变革型领导、团队学习与团队绩效：模型与机理
|
摘要
为了更好地适应环境的不确定性和任务的复杂性,团队的工作方式应运而生。团队被用于完成复杂任务,并保持灵活性以应对不可预见的环境变化,成为当今组织应对变化环境的一种重要方法,高绩效团队已成为提高生产率与组织成功的关键。
在影响团队绩效的因素中,团队学习被认为是提升团队绩效的重要途径。一些研究表明,团队学习不仅能够直接作用于团队绩效,还能够影响组织创新以及组织绩效。然而,团队学习的发生以及团队绩效的提高并非自发产生的,需要团队领导对团队成员加以管理、激励,才能强化团队学习进而促进团队绩效。那么,团队领导应采取何种领导行为,才能有效激发成员的积极性,鼓励他们不断学习,提高团队绩效以适应团队内外部环境的变化,是目前理论界与企业界关注的焦点。变革型领导作为目前最有价值的领导行为,其如何影响团队学习和团队绩效,成为当前管理学领域研究的重要课题与热点。
综观国内外相关研究,越来越多的学者开始关注团队领域,对团队领导变革型领导行为、团队学习和团队绩效的概念、维度、影响因素等做出了基于不同视角的阐述,为深入研究变革型领导行为、团队学习和团队绩效提供了一定的理论基础,但总体来看,仍然停留在：①变革型领导、团队学习和团队绩效的内涵界定不够明确。虽然国内外学者对这三者的概念进行了各自的界定,但其概念描述的角度多样,尚缺乏全面的、权威性概念。②有关变革型领导、团队学习与团队绩效三者之间的关系研究较少,更多的是探讨三者中两两之间的关系,很少把团队学习作为变革型领导影响团队绩效的中间变量；③关于变革型领导与团队学习、团队学习与团队绩效的关系研究涉及调节变量的研究较少,有关调节变量作用效应及效应大小的研究较少涉猎；④已有的研究更多地从变量层面,未能细化到维度层面来探究调节变量作用下变革型领导、团队学习与团队绩效间的影响机理。那么,如何科学界定变革型领导、团队学习与团队绩效的内涵,如何确定其各自的关键影响因素,又如何从团队层面研究变革型领导、团队学习与团队绩效三者之间的关系以及影响机理,成为本文致力要研究解决的科学问题。
基于此,本研究汲取有关变革型领导、团队学习、团队绩效的研究成果,试图构建变革型领导、团队学习与团队绩效的关系模型,通过结构方程对该关系模型进行验证,运用相关分析、多元回归分析方法探讨在调节变量作用下变革型领导、团队学习和团队绩效三者所属维度之间的影响机理及管理机制,以期进一步丰富和拓展变革型领导、团队学习与团队绩效之间关系的理论研究,并对提高团队绩效提供理论框架和方法指导。
本文共分八个部分：
第一章绪论。阐明了本文的研究背景和意义,界定了团队、团队学习、团队绩效与变革型领导的内涵与构成,在此基础上阐述了本文的研究目标、研究内容与创新点、研究方法与技术路线等。
第二章国内外研究综述。全而梳理了团内外相关研究成果,具体从两个方面展开：是对变革型领导的结构维度与要素、团队学习模型、维度与影响因素、以及团队绩效结构、影响因素的研究进展进行了综述；二是对变革型领导与团队学习的关系研究、变革型领导与团队绩效的关系研究、团队学习与团队绩效的关系研究的现状和进展进行了归纳与总结,指出了现有研究可供借鉴之处与存在的不足,为后续变革型领导、团队学习与团队绩效理论模型的构建指明了方向。
第三章变革型领导、团队学习与团队绩效关系模型构建。综合考虑团队授权、团队凝聚力、团队沟通及团队冲突等影响因素,通过比较与借鉴已有量表的相关要素,具体设计出变革型领导量表、团队学习量表、团队绩效量表,以及团队授权、团队凝聚力、团队沟通与冲突等各变量的量表并从团队层面建立了在团队授权、团队凝聚力、团队沟通与团队冲突等调节变量作用下,变革型领导、团队学习与团队绩效关系模型,提出了相应的研究假设。
第四章变革型领导、团队学习与团队绩效测量模型验证。在问卷调查与数据收集、样木描述性统计分析的基础上,首先通过信度分析检验了主变量与调节变量七个量表总体的内部一致性和信度；然后检验了变革型领导、团队学习与团队绩效的结构效度,运用LISREL8.80软件分别对二阶和一阶测量模型进行了验证性因子分析,通过二阶和一阶模型的比较分析,确定二阶模型作为变革型领导、团队学习与团队绩效的测量模型。
第五章变革型领导、团队学习与团队绩效关系分析。首先界定了中介变量、调节变量、有中介的调节变量、有调节的中介变量等变量类型；然后运用结构方程中的路径分析,采用LISREL8.80软件,分别对团队学习对变革型领导与团队绩效的中介效应,团队授权与团队凝聚力对变革型领导与团队学习的调节效应(即有中介的调节),以及团队沟通和团队冲突对团队学习与团队绩效的调节效应(即有调节的中介)进行了深入的探讨,进一步验证了本研究所建立的统合模型与研究假设。
第六章变革型领导、团队学习与团队绩效的影响机理分析。运用多因素方差分析和多重比较分析,探讨了控制变量(团队规模、团队类型、团队成立年限和任务复杂性)对团队绩效的影响；运用多元回归分析,从维度层面对变革型领导、团队学习与团队绩效间的影响机理进行了研究,深入解析了团队授权和团队凝聚力对变革型领导与团队学习关系的调节作用机理,以及团队沟通和团队冲突对团队学习与团队绩效关系的调节作用机理,得出了相应的研究结论。
第七章基于交互系统的动态团队绩效管理机制。以动态系统的视角,突出团队的动态适应性,构建了区别于一般流程管理的基于交互系统的团队绩效管理体系,解析了团队绩效管理体系的结构要素与功能：团队设计为基础、变革型领导为驱动力、团队学习为途径、团队文化氛围为支撑。并制定了优化团队设计、培育变革型领导、构建团队学习循环机制、营造和谐团队文化的团队绩效管理具体实施方案。
第八章案例分析。以大庆HBP公司为对象,分析了其管理特别是人力资源管理的现状及存在问题,以本研究建立的基于交互系统的团队绩效管理机制为工具,同时结合公司的实际需求,为HBP公司提出了团队建设和团队管理的相应措施。
本研究的主要创新点是：
(1)提出了集认知、行为与结果于一体的团队学习的广义的过程观,将从心理学角度划分的包括实验、沟通、反思和记录在内的团队学习四维结构升华为管理学视角的四维结构,即团队学习由发现、沟通、反馈及创新四个维度构成。
(2)已有的研究侧重个体层面,以变革型领导对员工个人的行为、工作结果的影响居多,基于团队层面的研究,涉及变革型领导、团队学习与团队绩效三者之间的关系研究较少,更多的研究是关注其两者之间的关系,而本研究在引入调节变量的情境下,设计了相应变量的量表,研究构建出变革型领导、团队学习与团队绩效的关系模型。
(3)运用结构方程验证了变革型领导、团队学习与团队绩效测量模型的科学性,通过路径分析解析了变革型领导、团队学习、团队绩效以及调节变量间的中介效应、有中介的调节效应与有调节的中介效应,量化了直接效应、间接效应及总效应的大小,从而进一步验证了所构建的统合模型及研究假设。
(4)通过多因素方差分析和多重比较分析,检验了控制变量对因变量的作用,揭示了各控制变量及其交互项对团队绩效的具体作用机理。运用多元回归分析,从维度层面深入解析了调节变量作用下变革型领导、团队学习与团队绩效之间的影响路径,将已有研究从变量层面拓展到维度层面。
(5)以动态系统的视角,构建了基于交互系统的团队绩效管理体系,即以团队设计为基础、变革型领导为驱动力、团队学习为途径、团队文化氛围为支撑的动态团队绩效管理体系。
To better adapt to the volatility of environment and complexity of tasks, the working mode of team arises. Team is used to complete complex tasks, and keep its flexibility to cope unpredicted environment change, which has become an important way of dealing with the changing environment. High-performance team has become the key of improving productivity and organization's success.
Among the factors that affect team performance, team learning is considered as an important way of improving organizational performance. Several researches show that team learning can not only directly affect team performance, but also organizational innovation and organizational performance. Nevertheless, the improvement of team learning and team performance is not spontaneous, and it needs the management and encouragement from team leaders, to reinforce team learning, then improve team performance. So, what kind of leadership the team leader should take, to effectively arouse the enthusiasm of team members, encourage them to keep learning, and improve team performance to adapt to the change of internal and external environment, and these are the focuses of current theoretical and business fields. As the most valuable leadership behavior at present time, how transformational leadership exerts influence on team learning and team performance has become an important issue and hotspot of present management fields.
Over viewing the related researches at home and abroad, it is observed that more and more scholars begin to pay attention to the fields of team, and elaborate the concepts, dimensions, influence factors of leadership behavior, team learning and team performance from different prospectives, which lay the theoretical foundation for deep research on transformational leadership, team learning and team performance. But on the whole, there are still some shortages in existing researches:①The definitions of transformational leadership, team learning and team performance are still not clear. Although scholars at home and abroad have defined these three respectively, the concepts are from different aspects, and it still lack a comprehensive and authoritative definition.②The research on the relationship among transformational leadership, team learning and team performance is very little, and there are more researches discussing the relationship between two of the three variables, rarely taking team learning as the mediating variable between transformational leadership and team learning.③Little research includes the moderating variables between transformational leadership and team learning or between team learning and team performance, much less the effect of the moderating variables.④there are more existing works conducted from the variable level, and failed to refine to the dimension level to explore the impact mechanism among transformational leadership, team learning and team performance under the effect of moderating variables. So, how to scientifically define transformational leadership, team learning and team performance, how to determine their key influencing factors, and how to study the relationship and impact mechanism among transformational leadership, team learning and team performance, these issue has become the scientific problems that this article try to research and solve.
Based on these and the research achievements about transformational leadership, team learning and team performance, this paper tries to construct the relationship model of transformational leadership, team learning and team performance, tests this model with Structured Equation Model, and apply Correlation Analysis and Multiple Regression Analysis to the impact and management mechanism among the dimensions of transformational leadership, team learning and team performance under the effect of moderating variable, expecting to enrich and expand the theoretical study on relationship among transformational leadership, team learning and team performance, and provide theoretical framework and methods instruction for improve team performance.
