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Proactive adaptation in ERP teams: Mechanisms of team learning.

机译：ERP团队中的主动适应：团队学习的机制。

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摘要

This research bridges the gap between organizational learning and group level studies by examining learning in teams implementing enterprise resource planning (ERP) software. Findings further knowledge about teams and learning generally and ERP teams specifically. The following research questions are answered: How are team learning processes and team learning outcomes related? How do teams use information technology (IT) to support learning? What is the role of team memory in team learning?; Learning is both a process and an outcome. This study introduces the concept of proactive adaptation, which is an observable and measurable construct describing learning as an outcome—revisiting earlier decisions. The process of team learning includes team production processes, team maintenance processes, team structures, and team memory. This study furthers the understanding of organizational memory by advancing empirically supported theory regarding the role of memory in the team learning process. Implications include culture as a form of memory and hierarchy as a source of memory.; Using a multi-method multiple case study research approach combining interview, survey, archival, and observational data, two ERP teams are examined in depth. Causes of high proactive adaptation in these teams include task orientation, action transparency, mutual accountability, mutual support, spirit of inquiry, shared control, an environment of openness, balance between hierarchy and teams, memory residing in individuals, and memory residing in IT. Organizational culture supportive of teams moderates causal relationships.; The critical finding is that team learning processes are determined to a great extent at the outset, by team features. The AmuseCo team substituted small size, co-location, and full-time dedication of members for use of IT for team memory. By contrast, the ExploreCo team was large, physically dispersed, and some of its members were part-time dedicated to the team. Additionally, the AmuseCo team was a simply structured, stand-alone team that was not part of an ERP program and the ExploreCo team was part of a complex ERP program structure consisting of multiple sub-teams. As a consequence, the ExploreCo team made greater use of IT for team memory. Neither team was successful in reusing the knowledge captured in IT-based team memory.
机译：这项研究通过检查实施企业资源计划（ERP）软件的团队中的学习，弥合了组织学习和小组水平研究之间的差距。查找有关团队的进一步知识，并全面学习，尤其是ERP团队。回答了以下研究问题：团队学习过程和团队学习成果之间有何关系？团队如何使用信息技术（IT）支持学习？团队记忆在团队学习中的作用是什么？学习既是过程，也是结果。这项研究引入了主动适应的概念，这是一种可观察和可测量的结构，将学习作为一种结果描述-重新审视早期的决策。团队学习的过程包括团队生产过程，团队维护过程，团队结构和团队记忆。这项研究通过推进关于记忆在团队学习过程中作用的经验支持理论，进一步增进了对组织记忆的理解。含义包括文化作为一种​​记忆形式，而层次作为一种记忆来源。使用结合访谈，调查，档案和观察数据的多方法多案例研究方法，对两个ERP团队进行了深入检查。这些团队积极主动适应的原因包括任务导向，行动透明，相互负责，相互支持，探究精神，共享控制，开放的环境，层级与团队之间的平衡，个人记忆和IT记忆。支持团队的组织文化减轻了因果关系。关键的发现是团队学习过程在一开始就很大程度上取决于团队的特征。 AmuseCo团队使用小巧，位于同一地点并全职奉献成员的方式来代替IT团队记忆。相比之下，ExploreCo团队规模庞大，身体分散，并且其中一些成员是该团队的兼职人员。此外，AmuseCo团队是一个结构简单的独立团队，不属于ERP计划，而ExploreCo团队则是由多个子团队组成的复杂ERP计划结构的一部分。结果，ExploreCo团队更多地利用IT来保持团队记忆。两个团队都没有成功地重用基于IT的团队记忆中捕获的知识。

著录项

  • 作者

    Axline, Sheryl Lynne.;

  • 作者单位

    The Claremont Graduate University.;

  • 授予单位 The Claremont Graduate University.;
  • 学科 Psychology Industrial.; Business Administration Management.; Information Science.
  • 学位 Ph.D.
  • 年度 2001
  • 页码 403 p.
  • 总页数 403
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 工业心理学;贸易经济;信息与知识传播;
  • 关键词

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