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題名 探索體驗學習之訓練態度、訓練移轉動機與訓練移轉關係
The Relationship among Training Attitude, Training Transfer Motivation and Training Transfer : The Case of adventure learning
作者 吳昱馨
Wu, Yu-Shin
貢獻者 蕭乃沂
吳昱馨
Wu, Yu-Shin
關鍵詞 探索體驗學習
訓練態度
訓練移轉動機
訓練移轉
日期 2023
上傳時間 1-十二月-2023 10:27:54 (UTC+8)
摘要 公部門在職訓練為使公務人員能培養與時俱進知能，並為國家維持優質的人力資本，提昇政府競爭力的重要策略，在政府每年投注大量公務預算於公務人力培訓同時，訓練機關該如何規劃符合公務同仁需求的訓練，並審慎分析評估研習有效性，為其不可忽視的重要的課題。 作者在從事公部門教育訓練實務經驗中發現，訓練單位在積極導入多元教學模式過程中，如在探索體驗學習教學技法上，不僅在學習者的個人特質上較少顧及，對於能否有效地被觸發學習移轉動機、學習者的訓練態度、訓練移轉動機及訓練移轉間的關係等，也都甚少進行探究。本研究旨在探討在探索體驗學習教學方式下，學習者訓練態度、訓練移轉動機及訓練移轉間之關係，並以運用探索體驗教學模式的科長管理職能進階專班之參訓對象為研究對象，採用線上問卷方式施測，回收有效問卷共111份，運用SPSS統計分析軟體進行迴歸分析、中介效果、調節效果等驗證研究假設，實證後歸納結論如下: 一、在探索體驗學習教學習模式下，學習者訓練態度愈正向，其訓練移轉動機程度也愈高。 二、控制性移轉動機及移轉意圖程度愈高，訓練移轉成效則愈高；而自主性移轉動機與訓練移轉間不具關聯性。 三、當學習者對訓練內容效用認知度愈高，其訓練移轉成效就愈好；教學滿意度與訓練移轉間則不具關聯性。 四、學習者的移轉意圖，對於訓練態度對訓練移轉影響中，具有中介效果。 最後並依據研究分析結果，並結合實務經驗，建議公部門訓練規劃時應考量受訓者的個人特質、改善培訓設計流程、納入學員參與機制，並考量以多元面向增強訓練移轉的意圖，期能有效引導將訓練所學運用於公務情境，以發揮訓練最大實益。
參考文獻 中文參考文獻 余紫瑛 (2000)。探索教育活動影響國中學生自我概念與人際關係之實驗研究。 國立臺灣師範大學碩士論文，未出版，台北市。 吳嘉榮 (2008)。體驗式教育訓練要素組合對團隊成員互動過程、團隊效能影響之研究。中華大學經營管理研究所碩士論文，未出版，新竹市。, 李嵩賢 (2007)。人力資源發展。 T&D的理論與應用。臺北市：商鼎文化. 李蘊真 (2007)。我國公務人員薦任晉升簡任官等訓練移轉之研究。國立政治大學公共行政研究所研士論文，未出版，台北市。 周佳佑 (2005)。薦任公務人員晉升簡任官等訓練課程應用情形之研究。國立臺灣師範大學工業科技教育學系研究所研士論文，未出版，台北市。 林佳頤 (2005)。公務人員訓練移轉成效之相關研究-以中高階公務人員管理類課程為例。國立臺灣科技大學技術及職業教育研究所碩士論文，未出版，台北市。 林俊宏、龐寶璽、鄭晋昌(2006)。支持性組織氣候對訓練移轉的直接效果與間接效果之差異性探討。東吳經濟商學學報，55，1-33。 卓雅偵 (1997)。組織因素與訓練移轉之相關研究 :以壽險業業務人員為例。碩士論文。國立中興大學企業管理學系，未出版，台北市。 洪贊凱、 李昆靜 (2009)。員工訓練遷移動機影響之實證分析。企業管理學報， 80，87–118。 徐嬿玲 (2008)。公務人力訓練學習成效移轉之研究－行政院菁英領導班之哈佛大學班個案分析。國立政治大學公共行政研究所研士論文，未出版，台北市。 陳以亨、黃芝華 (2004)。訓練移轉相關因素之研究。中山管理評論，12(3)，595–620。 陳佳暄、陳殷哲(2016)。探索教育對於科技業員工情緒勞務影響之研究。服務業管理評論，14，1–21。 廖珮妏、許芳慈(2017)。以動機移轉模型與計畫行為理論探討體驗式學習意願與訓練移轉意圖。修平學報，35，145–168. 陳芊卉 (2020)。訓練移轉因素之探討：以公務人力發展學院之中階人員研習班為個案。國立政治大學行政管理碩士學程，未出版，台北市。 英文參考文獻 Al-Eisa,A.S.,et al.(2009). An empirical examination of the effects of self-efficacy, supervisor support and motivation to learn on transfer intention. Management Decision,47(8),1221-1244. Axtell, C. M., et al. (1997). Predicting immediate and longer-term transfer of training.Personnel review,26(3),201-213. Awais Bhatti, Ali, S., Mohd Isa, M. F., & Mohamed Battour, M. (2014). Training transfer and transfer motivation: the influence of individual, environmental, situational, training design, and affective reaction factors. Performance Improvement Quarterly, 27(1), 51–82. Baldwin, T. T.and J.K.Ford (1988). Transfer of training: a review and directions for future research.Personnel Psychology,41(1),63-105. Baldwin, T. T. and R. J. Magjuka (1991). Organizational training and signals of importance: linking pretraining perceptions to intentions to transfer. Human Resource Development Quarterly, 2(1),25-36. Bates, R. and E. F. Holton Iii (2004). Linking workplace literacy skills and transfer system perceptions. Human Resource Development Quarterly, 15(2),153-170. Bell, B. S. and J. K. Ford (2007). Reactions to skill assessment: The forgotten factor in explaining motivation to learn. Human Resource Development Quarterly ,18(1): 33-62. Chang, T.