近年來常常聽到有所謂的電子新貴或是網路新貴族，年紀輕輕工作個3∼5年就擁有千萬甚至億元身價，羡煞了工作十幾二十年卻還在與房子貸款奮鬥的勞工朋友，或許他們也有出來創業的念頭，但卻往往承受不了這麼大的風險而作罷，也可能想要跳槽卻提不起勇氣，怕自己的專業已不符時代潮流甚至會淹沒在電子浪潮下，因此常常聽到父執輩朋友談起工作上的不順遂及提不起勁，工作了一輩子皆是為別人賺錢的怨言。因此如何平衡傳統產業及高科技產業之間員工不滿及差距，並能持續維持公司創新及開發的動力，如何設計一套能提高員工向心力、員工工作參與感並增加工作效率的機制就顯得相當重要。 但在討論激勵制度的時候並不能將所有重點皆著墨於股票的發放上，因為台灣分紅制度的實施雖然使得台灣科技快速成長，但也造成股本快速膨脹，如果公司不屬於高成長性的產業，如傳統產業，則分紅制度可能反使公司因盈餘未能趕上股本膨脹的速度而導致產業衰退，國內大部份傳統產業的股票並不能如高科技產業一樣維持在高價位上，且觀察國內傳統產業近幾年來股價的表現中亦發現股價大多數呈現下降的走勢，因此以股票來獎勵員工並不能有效的達到吸引員工及留住公司優秀人才的目的，所以台灣一般傳統產業並不適合以股票為基礎的激勵措施，所以除了以股票做為吸引員工之外，亦可以考慮以現金做為員工的激勵措施。 另外由於國內企業基於全球發展策略的需要，常需於海外設立分據點，所以我們必須了解外國實施已久的股票選擇權制度優劣及執行的機制，才能有效達到激勵員工及創造公司價值，達成公司及員工兩造之間雙贏的局面。由於國內目前並無股票選擇權制度，而股票選擇權制度的優點又能適時彌補現行國內分紅入股制度所產生的缺朱，並能配合國內未來全球發展策略，因此值得我們詳細深入探討分析。 首先本論文藉由瞭解國內相關高科技的激勵制度，對其做深入的探討並分析可能產生的問題，進而引進外國相關的激勵制度，包括利潤分享計畫(profit shaing)及股票選擇權制度(stock option)，其中利潤分享計畫是以現金發放為主，而股票選擇權則是以股票發放為主。本篇論文主要探討各激勵制度使用上的優缺點並於一章節中做模擬試算，文中整理利潤分享計畫共包括六項，如現金利潤分享計畫(cash profit shaing plan)、簡單計畫(Simple plan)、簡化員工退休計畫(Simplifed employee pension plan,SEP)、遞延利潤分享計畫(deferred profit shaing plan)、現金購買計畫(Money-purchaseplan)及40lk，而股票選擇擇權則是以廣泛基礎的股票選擇權為主，另外還介紹以股票為主的員工持股信託(ESOP)、目標利潤計畫(target-benefit plan)及股票紅利計畫(Stock-bonus plan)。 而在可預期的未來國內將會實施股票選擇權制度，因此本論文另以一章節探討股票選擇權並對股票選擇權所產生的問題做分析，例如當員工執行股票選擇權時所產生盈餘及投票權稀釋的問題，公司應如何有效解決；當公司發生合併時股票選擇權應如何調整；當股市下跌股票選擇權發生價外時公司應如何解決。本論文對上述問題提出有效的解決替代方案，並對各問題做一詳細的探討分析，並於最後附錄的部份納入公司執行激勵制度時所應考量的事項。最後希望未來相關激勵制度推行時，本論文能提供相關資訊使得員工及公司能有所助益。

Web 2.0是一種架構在知識環境上的網路，使用者可以協同參與網站內容、工具和應用軟體的使用、發展與管理。為了創造更多使用者價值，各式各樣的Web 2.0新服務因應而生，例如：Wikipedia和Facebook，就是從這種服務導向的技術架構中衍生出來，進而提供有效的知識創造與社群互動。同時，由於Web 2.0平台具有協同合作與互動等特性，使用者的知識分享意願亦會受到平台中的知識與流程(即Web 2.0選擇權)所影響，因此，使用者參與和分享是十分重要的議題。 為了有效管理這類社群網路平台的知識創造與持續創新相關活動，本研究進行了兩階段的調查。在第一階段中，主要探索Web 2.0對於合作學習的知識創造服務。本研究分析並分類1,042個 Web 2.0 網站，進而定義出兩種知識創造服務平台(經驗交流型與智慧累進型) ，以及五種Web 2.0服務模式，包含交換模式、整合模式、組織模式、協同合作模式與開放模式，由於這些服務模式具體描繪出現有Web 2.0的不同應用，因此能清楚地闡釋Web 2.0科技的運用模式與價值建立。 第二階段本研究根據認知理論，調查知識貢獻者的分享動機，包括認知有用性、社群認同感、利他主義傾向、認知娛樂性和Web 2.0自我效能，以及Web 2.0選擇權對於分享意圖的調節效果。本研究對象來自於全球性樣本，即第一階段中兩大類型Web 2.0平台的貢獻者，經驗交流型平台蒐集了568位有效樣本；智慧累進型平台則有694位有效樣本。結果發現，Web 2.0選擇權會顯著地影響使用者的知識分享動機。對於經驗交流型平台而言，高度的知識與流程選擇權會顯著地調節知識貢獻者的社群認同感、利他主義傾向以及Web 2.0自我效能對於知識分享的意圖；對於智慧累進型平台而言，低度的知識與流程選擇權會顯著地調節知識貢獻者的社群認同感與認知有用性對於知識分享的意圖，而高度的流程選擇權則會調節貢獻者的認知娛樂性對於分享的意願。因此，組織在提供Web 2.0服務時，無論是為了人際交流目的或是知識累積目的，皆需要妥善地利用Web 2.0選擇權，才能有效建立良善的知識分享循環之平台。 / Web 2.0 is a network on which individuals contribute to the development and distribution of content, tools, and software applications over the Internet. To provide different values to the users, various innovative Web 2.0 services, such as Wikipedia and Facebook, have emerged from this omnibus technological concept, and the Web 2.0 platform has been praised for providing an effective platform for knowledge creation and group innovation. For a cyclical flow of knowledge generation and reinvention, user participation and contribution become the most critical part of the platform. Meanwhile, due to the collaborative and interactive features of the platform, this user intention can be highly affected by the Web 2.0 options—i.e., the reach and richness of knowledge and processes enabled on the Web 2.0 platforms. In order to effectively leverage this kind of social network platform for knowledge creation and innovation sustainment, this study has two stages. In Stage one, it explores Web 2.0 knowledge-creating services for collaborative learning. More than 1,000 Web 2.0 application sites were analyzed and classified, and two types of knowledge-creating services with five service models were identified. The two services are called experience-socialization and intelligence-proliferation, and the service models are coined with the names of Exchanger, Aggregator, Organizer, Collaborator, and Liberator. These service models represent the diversity of existing Web 2.0 applications and provide a base for better communications of the operating patterns and value propositions of the Web 2.0 technology. In Stage two, based on cognitive theories, it examines the determinants of knowledge sharing and the moderating effects of Web 2.0 options on the sharing intention. Motivators such as perceived usefulness, community identification, altruism tendency, perceived enjoyment, and Web 2.0 self-efficacy were verified by frequent contributors of all types. A global sample from contributors of two major types of Web 2.0 platforms, experience-socialization platforms (N = 568) and intelligence-proliferation platforms (N = 694), were collected. The results confirm that user motivations to contribute are moderated by Web 2.0 options. For contributors to experience-socialization platforms high knowledge and process options can affect their sense of community identity, altruism tendency, and Web 2.0 self-efficacy towards sharing intention. For contributors of intelligence-proliferation platform, low knowledge and process options affect the user’s sense of community identity and perceived usefulness that shapes their intention to share. By the same token, high process options affect contributors’ feeling of joyfulness towards contributing on the platform. Organizations providing Web 2.0 services for either socialization purposes or knowledge retention purposes need to leverage Web 2.0 options properly in order to build effective platforms and nurture a strong, growing stream of knowledge contribution.