This paper consists of8sections:
Chapter1is introduction. It clarifies the research background and significance of this paper, defines the intention and composition of team, team learning, team performance and transformational leadership. Based on these, it elaborates the research objectives, contents and innovations, methods and technique route.
Chapter2is the research review at home and abroad. It reorganizes the related research results at home and abroad, and is conducted from2aspects: firstly, it reviews the research progress about the dimension structure and elements of transformational leadership, the model, dimensions and influencing factors of team learning, and the structure and influencing factors of team performance; Secondly, it concludes and summaries the research status and progress about the relationship between transformational leadership and team learning, transformational leadership and team performance, team learning and team performance, and points out the good point and deficiency of existing researches, showing the way of constructing the theoretical model of transformational leadership, team learning and team performance.
Chapter3constructs the relationship model of transformational leadership, team learning and team performance. Comprehensively considering the influencing factors like team empowerment, team cohesion, team communication and team conflict, by comparing with and refer to the elements of existing scales, from the team level prospective, it specifically designs the scales of transformational leadership, team learning, team performance, team empowerment, team cohesion, team communication and team conflict, constructs the relationship model of transformational leadership, team learning and team performance under the moderating effect of team empowerment, team cohesion, team communication and team conflict, and proposes the corresponding research hypothesis.
Chapter4verifies the measurement model of transformational leadership, team learning and team performance. Based on the questionnaire survey, data collection and descriptive statistical analysis of the sample, with the Reliability Analysis, it firstly examines the internal consistency and reliability of the scales for the seven variables:transformational leadership, team learning, team performance, team empowerment, team cohesion, team communication and team conflict. Then, it verifies the structural validation of transformational leadership, team learning and team performance, and conducts Confirmatory Factor Analysis on the second order and first order measurement model. Through the Comparative Analysis between the second order model and the first order model, it determines the second order model as the measurement model of transformational leadership, team learning and team performance.
Chapter5analyzes the relationship among transformational leadership, team learning and team performance. Firstly, it defines mediating variable, moderating variable, moderating variable with mediating effect and mediating variable with moderating effect. Then it applies the Path Analysis in structural equation modeling with the software of LISREL8.80, to analyze the mediating effect of team learning on transformational leadership and team performance, the moderating effect of team empowerment and team coherence on the relationship between transformational leadership and team learning, and the moderating effect of team communication and team conflict on the relationship between team learning and team performance, and verified the integrated model and research hypothesis that are established in this research.
Chapter6investigates the impact mechanism among transformational leadership, team learning and team performance. With Multivariate Analysis of Variance, it studies the effect of the controlled variables, namely the size, type and tenure of team, on team performance. From the dimensional level, it examines the impact mechanism among transformational leadership, team learning and team performance with Multiple Regression Analysis, further analyzes the moderating effects of team empowerment and team coherence on the relationship between transformational leadership and team learning, and the moderating effect of team communication and team conflict on the relationship between team learning and team performance, and draws the corresponding conclusions.
Chapter7is the dynamic team performance management mechanism based on interactive system. From the prospective of dynamic system and based on interactive system, it establishes a team performance management system that is different from general processes management, and analyzes the structural elements and functions of team performance management system:team development as the foundation, transformational leadership as the driver, team learning as the approach, and team cultural climate as the support. Besides, it formulates the specific implementing plan for team performance management:optimizing team development, fostering transformational leadership, establishing the cycle mechanism of team learning and cultivates an harmony team climate.
Chapter8taking H.B.P. Company in Daqing city as example, analyzes its status and existing problems in management, especially in human resource management. Taking the team performance management mechanism as tools, which is built based on interactive system in this study system, and combining with the company's realness, it provides some measures for team development and team management for H.B.P. Company.
The main innovative points of this research are:
(1) It redefines team learning that integrates cognition, behavior and result from a general process prospective, and refactors the four-dimension structure of team learning from the management prospective:recovery, communication, feedback and innovation, which used to be divided into another four dimensions from the psychology prospective:experiment, communication, reflection and recoding.
(2) There are more existing researches from the individual prospective examining the influence of transformational leadership on individual employee's behavior and working results. Among the limited researches from the team level, little analyzes the relationship among transformational leadership, team learning and team performance, and there are more focus on the relationship between two variables. With moderating variables in this paper, it develops the corresponding scales, and constructs the relationship model of transformational leadership, team learning and team performance.
(3) Through structural equation model, it checks the science, analyzes the mediating effect, moderating effect with mediating variables, and mediating effect with moderating effect among transformational leadership, team learning, team performance and the moderating variables, and quantizes the direct effect, indirect effect and total effect. Then it further tests the integrated model and research hypothesis proposed in this research.
(4) With multivariate analysis of variance and multiple comparison analysis, it examines the effect of controlled variables on independent variables, reveals the specific function mechanism of the controlled variables and their interaction on team performance. It applies multiple regression analysis to analyze the influence path among transformational leadership, team learning and team performance from the dimensional level considering the effect of moderating variables, which expands the existing research from variable level to dimensional level.
(5) From the prospective of dynamic system, it establishes the team performance management system based on interactive system, namely, team development as the foundation, transformational leadership as the driver, team learning as the approach, and team cultural climate as the support.
在影响团队绩效的因素中,团队学习被认为是提升团队绩效的重要途径。一些研究表明,团队学习不仅能够直接作用于团队绩效,还能够影响组织创新以及组织绩效。然而,团队学习的发生以及团队绩效的提高并非自发产生的,需要团队领导对团队成员加以管理、激励,才能强化团队学习进而促进团队绩效。那么,团队领导应采取何种领导行为,才能有效激发成员的积极性,鼓励他们不断学习,提高团队绩效以适应团队内外部环境的变化,是目前理论界与企业界关注的焦点。变革型领导作为目前最有价值的领导行为,其如何影响团队学习和团队绩效,成为当前管理学领域研究的重要课题与热点。
综观国内外相关研究,越来越多的学者开始关注团队领域,对团队领导变革型领导行为、团队学习和团队绩效的概念、维度、影响因素等做出了基于不同视角的阐述,为深入研究变革型领导行为、团队学习和团队绩效提供了一定的理论基础,但总体来看,仍然停留在：①变革型领导、团队学习和团队绩效的内涵界定不够明确。虽然国内外学者对这三者的概念进行了各自的界定,但其概念描述的角度多样,尚缺乏全面的、权威性概念。②有关变革型领导、团队学习与团队绩效三者之间的关系研究较少,更多的是探讨三者中两两之间的关系,很少把团队学习作为变革型领导影响团队绩效的中间变量；③关于变革型领导与团队学习、团队学习与团队绩效的关系研究涉及调节变量的研究较少,有关调节变量作用效应及效应大小的研究较少涉猎；④已有的研究更多地从变量层面,未能细化到维度层面来探究调节变量作用下变革型领导、团队学习与团队绩效间的影响机理。那么,如何科学界定变革型领导、团队学习与团队绩效的内涵,如何确定其各自的关键影响因素,又如何从团队层面研究变革型领导、团队学习与团队绩效三者之间的关系以及影响机理,成为本文致力要研究解决的科学问题。
基于此,本研究汲取有关变革型领导、团队学习、团队绩效的研究成果,试图构建变革型领导、团队学习与团队绩效的关系模型,通过结构方程对该关系模型进行验证,运用相关分析、多元回归分析方法探讨在调节变量作用下变革型领导、团队学习和团队绩效三者所属维度之间的影响机理及管理机制,以期进一步丰富和拓展变革型领导、团队学习与团队绩效之间关系的理论研究,并对提高团队绩效提供理论框架和方法指导。
本文共分八个部分：
第一章绪论。阐明了本文的研究背景和意义,界定了团队、团队学习、团队绩效与变革型领导的内涵与构成,在此基础上阐述了本文的研究目标、研究内容与创新点、研究方法与技术路线等。
第二章国内外研究综述。全而梳理了团内外相关研究成果,具体从两个方面展开：是对变革型领导的结构维度与要素、团队学习模型、维度与影响因素、以及团队绩效结构、影响因素的研究进展进行了综述；二是对变革型领导与团队学习的关系研究、变革型领导与团队绩效的关系研究、团队学习与团队绩效的关系研究的现状和进展进行了归纳与总结,指出了现有研究可供借鉴之处与存在的不足,为后续变革型领导、团队学习与团队绩效理论模型的构建指明了方向。
第三章变革型领导、团队学习与团队绩效关系模型构建。综合考虑团队授权、团队凝聚力、团队沟通及团队冲突等影响因素,通过比较与借鉴已有量表的相关要素,具体设计出变革型领导量表、团队学习量表、团队绩效量表,以及团队授权、团队凝聚力、团队沟通与冲突等各变量的量表并从团队层面建立了在团队授权、团队凝聚力、团队沟通与团队冲突等调节变量作用下,变革型领导、团队学习与团队绩效关系模型,提出了相应的研究假设。
第四章变革型领导、团队学习与团队绩效测量模型验证。在问卷调查与数据收集、样木描述性统计分析的基础上,首先通过信度分析检验了主变量与调节变量七个量表总体的内部一致性和信度；然后检验了变革型领导、团队学习与团队绩效的结构效度,运用LISREL8.80软件分别对二阶和一阶测量模型进行了验证性因子分析,通过二阶和一阶模型的比较分析,确定二阶模型作为变革型领导、团队学习与团队绩效的测量模型。
第五章变革型领导、团队学习与团队绩效关系分析。首先界定了中介变量、调节变量、有中介的调节变量、有调节的中介变量等变量类型；然后运用结构方程中的路径分析,采用LISREL8.80软件,分别对团队学习对变革型领导与团队绩效的中介效应,团队授权与团队凝聚力对变革型领导与团队学习的调节效应(即有中介的调节),以及团队沟通和团队冲突对团队学习与团队绩效的调节效应(即有调节的中介)进行了深入的探讨,进一步验证了本研究所建立的统合模型与研究假设。
第六章变革型领导、团队学习与团队绩效的影响机理分析。运用多因素方差分析和多重比较分析,探讨了控制变量(团队规模、团队类型、团队成立年限和任务复杂性)对团队绩效的影响；运用多元回归分析,从维度层面对变革型领导、团队学习与团队绩效间的影响机理进行了研究,深入解析了团队授权和团队凝聚力对变革型领导与团队学习关系的调节作用机理,以及团队沟通和团队冲突对团队学习与团队绩效关系的调节作用机理,得出了相应的研究结论。
第七章基于交互系统的动态团队绩效管理机制。以动态系统的视角,突出团队的动态适应性,构建了区别于一般流程管理的基于交互系统的团队绩效管理体系,解析了团队绩效管理体系的结构要素与功能：团队设计为基础、变革型领导为驱动力、团队学习为途径、团队文化氛围为支撑。并制定了优化团队设计、培育变革型领导、构建团队学习循环机制、营造和谐团队文化的团队绩效管理具体实施方案。
第八章案例分析。以大庆HBP公司为对象,分析了其管理特别是人力资源管理的现状及存在问题,以本研究建立的基于交互系统的团队绩效管理机制为工具,同时结合公司的实际需求,为HBP公司提出了团队建设和团队管理的相应措施。
本研究的主要创新点是：
(1)提出了集认知、行为与结果于一体的团队学习的广义的过程观,将从心理学角度划分的包括实验、沟通、反思和记录在内的团队学习四维结构升华为管理学视角的四维结构,即团队学习由发现、沟通、反馈及创新四个维度构成。
(2)已有的研究侧重个体层面,以变革型领导对员工个人的行为、工作结果的影响居多,基于团队层面的研究,涉及变革型领导、团队学习与团队绩效三者之间的关系研究较少,更多的研究是关注其两者之间的关系,而本研究在引入调节变量的情境下,设计了相应变量的量表,研究构建出变革型领导、团队学习与团队绩效的关系模型。
(3)运用结构方程验证了变革型领导、团队学习与团队绩效测量模型的科学性,通过路径分析解析了变革型领导、团队学习、团队绩效以及调节变量间的中介效应、有中介的调节效应与有调节的中介效应,量化了直接效应、间接效应及总效应的大小,从而进一步验证了所构建的统合模型及研究假设。
(4)通过多因素方差分析和多重比较分析,检验了控制变量对因变量的作用,揭示了各控制变量及其交互项对团队绩效的具体作用机理。运用多元回归分析,从维度层面深入解析了调节变量作用下变革型领导、团队学习与团队绩效之间的影响路径,将已有研究从变量层面拓展到维度层面。
(5)以动态系统的视角,构建了基于交互系统的团队绩效管理体系,即以团队设计为基础、变革型领导为驱动力、团队学习为途径、团队文化氛围为支撑的动态团队绩效管理体系。
To better adapt to the volatility of environment and complexity of tasks, the working mode of team arises. Team is used to complete complex tasks, and keep its flexibility to cope unpredicted environment change, which has become an important way of dealing with the changing environment. High-performance team has become the key of improving productivity and organization's success.
