTTEAMS,CROSSFUNCTIONALTEAMS,PROBLEMSOLVINGPROJECTTEAMS,ANDVIRTUALTEAMSACCORDINGTOENTREKINANDCOURT2001,THEUSEOFTEAMSOFFERSTWOMAJORADVANTAGESTOANORGANIZATIONFIRST,TEAMWORKHASTHECAPACITYTOEMPOWERPEOPLETOUTILIZETHEIRABILITIES,WHICHHA
9、VERELEVANCEFORMOTIVATIONANDGROUPCOHESIVENESSSECOND,THEUSEOFTEAMSALLOWSMANAGERSTOFOCUSTHEIRATTENTIONONSTRATEGICISSUESRATHERTHANSUPERVISINGINDIVIDUALSTHUS,TEAMSAREINCREASINGLYEMPLOYEDASMOREORGANIZATIONSATTEMPTTOIMPROVETHEIRPRODUCTIVITYINRESPONSETOMOUNTINGEXPECTATIONSFORGREATERPRODUCTIVITY,MOREORGANIZA
10、TIONSAREADOPTINGTEAMBASEDSTRUCTURESCASTKAETAL,2001THETENETOFTEAMWORKISBASEDONABELIEFINDIVIDUALSOFTHETEAMSWILLBRINGKNOWLEDGE,SKILLS,ANDEXPERIENCETOTHEWORKPLACEAVERY,2000COGHLAN,2001DELBRIDGEETAL,2000FISHERANDFISHER,1998GOH,1998RESEARCHERSANDPRACTITIONERSBROOKS,1994LYNN,1998HAVEASSERTEDTHESEINTELLECTU
11、ALASSETSARELIKELYTOIMPROVEORGANIZATIONALFUNCTIONINGFURTHERMORE,THEUSEOFCROSSFUNCTIONALTEAMSISEMERGINGASANATTRACTIVESTRATEGYTOFOSTERSYNERGYJASSAWALLAANDSASHITTAL,1998,1999TANINECZ,1997,WHERETHEOUTPUTOFACOLLECTIONOFINDIVIDUALSISGREATERTHANTHESUMOFINDIVIDUALOUTPUTSTHENOTIONABOUTTEAMS,THEREFORE,APPEALST
12、ONUMEROUSORGANIZATIONSTHATARECONCERNEDABOUTEXACERBATEDCOMPETITIONALTHOUGHTHEUSEOFTEAMSINORGANIZATIONSISHARDLYNEW,TEAMLEARNINGISGAININGIMPORTANCEASASTRATEGYFORGAININGGREATERCOMPETITIVEADVANTAGEBANKERETAL,1996OSTERMAN,1994SAFIZADEH,1991INFACT,MANYFIRMSAREREALIZINGTHEPOTENTIALCONTRIBUTIONSOFTEAMSINENHA
13、NCINGCONTINUOUSIMPROVEMENTOFQUALITY,INNOVATION,CUSTOMERSATISFACTIONBOYETTANDCONN,1991JCUTCHERGERSHENFELDGUPTAANDASH,1994HITCHCOCK,1993KATZENBACHANDSMITH,1993SHEINKMAN,1993TJOSVOLD,1991,IMPROVINGEMPLOYEESATISFACTIONCOHENANDLEDFORD,1994CORDEREYETAL,1991,ASWELLASREDUCINGOPERATINGCOSTSANDIMPROVINGRESPON
14、SETOTECHNOLOGICALCHANGEWELLINSETAL,1991INRESPONSETOARAPIDLYCHANGINGMARKETPLACETEAMSHAVEBEENGIVENINCREASEDAUTONOMYANDRESPONSIBILITIESWALTONANDHACKMAN,1986ALSO,THEUSEOFCROSSFUNCTIONALTEAMSISBECOMINGWIDESPREADGALBRAITH,1982VONHIPPEL,1988DRAWINGFROMTHESELITERATURES,TEAMLEARNINGIS,ARGUABLY,ANIMPORTANTDET
