張基成Chang, Chi-Cheng蔡孟岑Tsai, Meng-Chen2019-09-032015-07-122019-09-032015http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22G0897710153%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/96468本研究之目的是要探討台灣管理學院碩士在職專班的組織氣候與知識移轉對學習遷移之影響，並討論組織氣候是否會對知識移轉對學習遷移的影響關係中扮演調節角色。為了完成此研究，本研究共提出11個研究假設。知識移轉以及其構念包含知識內化與知識滿足兩個；組織氣候包含整體知識氣候、變項危機組織氣候、創新組織氣候以及合作組織氣候。本研究以線性迴歸分析與階層迴歸分析作為統計方法，調查了10所管理學院碩士在職專班的335位學生，以探討組織氣候與知識移轉對學習遷移之影響。研究結果指出，知識移轉、知識內化與知識滿足皆對學習遷移有顯著的正向影響。整體、危機、創新與合作組織氣候對知識移轉與學習遷移具有顯著的正向影響。組織因素在個人對學習遷移之調節效果方面，知識移轉對學習遷移的影響會受到整體、危機、創新與合作組織氣候顯著的正向調節。The study explored that the knowledge transfer and the organizational climate influenced learning transfer, and discussed that organizational climate modulated between knowledge transfer and learning transfer in Taiwanese EMBA. The study investigated 335 students from 10 EMBA to demonstrated that both knowledge transfer and organizational climate associated with learning transfer. We tested 11 hypotheses and the results showed that knowledge transfer, knowledge internalization and knowledge transfer satisfaction were significantly and positively influenced learning transfer. knowledge transfer The organizational climate, risk organizational climate, innovation, and cooperation organizational climate was significantly and positively influenced and knowledge transfer and learning transfer. The organizational climate, risk organizational climate, innovation organizational climate and cooperation positively moderated the relationship between knowledge transfer and learning transfer.知識移轉學習遷移組織氣候knowledge transferlearning transferorganizational climate