Among the factors that affect team performance, team learning is considered as an important way of improving organizational performance. Several researches show that team learning can not only directly affect team performance, but also organizational innovation and organizational performance. Nevertheless, the improvement of team learning and team performance is not spontaneous, and it needs the management and encouragement from team leaders, to reinforce team learning, then improve team performance. So, what kind of leadership the team leader should take, to effectively arouse the enthusiasm of team members, encourage them to keep learning, and improve team performance to adapt to the change of internal and external environment, and these are the focuses of current theoretical and business fields. As the most valuable leadership behavior at present time, how transformational leadership exerts influence on team learning and team performance has become an important issue and hotspot of present management fields.
Over viewing the related researches at home and abroad, it is observed that more and more scholars begin to pay attention to the fields of team, and elaborate the concepts, dimensions, influence factors of leadership behavior, team learning and team performance from different prospectives, which lay the theoretical foundation for deep research on transformational leadership, team learning and team performance. But on the whole, there are still some shortages in existing researches:①The definitions of transformational leadership, team learning and team performance are still not clear. Although scholars at home and abroad have defined these three respectively, the concepts are from different aspects, and it still lack a comprehensive and authoritative definition.②The research on the relationship among transformational leadership, team learning and team performance is very little, and there are more researches discussing the relationship between two of the three variables, rarely taking team learning as the mediating variable between transformational leadership and team learning.③Little research includes the moderating variables between transformational leadership and team learning or between team learning and team performance, much less the effect of the moderating variables.④there are more existing works conducted from the variable level, and failed to refine to the dimension level to explore the impact mechanism among transformational leadership, team learning and team performance under the effect of moderating variables. So, how to scientifically define transformational leadership, team learning and team performance, how to determine their key influencing factors, and how to study the relationship and impact mechanism among transformational leadership, team learning and team performance, these issue has become the scientific problems that this article try to research and solve.
Based on these and the research achievements about transformational leadership, team learning and team performance, this paper tries to construct the relationship model of transformational leadership, team learning and team performance, tests this model with Structured Equation Model, and apply Correlation Analysis and Multiple Regression Analysis to the impact and management mechanism among the dimensions of transformational leadership, team learning and team performance under the effect of moderating variable, expecting to enrich and expand the theoretical study on relationship among transformational leadership, team learning and team performance, and provide theoretical framework and methods instruction for improve team performance.
This paper consists of8sections:
Chapter1is introduction. It clarifies the research background and significance of this paper, defines the intention and composition of team, team learning, team performance and transformational leadership. Based on these, it elaborates the research objectives, contents and innovations, methods and technique route.
Chapter2is the research review at home and abroad. It reorganizes the related research results at home and abroad, and is conducted from2aspects: firstly, it reviews the research progress about the dimension structure and elements of transformational leadership, the model, dimensions and influencing factors of team learning, and the structure and influencing factors of team performance; Secondly, it concludes and summaries the research status and progress about the relationship between transformational leadership and team learning, transformational leadership and team performance, team learning and team performance, and points out the good point and deficiency of existing researches, showing the way of constructing the theoretical model of transformational leadership, team learning and team performance.
Chapter3constructs the relationship model of transformational leadership, team learning and team performance. Comprehensively considering the influencing factors like team empowerment, team cohesion, team communication and team conflict, by comparing with and refer to the elements of existing scales, from the team level prospective, it specifically designs the scales of transformational leadership, team learning, team performance, team empowerment, team cohesion, team communication and team conflict, constructs the relationship model of transformational leadership, team learning and team performance under the moderating effect of team empowerment, team cohesion, team communication and team conflict, and proposes the corresponding research hypothesis.
Chapter4verifies the measurement model of transformational leadership, team learning and team performance. Based on the questionnaire survey, data collection and descriptive statistical analysis of the sample, with the Reliability Analysis, it firstly examines the internal consistency and reliability of the scales for the seven variables:transformational leadership, team learning, team performance, team empowerment, team cohesion, team communication and team conflict. Then, it verifies the structural validation of transformational leadership, team learning and team performance, and conducts Confirmatory Factor Analysis on the second order and first order measurement model. Through the Comparative Analysis between the second order model and the first order model, it determines the second order model as the measurement model of transformational leadership, team learning and team performance.
Chapter5analyzes the relationship among transformational leadership, team learning and team performance. Firstly, it defines mediating variable, moderating variable, moderating variable with mediating effect and mediating variable with moderating effect. Then it applies the Path Analysis in structural equation modeling with the software of LISREL8.80, to analyze the mediating effect of team learning on transformational leadership and team performance, the moderating effect of team empowerment and team coherence on the relationship between transformational leadership and team learning, and the moderating effect of team communication and team conflict on the relationship between team learning and team performance, and verified the integrated model and research hypothesis that are established in this research.
Chapter6investigates the impact mechanism among transformational leadership, team learning and team performance. With Multivariate Analysis of Variance, it studies the effect of the controlled variables, namely the size, type and tenure of team, on team performance. From the dimensional level, it examines the impact mechanism among transformational leadership, team learning and team performance with Multiple Regression Analysis, further analyzes the moderating effects of team empowerment and team coherence on the relationship between transformational leadership and team learning, and the moderating effect of team communication and team conflict on the relationship between team learning and team performance, and draws the corresponding conclusions.
Chapter7is the dynamic team performance management mechanism based on interactive system. From the prospective of dynamic system and based on interactive system, it establishes a team performance management system that is different from general processes management, and analyzes the structural elements and functions of team performance management system:team development as the foundation, transformational leadership as the driver, team learning as the approach, and team cultural climate as the support. Besides, it formulates the specific implementing plan for team performance management:optimizing team development, fostering transformational leadership, establishing the cycle mechanism of team learning and cultivates an harmony team climate.
Chapter8taking H.B.P. Company in Daqing city as example, analyzes its status and existing problems in management, especially in human resource management. Taking the team performance management mechanism as tools, which is built based on interactive system in this study system, and combining with the company's realness, it provides some measures for team development and team management for H.B.P. Company.
The main innovative points of this research are:
(1) It redefines team learning that integrates cognition, behavior and result from a general process prospective, and refactors the four-dimension structure of team learning from the management prospective:recovery, communication, feedback and innovation, which used to be divided into another four dimensions from the psychology prospective:experiment, communication, reflection and recoding.
(2) There are more existing researches from the individual prospective examining the influence of transformational leadership on individual employee's behavior and working results. Among the limited researches from the team level, little analyzes the relationship among transformational leadership, team learning and team performance, and there are more focus on the relationship between two variables. With moderating variables in this paper, it develops the corresponding scales, and constructs the relationship model of transformational leadership, team learning and team performance.
(3) Through structural equation model, it checks the science, analyzes the mediating effect, moderating effect with mediating variables, and mediating effect with moderating effect among transformational leadership, team learning, team performance and the moderating variables, and quantizes the direct effect, indirect effect and total effect. Then it further tests the integrated model and research hypothesis proposed in this research.
(4) With multivariate analysis of variance and multiple comparison analysis, it examines the effect of controlled variables on independent variables, reveals the specific function mechanism of the controlled variables and their interaction on team performance. It applies multiple regression analysis to analyze the influence path among transformational leadership, team learning and team performance from the dimensional level considering the effect of moderating variables, which expands the existing research from variable level to dimensional level.
(5) From the prospective of dynamic system, it establishes the team performance management system based on interactive system, namely, team development as the foundation, transformational leadership as the driver, team learning as the approach, and team cultural climate as the support.
引文
[1]Cohen, W.B., Bailey, D.E. What make team work:group effectiveness research from the shop floor to the executive suite [J].Journal of management,1997(23):239-290.
[2]Jon R Katzenbach. The wisdom of teams [M].New York:Harvard business school press, 1993.
[3]Gerben, S.V., Stuart, B.J. Learning and performance in multidisciplinary teams:the importance of collective team identification [J].Academy of management Journal,2005, 48(3):532-547.
[4]Yukl Gary, Gordon Angela, Taber Tom. A hierarchical taxonomy of leadership behavior: integrating a half century of behavior research [J]. Journal of leadership & organizational studies, Flint:2002,9(1):15-32.
[5]Gerben S.van der Vegt, Ben J.M.Emans, Evert van de Vliert. Patterns of interdependence in work teams:a two-level investigation of the relations with job and team satisfaction [J]. Personnel psychology,2001,54(1):51-69.