15、ERMINANTOFANORGANIZATIONSCOMPETITIVENESSCONSEQUENTLY,ACADEMICSANDPRACTITIONERSHAVECONCEIVEDAMYRIADOFSTRATEGIESFORIMPROVINGTEAMLEARNINGTHEORIESSUCHASEFFECTIVEKNOWLEDGEMANAGEMENTLYNNETAL,1999MASCITELLI,2000,SYSTEMSTHEORYSENGE,1992STUMPFETAL,1994,TEAMEMPOWERMENTCY,1996FLOODETAL,2001,ANDCONFLICTMANAGEME
16、NTJEHNANDMANNIZ,2001HAVEBEENPROPOSEDASPOTENTTOOLSFORENHANCINGTEAMLEARNINGINPRACTICE,AHOLISTICAPPROACHHASBEENTAKENWHERETHEDYNAMICSOFTEAMLEARNINGINRELATIONTOINDIVIDUALS,INTERDEPARTMENTGROUPS,ANDANENTIREORGANIZATIONISENGAGEDINTHEPROCESSOFLEARNINGANDCHANGEAHMEDETAL,1999COGHLAN,2001MCKENNA,1999EXAMPLESOF
17、PRACTICESTOFACILITATETEAMLEARNINGINCLUDETHEREMOVALOFBARRIERSTOCROSSFUNCTIONALTEAMLEARNINGDARIANANDCOOPERSMITH,2001MEZIASETAL,2001,THEUSEOFACTIONRESEARCHPROJECTSTOBETTERUNDERSTANDTHEPROCESSESOFTEAMLEARNINGAYASANDZENIUK,2001COGHLAN,2001,STUDYINGTHELEARNINGABILITYOFPROMINENTMEMBERSOFMANAGEMENTTEAMSMALT
18、ERANDDICKSON,2001,ANDDEVELOPMENTOFRESPECTANDTRUSTAMONGMEMBERSMANFREDANDDEVRIES,1999THUS,TEAMLEARNINGSUCCESSDEPENDSHEAVILYONTHECOOPERATIONBETWEENALLORGANIZATIONALLEVELSALTHOUGHPREVIOUSRESEARCHHASDEMONSTRATEDARELATIONSHIPBETWEENTEAMLEARNINGANDCOMPETITIVENESS,RELATIVELYFEWSTUDIESHAVEEXPLICITLYEXAMINEDT
19、HELINKBETWEENTEAMLEARNINGANDTEAMPERFORMANCEINASTUDYOFSURGICALTEAMSAT16MAJORMEDICALCENTERS,EDMONDSONETAL2001FOUNDAPOSITIVERELATIONSHIPBETWEENATEAMSABILITYTOADAPTTONEWWAYSOFWORKINGANDTHEGROUPSPERFORMANCEINANEARLIERSTUDYEDMONDSON,1999WITH51WORKTEAMSINAFURNITUREMANUFACTURERITWASREPORTEDTEAMLEARNINGBEHAV
20、IORWASINDIRECTLYRELATEDTOTEAMPERFORMANCEVIATEAMPSYCHOLOGICALSAFETYTHEPOSITIVEEFFECTOFTEAMLEARNINGONTEAMPERFORMANCEHASALSOBEENREPORTEDBYANUMBEROFPROMINENTRESEARCHERSSUCHASCAVALUZZO1996,FLOODETAL2001,KATZENBACHANDSMITH1993,MEYER1994,ROBERTS1997,ANDSENGE1992TAKENTOGETHER,THESESTUDIESDEMONSTRATETHEIMPOR
21、TANCEOFTEAMLEARNINGONIMPROVINGTEAMPERFORMANCECONSEQUENTLY,ITISPREDICTEDTHATTEAMLEARNINGISPOSITIVELYRELATEDTOTEAMPERFORMANCEMETHODOLOGYSITEANDPROCEDURESTHESITEOFTHISSTUDYWASAMEDIUMSIZEAUSTRALIANHOSPITALTHISORGANIZATIONISANINCORPORATED,PRIVATE,METROPOLITAN,NONTEACHINGHOSPITALTHATHASA250BEDCAPACITYSOME