企業面臨產業環境及國際化的挑戰，企業必須持續強化競爭優勢，但在企業需要快速累積內部優勢時，組織往往因內部知識傳承產生落差，導致無法有足夠的應變力及執行能力。而中階主管更是組織中承上啟下最重要的階層，但其訓練卻因行業差異性、管理問題與專業的相互交織，使得難度加大，因而造成企業中階主管的斷層嚴重，更使企業的經營更加艱鉅。 面對這樣的問題，司徒達賢教授建議企業可用內部實際個案發展與教學，訓練主管聽、說、想的能力，有利企業內部知識的傳承與中階主管的養成。故本研究以個案研究法、個案公司主管的深度訪談並結合教學方法、知識管理等理論內容，探討企業內部個案教學成功關鍵因素，並發展出企業內部中階主管之個案發展與教學之有效模式。 本研究認為： 一、 企業內部個案發展與教學成功關鍵因素包括： (一) 高階主管的認同。 (二) 先從簡單的個案開始，再到較複雜的個案。 (三) 授課講師對個案的了解程度。 (四) 學習者的投入。 二、 企業內部中階主管個案發展與教學之有效模式如下： (一) 先訂出各部門中階主管的必要技能與知識(要達成哪些訓練目的)。 (二) 依照訓練目的，挑選(或撰寫)適合的企業內部個案。 (三) 企業內部個案發展模式：個案雛型發表、個案與教學指引初稿、個案驗 證、個案教學。 (四) 企業內部個案教學模式：先講述基本的專業概念，再結合經典個案進行個 案教學討論。 / Facing the challenges from the dynamic industry environment and globalization, companies need to improve the organizational internal knowledge learning capability to enhance their competitive strength. However, the knowledge transferring and sharing might be ineffective if the middle management team (MMT) can not fully implement the company’s strategy or play the bridging role between top management teams and line staffs due to their busy routine jobs and different professional backgrounds. The ill-training and invalid succession in organizational internal knowledge of MMT makes the companies difficult to operate effectively and efficiently. To solve the above problem, Prof. Seetoo proposes a method, called “Corporate Internal Case Writing and Teaching”, to overcome the obstacle of the company knowledge sharing and transferring as well as to provide a systemic structure to create and accumulate the company valuable lessons for business practices. This study attempt to explore the key success factor of corporate case teaching for the MMT by conducting case study and in-depth interviews on the basis of knowledge management and case study method. The major conclusions of my research include: 一、 The key success factors of corporate internal case writing and teaching: (一) The recognition and support by top management team. (二) From the easier cases to the complex ones. (三) Fully understanding of the case background by the facilitators. (四) Fully preparation and dedication to cases by the attendances. 二、 The efficient mechanisms for the corporate case writing and teaching for the middle management team include: (一) Identifying the needed knowledge and skills for the middle management firstly. (二) Selecting the appropriate case based on the purpose of training. (三) Developing the model of case writing: the prototype of the case, the initial draft of the case and the teaching note, the verification of the case, and finally the case teaching. (四) Developing the model of case teaching: to start with the introduction to the basic professional concept, and then proceed with the discussion of typical cases.

在知識經濟的時代裡，「知識管理」已成為學校組織管理與組織學習的核心議題，而「知識分享」更是其中重要的一環。因此，對教學場域中影響「教師」知識分享的相關因素之瞭解必有實務上的意義，尤其是屬於華人人情等特質相關因素的影響是本研究的探索旨趣。 從組織行為的角度去思考教師在學校的知識分享(分為資訊分享、行動示範、情境化知識分享、知識共構四個構面)，主要受到個人、人際、組織層面因素的影響。本研究從本土的人情概念出發，組織層面再加上對創新的關注，探討人情在個人層次(人情特質—忠恕取向、人情束縛、關係取向)、人際層次(情感與工具性關係)與組織層次(情感、關係、創新、法制)是如何地影響著國民中學教師彼此的知識分享意願與行為。 本研究對190位教師進行預試，進行對預試量表信效度檢驗並修正後，進行正式施測，正式施測時回收了583份有效問卷。以相關分析、多元迴歸分析、變異數分析、典型相關分析與結構方程模式分析，驗證本研究之假設並做延伸的探討。 本研究主要發現如下： 一、相對於知識分享的其他構面，教師們以行動示範同事進行知識分享的意願最低、實際行為也最少。 二、學校資訊設備與教師個人資訊能力對教師的資訊分享有正向影響；學校對課程時間與開放空間的彈性安排對教師之知識分享意願有提昇效果，亦促進了知識分享行為的實踐。 三、具忠恕特質、易受人情束縛的教師，其知識分享意願愈高，而展現出的實際知識分享行為也愈多，又尤以具高忠恕特質的教師最甚。 四、教師對與其情感親密的同事相較於僅屬工作關係而交往之同事會有較高的知識分享意願，也會有較多的知識分享行為。 五、若教師所在學校文化愈趨創新求變、情感支持、法制取向，則其知識分享的意願愈高、所展現出的知識分享行為愈多；關係取向文化則與知識分享意願、行為無顯著相關。又其中， 創新求變的學校文化對教師知識分享行為的實踐尤為重要。 六、教師愈具忠恕取向特質者，其所知覺到學校文化中的情感支持程度愈高；教師愈具關係取向特質，其所知覺到學校文化中「關係取向」程度愈高。 七、教師的知識分享意願愈高，則其所展現出的知識分享行為愈多。教師具有高知識分享意願時，若學校有「研究討論會」的安排，教師的知識分享行為愈多。 八、教師愈具忠恕特質，則其知識分享意願也高，進而產生較多的知識分享行為，知識分享意願是重要的中介變項。而若教師分享的對象愈屬情感性關係者，則其知識分享意願也高，進而產生較多的知識分享行為，知識分享意願亦是重要的中介變項。但若教師處於高創新求變的學校文化中，則教師不一定知覺其有知識分享意願，甚至在違反意願的情況下可能直接產生知識分享行為。 　　最後，本研究根據上述發現針對教育實務層面與未來研究提出具體建議以供參考。 / A Study of the Relationships among Teachers’ Renqing Traits of Teachers, Interpersonal Affection, Organizational Culture and Knowledge Sharing in Junior High School By Chien-Heng Yeh Abstract The main purposes of this study were to understand the status quo of knowledge sharing willingness and behaviors among junior high school teachers, as well as examine the relationships among the teachers’ Renqing(人情) traits, interpersonal affection, organizational culture and knowledge sharing. From literature review, knowledge sharing was divided into four aspects---information sharing, action modeling, situated knowledge sharing, and knowledge co-constructing. Renqing traits were also divided into three aspects as Zhongshu(忠恕), Renqing constrain(人情束縛), and Guanxi(關係). People with zhongshu trait mean they’re kind and empathic, those with renqing constrain trait are difficult saying “no” to others and apt to be constrained by renqing, while people with guanxi trait have the belief that interacting with others is to utilize their relationship as an instrument to acquire certain kind of resource. 　　Meanwhile, the interpersonal affection variable was composed of expressive ties(情感性關係) and instrumental ties(工具性關係). The former means both parties are intimate, as well as care about each other; the latter represents the two-person relationship is just on the job. Moreover, the organizational culture in this study contains the four dimensions--- innovative flexibility, affective support, guanxi(關係取向), and law-governed orientation. This study adopts the survey method by questionnaire. A pilot test was conducted with 190 teachers. Having examined the reliability and validity of the questionnaire and revised it, the modified one was then given to the subjects who the study is targeting at. In this study, the subjects were public junior high school teachers in Taiwan. Returned valid questionnaires were amount to 583 .The collected data were analyzed through product-moment correlation, multiple regression, one-way and two-way ANOVA, canonical correlation and structural equation modeling. The conclusions of this study were as follows： (1)teachers’ willingness and behavior frequency to participate in action modeling are the least, in comparison with other aspects of knowledge sharing. (2)The information technology(IT) equipment in school and personal IT ability have the positive influence on the information sharing willingness and behaviors of teachers; the flexible curriculum time and open space arranged in the campus have the effect to facilitate the knowledge sharing willingness and behaviors of teachers. (3)The teachers with more zhongshu, renqing constrain traits have higher willingness of knowledge sharing, and more behaviors than those with less zhongshu, renqing constrain trait, especially, the zhongshu trait. (4)Teachers have higher willingness of knowledge sharing with those are expressive ties, and more behaviors than those are instrumental ties with them. (5)The three dimensions of school culture--- innovative flexibility, affective support, and law-governed orientation had all significant positive related with the willingness and behaviors of teachers’ knowledge sharing,but guanxi orientation did not.Among them, the innovative flexibility of school culture is the most important. (6)The zhongshu trait of teachers and the degree of affective support culture in school have influence on and interplay with one another. Similarly, the guanxi trait and the degree of guanxi orientation culture in school do, too. (7)Their knowledge sharing willingness and behaviors have impact on and interplay with the other. Besides, teachers with high willingness really share knowledge with colleague when the seminar was actually held in school. (8)Teachers with high zhongshu trait have more knowledge sharing behaviors, via high willingness of them.That is,the willingness is the important mediate variable. Nevertheless,teachers have more sharing behaviors to those that are expressive ties with , via high willingness of them. That is,the willingness is the important mediate variable. But if teachers were in the school of high innovative culture, they directly participated in knowledge sharing activity, not via willingness, even violating their willingness. 　　Finally, some suggestions are proposed based the aforementioned conclusions for further studies and for the practice of education.