[6]Guzzo, R.A., Dickson, M.W.. Teams in organizations:recent research on performance and effectiveness [J].Annual review of psychology,1996(47):307-338.
[7]Shonk, J. H. Working in teams:A practical manual for improving work groups [M]. New York:America,1982.
[8]Larson C.E., Fasto F.M. Teamwork:what must go right or what can go wrong [M]. Newbury Park, CA:Sage,1989.
[9]Jessup, Harlan R. The road to results for teams [J].Training and development,1992,9(46): 65-68.
[10]Quick, T.L. Successful team building [J]. American management association (New York), 1992.
[11]Salas, E., Dickinson, T.L., Converse, S.A. & Tannenbuam, S.I.. Toward an understanding of team performance and training [J].In swezey R.W. & Salas E. (Eds.), teams:their training and performance, NJ.1992.
[12]Katzenbach J.K., Smith D.K...The discipline of teams [J].Harvard Business Review, 1993(7):11-12.
[13]陈尚义,吴秋明.论团队建设[J].福建医科大学学报(社会科学版).2006(01)：21-25.
[14]Hackman, J. R. The design of work teams. In Lorsh J.W, ed. Handbook of organizational behavior [M]. Englewood cliffs, NJ:prentice hall,1990.
[15]Lynn, G.S., Skov, R.B., Abel, K.D. Practices that support team learning and their impact on speed to market and new product success [J]. The Journal of product innovation management,1999(16):439-454.
[16]Alchian A, Demsetz H. Production, information costs and economic organization[J]. American economic review,1999(6):27-35.
[17]Cohen, W.B., Mohrman, B.G.. Espoused values and organizational change themes [J]. Academy of Management Journal,38:1075-1104.
[18]斯蒂芬.P.罗宾斯.管理学[M].北京：中国人民人学出版社,1997.
[19]Hackman, J.R. Normative model of work team effectiveness[M].CT:Yale university,1987.
[20]Edmondson, A. Psychological safety and learning behavior in work teams [J]. Administrative science quarterly,1999(44):350-383.
[21]Senge, P.M. The fifth discipline:the art of learning organization [M].New York: Doubleday,1990.
[22]毛良斌,郑全全.团队学习的研究综述[J].人类工效学,2007(4)：70-73.
[23]Huber, GP. Organizational learning:the contributing processes and the literatures [J].Organization science,1991(1):88-115.
[24]Kasl E, Marsick Q J, Dechant K. Teams as learners:a research-based model of team learning [J]. The journal of applied behavioral science,1997,33(2):227-246.
[25]鞠福琴.网络环境下编目人员的团队学习[J].科技情报开发与经济,2004,14(11)：46-47.
[26]陈国权.团队学习和学习型团队：概念、能力模型、测量及对团队绩效的影响[J].管理学报,2007,4(5)：602-609.
[27]Argote L., Insko, C.A., Yovetich N, et al. Group learning curves the effects of turnover and task complexity on group performance [J]. Journal of applied social psychology,1995, 25(3):512-529.
[28]Schwandt, Edmondson A. Managing the risk of learning:psychological safety in work teams [J].Organization science,2002,13(2):128-146.
[29]Ellis, P.J., Hollenbeck, J.R., West, B.J. et al. Team learning:collectively connecting the dots [J]. Journal of applied psychology,2003,88(5):821-835.
[30]郭云贵.管理学案例教学中的团队学习法探索[J].牡丹江师范学院学报,2007,12(14)：14-18.
[31]周元成.团队学习力研究[J].商场现代化,2007,11(3)：310-311.
[32]Gibson C, Vermeulen F. A healthy divide:subgroups as a stimulus for team learning behavior [J].administrative science quarterly,2003,48(2):202-239.
[33]Brook S. Organizational learning and strategy [J]. Scandinavian journal of management, 1992,14(3):24-32.
[34]Matthews, Candy, Mathieu J E, Heffner T S, Goodwin G F, et al. The influence of shared mental models on team process and performance [J]. Journal of applied psychology,2000, 85(2):273-283.
[35]Jeanne M, Wilson S, Goodman A. Group learning [J].Academy of Management Review, 2007,32(4):1041-1059.
[36]Hackman, J.R.The design of work teams[M]. In Lorsch, J.W.E. (Eds), Handbook of organizational behavior, Prentice-Hall, Englewood Cliffs, NJ,1987.
[37]林泽民.专案成员多样化对软体专案团队绩效之影响[D].台湾：“国立中山大学”,2005.
[38]Dvenie, D.J., Hbaig, J.K., Martin, K.E. Tinsel town:a top management simulation involving distributed expertise [J].Simulation and gaming.2004,35(1):94-134.
[39]Bums J M., Leadership [M].New York:Harper & Row,1978.
[40]Bass, B.M. Leadership and performance beyond expectations [M]. New York:Free Press, 1985:3-242.
[41]Yukl, G.A. Leadership in Organizations [M].New York:Prentice-Hall,1998.
[42]Sergiovanni, T.J.Value-added leadership:How to get extraordinary performance in schools [M].New York:Harcourt Brace Jovanovich,1990.
[43]Leithwood, K. The move toward transformational leadership [J].Education Leadership, 1992,49(5):8-12.
[44]Yukl, G. Leadership in Organizations [M]. Prentice-Hall,2002.
[45]Fields, Dail L., Herold, David M.. Using the leadership practices inventory to measure [J]. Educational & Psychological Measurement,1997(57):569-573.
[46]Pillai, R., C.A Schriesheim, E.S.Williams. Fairness perceptions and trust as mediators for transformational and transactional leadership:a two-sample study [J]. Journal of Management,1999,25 (6):897-933.
[47]Friedman, H.H, Langbert, M.. Transformational leadership:instituting revolutionary change in your accounting firm [J].The national public accountant,2000,45(8):4-8.
[48]Wilmore, Thomas. Meeting the need for employees' development in the 21st century [J]. SAM Advanced Management Journal,2001(66):27-35.
[49]Robbins, S.P. Organization Behavior:Concepts, Controversies and Applications [M]. Englewood Clisff, N.J.:Prentice-Hall,2001.
[50]Ackoff, L.R. A systemic view of transformational leadership [J]. Strategy and leadership. 2007(34):65-67.
[51]Bass B.M. Leadership [J].Two decades of research and development in transformational European journal of work and organizational psychology,1999(1):9-32.
[52]Podsakoff, P.M., Mackenzie, S.B., Moorman, R.H, et al. Transformational leader behaviors and their effects on followers trust in leader, satisfaction and organizational citizenship behaviors[J].Leadership quarterly,1990(1):117-142.
[53]Podsakoff, P.M., Mackenzie, S.B., Bommer, W.H. Transformational leader behaviors and substitutes for leadership as determinants of employee satisfaction, commitment, trust and organizational citizenship behaviors[J]. Journal of management,1996(22):259-298.
[54]Leithwood, K. Leadership for school restructuring [J]. Educational administration quarterly,1994(30):498-518.
[55]Hipp,K.A., Bredeson,P.V. Exploring connections between teacher efficacy and principals' leadership behaviors[J].Journal of school leadership,1995,5(2):136-152.
[56]Carless S.A. Assessing the discriminant validity of transformational leader Behavior as measured by the MLQ[J]. Journal of occupational and organizational psychology, 1998(71):353-358.
[57]Dickson, Marcus W, Den Hartog, Deanne N. Research on leadership in a cross-cultural context:Making progress, and raising [J]. Leadership quarterly,2003(14):729-735.
[58]戚振江,张小林.领导行为理论：交换型和变革型领导行为[J].经济管理,2002(12)：33-37.
[59]李超平,时勘.变革型领导的结构与测量[J].心理学报,2005,37(6)：803-811.
[60]张丽华.改造型领导与组织变革过程互动模型的实证与案例研究[D].大连：大连理工大学,2002.
[61]孟慧.变革型领导风格的实证研究[J].应用心理学,2004(2)：18-22.
[62]孙建国,田宝.变革型领导及其对创新文化的影响[J].管理评论,2006,18(5)：15-22.
[63]Daft, R.L., Huber, G.P. How organizations learn:a communication framework [J]. Research in the sociology of organization,1987(5):1-36.
[64]Huysman, M. Dynamics of organizational learning [D]. Amsterdam:Tinbergen Institute, 1996.
[65]Edmonson A. Psychological safety and learning in organizations:a group level Lens [J]. Organization science,2003,18(3):22-29.
[66]陈国权,马萌.组织学习的现状与展望[J].中国科学管理,2000,12(3)：66-74.
[67]肖余春.现代企业创建学习型团队的理论与应用[D].上海：华东师范大学,2003：35-39.
[68]肖余春.现代企业创建学习型团队的理论与应用研究[M].上海:华东师范大学,2003.
[69]Gaylen, N, Chandler, Douglas, W. L. Involvement in knowledge-acquisition activities by venture team members and venture performance [J]. Entrepreneurship theory and practice, 2009,26(1):571-592.
[70]Crossan, M.M., Lane, H.W., White, R.E. An organizational learning framework:from intuition to institution [J]. Academy of management review,1999(24):522-537.
[71]Edmondson, A.C. Group and organizational influences on team learning, unpublished doctoral dissertation. Boston:Harvard University,1996.
[72]谢科范,聂美珍,马颖.创业团队学习特征分析及学习法则研究[J].科技创业月刊,2009(5)：40-42.
[73]Edmondson, A. The local and variegated nature of learning in organizations:A group level perspective [J]. Organization science,2002(13):128-146.
[74]张鸿萍.创业型企业技术创新的战略导向[D].成都：西南交通大学,2006.
[75]张菁.社会文化对团队学习影响研究[D].大连：大连理工大学,2009.
[76]Wageman R.How leaders foster self-managing team effectiveness:design choices versus hands-on coaching [J].Organization science,2001,12(5):559-577.
[77]Jehn, K.A. A qualitative analysis of conflict types and dimensions in organizational groups [J]. Administrative Science Quarterly,1997,9:530-557.
[78]宝贡敏,汪洁.团队任务冲突与团队领导行为及团队学习的关系研究[J].心理科学,2008(6)：22-27.
[79]Wong, S.S. Distal and local group learning performance trade-offs and tensions [J]. Organization Science,2004,15(6):645-656.
[80]姚静.团队领导行为对团队学习的影响研究[D].杭州：浙江大学,2004.
[81]Liang, D.W., Moreland, R., Argote, L. Group versus individual training and group performance:the mediating role of transitive memory [J]. Personality and social psychology bulletin,1995,21(2):384-393.
