组织创新气氛、个体学习能力和组织承诺、个体创新行为关系研究
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摘要
创新是组织竞争力的重要来源，越来越多的组织把激发与维持组织的创新能力视为管理活动的重点。但在实践中，并非所有鼓励创新的组织都能收到预期的效果，即使在实行同一鼓励创新措施的组织内部，不同部门、不同员工所表现出来的创新热情和绩效也存在较大的差异。这其中存在多个不容忽视的中间变量，如经典的心理学的“环境刺激—有机体—反应”模式（S—O—R）所示，个体的动机、能力、态度和情感是决定其是否产生创新行为的重要的前提变量。
在已有的文献中，研究者揭示了组织创新的重要价值。只有善于学习和创新的组织才能在变化的环境中生存（Garvin,1993；Sense,1995；陈国权和马萌，2001）。组织的创新活动可以分为组织层面、团队层面和个体层面三个层次，而个体层面的创新构成了组织创新的基础和来源（Woodman, Sawyer和Griffin，1993）。组织创新以个体创新行为为基础，并且最终落实在每一个员工的行动当中，员工的创新行为是一个组织在创新活动中最重要的因素（Ambile，1988）。大量的研究验证了组织创新气氛对员工创新行为的直接正向影响（Amabile，1990；Woodman,1996；Shally, Cilson和Blum,2000；Zhou和Shalley,2003；甄美荣，彭纪生，杨晶照，2012），组织创新气氛是个体对所工作的组织环境中关于创新的支持程度的感知（刘云，2009）。进一步研究组织创新气氛对员工创新行为的作用机理，即开发组织创新气氛与个体创新行为之间的中介变量，这是当前学者们非常感兴趣的一个研究方向。已发现的中介变量有：积极情绪（Madjar和Oldham,2002）、消极情绪（George和Zhou,2007；Gasper,2003；Kaufmann,2003；George和Zhou,2002；Schwarz,2002；Kaufmann和Voshurg,1997；Martin和Stoner,1996；Martinet等,1993）；心理安全（耿昕，石金涛，牛盼强，2011）、企业社会责任（杨帆，2008）；个体的心理授权（刘云，2011；陈晓，2006）；个体目标取向、心理资本（甄美荣，彭纪生，杨晶照，2012）等，这些变量均从某个侧面揭示了在倡导创新的组织环境下，个体创新行为产生的内在机制，但是到目前为止，未见有人从个体的能力和态度视角来深入分析这个过程。
本研究基于组织学习理论、社会交换理论、社会学习理论以及心理学中托尔曼、武德沃斯等人提出的中介变量等有关理论，从个体的能力和态度角度，提炼出个体学习能力和组织承诺两个中介变量，研究组织创新气氛对个体创新行为的作用机制。个体学习能力是指个体为了适应外部环境的变化，不断地获取知识和信息，并通过充分的实践来改善其认知模式及行为，从而获得持续生存和发展的能力（陈国权，2008）。组织承诺是指一个人愿意在某个组织留任的一种状态，它可分为积极的情感承诺和消极的继续承诺。情感承诺是指个体对组织情感上的依恋，来自于对组织目标、规范和价值观的认同；继续承诺是指个体对其离职成本和离职风险的知觉，来自于个体对离职行为带来的损失以及对个人选择机会的缺乏的担忧（Meyer和Allen,1984,1990,1991,1993)。
本研究首先通过深度访谈以确定研究内容的合理性和适用性，接着通过预测试校正问卷的字义，最后应用SPSS16.0和AMOS17.0等统计分析软件，对来自不同地区和行业的不同性别、年龄、学历、岗位层级的715个被试样本的数据进行统计分析，结果证明了个体学习能力、情感承诺的部分中介作用，而组织承诺整体的中介作用未通过检验。这个研究结论是新颖的。
本研究的结论具有一定的理论与实践意义：
理论上的贡献主要是：构建了基于情感承诺和个体学习能力的组织创新气氛对个体创新行为作用机制的理论模型，从一个新视角进一步打开了组织创新气氛对个体创新行为影响的黑箱；证明了个体学习能力和情感承诺是促进个体创新行为产生的前因变量；深化了将组织承诺细分为情感承诺和继续承诺的理论探讨，分析讨论了它们在个体创新行为及其不同阶段乃至整个组织运行中所起到的不同作用，揭示了以往研究中组织承诺积极意义产生的本质是源于情感承诺；提出了组织行为学应当准确界定和使用组织承诺概念的建议，主张在分析问题时不能忽略继续承诺的负向影响，不应将组织承诺与情感承诺等同而应将二者明确区分；运用跨学科研究的方法，在组织学习理论框架下深化了个体学习能力的研究，同时也为组织学习在个体层面的展开做了铺垫。
对管理实践的助益主要有：提示管理者应当将对组织内部创新的关注点转移到组织创新气氛的打造上，并为如何创建开放的组织创新气氛提出了可行的方法；建议管理者在倡导创新的组织环境下，着重通过培养员工的积极情感承诺和提高员工的个体学习能力来促进个体创新行为的产生；提醒管理者要善于识别员工的组织承诺状态，对基于继续承诺而“不得不”留在本组织中的员工，要及时给予帮助和教育，甚至进行淘汰；主张管理者应拓宽思路，在员工培训的基础上，关注员工个体学习能力的培养，提高员工在不断变化的组织内外环境中更好地适应、生存和发展的能力，并给出了具体的建议。
Innovation is a key source of organizational competence, therefore, an increasingnumber of enterprises regard it as a key point to spur and maintain the organization’innovative capabilities. However, in practice, not all of the organization whichencourage innovation can achieve their expected effect. Even inside the organizationwhich takes the identical measure to encourage innovation, different departments andemployees tend to show different innovation enthusiam and performances. Thereexist multiple intermediate variables that cannot be ignored. Like the “S-O-R” modelof psychology (environmental stimulus-organism-response)(Woodworth，1918；Tolman,1932)，individual motivation, ability, attitude and emotion determinewhether it has the important premise of innovation behavior variables.
