面對知識經濟時代、資訊快速發展及全球化浪潮的衝擊，組織想要在日益競爭的環境中求生存與成長，「創新」絕對是一項重要的關鍵成功因素；然而，組織的成功經驗與技術，都是存在資深人員的腦海中，如何讓這些熟悉組織文化，瞭解工作流程的資深人員，願意主動分享知識與技術、傳承經驗，並激盪出組織的創新思維與行動，就成為現今人力資源部門必須關注的主要課題。台電公司近年來致力於建構知識管理平台、導入師徒制、鼓勵終身學習，就是希望健全組織知識、技術與經驗的傳承，型塑出一個能夠有效孕育創新力量的內部環境，為這個老字號的國營事業注入活力。
　　本研究旨在探討師徒制功能、個人學習、知識分享、組織創新與組織學習之間的關聯性，並以知識分享為中介變項，運用層級迴歸來分析知識分享在師徒制功能、個人學習與組織創新之間的中介效果，以及以組織學習為調節變項，分析組織學習在知識分享與組織創新之間是否具有調節效果。而本研究之對象為台電公司自2006年迄今之新進派用人員，採用抽樣方式以E-mail、郵寄及委託人力發送問卷來蒐集實證資料，總共回收了442個有效樣本。
　　研究結果發現：(1)師徒制功能對知識分享有正向影響，(2)知識分享對組織創新有正向影響，(3)師徒制功能對組織創新有正向影響，(4)知識分享對師徒制功能影響組織創新具有部分中介效果，(5)個人學習對知識分享有正向影響，(6)個人學習對組織創新有正向影響，(7)知識分享對個人學習影響組織創新具有部分中介效果，(8)組織學習對知識分享影響組織創新不具調節效果，(9)對學習的承諾對知識分享影響組織創新不具調節效果，(10)開放心智對知識分享影響組織創新不具調節效果，(11)分享願景對知識分享影響組織創新具有正向調節效果。而本研究的結果，也期望能做為組織經理人於組織發展策略上之應用參考，協助人力資源部門成功運作師徒制、鼓勵個人主動學習、建構分享知識的氛圍、健全組織學習機制，以及有效激發管理及技術上的創新。

Confronting with the impact of the knowledge economy, the rapid development of information and the tide of globalization, "innovation" is definitely a crucial success factor if an organization wants to survive and grow in this more and more competitive environment. However, the successful experiences and technology are stored in the brains of the senior employees. How to make those employees who are familiar with the organizational culture and internal working process willing to actively share knowledge and technology, pass down experiences, and inspire others with innovative thinking and action is becoming an inevitable issue for current human resources departments. In recent years, Taiwan Power Company has been devoted to building the knowledge management platform, introducing apprenticeship and encouraging lifelong learning into the internal system. All these are to establish an integrated passing-down system of organizational knowledge, skills and experiences. Under that circumstance, we can shape an effective innovation-cultivation environment and inject new energy into this old brand.
This study aims to examine the correlation among mentoring functions, individual learning, knowledge sharing, organizational innovation and organizational learning. Knowledge sharing is served as the mediation variable. Hierarchical regression is used to analyze the mediation effect coming from knowledge sharing in mentoring, individual learning and organizational innovation. Meanwhile, organizational learning is the moderator variable to analyze the effects between knowledge sharing and organizational innovation. The object of this study is the new employees that Taiwan Power Company recruited since 2006. The empirical data are collected by E-mail and mail. The total of the valid samples are 442.
The results showed: (1)Mentoring functions have a positive impact on knowledge sharing. (2)Knowledge sharing has a positive impact on organizational innovation. (3)Mentoring has a positive impact on organizational innovation. (4)The mediation of knowledge sharing in mentoring functions effecting on organizational innovation is only partial. (5)Individual learning has a positive impact on knowledge sharing. (6)Individual learning has a positive impact on organizational innovation. (7)The mediation of knowledge sharing in individual learning effecting on organizational innovation is only partial. (8)Organizational learning has no moderating effects on knowledge sharing influencing organizational innovation. (9)Learning commitment has no moderating effects on knowledge sharing influencing organizational innovation. (10)Open mind has no moderating effects on knowledge sharing influencing organizational innovation. (11)Vision sharing has positive moderating effects on knowledge sharing influencing organizational innovation. We hope that the results can be applied as a useful reference for formulating organizational strategies and as a medium to successfully carry out apprenticeship. Finally, we can encourage active individual learning, construct an atmosphere of knowledge sharing, complete organizational learning system and effectively stimulate management and technical innovation.

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