[82]Deva Rangarajana, Lawrence B., et al. Organizational variables, sales force perceptions of readiness for change, learning and performance among boundary-spanning teams: conceptual framework and propositions for research [J].Industrial marketing management, 2004(33):289-305.
[83]刘希宋,张长涛,战歌.企业产品开发团队学习模型[J].科学学与科学技术管理,2002,1：24-29.
[84]王鸿杰.高新技术企业创业团队的绩效评价研究[D].天津：天津商学院,2006.
[85]Jewell, L.N., Reitz, H.J. Group effectiveness in organizations[M]. illiois:Foresman and Company,1981.
[86]Gladstein, D.L.Groups in context:a model of task group effectiveness [J]. Administrative science quarterly,1987,29(4):499-517.
[87]Nadler, David A. Tushman, Michael L.. Beyond the Charismatic Leader:Leadership and Organizational Change [J]. California management review,1990(32):77-97.
[88]Sundstrom E., Demesue K.P., Futrell D. Work team:applications and effectiveness [J].American psychologist,1994(5):12-18.
[89]Levi, D., Slem, C. Team work in research-and-development organizations:the characteristics of successful teams [J]. International journal of industrial ergonomics,1995, 16(1):29-42.
[90]徐芳.团队绩效测评技术与实践[M].北京：中国人民大学出版社,2003.
[91]Magjuka, R.J., Baldwin, T.T. Team-based employee involvement programs:effects of design and administration[J]. Person psychology,1991(44):793-812.
[92]Campion, M.A., Medsker, G.J. & Higgs, A.C. Relations between work group characteristics and effectiveness:implications for designing effective work groups [J]. Personnel psychology,1993,46(4):823-850.
[93]Kanter, R.M. When a thousand flowers bloom:structural, collective and social conditions for innovation in organizations[M]. In B.M.Staw & L.L.Cummings (eds.), Research in organizational behavior,1988(10):169-211.Greenwich, CT:JAI Press.
[94]Pelled, L.H., Eisenhardt, K.M., Xin, K.R. Exploring the black box:an analysis of work group diversity, conflict and performance [J].Administrative science quarterly,1999, 44(1):1-28.
[95]Eden, D. Pygmalion without interpersonal contrast effects:whole groups gain from raising manager expectations [J]. Journal of applied psychology,1994(75):394-398.
[96]张可军.团队氛围、吸收能力对团队绩效影响机制研究[D].武汉：华中科技大学,2009.
[97]斯蒂芬·P·罗宾斯·组织行为学[M].北京：中国人民大学出版社,1997.
[98]王重鸣,严进.团队问题解决的知识结构转换研究[J].心理科学,2001,24(1)：9-12.
[99]黄存权.软件开发项目团队绩效影响因素分析[D].杭州：浙江大学,2004.
[100]SlaterS. F., Narver J.C. Market orientation and the learning organization [J]. Journal of marketing.1995,59(3):63-74.
[101]Vera D. Crossan M. Strategic leadership and organizational learning [J]. Academy of management review,2004,29(2):222-240.
[102]Kahn, W.A. Psychological conditions of personal engagement and disengagement at work[J]. Academy of management journal.1990,33(4):692-724.
[103]Lee, F. When the going gets tough, do the tough ask for seeking and power motivation in organizations[J]. Organizational behavior and human decision processes.1997,72(3): 336-363.
[104]Tyler, T.R. & Lind, E.A. A relational model of authority in groups [J]. Advances in Experimental Social Psychology.1992(25):115-192.
[105]Yukl, Gary, Donnell., Mark., & Taber, Thomas. Influence of leader behaviors on the leader-member exchange relationship [J].Journal of Managerial Psychology,2009(24): 289-299.
[106]Dyck, B., Starke, F.A., Mischke, G.A.,&Mauws, M. Learning to build a car:An empirical investigation of organizational learning [J]. Journal of Management Studies, 2005(42):387-416.
[107]Pearce, C.L., Herbik, P, A. Citizenship Behavior at the Team Level of Analysis:The Effects of Team Leadership, Team Commitment, Perceived Team Support, and Team size [J]. The journal of social psychology,2004,144(3):293-311.
[108]Bandura, A.1986. Social foundations of thought and action:A social cognitive theory. Englewood Cliffs[M]. NJ:Prentice-Hall. Bandura, A.1997.Self-efficacy:The exercise of control. New York:W.H.Freeman.
[109]Bass,B.M., Avolio,B.J. The implications of transactional and transformational leadership for individual, team and organizational development[M]. In R.W. Woodman &W.A.Pasmore (Eds.), Research in organizational change and development,1990(4): 231-272. Greenwich, CT:JAI Press.
[110]Avolio, B.J., Gibbons,T.C. Developing transformational leaders:A life span approach[M]. In J.A.Conger & R.N.Kanungo (Eds.), Charismatic leadership:The elusive factor in organizational effectiveness,1988(7):276-308.
[111]Dvir, Taly. et al. Impact of transformational leadership on follower development and performance:a field experiment [J]. Academy of management journal,2002(45):735-744.
[112]Shikhai Sarin. The effect of team leader characteristics on learning, knowledge application and performance of cross-functional new product development teams [J]. Decision Sciences,2003,34(4):707-733.
[113]陈国权,周为.领导行为、组织学习能力与组织绩效关系研究[J].科研管理,2009,30(5)：148-154.
[114]于海波等.如何领导组织学习：变革型领导与组织学习的关系[J].人力资源管理,2008(3)：183-188.
[115]Kahai, Surinderr. S., Sosik, John. J. Effects of leadership style, anonymity, and rewards on creativity-relevant processes and outcomes in an electronic meeting system context [J]. Leadership Quarterly,2003(14):499-457.
[116]Balthazard, Pierre A., Waldman, David A., Warren, John E. Predictors of the emergence of transformational leadership in virtual decision teams[J]. Leadership quarterly,2009(20): 651-663.
[117]Shapcott, Kim M., Carron, Albert V. Member Diversity and Cohesion and Performance in Walking Groups[J].2006(37):701-720.
[118]李锐,凌文铨.变革型领导理论研究述评[J].软科学,2008,22(2)：70-78.
[119]叶笛.变革型领导国内研究综述[J].技术经济与管理研究,2010,(4)：97-100.
[120]Anoop Patiar, Lokman Mia。Transformational leadership style, market competition and departmental performance:Evidence from luxury hotels in Australia[J]. International Journal of Hospitality Management,2009 (28):254-262.
[121]Peter K.C. Leen, T.C. Edwin Cheng, Andy C.L. Yeung, Kee-hung Lai. An empirical study of transformational leadership, team performance and service quality in retail banks[J]. Omega,2011(2):1-12.
[122]周志成,朱月龙.团队领导行为对团队效能影响之研究[J].应用心理学,2005(2)：181-185.
[123]朱少英,齐二石,徐渝.变革型领导、团队氛围、知识共享与团队创新绩效的关系[J].软科学,2008,22(11)：1-9.
[124]杨凯,马剑虹.变革型领导力和交易型领导力：团队绩效的预测指标[J].心理学探新,2009,29(3)：82-88.
[125]House, R.J., Aditya, R.N. The social scientific study of leadership:Quo Vadis[J]. Journal of management,1997(23):409-473.
[126]Deluga, R.J. The relationship of leader-member exchanges with laissez-faire, transactional, and transformational leadership. In K.E.Clark, M.B. Clark & D.R. Campbell (Eds.), Impact of leadership.Greensboro, NC:Center for Creative Leadership.1992(5):237-247.
[127]吴志明,武欣.知识团队中变革型领导对组织公民行为的影响[J].科学学研究,2006,24(2)：283-87.
[128]Wang, H., Law, K.S., Hackett, R.D., Wang, D.X., Chen, Z.X. Leader-member exchange as a mediator of the relationship between transformational leadership and followers' performance and organizational citizenship behavior[J]. Academy of management journal, 2005(48):420-432.
[129]Dionne, Shelley D. Leading for creativity:The role of unconventional leader behavior [J].Leadership quarterly,2003(14):475-486.
[130]Szekely, Francisco., Knirsch, Marianna. Responsible leadership and corporate social responsibility:metrics for sustainable performance [J]. European management journal, 2005(23):628-647.
[131]吴志明,武欣.高科技团队变革型领导、组织公民行为和团队绩效关系的实证研究[J].科研管理,2006,27(6)：74-79.
[132]吴志明,武欣.变革型领导、组织公民行为与心理授权关系研究[J].管理科学学报,2007,10(5)：40-46.
[133]柯江林,孙健敏,石金涛.变革型领导对R&D团队创新绩效的影响机制研究[J].南开管理评论,2009,12(6)：19-26.
[134]曹科岩,陈国梁.变革型领导、知识分享行为与团队绩效关系研究[J].科技管理研究,2009,(11)：301-303.
[135]Mathieu JE, Gilson LL, Ruddy TM. Empowerment and team effectiveness:An empirical test of an integrated model [J].Journal of Applied Psychology,2006,91(1):97-108.
[136]Kirkman BL, Rosen B. Beyond self-management:Antecedents and consequences of team empowerment [J].Academy of Management Journal,1999,42(1):58-74.
[137]Kirkman BL, Rosen B. A model of work team empowerment[C]. In R.W. Woodman & W.A. Pasmore (Eds). Research in organizational change and development,1997(10): 131-167.
[138]吕晓俊,俞文钊.团队研究的新进展[J].人类工效学,2001(1)：51-54.
[139]Lynn., Skov., Abel. What Motivates R&D Professional? Evidence from Deceatralized Laboratories in Greece[J].International Journal of Human Resource Management,1999, 17(4):616-647.
[140]Offenbeek, M.V. Processes and outcomes of team learning [J]. European Journal of Work and Organizational Psychology,2001,10(3):303-317.
[141]肖余春.学习型团队三维特征结构与团队效能关系的现场试验研究[J].心理科学,2004,27(2)：471-473.
[142]孟银桃.企业研发人员团队学习能力与技术创新绩效关系的实证研究[D].合肥：安徽大学.2010.
[143]吴铁钧,刘电芝.团队学习取向和团队冲突对团队绩效的影响[J].苏州大学学报(哲学社会科学版),2010,11(6)：181-183.
[144]Lewis, K. Measuring transactive memory systems in the field:scale development and validation[J]. Journal of Applied Psychology,2003,88(4):587-604.
[145]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.
[146]李永耀.创业团队学习与创新绩效的关系[D].开封：河南大学,2010.
[147]Tompkins, T.C. How collective learning occurs:a study of diffusion of competency, Claremont Graduate School[M]. Claremont, CA, unpublished doctoral dissertation,1994.
