工作场所中团队专业能力的发展
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摘要
知识时代中社会对于定制化服务的需求越来越显著,在咨询类企业中定制化的要求表现得非常明显,工作场所中的需求情境不断涌现且变化,这促使了专业实践者越来越通过彼此协作而“专业化”,而团队俨然成为拥有专业能力的知识专业工作者们所栖居的精神空间。工作场所中团队专业能力的发展对于团队,甚至组织的生存和发展越来越重要。
本研究的关注核心是工作场所中团队专业能力的发展过程,本研究旨在发现工作实践场域下团队专业能力发展过程中的特征及其关系,从而建构一个有关“团队专业能力的发展”的且能在“具体性与普遍性”之间取得平衡的中层理论。
为此,本研究运用了多个案研究的策略,三例个案内分析注重具体性,而跨个案分析则兼顾了普遍性。本研究在每例个案中使用了半结构化访谈、观察、文件分析、有重点的访谈等多种资料收集方法。本研究结合了多种理论,并以活动理论为主要框架,从多个特征维度来阐释“团队专业能力的发展”这一复杂过程。
本研究中调研的三例个案团队均为中国本土的咨询公司,且都聚焦于企业学习或人才发展领域。为了更全面地理解团队专业能力的发展过程,在个案内分析中(分别见第四章、第五章和第六章),本研究根据各例个案团队的特点,分别在三例个案中循序渐进地运用了活动理论的不同工具来展现团队专业能力发展的不同方面。
基于对三例个案团队的个案内分析和原始文本,本研究对涌现出来的团队专业能力发展的八个特征维度(“连续性、置换性、分布性、整合性、惯例性、共创性、适应性和对抗性”)进行了跨个案分析,分析中应用了艾森哈特的方法论,对每个特征都在三例个案团队之间进行反复比较,将各个特征和与之紧密相关的文献进行理论层面的比较,并运用了活动理论原理和方法分析各个特征维度及其关系。本研究中发现的八个特征是具有“对立统一”关系的四对,分别为：自上而下的整合性和自下而上的分布性(见第八章)；内化的惯例性和外化的共创性(见第九章)；自外而内的对抗性和自内而外的适应性(见第十章)；个体从“边缘参与”到“中心参与”的连续性和个体在团队边界内外流动的置换性(见第十一章)。每一对特征彼此补充,相互依赖。因此本研究在活动理论的框架内结合其它相关理论成果,分别用跨个案分析的策略对这四对特征进行呈现、分析和阐释。
最后本研究基于活动理论的矛盾原理建构了这八个特征之间的多层互动关系：即驱动“连续性和置换性”的矛盾是第一级矛盾和第二级矛盾,驱动“分布性和整合性”的矛盾是第二级矛盾,驱动“惯例性和共创性”的矛盾是第三级矛盾,驱动“适应性和对抗性”的矛盾是第四级矛盾,各级矛盾之间的联动式互动融合了团队专业能力发展的这八个特征,而这些特征又动态“共构”了团队专业能力发展的多层互动结构。
本研究立足于本土实践,基于原始材料和活动理论提出了团队专业能力发展的八个特征,揭示了这八个特征之间的多层互动关系,并把这八个特征“融合”为团队专业能力发展的“全景”。
The demand for service customization has increased dramatically in Today's knowledge society. And the consulting companies have to provide customized service with the changing customs'needs, which facilitate the professionalization for these practitioners through collaboration. Team becomes the collaborative space for the professional knowledge workers, and the development of team expertise in the workplace is becoming more of importance to the survival and development of teams, even of the organization.
The primary focus of this study is on the development of team expertise in the workplace, and the purpose of this study to discover the characteristics of team expertise development and its mutual relationship. This is intended to construct a middle-range theory that has tradeoff between the accuracy and generality.
For such a purpose, this study applies a multi-case study strategy. Respectively, each case study focuses on its own accuracy and specificity. And the cross-case analysis takes the generality into account.