In the existing literatures, the significant values of organizational innovationhave been revealed. Only those organizations who are good at studying andinnovation can survive in the changable environment.(Garvin,1993；Sense；1995；Chenguoquan and Mameng，2001). Organiation’s innovation can be divided into threelayers: organizational layer, team layer, and individual layer, and the last oneconstitutes the foundation and source of organizational innovation.（Woodman,Sawyer and Griffin，1993） Organizational innovation is based on individualinnovation behavior, and will eventually be implemented in each employee's actions.Staff's innovation behavior is the most important factor in an organization ininnovation (Ambile,1988). Extensive research validated the direct effect oforganizational innovation climate to individual innovation behavior（Amabile，1990；Woodman,1996；Shally, Cilson and Blum,2000；Zhou and Shalley,2003； Zhenmeirong，Pengjisheng and Yngjingzhao,2012）Organizational innovative climateis the individual’s perception on the supporting degree of innovation in his workingenvironment. It has become an interesting research field for morden scholors tofurther study on such topics as: how organizational innovation climate works on theemployees’ innovative conducts, what the principle of its function is, and an attemptto develop a medium variant between organizational innovative climate andindividual’ innovative conducts. The medium variants that have already beenidentified are: positive mood（Mad jar, Oldham,2002；Madjar，2002）, negative mood（George and Zhou,2007；Gasper,2003；Kaufmann,2003；George and Zhou,2002；Schwarz,2002；Kaufmann and Voshurg,1997；Martin and Stoner,1996；Martinet，1993）；psychological safety（Gengxin，Shijintao and Niypanqiang，2011）, corporatesocial responsibility(Yangfan,2008); individual’s mental authority(Liuyun,2011;Chenxiao,2006), individual’s goal-orientation, and psychological capital(Zhenmeirong, Pengjisheng and Yangjizhao,2012). From some perspectives, thosevariants reveal the internal mechanism of individual’s innovative conducts in anorganizational environment where innovation is encouraged. However, so far, it hasnot been analyzed in depth from the perspective of individual’s competence andattitude.
This research is based on the theories of organizational learning, socialexchanges theory, social study and the psychological theories about medium variantspresented by Tolman and Woodworth. Based on individual ability and attitude, thisstudy refines two important intermediary variables affecting organizationalinnovation climate and individual innovation behavior: Individual learning ability andorganizational commitment. The individual ability is to adapt to the externalenvironment change, unceasingly to acquire knowledge and information, andimproves its cognition pattern and the behavior through the full practice, then obtainsthe ability to survive and develop (Chengguoquan,2008). Organizationalcommitment means one state that a person is willing to stay for an organization. It canbe divided into affective commitment which is positive and continuance commitmentwhich is negative. Affective commitment refers to the individual emotional attachment to the organization. It comes from the identification of the organizationalgoals, norms and values. While continuance commitment refer to an individual'sperception of the costs and risk to leave the job. It is from the worry about the loss ofleaving the job and the lack to choice opportunity.(Meyer and Allen，1984，1990，1991，1993).