[148]骆均其.浙江民营企业团队氛围、团队学习与团队绩效的关系研究[D].浙江：浙江工商大学,2008.
[149]袁炳耀.企业团队角色组合与团队绩效的关系研究[D].杭州：浙江工商大学,2008.
[150]俞明理.团队创业精神与绩效关系研究[D].杭州：浙江大学,2003.
[151]谢娟.领导行为与团队绩效的关系实证研究[D].重庆：重庆大学,2008.
[152]王鲁捷,韩志成.团队授权力度评价指标体系研究[J].南京理工大学学报,2005,18(5)：40-45.
[153]魏峰,袁欣,邸杨.交易型领导、团队授权氛围和心理授权影响下属创新绩效的跨层次研究[J].管理世界,2009,(4)：135-142.
[154]陈吉耀,Richard R R.不确定性在团队授权与新产品开发业绩关系中的作用[J].管理学报,2006,(05)：591-599.
[155]宋高升.LMX与团队效能关系研究：心理授权的中介作用[D].苏州：苏州大学,2008.
[156]ettenhausen, K.L.. Five years of group research:what we have learned and what needs to be addressed[J]. Journal of Management,1991,17(2):345-381.
[157]Barrick, M.R., Bradley, B H, Kristof-Brown, A.L., et al. The moderating role of top Management team interdependence:implications for real teams and working groups[J]. Academy of Management Journal,2007,50(3):544-557.
[158]宋文豪.知识共享在团队过程与团队效能之间的中介作用研究[D].吉林：吉林大学,2010.
[159]Montoya-Weiss, M M., Massey, A P., Song M.. Getting it together:temporal coordination and conflict management in global virtual teams[J]. Academy of Management Journal, 2001,44(6):1251-1262.
[160]Jehn, K.A., Chatman, J.A. The influence of proportional and perceptual conflict composition on team performance[J]. International Journal of Conflict Management, 2000(11):56-73.
[161]Dyer, W G Team Building, Addision-Wesley Publishing Company,1987.
[162]Shelley, D D, Francis, J Y, Leanne, E A. Transformational leadership and team performance[J]. Journal of Organizational Change Management,2004,17(2):177-193.
[163]Jehn, K. A. A multi-method examination of the benefits and detriments of intragroup conflict[J]. Administrative Science Quarterly,1995,40(2):256-282.
[164]罗曼凌.虚拟团队领导风格对冲突与绩效影响的实验研究[D].长沙：中南大学,2008.
[165]徐进.工作情境下团队的人际互动研究[D].苏州：苏州大学,2010.
[166]Janssen, O. The joint impact of perceived influence and supervisor supportiveness on employee innovative behavior[J]. Journal of Occupational and Organizational Psychology, 2005,78(4):573-579.
[167]Campion, M. A, Papper, E. M, Medsker, G J. Relations between work team characteristics and effectiveness:A replication and extension[J]. Personnel Psychology.1996,49(2): 429-453.
[168]李兴琨.团队异质性、团队冲突对团队合作学习的影响[D].开封：河南大学,2008.
[169]陈国权.团队领导行为、团队学习能力与绩效关系的实证研究[J].科学学与科学技术管理.2009,4：181-187.
[170]Hackman J R. The design ofwork teams[J]. Handbook of organizational behavior,1987. 315-342.
[171]Solow D, VairaktarakisG, PideritSK, et al. Managerial insights into the effects of interactions on replacingmembers of team[J]. Management Science,2002,48(8): 1060-1073.
[172]席酉民,肖宏文,王洪涛.和谐管理理论的提出及其原理的新发展[J].管理学报,2005,2(1)：23-32.
[173]席酉民,张华,马骏.成员间互动对团队绩效影响研究：基于和谐管理理论的视角[J].运筹与管理,2008,19(6)：134-139.
[174]伍玉琴,王安民.基于交互记忆系统的团队有效性模型研究[J].科技管理研究,2010,30(10)：191-193.
[175]薛会娟.交互记忆系统、学习与创造力的关系[D].浙江大学,2011.
[176]LEWIS K.Measuring transactive memory systems in the field:Scale development and validation[J]. Journal of Applied Psychology,2003(88):587-604.
[177]N Michinov, Michinov E. Investigating the relationship between transactive memory and performance in collaborative learning[M]. Learning and Instruction,2009(19):43-54.
[178]潘开灵,白列湖.管理协同理论及其应用研究[M].北京：经济管理出版社,2005：112-160.
[179]陆云波.团队设计变量与团队绩效关系研究[D].上海：同济大学,2007.
[180]曹仰锋,吴春波,宋继文.高绩效团队领导者的行为结构与测量：中国本土文化背景下的研究[J].中国软科学,2011,(7)：131-144
[181]褚超孚.基于变革型领导理论的科研团队绩效影响机制模型[J].浙江大学学报(人文社会科学版),2010,40(3)：174-179.
[182]R·梅雷迪思·贝尔宾(R.Meredith Belbin)超越团队[M].北京：中信出版社,2002.
[2]Jon R Katzenbach. The wisdom of teams [M].New York:Harvard business school press, 1993.
[3]Gerben, S.V., Stuart, B.J. Learning and performance in multidisciplinary teams:the importance of collective team identification [J].Academy of management Journal,2005, 48(3):532-547.
[4]Yukl Gary, Gordon Angela, Taber Tom. A hierarchical taxonomy of leadership behavior: integrating a half century of behavior research [J]. Journal of leadership & organizational studies, Flint:2002,9(1):15-32.
[5]Gerben S.van der Vegt, Ben J.M.Emans, Evert van de Vliert. Patterns of interdependence in work teams:a two-level investigation of the relations with job and team satisfaction [J]. Personnel psychology,2001,54(1):51-69.
[6]Guzzo, R.A., Dickson, M.W.. Teams in organizations:recent research on performance and effectiveness [J].Annual review of psychology,1996(47):307-338.
[7]Shonk, J. H. Working in teams:A practical manual for improving work groups [M]. New York:America,1982.
[8]Larson C.E., Fasto F.M. Teamwork:what must go right or what can go wrong [M]. Newbury Park, CA:Sage,1989.
[9]Jessup, Harlan R. The road to results for teams [J].Training and development,1992,9(46): 65-68.
[10]Quick, T.L. Successful team building [J]. American management association (New York), 1992.
[11]Salas, E., Dickinson, T.L., Converse, S.A. & Tannenbuam, S.I.. Toward an understanding of team performance and training [J].In swezey R.W. & Salas E. (Eds.), teams:their training and performance, NJ.1992.
[12]Katzenbach J.K., Smith D.K...The discipline of teams [J].Harvard Business Review, 1993(7):11-12.
[13]陈尚义,吴秋明.论团队建设[J].福建医科大学学报(社会科学版).2006(01)：21-25.
[14]Hackman, J. R. The design of work teams. In Lorsh J.W, ed. Handbook of organizational behavior [M]. Englewood cliffs, NJ:prentice hall,1990.
[15]Lynn, G.S., Skov, R.B., Abel, K.D. Practices that support team learning and their impact on speed to market and new product success [J]. The Journal of product innovation management,1999(16):439-454.
[16]Alchian A, Demsetz H. Production, information costs and economic organization[J]. American economic review,1999(6):27-35.
[17]Cohen, W.B., Mohrman, B.G.. Espoused values and organizational change themes [J]. Academy of Management Journal,38:1075-1104.
[18]斯蒂芬.P.罗宾斯.管理学[M].北京：中国人民人学出版社,1997.
[19]Hackman, J.R. Normative model of work team effectiveness[M].CT:Yale university,1987.
[20]Edmondson, A. Psychological safety and learning behavior in work teams [J]. Administrative science quarterly,1999(44):350-383.
[21]Senge, P.M. The fifth discipline:the art of learning organization [M].New York: Doubleday,1990.
[22]毛良斌,郑全全.团队学习的研究综述[J].人类工效学,2007(4)：70-73.
[23]Huber, GP. Organizational learning:the contributing processes and the literatures [J].Organization science,1991(1):88-115.
[24]Kasl E, Marsick Q J, Dechant K. Teams as learners:a research-based model of team learning [J]. The journal of applied behavioral science,1997,33(2):227-246.
[25]鞠福琴.网络环境下编目人员的团队学习[J].科技情报开发与经济,2004,14(11)：46-47.
[26]陈国权.团队学习和学习型团队：概念、能力模型、测量及对团队绩效的影响[J].管理学报,2007,4(5)：602-609.
[27]Argote L., Insko, C.A., Yovetich N, et al. Group learning curves the effects of turnover and task complexity on group performance [J]. Journal of applied social psychology,1995, 25(3):512-529.
[28]Schwandt, Edmondson A. Managing the risk of learning:psychological safety in work teams [J].Organization science,2002,13(2):128-146.
[29]Ellis, P.J., Hollenbeck, J.R., West, B.J. et al. Team learning:collectively connecting the dots [J]. Journal of applied psychology,2003,88(5):821-835.
[30]郭云贵.管理学案例教学中的团队学习法探索[J].牡丹江师范学院学报,2007,12(14)：14-18.
[31]周元成.团队学习力研究[J].商场现代化,2007,11(3)：310-311.
[32]Gibson C, Vermeulen F. A healthy divide:subgroups as a stimulus for team learning behavior [J].administrative science quarterly,2003,48(2):202-239.
[33]Brook S. Organizational learning and strategy [J]. Scandinavian journal of management, 1992,14(3):24-32.
[34]Matthews, Candy, Mathieu J E, Heffner T S, Goodwin G F, et al. The influence of shared mental models on team process and performance [J]. Journal of applied psychology,2000, 85(2):273-283.
[35]Jeanne M, Wilson S, Goodman A. Group learning [J].Academy of Management Review, 2007,32(4):1041-1059.
[36]Hackman, J.R.The design of work teams[M]. In Lorsch, J.W.E. (Eds), Handbook of organizational behavior, Prentice-Hall, Englewood Cliffs, NJ,1987.
[37]林泽民.专案成员多样化对软体专案团队绩效之影响[D].台湾：“国立中山大学”,2005.
[38]Dvenie, D.J., Hbaig, J.K., Martin, K.E. Tinsel town:a top management simulation involving distributed expertise [J].Simulation and gaming.2004,35(1):94-134.
[39]Bums J M., Leadership [M].New York:Harper & Row,1978.
[40]Bass, B.M. Leadership and performance beyond expectations [M]. New York:Free Press, 1985:3-242.
[41]Yukl, G.A. Leadership in Organizations [M].New York:Prentice-Hall,1998.
