激勵專案團隊創新：獎酬與團隊學習導向在新產品開發的角色

Motivating project teams to innovate: The interplay between rewards and team learning orientation

本研究目的是探討新產品開發團隊的學習導向與獎酬機制對於其創新績效的影響。本研究提出新產品開發團隊的學習導向會因其是應用性抑或是探索性而產生不同的創新績效。同時我們也進一步探究過程基礎和結果基礎的獎酬機制是否為調節變數。本研究調查新產品開發專案團隊，收集153份有效問卷並且使用層級迴歸分析方法進行資料分析，獲致以下研究發現：（一）應用性學習導向與探索性學習導向分別對漸進式創新和突破式創新的績效有著正向顯著影響；（二）過程基礎的獎酬與結果基礎的獎酬會強化探索性學習對突破式創新績效的影響效果；（三）探索性學習、過程基礎獎酬與結果基礎獎酬的三階交互作用對突破式創新績效會有正向顯著影響；（四）過程基礎的獎酬則會弱化應用性學習在漸進式創新績效的影響力。本研究也針對以上研究的發現提出相應的實務意涵。

This research aims to investigate whether the relationship between team learning and innovation performance differs depending on team learning modes, i.e. exploratory or exploitative. We also postulate that both process-based and outcome-based reward mechanisms moderate the focal relationship. Analyzing the data from a survey of 153 new product development teams, we find that exploratory and exploitative learning exert positive influence on incremental innovation performance and radical innovation performance, respectively. In addition, the positive effect of exploratory learning on radical innovation performance is strengthened by both process-based and outcome-based rewards, whereas the effect of exploitative learning on incremental innovation performance is negatively moderated by outcome-based rewards. Unexpectedly, radical innovation performance is positively affected by the three-way interaction of exploratory learning, process-based rewards, and outcome-based rewards. We provide implications of these findings for managers and academics.