大多數組織都存有各種資訊以及成功解決問題的經驗，但是由於缺乏知識管理之應用，這些資訊或經驗都不是很容易累積，且經常需要重複花費許多時間去找尋或整合一些零散的知識，造成組織資源與成本的浪費。 本研究以政大商學院為例，集中探討研究型知識與研究人員，並參考Advanced Distributed Learning (ADL)所發展之SCORM content aggregation model提出一個最佳實務模型The Shareable Researching Knowledge Object Reference Model (SREKORM)，希望透過對研究型知識的的系統管理，協助研究人員知識分享、創新，更可為組織累積智慧，創造價值。主要建議如后： (1)將知識呈現方式由傳統的文件轉換為知識物件呈現方式。 (2)將知識搜尋方式由傳統的全文檢索轉換為知識物件檢索方式。 最後，經由論文訪談的方式，了解研究人員從理論及實務對本研究的觀點，並驗證本研究付諸實行之可行性。 / Knowledge is generally available, but not always readily accessible, due to lack of knowledge management in most organizations. So people within organization always spent duplicate time to search or summarize scattered information. This study will focus on researching and researchers based on the College of Commerce, National Chengchi University, and reference the SCORM content aggregation model put forward by Advanced Distributed Learning, and then intends to develop a best practice of researching knowledge--The Shareable Researching Knowledge Object Reference Model (SREKORM), for the purpose of assisting innovation, knowledge sharing and accumulated. The proposal is as follows: (1) To transform the form of knowledge representation from traditional documents to knowledge objects (2) To transform the methods of retrieving knowledge from the traditional full text to knowledge objects. Finally, through case interview, the viewpoints of researchers regarding the theories and actual practices in research at NCCU can be understood and verified the availability of set up of SREKORM in NCCU offered by the current study.

Web2.0締造了許多創業神話與熱潮，但是往往能夠迅速火紅的網站鳳毛麟角，因此本研究以網際網路史以來使用者擴散最快的網站- YouTube做為核心個案，共12個研究個案，研究兩個問題： 1. YouTube使用者能迅速擴散、人氣起飛的原因為何？ 2. 類似的概念許多影音分享網站比YouTube先做、有的和YouTube同時做，為何是YouTube第一個吃下市場，而非所謂有先進者優勢的創新公司？網路是服務複製十分快速的產業，面對後起者的大企業挾金彈攻擊模仿，YouTube為何仍能屹立不搖？ 早在1997年，在頻寬成本都還很高的時候，ifilm就已經開始了線上影片上傳的服務，後續也推出免費上傳影片。Break(1998) 也以主打男性幽默，累積了很高的影片數量，然而當時相關環境卻還不成熟，部落格和線上相簿分享都不普遍。。在2003~ 2005年間，同時有Metacafe(2003)、Grouper(2004)、Sharkle(2004)、Vimeo (2004)、Veoh (2005)、Revver (2005)等影音分享網站各自以精緻影評、P2P、藝術取性、利潤共享等概念切入市場。從YouTube(2005.2)的成長可看到一段不斷嘗試錯誤的過程，從一開始主打美女影片概念、「你的數位儲藏庫」、「上傳、標籤並與世界分享你的影片」、最後出現富有Web2.0精神、彰顯自我的「Broadcast your self」，Slogan改了四次，使用者介面設計也有大幅的改變，程式上也對處理遽增的流量做了大量調整。 資源豐富的大公司Yahoo! 在面對YouTube的成長無所知覺，堅守影片搜尋，錯失先機；而Google雖然比YouTube早推出，但卻仍從搜尋出發，並且對使用者上傳有嚴格的限制，歷經轉型線上影片商店失敗，最後以16.5億美金收購YouTube收場(2006.11)。YouTube發展出「嵌入影片」的功能 (2005.6)，使用者以病毒式擴散，MySpace成為其流量的主要來源 (超過20%)，引發MySpace自家推出MySpace video (2006)，誓言複製一個YouTube。但YouTube腳步並未因為複製而停下，隨著創意影片越來越多，持續針對使用者需求開發新功能，不斷快速設計、測試與修改，YouTube是與使用者共同開發、一同成長，成為YouTube魅力所在。 本研究發現：（一）在嶄新的產業或原創的領域中，學習對象並非專家或權威，而是市場。對於願景的堅持，不斷的針對市場修改，才是持續成長的原因。（二）連結比產能重要，應同時啟動網絡效應與間接網路效應：找到巨人的肩膀，有效利用外部資源，專注自己的核心（三）網路產業複製迅速，先進者難有優勢。優勢來自於企業能夠快速跟上環境脈動的反應力和市場觀察力。並且從利基市場出發，與使用者共同演化完整商品（四）草根策略：大量試驗以聆聽使用者的聲音，速度比正確重要，追求「夠好」而非「最好」，培養能讓創新不斷生長出來的土壤。（五）如果不能有效的輸入知識，核心能力=核心僵固。 / “Web2.0” creates lots of entrepreneur legends and becomes a new trend. But only few of the Web 2.0 websites can grow and become very popular. Therefore, this study picks “YouTube”, the fastest growing website in the Internet history as its core case, and it includes 12 study subjects in total. The two research questions are listed below. 