當團體在解決其所面臨的問題時，團體成員所扮演的功能性角色會影響團體的績效表現[Klopf, 1981; Benne et. al., 1948]，而團體的功能性角色可分為團體任務角色(group task roles)和團體關係角色(group maintenance roles)兩大類。而本研究的主要探討在虛擬的情況下，以學習任務導向的團隊之團體生命週期、發展過程中出現哪些的團體功能性角色、以及這些關鍵功能性角色和團隊效能間的關係；本研究以二十四組網路大學碩士學分班的成員所組成的虛擬團隊為樣本來分析，採內容分析法分析這些虛擬團隊之群體討論過程，研究後發現這二十四組虛擬團隊的生命週期呈現Tuckman et. al.(1977)所提出的形成期、激盪期、規範期、執行期、與中止期五個團體成長階段之現象。當虛擬團隊在團體發展的初期—形成期階段，僅出現開創者和資訊蒐集者/給予者兩種團體任務角色；因本研究的虛擬團隊任務是以學習目標為主，所以團體的衝突現象並不明顯；當鼓勵者、守護者、和追隨者三種團體關係角色出現時，則有助於團體凝聚力的產生，使虛擬團隊發展至規範期；而在團體發展的成熟期—執行期階段時，四種團體任務角色—意見尋覓者/給予者、協調者、目標指引者、和評估者的出現，則有助於提昇虛擬團隊的效能；而因為團隊任務是以學習任務為主，團體進程障礙的功能性角色在本研究中並不明顯。所以顯示當虛擬團隊發展時，團體成員應依據其所處的發展階段，適時扮演各種關鍵性的正面功能性角色，使團體演進臻至成熟，並藉此提昇虛擬團隊的效能。

When a face-to-face work group tries to accomplish its collective goals, the effectiveness and maturity of a group hinge on the combination of the functional roles performed by group members— task-oriented roles and group maintenance roles [Klopf, 1981; Benne et. al., 1948]. This research examines the phenomenon of group developmental processes, the functional roles performed by group members, and the relationships among certain critical functional roles, group maturity, and team effectiveness in the learning-task oriented virtual team setting. The samples are 24 project teams composed by part-time graduate students in a cyber university. After analyzing the group discussion sections by content analysis method, the development processes of these virtual teams demonstrate Tuckman’s five-stage model of group development: forming, storming, norming, performing and adjourning. For the groups on forming stage, there are only two group maintenance roles — initiator and information seeker/giver, performing by virtual team members. Conflicts between team members are not obvious due to virtual teams’ learning-oriented task. Three group maintenance roles — encourager, gatekeeper, and follower will encourage the occurrence of group cohesiveness and lead virtual teams to norming stage. Furthermore, when groups mature, four emerging task-oriented roles — opinion seeker/giver, coordinator, orienter and evaluator will enhance the virtual team effectiveness. Negative functional roles (process-hindering roles) are rare due to virtual team’s learning-oriented task. Therefore, this result indicates that members in a virtual team should play different critical positive functional roles according to their group’s developmental stages, and it will facilitate group evolvement and improve team effectiveness.

本 文 目 錄

第一章 緒論
第一節 研究背景與動機••••••••••••••••1
第二節 研究目的 •••••••••••••••••••3
第三節 研究範圍 •••••••••••••••••••5
第四節 論文結構 •••••••••••••••••••8

第二章 文獻探討
第一節 虛擬團隊 •••••••••••••••••••9
一、 虛擬團隊的定義•••••••••••••••••9
二、 團體與團隊活動的虛擬化層次 ••••••••••11
三、 虛擬團隊的組成元素 ••••••••••••••12
第二節 團體發展 ••••••••••••••••••13
一、 團體的定義 ••••••••••••••••••13
二、 團體發展理論 •••••••••••••••••14
第三節 團體成員扮演的角色 •••••••••••••17
一、 角色的定義 ••••••••••••••••••17
二、 角色的分類 ••••••••••••••••••19
第四節 團隊的效能 •••••••••••••••••23
一、 團隊的定義 ••••••••••••••••••23
二、 工作團隊的效能 ••••••••••••••••24


第三章 研究方法
第一節 研究方法的選擇 •••••••••••••••28
第二節 研究的基本規劃和設計的執行 •••••••••31
第三節 資料分析方法 ••••••••••••••••33
一、 內容分析法概述與資料分析過程 •••••••••33
二、 類目與語幹的舉例說明 •••••••••••••35
第四節 資料分析的信度說明 •••••••••••••40


第四章 研究結果
第一節 虛擬團隊和團體成長階段理論之對映 ••••••43
第二節 虛擬團隊發展階段中所出現的功能性角色 ••••50
第三節 虛擬團隊發展中成員互動過程和行為分析 ••••56
一、 領導者的產生方式與成員的參與式領導••••••57
二、 團體發展初期時成員的溝通活動與團隊認同感的建立••••••••••••••••••••••59
三、 虛擬團隊的團隊精神••••••••••••••60
四、 虛擬團隊成員間溝通訊息的數量與品質，以及團隊的合作方式••••••••••••••••••••62

第五章 結論與建議
第一節 研究結論與研究貢獻 •••••••••••••64
第二節 後續研究方向 ••••••••••••••••68


參考文獻•••••••••••••••••••••••••70


附錄A. 第十六組語幹分析表••••••••••••••••75
附錄B. 第十六組群組討論內容•••••••••••••••86
附錄C. 虛擬團隊成員基本資料背景表••••••••••••122
附錄D. 兩個團隊專案報告之題目••••••••••••••129
附錄D-1. 團隊專案報告一•••••••••••••••130
附錄D-2. 團隊專案報告二•••••••••••••••133
附錄E. 四組虛擬團隊的專案報告二之成果••••••••••135
附錄E-1. 第16組專案報告二內容••••••••••••136
附錄E-2. 第9組專案報告二內容•••••••••••••139
附錄E-3. 第11組專案報告二內容••••••••••••141
附錄E-4. 第22組專案報告二內容••••••••••••142
附錄F. 虛擬團隊成員的功能性角色統計表••••••••••144

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