22、OFTHEFACILITIESTHATAREHOUSEDINTHEHOSPITALINCLUDEACOMMUNITYHOSPICE,ORTHOPEDICSURGICALCENTER,MEDICALCLINICFORCONSULTINGSPECIALISTS,BIRTHINGSUITES,EIGHTOPERATINGROOMS,ENDOSCOPYROOMS,ANDANGIOGRAPHYSUITESINADDITIONTOANINTENSIVE/CORONARYCAREUNIT,THEREISAFULLEMERGENCYDEPARTMENTTHATSEESABOUT2,100PATIENTSYEA
23、RLYANEXPANSIONOFTHEDAYPROCEDUREUNIT,EMERGENCYSHORTSTAYUNITANDANGIOGRAPHYUNITHAVEBEENUNDERTAKENTOMEETINCREASINGDEMANDFROMTHECOMMUNITYANOTHERINTEGRALDEPARTMENTOFTHEHOSPITALISTHEQUALITYUNIT,WHICHCOORDINATESTHEHOSPITALSQUALITYINITIATIVESINPARTICULAR,THEQUALITYUNITISRESPONSIBLEFORCONDUCTINGTRAININGPROGRA
24、MS,STAFFSURVEYS,BENCHMARKING,ANDHANDLINGOCCUPATIONALHEALTHANDSAFETYISSUESOFSTAFFMEMBERSASAQUESTIONNAIREWASTHEPRIMARYSOURCEOFDATACOLLECTION,PRIMARYCONTACTFORCONDUCTINGTHISRESEARCHSTUDYWASESTABLISHEDWITHTHEQUALITYUNITTHERESPONDENTSWEREDRAWNFROMALLHOSPITALSTAFFNURSES,MANAGERS,PATIENTCAREASSISTANTS,PROF
25、ESSIONSALLIEDTOHEALTH,ADMINISTRATIONANDCLERICALWORKERSDOCTORSWERENOTSURVEYEDBECAUSETHEYWERENOTCONSIDEREDASCORESTAFFINTHEHOSPITAL,ASTHOSEDOCTORSWERECONTRACTEDINTOTAL700QUESTIONNAIRESWEREADMINISTEREDBYTHEQUALITYUNITOFTHEHOSPITALANDSTAFFWEREGIVENONEWEEKTOCOMPLETETHEQUESTIONNAIRESCOMPLETEDQUESTIONNAIRES
26、WERERETURNEDTOADESIGNATEDBOXINTHEHOSPITALINTHEENVELOPESPROVIDEDATOTALOF189COMPLETEDQUESTIONNAIRESWERERETURNED,GENERATINGANOVERALLRESPONSERATEOF270PERCENTALTHOUGHTHERESPONSERATEWASSLIGHTLYLOWERTHANOTHERHEALTHCARESTUDIESINAUSTRALIAABERNETHY,1996DAWSONETAL,2000DUFFYANDCHAN,2001PEARSONANDDUFFY,1998,UNDE
27、RTHECIRCUMSTANCETHERESPONSERATEWASACCEPTABLEBECAUSETHESTAFFMAYHAVEBEENFATIGUEDFROMEXTENSIVEINHOUSESURVEYS,RESULTINGINALOWERTHANEXPECTEDRESPONSERATESAMPLERESPONDENTSINTHESTUDYWERE189STAFFMEMBERSFROMVARIOUSDEPARTMENTSAPROMINENTFEATUREOFTHESAMPLECHARACTERISTICSWASTHATAMAJORITYOFTHERESPONDENTSWEREFEMALE
28、841PERCENT,REFLECTINGTHETRADITIONALNATUREOFTHEHOSPITALINDUSTRYPEARSONANDDUFFY,1998THESECONDFEATUREOFTHESAMPLEWASRELATEDTOJOBFUNCTIONMEASURESTEAMLEARNINGWASMEASUREDUSINGTHETEAMLEARNINGSURVEYTLSTHETLSWASDEVELOPEDBYEDMONDSON1996INASTUDYTHATINVESTIGATEDTEAMLEARNINGINALARGEOFFICEFURNITUREMANUFACTURERINTH
29、EAMERICANMIDWESTINEDMONDSONSSTUDY,TEAMLEARNINGORIENTEDBEHAVIORHASTWOCONSTRUCTS1INTERNALTEAMLEARNINGBEHAVIORSAND2EXTERNALTEAMLEARNINGBEHAVIOURSEDMONDSON1996,P164HASDEFINEDINTERNALTEAMLEARNINGASTHEEXTENTTOWHICHTEAMMEMBERSENGAGEINBEHAVIORSTOMONITORPERFORMANCEAGAINSTGOALS,OBTAINNEWINFORMATION,TESTASSUMP