1. Why did YouTube grow so fast? 2. The concept of video sharing which YouTube provided appeared frequently. Some of the websites started their service first; some of them did similar things at the same time. Why not the other competitors who had first mover advantage could win, but YouTube won? One of the characteristics of Internet Industry is “easy to copy”. When facing the competition of big companies which duplicate their idea and attacked with abundant resources, why did YouTube still survive? Ifilm (1997) started its online video sharing business when the cost of bandwidth was still very high. And it served online videos for free afterwards. Break (1998) featured male’s humor, attracted a large number of videos. However, the related environment was not ready. Blog and online photo sharing were not popular at that time. In 2003 to 2005, lots of similar competitors such as Metacafe (2003), Grouper(2004), Sharkle(2004), Vimeo (2004), Veoh (2005), and Revver (2005) established. Some of them used P2P technology; some of them had great editor reviews, and the others provided revenue sharing model. On the other hand, YouTube’s growth came from continuous try-and-error. It failed to be a hotties video sharing website in the begining, and then tried to be “Your Digital Repository”, “Upload, Tag and Share Your Video Worldwide”, and now positions itself as a website for “broadcast yourself” which represents the spirit of Web 2.0. The slogan of YouTube has changed for four times, and the user interface has also changed dramatically. When facing increasing users and videos, YouTube tuned their program very often as well. Yahoo! lost the timing of catching up. Because it stayed in its core capability- search. Although Google video got online a little bit earlier than YouTube, it still started from video search. Moreover, the upload policy is too strict. Google ended up with acquiring YouTube for 1.65 billion dollars after the failure of operating an online video store (2006.11). YouTube developed “Embed” feature and caused a viral spread. MySpace became its main upstream (over 20%). That made myspace build its own “MySpace video” service and vowed to duplicate a similar service as YouTube. Neverthless, YouTube was not stopped by MySpace’s reaction. As creative videos became more and more, YouTube continued developing new features to fit users’ needs. It rapidly went through the cycle of “build-design-test”. Because YouTube grew with its users, co-development with the users became its charisma. The findings are as following. (1) In a developing industry or a new field, the gurus are not experts or authorities, but are the market audience. The insistency of vision and the will to change with the market are the reasons why YouTube continues to grow. (2) Both network effect and indirect network effect should start and be used simultaneous. Linkage is more important than productivity. Take advantage of external resourses efficiently; especially take advantages of those giants in the other industry. Concentrate on company’s own core capability. (3) Because duplication happens often in the Internet industry, the first mover advantage seldom exits. The real advantage is from the ability of quick reaction and deep consumer observation. (4) Grass strategy: using a large scale testing to hear the voices of consumers. The changing speed is more important then accuracy. Pursue “good enough” solution, not “the best” one. The formation of enterprise strategy is like growing grass. The point is keeping the soil fertile and keeping it free to grow. (5) Core capability will be core rigidity if one company can not input knowledge into its organization.