In this study, we conducted in-depth interviews to confirm the rationality andadaptability. And then to revise the questionnaire through pretest. Data from samplesof715subjects were analyzed through the software of SPSS16.0and AMOS17.0. Thesamples are from different regions and industry of the different sex, age, educationbackground and post level. The result confirms the hypothesis of the intermediationof individual learning ability. It revealed that affective commitment is the interveningvariable between organization innovation climate and individual innovation behavior.It is a novel research.
The conclusion of this research has some theoretical and practical significance.
The theoretical contributions are: this study structures the theoretical modelbased on the affective commitment and individual learning ability. Opening one blackbox that both theory and practice field all pay close attention to that the behaviormechanism of employee innovation. Proved that both individual learning ability andemotional commitment are the dependent variable of the individual innovationbehavior. The theoretical discussion is made further into dividing the organizationalcommitment into emotional commitment and continuous commitment. Analysis anddiscussion are carried on to the different effect in the process in the organizationoperation. It points out that in the theorists especially in some organizational behaviortext book some vague definition should be revised about organizational commitment.The organizational commitment and emotional commitment should be distinguishedinto two concepts. Using interdisciplinary research method, the research on individuallearning capability is made deeper under the frame of organizational learning, and afoundation is laid for further development of organizational learning in the individuallayer.
The contributions to management practice are: prompt the manager to change thefocus from the individual innovation behavior and result to how to form organizational innovation climate. Methods and Suggestions are presented to buildthe organizational innovation climate; the managers are suggested that they payattention to the nurturing of employees’ positive emotional commitment anddeveloping the employees’ individual learning capabilities to spur the individual’sinnovative conducts. The manager should be good at identifying the commitmentstate of staff. To those who work in our organization based on continuancecommitment and those who “have to” stay in our organization, we should give themthe help and the education timely, or sack them. Managers should broaden the train ofthought, and on the basis of employee training, improve the employee competence ofadaptation, survival and development in the changing environment both inside andoutside of the organization. Ideas and suggestions are provided, too.