30、TIONS,ANDCREATENEWPOSSIBILITIESEXTERNALTEAMLEARNINGWASFURTHERDESIGNATEDBYEDMONDSON1996,P166ASANASSESSMENTBYSEVERALOFTHETEAMSCUSTOMERSAND/ORMANAGERSABOUTTHEEXTENTTOWHICHTEAMENGAGESINBEHAVIORSSUCHASSEEKINGNEWINFORMATIONORASKINGTHOSEWHORECEIVEORUSEITSWORKFORFEEDBACKTHECRONBACHALPHAOBTAINEDFORTHETLSINTH
31、EPRESENTSTUDYWAS077FORINTERNALTEAMLEARNINGAND080FOREXTERNALTEAMLEARNINGANALYSISANALYSESWEREUNDERTAKENINTWOSTAGESWITHTHESTATISTICALPACKAGEFORTHESOCIALSCIENCESSPSSVERSION11FIRST,DESCRIPTIVESTATISTICSWEREEMPLOYEDTOASSESSTHEDEMOGRAPHICPROFILESOFTHERESPONDENTSSECOND,THEPSYCHOMETRICPROPERTIESIEVALIDITIESA
32、NDRELIABILITIESOFTHEMEASURESWEREASSESSEDWITHFACTORANDRELIABILITYANALYSESRESULTSINASSESSINGTHEPSYCHOMETRICPROPERTIESOFTHESCALES,FACTORANDRELIABILITYANALYSESWERECONDUCTEDEXPLORATORYFACTORANALYSESEFAWEREPERFORMEDTOESTABLISHTHEUNDERLYINGSTRUCTUREOFTHERELATIONSHIPSAMONGINTERNALTEAMLEARNING,EXTERNALTEAMLE
33、ARNING,ANDTEAMPERFORMANCERELIABILITYANALYSESWEREUSEDTOASSESSTHEINTERNALCONSISTENCYOFTHETHREESCALESTHEEFAPROCEDUREEMPLOYEDPRINCIPALCOMPONENTSMETHODFOREXTRACTIONANDFACTORSWITHEIGENVALUESGREATERTHANONEWERERETAINEDTHEPURPOSEOFFACTORANALYSISWASTOEXAMINETHECONSTRUCTVALIDITIESOFTHEVARIABLESORTHOGONALROTATI
34、ONSWEREPERFORMEDWITHVARIMAXBECAUSEOFTHETECHNIQUESSUCCESSINOBTAININGFACTORSFORTHEPURPOSESOFREGRESSIONANDOTHERPREDICTIONTECHNIQUESHAIRETAL,1998GIVENTHATTHESAMPLESIZEIS189,HAIRETAL1998SUGGESTEDTHATCONSERVATIVEFACTORLOADINGSOFGREATERTHAN040WERETOBECONSIDEREDSIGNIFICANTATTHE005LEVELONCETHEDIMENSIONALITIE
35、SOFTHEINSTRUMENTSWEREVERIFIED,THEINTERNALCONSISTENCIESOFTHESCALESWERECHECKEDWITHRELIABILITYANALYSESDISCUSSIONTHEMAINGOALINTHISSTUDYWASTOEXAMINETHERELATIONSHIPBETWEENTEAMLEARNINGANDTEAMPERFORMANCERESULTSOFREGRESSIONANALYSISSUPPORTAPOSITIVERELATIONSHIPBETWEENTEAMLEARNINGANDTEAMPERFORMANCEMOREOVER,THIS
36、STUDYFOUNDTEAMPERFORMANCEWASENHANCEDBYTHEPRESENCEOFINTERNALTEAMLEARNINGORLEARNINGWITHINATEAMANDEXTERNALTEAMLEARNINGORCROSSFUNCTIONALTEAMLEARNINGHENCE,THERESULTSOFTHISSTUDYPROVIDEDEMPIRICALCONFIRMATIONOFTHELONGSTANDINGHYPOTHESISTHATTEAMLEARNINGISANIMPORTANTINFLUENCEONTEAMPERFORMANCETHEFINDINGSOFTHISS