為瞭解兒童在認知發展行為的表現，本研究招募國小一年級學童56名，五年級學童32名參與實驗進行。應用囚犯困境賽局與最後通牒賽局之架構設計兩個遊戲，來檢測兒童在合作與分享行為之表現。分析受試者之背叛比率、提供數量、拒絕比率等實驗資料，來檢測年齡、性別以及長幼關係是否會造成顯著影響。 實驗結果發現： （1）年齡較大兒童較傾向較合作且拒絕比率較低，這個結果和認知發展理論的結論一致。 （2）受試者資料在性別效果的假設檢定結果都不顯著。 （3）年齡較小兒童的平均提供數量都大於一半，這個結果和最後通牒賽局的理論預測相反。（4）對手為不同年齡時的背叛比率和拒絕比率都比對手為同年齡時低，這個結果支持國小開設混齡教育課程。 / This paper studies children’s behavior in an ultimatum game and a prisoner’s dilemma game with 56 children of age 7 and 32 children of age 11. With the experimental data of defect ratio, offer quantity and rejection ratio, we tested the age, sex and seniority effects under these two games. The experimental findings are as follows. （1）The older children are more cooperative and have lower rejection ratio than younger ones. These results are consistent with the developmental psychology theories. （2） We observe no significant sex effect in the three tests. （3） For younger children, the average offer quantity is higher than fifty percent, this is different from theoretical prediction and literature results.（4）We found that for pairs consisting of subjects of different ages, The defect ratio and rejection ratio are lower than pairs of the same age subjects. This evidence may provide support for mixed-age education program for some courses in elementary school.

長久以來，台灣產業多半只在意開發新產品或降低成本，但IBM的調查發現，由於全球化風潮，使得商業競爭加劇，「業務模式創新」已成為企業的最新戰場。過去製造業經營思考重在如何用最快、最低的成本，生產出最大量的產品，少有創意想法；現在，則要以「銷售業務與顧客服務」為導向，強調附加價值變為經營者的主要思考方向，如：IBM、台積電和統一皆強調自己為服務導向的公司。 隨著「消費者意識抬頭」，於是了解消費者需求、爭取客戶認同與維護客戶的良好關係成為企業發展的重點。必須認知充分的瞭解客戶需求，才能和客戶間建立互動關係，進行有效的行銷動作，創造訂單及利潤，並針對潛在客戶與顧客往來如買賣、銷售和行銷活動等需要而提供相關管理。然而，產業界急於建立客戶關懷機制，卻苦於人力不足、流動率高、訓練成本昂貴、專業知識不足等問題。若能落實知識管理，可望蓄積組織知識，提供業務人員良好知識，以增加競爭力。因此，要如何透過有效的方式提昇組織的價值，「知識管理」（Knowledge Management；KM）便成為近來最受組織重視的關鍵性議題。因為知識管理不但可以提昇組織的效率與創造性，重要的是能夠維持組織的競爭優勢。 然而以往有關知識管理的相關研究，大部分是探討知識管理活動部分，很少觸及促動因子部分，但是知識管理活動進行中，常受促動因子的影響，如美國生產力與品質中心（American Productivity & Quality Center，2000），簡稱APQC，便指出組織在推動知識管理時需注意兩項重要的關鍵，一為知識管理的流程，另一為知識管理的促動要素，即是「策略與領導」、「組織文化」、「資訊科技」與「績效考評」。因此，除了一般所知的知識管理流程，還必須要有相關促動因子的配套措施，才能順利進行知識管理活動。 因此，本研究結合「知識管理活動」與「知識管理促動因子」建構出研究架構，以多重個案法，探討銷售表現較為良好企業之業務部門，其知識管理活動之作為，以及知識管理促動因子對知識管理活動之影響，以提供有意進行知識管理之企業業務部門參考。 在業務部門知識管理活動的運作情形方面得出以下結論： （一） 外部知識是業務部門知識吸收的重要來源。 （二） 內隱性知識必須仰賴人員式的知識蓄積方式。 （三） 討論與模擬演練有助於業務部門知識擴散，專案團隊與跨部門合作有助於跨部門知識擴散。 在知識管理促動因子對業務部門的知識管理活動之影響方面得出以下結論： （一） 公司策略與領導者行動皆有助於知識管理活動的進行。 （二） 組織文化有助於知識管理活動的進行，尤其是合作與分享文化。 （三） 資訊科技是知識管理的有利工具，但非必然成功因子，需其他促動因子配合。 （四） 實質激勵措施並非進行知識管理必備因子，可以其他方式替代，但教育訓練則不可或缺。 關鍵字：知識管理、知識管理促動因子、知識吸收、知識蓄積、知識擴散、知識儲存、知識分享、業務、銷售、行銷