Multiple methods have been applied for data collection, e.g. semi-structured interviews, observation, document analysis and focused interviews. The process of team expertise development has been clarified from multiple characteristics, within the framework of activity theory and combined with various theories.
All the three teams investigated are local Chinese consulting companies that focus on the field of organizational learning or talent development. In order to better comprehend the process of team expertise development, in each case study (see Chapter IV， V and VI), different tools of activity theory have been applied in gradually progress to analyze the specific team to show the different aspects of team expertise development.
Eight characteristics of the team expertise development have emerged from the three case studies and the original texts, and then a cross-case analysis has been conducted on distribution and collectiveness, routine and expansiveness, adaptability and confrontation, continuity and displacement. Based on Eisenhardt methodology, the cross-case analysis makes constant comparisons among three cases, and applies the principles from activity theory to analyze each characteristic, with comparisons with other related theoretical literature. The finding of this study is that these eight characteristics are four pairs of "Unity of Opposites" relationship, distribution as top-down and collectiveness as bottom-up (see Chapter VIII), routine as internalization and expansiveness as externalization (see Chapter IX), adaptability as force from inside to outside and confrontation as force from outside to inside (see Chapter X), continuity as individual move toward full participation within team boundary and displacement as individual move out of team boundary(see Chapter XI). For a pair, each characteristic complements the other. A cross-case study strategy has been applied to present, analyze, and clarify each characteristic within the framework of activity theory.
Finally, based on the contradiction principle from activity theory, a multi-layer interactive relationship between the eight characteristics has been constructed, it is the Primary Contradiction and Secondary Contradiction that drive the continuity and displacement, it is the Secondary Contradiction that drives the distribution and collectiveness, it is the Tertiary Contradiction that drives the routine and expansiveness, and it is the Quaternary Contradiction that drives the adaptability and confrontation. The interactive integration between different levels of contradiction unifies these eight characteristics, and they dynamically constitute the multi-layer interactive relationship structure for the team expertise development.
Based on local practice, the original texts and the principles from activity theory, this study proposes eight characteristics for team expertise development, and discovers the multi-layered interactive relationship between each other, which in turn constitute The "Panorama" of team expertise development.
本研究的关注核心是工作场所中团队专业能力的发展过程,本研究旨在发现工作实践场域下团队专业能力发展过程中的特征及其关系,从而建构一个有关“团队专业能力的发展”的且能在“具体性与普遍性”之间取得平衡的中层理论。
为此,本研究运用了多个案研究的策略,三例个案内分析注重具体性,而跨个案分析则兼顾了普遍性。本研究在每例个案中使用了半结构化访谈、观察、文件分析、有重点的访谈等多种资料收集方法。本研究结合了多种理论,并以活动理论为主要框架,从多个特征维度来阐释“团队专业能力的发展”这一复杂过程。
本研究中调研的三例个案团队均为中国本土的咨询公司,且都聚焦于企业学习或人才发展领域。为了更全面地理解团队专业能力的发展过程,在个案内分析中(分别见第四章、第五章和第六章),本研究根据各例个案团队的特点,分别在三例个案中循序渐进地运用了活动理论的不同工具来展现团队专业能力发展的不同方面。
基于对三例个案团队的个案内分析和原始文本,本研究对涌现出来的团队专业能力发展的八个特征维度(“连续性、置换性、分布性、整合性、惯例性、共创性、适应性和对抗性”)进行了跨个案分析,分析中应用了艾森哈特的方法论,对每个特征都在三例个案团队之间进行反复比较,将各个特征和与之紧密相关的文献进行理论层面的比较,并运用了活动理论原理和方法分析各个特征维度及其关系。本研究中发现的八个特征是具有“对立统一”关系的四对,分别为：自上而下的整合性和自下而上的分布性(见第八章)；内化的惯例性和外化的共创性(见第九章)；自外而内的对抗性和自内而外的适应性(见第十章)；个体从“边缘参与”到“中心参与”的连续性和个体在团队边界内外流动的置换性(见第十一章)。每一对特征彼此补充,相互依赖。因此本研究在活动理论的框架内结合其它相关理论成果,分别用跨个案分析的策略对这四对特征进行呈现、分析和阐释。
最后本研究基于活动理论的矛盾原理建构了这八个特征之间的多层互动关系：即驱动“连续性和置换性”的矛盾是第一级矛盾和第二级矛盾,驱动“分布性和整合性”的矛盾是第二级矛盾,驱动“惯例性和共创性”的矛盾是第三级矛盾,驱动“适应性和对抗性”的矛盾是第四级矛盾,各级矛盾之间的联动式互动融合了团队专业能力发展的这八个特征,而这些特征又动态“共构”了团队专业能力发展的多层互动结构。
本研究立足于本土实践,基于原始材料和活动理论提出了团队专业能力发展的八个特征,揭示了这八个特征之间的多层互动关系,并把这八个特征“融合”为团队专业能力发展的“全景”。