37、TUDYSUGGESTSOMEIMPORTANTDIRECTIONSFOREFFECTIVETEAMMANAGEMENTTEAMMEMBERSMAYHAVECONCLUDEDTHATCONTINUALINQUIRIESINTOTHEWORKPROCESSESANDSHARINGOFKNOWLEDGEACROSSTEAMSHAVEGREATPOTENTIALFORIMPROVINGTHEIRPERFORMANCETHISISPARTICULARLYIMPORTANTWHENTEAMREWARDSAREATSTAKETHEUSEOFREFLECTIVELEARNING,WHERETEAMMEMBE
38、RSREFLECTONTHEWORKPROCESSESBROCKBANKETAL,2002,ALSOHASTREMENDOUSPOTENTIALINIMPROVINGTEAMPERFORMANCEFURTHERMORE,OTHERTEAMRELATEDPERFORMANCEFACTORSSUCHASKEEPINGPACEWITHTHENEEDSOFCUSTOMERS,DEVELOPMENTOFTECHNOLOGY,MARKETPLACE,SHORTERPRODUCTLIFECYCLES,ANDSOCIALFACTORSAREALSOIMPORTANTCONSIDERATIONSFORTEAMS
39、ACCORDINGLY,THEREISANOPPORTUNITYFORFUTUREINVESTIGATORSTOEXPLORETHEFACTORSPROMOTINGORHINDERINGTEAMLEARNINGANDTEAMPERFORMANCETHEFINDINGSANDCONCLUSIONSDRAWNFROMTHERESULTSOFTHISSTUDYMAYBEINTERPRETEDWITHTHEFOLLOWINGTWOLIMITATIONSINMINDFIRST,ASTHISSTUDYWASCROSSSECTIONALINDESIGN,CAUSALITYAMONGTHEVARIABLESC
40、ANNOTBEDETERMINED,BUTINFERENCESCANBEMADEFROMTHEASSOCIATIONSTHESECONDCONSTRAINTOFTHISSTUDYISRELATEDTOTHESAMPLE,WHICHWASLIMITEDTO189STAFFMEMBERS270PERCENTWITHINTHEEXAMINEDHOSPITALITMAYBENECESSARYFORTHEMODELTOBETESTEDWITHALARGERANDMOREDIVERSESAMPLE,PERHAPSFROMOTHERHOSPITALSANDINDUSTRIESTHUS,FUTURERESEA
41、RCHERSAREENCOURAGEDTOEXAMINETHEMODELINOTHERHEALTHCARESECTORS,NOTONLYWITHINAUSTRALIA,BUTALSOINOTHERCOUNTRIESSUCHENDEAVORSHAVEGREATPOTENTIALTOADVANCEUNDERSTANDINGOFORGANIZATIONALLEARNINGACROSSCULTURESANDMAYCONTRIBUTETOTHEDEVELOPMENTOFAMOREROBUSTTHEORYOFORGANIZATIONALLEARNINGCONCLUSIONTEAMWORKANDTEAMLE
42、ARNINGAREINCREASINGLYAPPLIEDINMANYORGANIZATIONSINANEFFORTTOIMPROVEPERFORMANCE,YETEMPIRICALEVIDENCEDEMONSTRATINGTHERELATIONSHIPBETWEENTEAMLEARNINGANDTEAMPERFORMANCEISSCARCECONSEQUENTLY,THISSTUDYHASUNDERTAKENANEMPIRICALASSESSMENTOFTHELINKAGESBETWEENTEAMLEARNINGANDTEAMPERFORMANCEINANAUSTRALIANHOSPITALT
43、HEREISSUPPORTFORTHEHYPOTHESISTHATTEAMLEARNINGHASSIGNIFICANTEFFECTSONTEAMPERFORMANCE译文在学习团队绩效中团队内部和外部的影响塞西尔皮尔森塞西尔皮尔森高级研究员，科技大学，澳大利亚LANNYENTREKIN副教授，LANNYENTREKIN，默多克商学院，澳大利亚澳大利亚国立大学出版社，坎培拉，澳洲，2006年，17文摘通过有效的团队学习，书中记录了提高团队绩效的方法，这个想法符合我们的直觉判断。然而，研究团队之间的关系及团队学习和团队绩效的书籍过少，很可能是由于人们缺乏普遍的接受评估小组合作学习的方法。在团队内部