[42]Sergiovanni, T.J.Value-added leadership:How to get extraordinary performance in schools [M].New York:Harcourt Brace Jovanovich,1990.
[43]Leithwood, K. The move toward transformational leadership [J].Education Leadership, 1992,49(5):8-12.
[44]Yukl, G. Leadership in Organizations [M]. Prentice-Hall,2002.
[45]Fields, Dail L., Herold, David M.. Using the leadership practices inventory to measure [J]. Educational & Psychological Measurement,1997(57):569-573.
[46]Pillai, R., C.A Schriesheim, E.S.Williams. Fairness perceptions and trust as mediators for transformational and transactional leadership:a two-sample study [J]. Journal of Management,1999,25 (6):897-933.
[47]Friedman, H.H, Langbert, M.. Transformational leadership:instituting revolutionary change in your accounting firm [J].The national public accountant,2000,45(8):4-8.
[48]Wilmore, Thomas. Meeting the need for employees' development in the 21st century [J]. SAM Advanced Management Journal,2001(66):27-35.
[49]Robbins, S.P. Organization Behavior:Concepts, Controversies and Applications [M]. Englewood Clisff, N.J.:Prentice-Hall,2001.
[50]Ackoff, L.R. A systemic view of transformational leadership [J]. Strategy and leadership. 2007(34):65-67.
[51]Bass B.M. Leadership [J].Two decades of research and development in transformational European journal of work and organizational psychology,1999(1):9-32.
[52]Podsakoff, P.M., Mackenzie, S.B., Moorman, R.H, et al. Transformational leader behaviors and their effects on followers trust in leader, satisfaction and organizational citizenship behaviors[J].Leadership quarterly,1990(1):117-142.
[53]Podsakoff, P.M., Mackenzie, S.B., Bommer, W.H. Transformational leader behaviors and substitutes for leadership as determinants of employee satisfaction, commitment, trust and organizational citizenship behaviors[J]. Journal of management,1996(22):259-298.
[54]Leithwood, K. Leadership for school restructuring [J]. Educational administration quarterly,1994(30):498-518.
[55]Hipp,K.A., Bredeson,P.V. Exploring connections between teacher efficacy and principals' leadership behaviors[J].Journal of school leadership,1995,5(2):136-152.
[56]Carless S.A. Assessing the discriminant validity of transformational leader Behavior as measured by the MLQ[J]. Journal of occupational and organizational psychology, 1998(71):353-358.
[57]Dickson, Marcus W, Den Hartog, Deanne N. Research on leadership in a cross-cultural context:Making progress, and raising [J]. Leadership quarterly,2003(14):729-735.
[58]戚振江,张小林.领导行为理论：交换型和变革型领导行为[J].经济管理,2002(12)：33-37.
[59]李超平,时勘.变革型领导的结构与测量[J].心理学报,2005,37(6)：803-811.
[60]张丽华.改造型领导与组织变革过程互动模型的实证与案例研究[D].大连：大连理工大学,2002.
[61]孟慧.变革型领导风格的实证研究[J].应用心理学,2004(2)：18-22.
[62]孙建国,田宝.变革型领导及其对创新文化的影响[J].管理评论,2006,18(5)：15-22.
[63]Daft, R.L., Huber, G.P. How organizations learn:a communication framework [J]. Research in the sociology of organization,1987(5):1-36.
[64]Huysman, M. Dynamics of organizational learning [D]. Amsterdam:Tinbergen Institute, 1996.
[65]Edmonson A. Psychological safety and learning in organizations:a group level Lens [J]. Organization science,2003,18(3):22-29.
[66]陈国权,马萌.组织学习的现状与展望[J].中国科学管理,2000,12(3)：66-74.
[67]肖余春.现代企业创建学习型团队的理论与应用[D].上海：华东师范大学,2003：35-39.
[68]肖余春.现代企业创建学习型团队的理论与应用研究[M].上海:华东师范大学,2003.
[69]Gaylen, N, Chandler, Douglas, W. L. Involvement in knowledge-acquisition activities by venture team members and venture performance [J]. Entrepreneurship theory and practice, 2009,26(1):571-592.
[70]Crossan, M.M., Lane, H.W., White, R.E. An organizational learning framework:from intuition to institution [J]. Academy of management review,1999(24):522-537.
[71]Edmondson, A.C. Group and organizational influences on team learning, unpublished doctoral dissertation. Boston:Harvard University,1996.
[72]谢科范,聂美珍,马颖.创业团队学习特征分析及学习法则研究[J].科技创业月刊,2009(5)：40-42.
[73]Edmondson, A. The local and variegated nature of learning in organizations:A group level perspective [J]. Organization science,2002(13):128-146.
[74]张鸿萍.创业型企业技术创新的战略导向[D].成都：西南交通大学,2006.
[75]张菁.社会文化对团队学习影响研究[D].大连：大连理工大学,2009.
[76]Wageman R.How leaders foster self-managing team effectiveness:design choices versus hands-on coaching [J].Organization science,2001,12(5):559-577.
[77]Jehn, K.A. A qualitative analysis of conflict types and dimensions in organizational groups [J]. Administrative Science Quarterly,1997,9:530-557.
[78]宝贡敏,汪洁.团队任务冲突与团队领导行为及团队学习的关系研究[J].心理科学,2008(6)：22-27.
[79]Wong, S.S. Distal and local group learning performance trade-offs and tensions [J]. Organization Science,2004,15(6):645-656.
[80]姚静.团队领导行为对团队学习的影响研究[D].杭州：浙江大学,2004.
[81]Liang, D.W., Moreland, R., Argote, L. Group versus individual training and group performance:the mediating role of transitive memory [J]. Personality and social psychology bulletin,1995,21(2):384-393.
[82]Deva Rangarajana, Lawrence B., et al. Organizational variables, sales force perceptions of readiness for change, learning and performance among boundary-spanning teams: conceptual framework and propositions for research [J].Industrial marketing management, 2004(33):289-305.
[83]刘希宋,张长涛,战歌.企业产品开发团队学习模型[J].科学学与科学技术管理,2002,1：24-29.
[84]王鸿杰.高新技术企业创业团队的绩效评价研究[D].天津：天津商学院,2006.
[85]Jewell, L.N., Reitz, H.J. Group effectiveness in organizations[M]. illiois:Foresman and Company,1981.
[86]Gladstein, D.L.Groups in context:a model of task group effectiveness [J]. Administrative science quarterly,1987,29(4):499-517.
[87]Nadler, David A. Tushman, Michael L.. Beyond the Charismatic Leader:Leadership and Organizational Change [J]. California management review,1990(32):77-97.
[88]Sundstrom E., Demesue K.P., Futrell D. Work team:applications and effectiveness [J].American psychologist,1994(5):12-18.
[89]Levi, D., Slem, C. Team work in research-and-development organizations:the characteristics of successful teams [J]. International journal of industrial ergonomics,1995, 16(1):29-42.
[90]徐芳.团队绩效测评技术与实践[M].北京：中国人民大学出版社,2003.
[91]Magjuka, R.J., Baldwin, T.T. Team-based employee involvement programs:effects of design and administration[J]. Person psychology,1991(44):793-812.
[92]Campion, M.A., Medsker, G.J. & Higgs, A.C. Relations between work group characteristics and effectiveness:implications for designing effective work groups [J]. Personnel psychology,1993,46(4):823-850.
[93]Kanter, R.M. When a thousand flowers bloom:structural, collective and social conditions for innovation in organizations[M]. In B.M.Staw & L.L.Cummings (eds.), Research in organizational behavior,1988(10):169-211.Greenwich, CT:JAI Press.
[94]Pelled, L.H., Eisenhardt, K.M., Xin, K.R. Exploring the black box:an analysis of work group diversity, conflict and performance [J].Administrative science quarterly,1999, 44(1):1-28.
[95]Eden, D. Pygmalion without interpersonal contrast effects:whole groups gain from raising manager expectations [J]. Journal of applied psychology,1994(75):394-398.
[96]张可军.团队氛围、吸收能力对团队绩效影响机制研究[D].武汉：华中科技大学,2009.
[97]斯蒂芬·P·罗宾斯·组织行为学[M].北京：中国人民大学出版社,1997.
[98]王重鸣,严进.团队问题解决的知识结构转换研究[J].心理科学,2001,24(1)：9-12.
[99]黄存权.软件开发项目团队绩效影响因素分析[D].杭州：浙江大学,2004.
[100]SlaterS. F., Narver J.C. Market orientation and the learning organization [J]. Journal of marketing.1995,59(3):63-74.
[101]Vera D. Crossan M. Strategic leadership and organizational learning [J]. Academy of management review,2004,29(2):222-240.
[102]Kahn, W.A. Psychological conditions of personal engagement and disengagement at work[J]. Academy of management journal.1990,33(4):692-724.
[103]Lee, F. When the going gets tough, do the tough ask for seeking and power motivation in organizations[J]. Organizational behavior and human decision processes.1997,72(3): 336-363.
[104]Tyler, T.R. & Lind, E.A. A relational model of authority in groups [J]. Advances in Experimental Social Psychology.1992(25):115-192.
[105]Yukl, Gary, Donnell., Mark., & Taber, Thomas. Influence of leader behaviors on the leader-member exchange relationship [J].Journal of Managerial Psychology,2009(24): 289-299.
[106]Dyck, B., Starke, F.A., Mischke, G.A.,&Mauws, M. Learning to build a car:An empirical investigation of organizational learning [J]. Journal of Management Studies, 2005(42):387-416.
[107]Pearce, C.L., Herbik, P, A. Citizenship Behavior at the Team Level of Analysis:The Effects of Team Leadership, Team Commitment, Perceived Team Support, and Team size [J]. The journal of social psychology,2004,144(3):293-311.
[108]Bandura, A.1986. Social foundations of thought and action:A social cognitive theory. Englewood Cliffs[M]. NJ:Prentice-Hall. Bandura, A.1997.Self-efficacy:The exercise of control. New York:W.H.Freeman.
[109]Bass,B.M., Avolio,B.J. The implications of transactional and transformational leadership for individual, team and organizational development[M]. In R.W. Woodman &W.A.Pasmore (Eds.), Research in organizational change and development,1990(4): 231-272. Greenwich, CT:JAI Press.
[110]Avolio, B.J., Gibbons,T.C. Developing transformational leaders:A life span approach[M]. In J.A.Conger & R.N.Kanungo (Eds.), Charismatic leadership:The elusive factor in organizational effectiveness,1988(7):276-308.
[111]Dvir, Taly. et al. Impact of transformational leadership on follower development and performance:a field experiment [J]. Academy of management journal,2002(45):735-744.
