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  本文選題：師徒制 + 認知風格��； 參考：《上海師范大學》2016年碩士論文

【摘要】：作為一種古老的技藝傳授方式和培養(yǎng)現(xiàn)代員工的新型手段,師徒制是隱性知識轉(zhuǎn)移最直接、最有效的途徑。近三十年來,師徒間的隱性知識轉(zhuǎn)移備受研究者們的關(guān)注。但以往研究對師徒間隱性知識轉(zhuǎn)移效果的測量僅限于徒弟一方,沒有考慮師傅的判斷,且研究大都關(guān)注科技型企業(yè)的師徒制,而忽視了生產(chǎn)制造業(yè)。本研究為了考查認知風格一致性、知識的隱性程度和人際信任對隱性知識轉(zhuǎn)移效果的影響,采用Kozhevnikov和Blazhenkova(2009)編制的師徒間認知風格問卷、Mcallister(1996)編制的人際信任問卷、Hanson(1999)編制的知識隱性度問卷和自編的隱性知識轉(zhuǎn)移效果問卷,對490名制造業(yè)中參與設計和操作的師傅和徒弟進行調(diào)查研究,探究制造業(yè)中師徒認知風格一致性與隱性知識轉(zhuǎn)移效果間的關(guān)系,研究結(jié)果表明:(1)《師徒間隱性知識轉(zhuǎn)移效果問卷》包含《隱性知識轉(zhuǎn)移效果師傅子問卷》和《隱性知識轉(zhuǎn)移效果徒弟子問卷》,其中《隱性知識轉(zhuǎn)移效果師傅子問卷》包含知識貢獻和能力提升兩個維度;《隱性知識轉(zhuǎn)移效果徒弟子問卷》包含知識吸收和知識應用兩個維度;《師徒間隱性知識轉(zhuǎn)移效果問卷》信效度良好;(2)師徒認知風格一致性對隱性知識轉(zhuǎn)移效果有顯著的正向預測作用;(3)人際信任在師徒認知風格一致性與隱性知識轉(zhuǎn)移效果間起部分中介作用;(4)知識的隱性度在師徒認知風格一致性與隱性知識轉(zhuǎn)移效果間起調(diào)節(jié)作用。
[Abstract]:As an old way of teaching skills and the new means of cultivating modern employees, apprenticeship is the most direct and effective way for the transfer of tacit knowledge. In the past thirty years, the recessive knowledge transfer between the apprentice and the apprentice has been paid much attention by the researchers. However, the past research on the effect of tacit knowledge transfer between the apprentice and the apprentice is limited to the apprentice. In order to examine the cognitive style consistency, the implicit degree of knowledge and the effect of interpersonal trust on the effect of tacit knowledge transfer, the study adopted the Kozhevnikov and Blazhenkova (2009) between the apprentice cognitive style questionnaire, Mcallister (1996) the interpersonal trust questionnaire, the Hanson (1999) knowledge recessive questionnaire and the self-made recessive knowledge transfer effect questionnaire, investigate the master and apprenticeship involved in the design and operation of 490 manufacturing industries, and explore the relationship between the cognitive style consistency and the tacit knowledge transfer effect in the manufacturing industry. (1) < < implicit knowledge transfer effect questionnaire between teachers and apprenticeship > contains < implicit knowledge transfer effect teacher Fu Zi > and < implicit knowledge transfer effect disciple questionnaire >. < implicit knowledge transfer effect teacher Fu Zi > contains knowledge contribution and ability promotion two dimensions; < implicit knowledge transfer effect disciple questionnaire > contains knowledge absorption and knowledge. Two dimensions of knowledge application; < implicit knowledge transfer effect questionnaire between teachers and apprenticeship > good reliability and validity; (2) the cognitive style consistency of apprenticeship has significant positive predictive effect on tacit knowledge transfer effect; (3) interpersonal trust plays a partial intermediary role between apprentice cognitive style consistency and tacit knowledge transfer effect; (4) the recessive degree of knowledge is recognized by apprentice and apprentice. Knowledge style consistency has a moderating effect on tacit knowledge transfer effect.
【學位授予單位】：上海師范大學
【學位級別】：碩士
【學位授予年份】：2016
【分類號】：B842.1

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本文編號：1932692