44、和外部的绩效学习中，该方法将被用来研究团队绩效，通过优缺点和影响研究结果进行讨论。介绍尽管有关团队之间的重要性联系包括团队学习和团队绩效，我们的经验研究一直致力于证明他们之间的关系。一些学者艾姆森，1996，亨利，1997为这个观察所做的知识研究，促进形成有关团队和福利的形式，改善产品质量BLYTON，2001年，塞提，2000，增加生产率迈耶，1996；摩西，1999、和降低经营成本迅速学杂志，2003；吉尔伯特，1999年，苏达权等人，2001。此外，麦肯1992建议在传统的工作设计中，和他们自己的工作场所设置相比，团队绩效结果更加被团队成员所接受。此外，圣1992阐述了如何在工作场所改善
45、系统的性能使得团队的集体智慧得到提升。尽管人们有极大的兴趣进行小组合作学习，可是大多数研究局限于实验艾姆森，1999。因此,团队学习的实证检验效果对团队表现可能可以得出卓越的贡献结论。团队学习行为团队绩效的联系虽然“团队”的术语，已经指出有几种类型的团队。例如，各种类型的团队包括自我管理的工作团队，管理队伍，交叉功能团队、解决问题的项目团队、和虚拟团队。第一，团队合作有能力培养人们利用他们的能力，动力和凝聚力，来为团体拓展新的力量。第二，团队的良好利用可以帮助管理者把注意力放在战略问题上而非监督成员个体。因此，更多组织越来越努力的利用团队去改善他们的生产力。不过组织内的各个团队并不相互熟悉、团
46、队学习获得的策略也很有重要性，可以获得更大的竞争优势。事实上，许多公司正意识到团队的潜在作用不断增强改进品质、创新、顾客满意度。在应对这样一个快速变化的市场时，团队都是要增加自治和责任。同时，交叉功能团队的利用也变得比较普及1982年。通过吸取来自这些文献的知识，团队学习毫无疑问是一个组织竞争力的重要决定因素。因此，学者及教育工作者，在提高团队学习方面设想了无数的策略。例如有效的知识管理林恩苏达权等，1999年、系统理论（苏达权等,1994、团队权力和冲突管理已经得出了有力的方法来增强促进团队学习。在实际工作中，已经采取了整体分析。在小组合作学习的动力上，与个人和整个组织从事学习的过程中完善这
47、些理论知识（苏达权等,1999年,艾哈迈德，2001年。麦凯纳对经历的实践，便于团队学习，这包括除去障碍，跨职能团队学习，使用实际行动来研究项目，以更好地理解小组合作学习的过程，管理研究学习能力突出的成员、发展团队成员之间的尊重和信任的曼弗雷德,1999。因此，小组合作学习的成功在很大程度上是取决于各组织之间的合作水平。虽然以前的研究已证明小组合作学习和竞争力的关系，少数报告明确地得出了团队学习和团队绩效之间的联系。受访者是从各部门员工中随机选出的189名作为研究对象。第一个显著的样品特征是大多数的女性受访者84。1，反映这个传统的行业性质。第二个特点有关样本项工作职能。措施测量团队学习使用了
48、团队学习调查TLS协议。TLS协议是由艾姆森1996在一项调查小组合作学习在一间大办公室里的家具制造商。在艾姆森的学习、团队学习型的行为包括两个构建1内部团队学习行为2外部团队学习行为。内部团队学习在很大程度上，团队成员参与行为表现在监测上，并可以取得新的信息，运用目标测试假设，创造出新的可能性。指定团队进一步学习由几个团队的用户和管理人员组成，团队在一定程度上从事的行为，如寻求新的信息或者问那些使用它的人，来获得及时的反馈。通过获得的量表TLS协议得出在目前的研究中是77的内部团队学习和80的外部团队学习。然而，艾姆森1996为团队绩效提出了两套办法，团队绩效与艾姆森测量的团队绩效调查TPS
49、。第一批措施包括团队成员评价学习各自的团队工作能力，同时要求对小组成员进行第二次能力评估，以便其他组的参考。虽然艾姆森1999声称，后者提供了一个更好的团队绩效评估。首先，在很大程度上有证据显示，团队成员之间的沟通是很重要的，这也是对团队内成员协调的绩效评估艾姆森，1999。第二，使用单一的措施很难为每个其他团队队伍的能力进行评估和组织。因此，要采取搜集团队多个指标绩效的措施，进一步分析。在反映量表的范围从“坚决反对”到”完全同意”中，提供调查对象的比例，来分析TPS的项目。分析我们对统计的社会科学版进行了两阶段分析。首先，用描述性统计来评估我们的受访者。其次，用在心理的属性这块即效度和可靠性的措施因素，评估方法进行了可靠性分析）。结果在进行了可靠性分析的尺度上，经过进行调查，来评定心理性能的因素。探索性因素分析EFA中进行相关的结构，建立了内部团队学习、外部团队学习，和团队绩效之间的关系）。可靠性分析用于评估内在一致性的三个尺度。运用EFA程序的方法使用特征提取和因素比较的方法。因素比较的目的，旨在探讨建构效度变量。因为技术的成功，考虑到其受访者的数量有189名，总的来讲是以获得信息为目的，并不在乎有很大的准确性。讨论本研究主要的目的是调查小组合作学习之间的关系和团队绩效。回归分析结果支持正面的关系，团队学习和团队绩效。此外，本研究发现提高团队绩效存在的内部