[112]Shikhai Sarin. The effect of team leader characteristics on learning, knowledge application and performance of cross-functional new product development teams [J]. Decision Sciences,2003,34(4):707-733.
[113]陈国权,周为.领导行为、组织学习能力与组织绩效关系研究[J].科研管理,2009,30(5)：148-154.
[114]于海波等.如何领导组织学习：变革型领导与组织学习的关系[J].人力资源管理,2008(3)：183-188.
[115]Kahai, Surinderr. S., Sosik, John. J. Effects of leadership style, anonymity, and rewards on creativity-relevant processes and outcomes in an electronic meeting system context [J]. Leadership Quarterly,2003(14):499-457.
[116]Balthazard, Pierre A., Waldman, David A., Warren, John E. Predictors of the emergence of transformational leadership in virtual decision teams[J]. Leadership quarterly,2009(20): 651-663.
[117]Shapcott, Kim M., Carron, Albert V. Member Diversity and Cohesion and Performance in Walking Groups[J].2006(37):701-720.
[118]李锐,凌文铨.变革型领导理论研究述评[J].软科学,2008,22(2)：70-78.
[119]叶笛.变革型领导国内研究综述[J].技术经济与管理研究,2010,(4)：97-100.
[120]Anoop Patiar, Lokman Mia。Transformational leadership style, market competition and departmental performance:Evidence from luxury hotels in Australia[J]. International Journal of Hospitality Management,2009 (28):254-262.
[121]Peter K.C. Leen, T.C. Edwin Cheng, Andy C.L. Yeung, Kee-hung Lai. An empirical study of transformational leadership, team performance and service quality in retail banks[J]. Omega,2011(2):1-12.
[122]周志成,朱月龙.团队领导行为对团队效能影响之研究[J].应用心理学,2005(2)：181-185.
[123]朱少英,齐二石,徐渝.变革型领导、团队氛围、知识共享与团队创新绩效的关系[J].软科学,2008,22(11)：1-9.
[124]杨凯,马剑虹.变革型领导力和交易型领导力：团队绩效的预测指标[J].心理学探新,2009,29(3)：82-88.
[125]House, R.J., Aditya, R.N. The social scientific study of leadership:Quo Vadis[J]. Journal of management,1997(23):409-473.
[126]Deluga, R.J. The relationship of leader-member exchanges with laissez-faire, transactional, and transformational leadership. In K.E.Clark, M.B. Clark & D.R. Campbell (Eds.), Impact of leadership.Greensboro, NC:Center for Creative Leadership.1992(5):237-247.
[127]吴志明,武欣.知识团队中变革型领导对组织公民行为的影响[J].科学学研究,2006,24(2)：283-87.
[128]Wang, H., Law, K.S., Hackett, R.D., Wang, D.X., Chen, Z.X. Leader-member exchange as a mediator of the relationship between transformational leadership and followers' performance and organizational citizenship behavior[J]. Academy of management journal, 2005(48):420-432.
[129]Dionne, Shelley D. Leading for creativity:The role of unconventional leader behavior [J].Leadership quarterly,2003(14):475-486.
[130]Szekely, Francisco., Knirsch, Marianna. Responsible leadership and corporate social responsibility:metrics for sustainable performance [J]. European management journal, 2005(23):628-647.
[131]吴志明,武欣.高科技团队变革型领导、组织公民行为和团队绩效关系的实证研究[J].科研管理,2006,27(6)：74-79.
[132]吴志明,武欣.变革型领导、组织公民行为与心理授权关系研究[J].管理科学学报,2007,10(5)：40-46.
[133]柯江林,孙健敏,石金涛.变革型领导对R&D团队创新绩效的影响机制研究[J].南开管理评论,2009,12(6)：19-26.
[134]曹科岩,陈国梁.变革型领导、知识分享行为与团队绩效关系研究[J].科技管理研究,2009,(11)：301-303.
[135]Mathieu JE, Gilson LL, Ruddy TM. Empowerment and team effectiveness:An empirical test of an integrated model [J].Journal of Applied Psychology,2006,91(1):97-108.
[136]Kirkman BL, Rosen B. Beyond self-management:Antecedents and consequences of team empowerment [J].Academy of Management Journal,1999,42(1):58-74.
[137]Kirkman BL, Rosen B. A model of work team empowerment[C]. In R.W. Woodman & W.A. Pasmore (Eds). Research in organizational change and development,1997(10): 131-167.
[138]吕晓俊,俞文钊.团队研究的新进展[J].人类工效学,2001(1)：51-54.
[139]Lynn., Skov., Abel. What Motivates R&D Professional? Evidence from Deceatralized Laboratories in Greece[J].International Journal of Human Resource Management,1999, 17(4):616-647.
[140]Offenbeek, M.V. Processes and outcomes of team learning [J]. European Journal of Work and Organizational Psychology,2001,10(3):303-317.
[141]肖余春.学习型团队三维特征结构与团队效能关系的现场试验研究[J].心理科学,2004,27(2)：471-473.
[142]孟银桃.企业研发人员团队学习能力与技术创新绩效关系的实证研究[D].合肥：安徽大学.2010.
[143]吴铁钧,刘电芝.团队学习取向和团队冲突对团队绩效的影响[J].苏州大学学报(哲学社会科学版),2010,11(6)：181-183.
[144]Lewis, K. Measuring transactive memory systems in the field:scale development and validation[J]. Journal of Applied Psychology,2003,88(4):587-604.
[145]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.
[146]李永耀.创业团队学习与创新绩效的关系[D].开封：河南大学,2010.
[147]Tompkins, T.C. How collective learning occurs:a study of diffusion of competency, Claremont Graduate School[M]. Claremont, CA, unpublished doctoral dissertation,1994.
[148]骆均其.浙江民营企业团队氛围、团队学习与团队绩效的关系研究[D].浙江：浙江工商大学,2008.
[149]袁炳耀.企业团队角色组合与团队绩效的关系研究[D].杭州：浙江工商大学,2008.
[150]俞明理.团队创业精神与绩效关系研究[D].杭州：浙江大学,2003.
[151]谢娟.领导行为与团队绩效的关系实证研究[D].重庆：重庆大学,2008.
[152]王鲁捷,韩志成.团队授权力度评价指标体系研究[J].南京理工大学学报,2005,18(5)：40-45.
[153]魏峰,袁欣,邸杨.交易型领导、团队授权氛围和心理授权影响下属创新绩效的跨层次研究[J].管理世界,2009,(4)：135-142.
[154]陈吉耀,Richard R R.不确定性在团队授权与新产品开发业绩关系中的作用[J].管理学报,2006,(05)：591-599.
[155]宋高升.LMX与团队效能关系研究：心理授权的中介作用[D].苏州：苏州大学,2008.
[156]ettenhausen, K.L.. Five years of group research:what we have learned and what needs to be addressed[J]. Journal of Management,1991,17(2):345-381.
[157]Barrick, M.R., Bradley, B H, Kristof-Brown, A.L., et al. The moderating role of top Management team interdependence:implications for real teams and working groups[J]. Academy of Management Journal,2007,50(3):544-557.
[158]宋文豪.知识共享在团队过程与团队效能之间的中介作用研究[D].吉林：吉林大学,2010.
[159]Montoya-Weiss, M M., Massey, A P., Song M.. Getting it together:temporal coordination and conflict management in global virtual teams[J]. Academy of Management Journal, 2001,44(6):1251-1262.
[160]Jehn, K.A., Chatman, J.A. The influence of proportional and perceptual conflict composition on team performance[J]. International Journal of Conflict Management, 2000(11):56-73.
[161]Dyer, W G Team Building, Addision-Wesley Publishing Company,1987.
[162]Shelley, D D, Francis, J Y, Leanne, E A. Transformational leadership and team performance[J]. Journal of Organizational Change Management,2004,17(2):177-193.
[163]Jehn, K. A. A multi-method examination of the benefits and detriments of intragroup conflict[J]. Administrative Science Quarterly,1995,40(2):256-282.
[164]罗曼凌.虚拟团队领导风格对冲突与绩效影响的实验研究[D].长沙：中南大学,2008.
[165]徐进.工作情境下团队的人际互动研究[D].苏州：苏州大学,2010.
[166]Janssen, O. The joint impact of perceived influence and supervisor supportiveness on employee innovative behavior[J]. Journal of Occupational and Organizational Psychology, 2005,78(4):573-579.
[167]Campion, M. A, Papper, E. M, Medsker, G J. Relations between work team characteristics and effectiveness:A replication and extension[J]. Personnel Psychology.1996,49(2): 429-453.
[168]李兴琨.团队异质性、团队冲突对团队合作学习的影响[D].开封：河南大学,2008.
[169]陈国权.团队领导行为、团队学习能力与绩效关系的实证研究[J].科学学与科学技术管理.2009,4：181-187.
[170]Hackman J R. The design ofwork teams[J]. Handbook of organizational behavior,1987. 315-342.
[171]Solow D, VairaktarakisG, PideritSK, et al. Managerial insights into the effects of interactions on replacingmembers of team[J]. Management Science,2002,48(8): 1060-1073.
[172]席酉民,肖宏文,王洪涛.和谐管理理论的提出及其原理的新发展[J].管理学报,2005,2(1)：23-32.
[173]席酉民,张华,马骏.成员间互动对团队绩效影响研究：基于和谐管理理论的视角[J].运筹与管理,2008,19(6)：134-139.
[174]伍玉琴,王安民.基于交互记忆系统的团队有效性模型研究[J].科技管理研究,2010,30(10)：191-193.
[175]薛会娟.交互记忆系统、学习与创造力的关系[D].浙江大学,2011.
[176]LEWIS K.Measuring transactive memory systems in the field:Scale development and validation[J]. Journal of Applied Psychology,2003(88):587-604.
[177]N Michinov, Michinov E. Investigating the relationship between transactive memory and performance in collaborative learning[M]. Learning and Instruction,2009(19):43-54.
[178]潘开灵,白列湖.管理协同理论及其应用研究[M].北京：经济管理出版社,2005：112-160.
[179]陆云波.团队设计变量与团队绩效关系研究[D].上海：同济大学,2007.
[180]曹仰锋,吴春波,宋继文.高绩效团队领导者的行为结构与测量：中国本土文化背景下的研究[J].中国软科学,2011,(7)：131-144
[181]褚超孚.基于变革型领导理论的科研团队绩效影响机制模型[J].浙江大学学报(人文社会科学版),2010,40(3)：174-179.
[182]R·梅雷迪思·贝尔宾(R.Meredith Belbin)超越团队[M].北京：中信出版社,2002.