-H., et al. (2017). Cultural issues in adventure programming: applying Hofstede's five dimensions to assessment and practice. Journal of Adventure Education and Outdoor Learning,17(4), 307-320. Chase, D. L. (2015). Does Challenge by Choice Increase Participation? The Journal of Experiential Education ,38(2),108-128. Cheng, E. W. L. (2000). Test of the MBA knowledge and skills transfer. International Journal of Human Resource Management, 11(4), 837-852. Conrad, D., & Hedin, D. (1981). National assessment of experiential education: summary and implications. Journal of Experiential Education, 4(2), 6–20. Cooley, S. J., et al. (2015). The role of outdoor adventure education in facilitating groupwork in higher education. Higher Education, 69(4),567-582. Evan. (1963). Peer-Group interaction and organizational socialization: a study of employee turnover. American Sociological Review, 28(3), 436–440. Facteau, J. D., et al. (1995). The influence of general perceptions of the training environment on pretraining motivation and perceived training transfer. Journal of Management, 21(1), 1-25. Fleishman. (1953). Leadership climate, human relations training, and supervisory behavior. Personnel Psychology, 6(2), 205–222. Ford, J. K. and R. A. Noe (1987). Self-assessed training needs: the effects of attitudes toward training, managerial level, and function. Personnel Psychology, 40(1), 39-53. Gegenfurtner, A. (2013). Dimensions of motivation to transfer: a longitudinal analysis of their influence on retention, transfer, and attitude change. Vocations and Learning ,6(2), 187-205. Gegenfurtner, A., et al. (2009). Predicting autonomous and controlled motivation to transfer training. International Journal of Training and Development, 13(2), 124-138. Gegenfurtner, A., et al. (2009). Motivation to transfer training: an integrative literature review. Human Resource Development Review ,8, 403-423. Georgenson, D. L. (1982). The problem of transfer calls for partnership. Training and Development Journal, 36, 75-78. Hagger, M. S., et al. (2002). The influence of autonomous and controlling motives on physical activity intentions within the theory of planned behaviour. British Journal of Health Psychology, 7(3),283-297. Hattie, J., Marsh, H. W., Neill, J. T., & Richards, G. E. (1997). Adventure education and outward bound: Out-of-class experiences that make a lasting difference. Review of Educational Research, 67(1), 43–87. Laker, D. R. (1990). Dual dimensionality of training transfer. Human Resource Development Quarterly ,1(3), 209-223. Machin, M. A. and G. J. Fogarty (2003). Perceptions of training-related factors and personal variables as predictors of transfer implementation intentions. Journal of Business and Psychology, 18(1),51-71. McKenzie, M. D. (2000). How are adventure education program outcomes achieved? A review of the literature. Journal of Outdoor And Environmental Education, 5(1), 19-27. Mohammed Turab, G. and G. Casimir (2015). A