The demand for service customization has increased dramatically in Today's knowledge society. And the consulting companies have to provide customized service with the changing customs'needs, which facilitate the professionalization for these practitioners through collaboration. Team becomes the collaborative space for the professional knowledge workers, and the development of team expertise in the workplace is becoming more of importance to the survival and development of teams, even of the organization.
The primary focus of this study is on the development of team expertise in the workplace, and the purpose of this study to discover the characteristics of team expertise development and its mutual relationship. This is intended to construct a middle-range theory that has tradeoff between the accuracy and generality.
For such a purpose, this study applies a multi-case study strategy. Respectively, each case study focuses on its own accuracy and specificity. And the cross-case analysis takes the generality into account.
Multiple methods have been applied for data collection, e.g. semi-structured interviews, observation, document analysis and focused interviews. The process of team expertise development has been clarified from multiple characteristics, within the framework of activity theory and combined with various theories.
All the three teams investigated are local Chinese consulting companies that focus on the field of organizational learning or talent development. In order to better comprehend the process of team expertise development, in each case study (see Chapter IV， V and VI), different tools of activity theory have been applied in gradually progress to analyze the specific team to show the different aspects of team expertise development.
Eight characteristics of the team expertise development have emerged from the three case studies and the original texts, and then a cross-case analysis has been conducted on distribution and collectiveness, routine and expansiveness, adaptability and confrontation, continuity and displacement. Based on Eisenhardt methodology, the cross-case analysis makes constant comparisons among three cases, and applies the principles from activity theory to analyze each characteristic, with comparisons with other related theoretical literature. The finding of this study is that these eight characteristics are four pairs of "Unity of Opposites" relationship, distribution as top-down and collectiveness as bottom-up (see Chapter VIII), routine as internalization and expansiveness as externalization (see Chapter IX), adaptability as force from inside to outside and confrontation as force from outside to inside (see Chapter X), continuity as individual move toward full participation within team boundary and displacement as individual move out of team boundary(see Chapter XI). For a pair, each characteristic complements the other. A cross-case study strategy has been applied to present, analyze, and clarify each characteristic within the framework of activity theory.
Finally, based on the contradiction principle from activity theory, a multi-layer interactive relationship between the eight characteristics has been constructed, it is the Primary Contradiction and Secondary Contradiction that drive the continuity and displacement, it is the Secondary Contradiction that drives the distribution and collectiveness, it is the Tertiary Contradiction that drives the routine and expansiveness, and it is the Quaternary Contradiction that drives the adaptability and confrontation. The interactive integration between different levels of contradiction unifies these eight characteristics, and they dynamically constitute the multi-layer interactive relationship structure for the team expertise development.
Based on local practice, the original texts and the principles from activity theory, this study proposes eight characteristics for team expertise development, and discovers the multi-layered interactive relationship between each other, which in turn constitute The "Panorama" of team expertise development.
引文
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