企業內勞資雙方所扮演的角色屬於社會夥伴的形式，此種社會夥伴關係的發展，牽涉到整體經濟發展的成果分配形式；然而社會經濟的發展不應僅以工資及盈餘作為分配企業經濟成果的唯一管道，加上我國近年來貧富差距不斷的擴大，政府應當盡可能擴大勞動者的儲蓄，直接參與生產資本的投入，分享企業的經營成果，以創造更多的社會財富分配管道。 所謂勞工財務參與乃勞工參與企業經營成果之形式，不論是以利潤分享或是股票持有的形式，均得以自歐盟過去十五年的議程之間所見。因此，本研究透過比較研究之方式，以歐盟六個成員國（包含法、德、 英、愛爾蘭、荷蘭及比利時）為研究對象，藉此分析其勞工財務參與制度及社會夥伴觀點。此外，本文歸納整理歐盟成員國實施勞工財務參與所產生之問題，並介紹其建議解決方法，作為我國參考之經驗。 最後，本研究自歐盟勞工財務參與之角度，將我國企業內勞工財務參與計劃之內容（包含年終獎金、利潤分享計劃及員工所有權計劃三種類型）作一比較後，提出相關制度缺失；透過檢視歐盟勞工財務參與之八大原則，我國於制度上缺乏平等原則，成為圖利少數管理人員之工具。因此，為有效推行我國勞工財務參與制度，本研究建議勞資政三方自以下方向著手：一、政府層面：明確定義計劃中「勞工」之範圍，董監事兼具勞工身分者應排除適用；條件式地提供稅賦誘因，以促進計畫的實施；儲蓄理財制度的健全發展，協助勞工財產之形成。二、勞工層面：加強勞工財務參與之教育宣導，增進勞工的認知；建議政府設立專責主管單位監督勞工財務參與計畫之設立及運作，以確保計畫之公平性。三、雇主層面：促進企業實施勞工財務參與制度；實施廣泛勞工基礎的財務參與計劃，避免淪為少數高階人員自肥的工具；不應限制計劃的投資標的，分散投資風險性；並訂定實施辦法及專責機構辦理，以便於企業推行、增加勞工的參與率。

隨著網際網路的發展，人們花費更多時間群聚在網路空間裡活動，實體社群 的概念也因此延伸至虛擬網路中。在網路空間瀏覽時，可以看到相當多主題和性 質不盡相同的線上虛擬社群，例如：提供人們交誼聯繫的社群、或是以論壇討論 形式存在，讓人們對共同的興趣討論和分享資訊的帄台。其中，資訊瀏覽和分享 的交流以及人際往來討論的互動，是網友參與虛擬社群的核心活動，故不論對哪 種虛擬社群來說，擁有一個良好的資訊交流和互動環境是相當重要的，也成員社 群經營者關心的問題。 本研究以探究社會群體活動特性的社會資本為基礎，將過去學者所定義的社會資本三構面：認知面（cognitive dimension）、結構面（structural dimension）、關係面（relational dimension），應用至虛擬社群成員交流互動的參與行為探討，並選擇在台灣具有代表性的虛擬社群–Facebook 和Mobile01 作為研究對象，Facebook 是讓參與成員和朋友維持社交友誼的社群，Mobile01 則是讓對相同主題有興趣的成員一起交流討論的社群，兩個虛擬社群主要內容和群聚成員參與的動機和目的都不盡相同，各代表了不同性質種類的虛擬社群。研究結果發現不同構面的社會資本對於成員在社群內交流互動的參與行為有不同程度的影響，而不同性質的虛擬社群在同一構面的社會資本下對於參與成員的行為債向也會有不同程度的影響。 / With the rapid development of internet, much more people have spent much more time surfing through internet. The concept of community in the real life also extends to the virtual network. There are so many kinds of virtual community in the virtual network space that it provide different content and benefit for members, including social contacts and common topic discussion. Actually, the information sharing and interpersonal social interactions are the core activities for members in the virtual communities. Therefore, it is important to form a good environment in the virtual communities. This research uses social capital, constituting cognitive dimension, structural dimension and relational dimension, to examine the behavior of members in virtual communities. We choose two different types of virtual community, Facebook and Mobile01, as our sampling source. Facebook provides members to stay in touch with their friends, and Mobile01 provides members to discuss common topic of conversation and interest. Therefore, members in these virtual community have different purpose and motivation. The results found that different social capital can influence members’ behavior in different ways. Also, different types of virtual communities can influence members’ behavior in different ways through the same social capital dimension.