在已有的文献中，研究者揭示了组织创新的重要价值。只有善于学习和创新的组织才能在变化的环境中生存（Garvin,1993；Sense,1995；陈国权和马萌，2001）。组织的创新活动可以分为组织层面、团队层面和个体层面三个层次，而个体层面的创新构成了组织创新的基础和来源（Woodman, Sawyer和Griffin，1993）。组织创新以个体创新行为为基础，并且最终落实在每一个员工的行动当中，员工的创新行为是一个组织在创新活动中最重要的因素（Ambile，1988）。大量的研究验证了组织创新气氛对员工创新行为的直接正向影响（Amabile，1990；Woodman,1996；Shally, Cilson和Blum,2000；Zhou和Shalley,2003；甄美荣，彭纪生，杨晶照，2012），组织创新气氛是个体对所工作的组织环境中关于创新的支持程度的感知（刘云，2009）。进一步研究组织创新气氛对员工创新行为的作用机理，即开发组织创新气氛与个体创新行为之间的中介变量，这是当前学者们非常感兴趣的一个研究方向。已发现的中介变量有：积极情绪（Madjar和Oldham,2002）、消极情绪（George和Zhou,2007；Gasper,2003；Kaufmann,2003；George和Zhou,2002；Schwarz,2002；Kaufmann和Voshurg,1997；Martin和Stoner,1996；Martinet等,1993）；心理安全（耿昕，石金涛，牛盼强，2011）、企业社会责任（杨帆，2008）；个体的心理授权（刘云，2011；陈晓，2006）；个体目标取向、心理资本（甄美荣，彭纪生，杨晶照，2012）等，这些变量均从某个侧面揭示了在倡导创新的组织环境下，个体创新行为产生的内在机制，但是到目前为止，未见有人从个体的能力和态度视角来深入分析这个过程。
本研究基于组织学习理论、社会交换理论、社会学习理论以及心理学中托尔曼、武德沃斯等人提出的中介变量等有关理论，从个体的能力和态度角度，提炼出个体学习能力和组织承诺两个中介变量，研究组织创新气氛对个体创新行为的作用机制。个体学习能力是指个体为了适应外部环境的变化，不断地获取知识和信息，并通过充分的实践来改善其认知模式及行为，从而获得持续生存和发展的能力（陈国权，2008）。组织承诺是指一个人愿意在某个组织留任的一种状态，它可分为积极的情感承诺和消极的继续承诺。情感承诺是指个体对组织情感上的依恋，来自于对组织目标、规范和价值观的认同；继续承诺是指个体对其离职成本和离职风险的知觉，来自于个体对离职行为带来的损失以及对个人选择机会的缺乏的担忧（Meyer和Allen,1984,1990,1991,1993)。
本研究首先通过深度访谈以确定研究内容的合理性和适用性，接着通过预测试校正问卷的字义，最后应用SPSS16.0和AMOS17.0等统计分析软件，对来自不同地区和行业的不同性别、年龄、学历、岗位层级的715个被试样本的数据进行统计分析，结果证明了个体学习能力、情感承诺的部分中介作用，而组织承诺整体的中介作用未通过检验。这个研究结论是新颖的。
本研究的结论具有一定的理论与实践意义：
理论上的贡献主要是：构建了基于情感承诺和个体学习能力的组织创新气氛对个体创新行为作用机制的理论模型，从一个新视角进一步打开了组织创新气氛对个体创新行为影响的黑箱；证明了个体学习能力和情感承诺是促进个体创新行为产生的前因变量；深化了将组织承诺细分为情感承诺和继续承诺的理论探讨，分析讨论了它们在个体创新行为及其不同阶段乃至整个组织运行中所起到的不同作用，揭示了以往研究中组织承诺积极意义产生的本质是源于情感承诺；提出了组织行为学应当准确界定和使用组织承诺概念的建议，主张在分析问题时不能忽略继续承诺的负向影响，不应将组织承诺与情感承诺等同而应将二者明确区分；运用跨学科研究的方法，在组织学习理论框架下深化了个体学习能力的研究，同时也为组织学习在个体层面的展开做了铺垫。
对管理实践的助益主要有：提示管理者应当将对组织内部创新的关注点转移到组织创新气氛的打造上，并为如何创建开放的组织创新气氛提出了可行的方法；建议管理者在倡导创新的组织环境下，着重通过培养员工的积极情感承诺和提高员工的个体学习能力来促进个体创新行为的产生；提醒管理者要善于识别员工的组织承诺状态，对基于继续承诺而“不得不”留在本组织中的员工，要及时给予帮助和教育，甚至进行淘汰；主张管理者应拓宽思路，在员工培训的基础上，关注员工个体学习能力的培养，提高员工在不断变化的组织内外环境中更好地适应、生存和发展的能力，并给出了具体的建议。
Innovation is a key source of organizational competence, therefore, an increasingnumber of enterprises regard it as a key point to spur and maintain the organization’innovative capabilities. However, in practice, not all of the organization whichencourage innovation can achieve their expected effect. Even inside the organizationwhich takes the identical measure to encourage innovation, different departments andemployees tend to show different innovation enthusiam and performances. Thereexist multiple intermediate variables that cannot be ignored. Like the “S-O-R” modelof psychology (environmental stimulus-organism-response)(Woodworth，1918；Tolman,1932)，individual motivation, ability, attitude and emotion determinewhether it has the important premise of innovation behavior variables.
In the existing literatures, the significant values of organizational innovationhave been revealed. Only those organizations who are good at studying andinnovation can survive in the changable environment.(Garvin,1993；Sense；1995；Chenguoquan and Mameng，2001). Organiation’s innovation can be divided into threelayers: organizational layer, team layer, and individual layer, and the last oneconstitutes the foundation and source of organizational innovation.（Woodman,Sawyer and Griffin，1993） Organizational innovation is based on individualinnovation behavior, and will eventually be implemented in each employee's actions.Staff's innovation behavior is the most important factor in an organization ininnovation (Ambile,1988). Extensive research validated the direct effect oforganizational innovation climate to individual innovation behavior（Amabile，1990；Woodman,1996；Shally, Cilson and Blum,2000；Zhou and Shalley,2003； Zhenmeirong，Pengjisheng and Yngjingzhao,2012）Organizational innovative climateis the individual’s perception on the supporting degree of innovation in his workingenvironment. It has become an interesting research field for morden scholors tofurther study on such topics as: how organizational innovation climate works on theemployees’ innovative conducts, what the principle of its function is, and an attemptto develop a medium variant between organizational innovative climate andindividual’ innovative conducts. The medium variants that have already beenidentified are: positive mood（Mad jar, Oldham,2002；Madjar，2002）, negative mood（George and Zhou,2007；Gasper,2003；Kaufmann,2003；George and Zhou,2002；Schwarz,2002；Kaufmann and Voshurg,1997；Martin and Stoner,1996；Martinet，1993）；psychological safety（Gengxin，Shijintao and Niypanqiang，2011）, corporatesocial responsibility(Yangfan,2008); individual’s mental authority(Liuyun,2011;Chenxiao,2006), individual’s goal-orientation, and psychological capital(Zhenmeirong, Pengjisheng and Yangjizhao,2012). From some perspectives, thosevariants reveal the internal mechanism of individual’s innovative conducts in anorganizational environment where innovation is encouraged. However, so far, it hasnot been analyzed in depth from the perspective of individual’s competence andattitude.
This research is based on the theories of organizational learning, socialexchanges theory, social study and the psychological theories about medium variantspresented by Tolman and Woodworth. Based on individual ability and attitude, thisstudy refines two important intermediary variables affecting organizationalinnovation climate and individual innovation behavior: Individual learning ability andorganizational commitment. The individual ability is to adapt to the externalenvironment change, unceasingly to acquire knowledge and information, andimproves its cognition pattern and the behavior through the full practice, then obtainsthe ability to survive and develop (Chengguoquan,2008). Organizationalcommitment means one state that a person is willing to stay for an organization. It canbe divided into affective commitment which is positive and continuance commitmentwhich is negative. Affective commitment refers to the individual emotional attachment to the organization. It comes from the identification of the organizationalgoals, norms and values. While continuance commitment refer to an individual'sperception of the costs and risk to leave the job. It is from the worry about the loss ofleaving the job and the lack to choice opportunity.(Meyer and Allen，1984，1990，1991，1993).
In this study, we conducted in-depth interviews to confirm the rationality andadaptability. And then to revise the questionnaire through pretest. Data from samplesof715subjects were analyzed through the software of SPSS16.0and AMOS17.0. Thesamples are from different regions and industry of the different sex, age, educationbackground and post level. The result confirms the hypothesis of the intermediationof individual learning ability. It revealed that affective commitment is the interveningvariable between organization innovation climate and individual innovation behavior.It is a novel research.
The conclusion of this research has some theoretical and practical significance.
The theoretical contributions are: this study structures the theoretical modelbased on the affective commitment and individual learning ability. Opening one blackbox that both theory and practice field all pay close attention to that the behaviormechanism of employee innovation. Proved that both individual learning ability andemotional commitment are the dependent variable of the individual innovationbehavior. The theoretical discussion is made further into dividing the organizationalcommitment into emotional commitment and continuous commitment. Analysis anddiscussion are carried on to the different effect in the process in the organizationoperation. It points out that in the theorists especially in some organizational behaviortext book some vague definition should be revised about organizational commitment.The organizational commitment and emotional commitment should be distinguishedinto two concepts. Using interdisciplinary research method, the research on individuallearning capability is made deeper under the frame of organizational learning, and afoundation is laid for further development of organizational learning in the individuallayer.
The contributions to management practice are: prompt the manager to change thefocus from the individual innovation behavior and result to how to form organizational innovation climate. Methods and Suggestions are presented to buildthe organizational innovation climate; the managers are suggested that they payattention to the nurturing of employees’ positive emotional commitment anddeveloping the employees’ individual learning capabilities to spur the individual’sinnovative conducts. The manager should be good at identifying the commitmentstate of staff. To those who work in our organization based on continuancecommitment and those who “have to” stay in our organization, we should give themthe help and the education timely, or sack them. Managers should broaden the train ofthought, and on the basis of employee training, improve the employee competence ofadaptation, survival and development in the changing environment both inside andoutside of the organization. Ideas and suggestions are provided, too.
引文
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