model of the antecedents of training transfer. The International Journal of Training Research, 13(1),82-95. Naquin, S. S. and E. F. Holton Iii (2002). The effects of personality, affectivity, and work commitment on motivation to improve work through learning. Human Resource Development Quarterly, 13(4), 357-376. Narayan, A. and D. Steele-Johnson (2007). Relationships between prior experience of training, gender, goal orientation and training attitudes. International Journal of Training and Development, 11(3), 166-180. Nijman, D.-J. J. M., et al. (2006). Exploring differential effects of supervisor support on transfer of training. Journal of European Industrial Training, 30(7),529-549. Noe, R. A. (1986). Trainees' attributes and attitudes: Neglected influences on training effectiveness. The Academy of Management Review, 11(4), 736-749. Noe, R. A. and S. L. Wilk (1993). Investigation of the factors that influence employees' participation in development activities. Journal of Applied Psychology, 78(2), 291-302. Oliver, Kalifa (1992). An Examination of the relationships between autonomous motivation and situational constraints with job attitudes, intention to leave, and general stress: A job demands-resources approach. Unpublished doctoral dissertation, Department of Public Administration, Clemson University. Priest, S. and M. A. Gass (2006). The effectiveness of metaphoric facilitation styles in corporate adventure training (CAT) programs. The Journal of Experiential Education, 29(1), 78-94. Rowold, J. (2007). The impact of personality on training-related aspects of motivation: Test of a longitudinal model. Human Resource Development Quarterly, 18(1), 9-31. Walsh, V. G. (1976). The Exploration of the Outward Bound Process. Denver, Colorado Outward Bound School. Warren, K. and T. A. Loeffler (2006). Factors that influence women's technical skill development in outdoor adventure. Journal of Adventure Education and Outdoor Learning, 6(2),107-110. Witman, Jeffrey P. (1995). Characteristics of adventure programs valued by adolescents in treatment. Monograph on youth in the 1990s,4,127-135 [Washington, D.C.] Xiao, J(1996). The relationship between organizational factors and the transfer of training on the electronics industry in Shenzhen, China. Human Resource Development Quarterly, 7(1),55-73.
描述 碩士
國立政治大學
行政管理碩士學程
108921005
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0108921005
資料類型 thesis
dc.contributor.advisor 蕭乃沂zh_TW
dc.contributor.author (作者) 吳昱馨zh_TW
dc.contributor.author (作者) Wu, Yu-Shinen_US
dc.creator (作者) 吳昱馨zh_TW
dc.creator (作者) Wu, Yu-Shinen_US
dc.date (日期) 2023en_US
dc.date.accessioned 1-十二月-2023 10:27:54 (UTC+8)-
dc.date.available 1-十二月-2023 10:27:54 (UTC+8)-
dc.date.issued (上傳時間) 1-十二月-2023 10:27:54 (UTC+8)-
dc.identifier (其他 識別碼) G0108921005en_US
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/148470-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 行政管理碩士學程zh_TW
dc.description (描述) 108921005zh_TW
dc.description.abstract (摘要) 公部門在職訓練為使公務人員能培養與時俱進知能，並為國家維持優質的人力資本，提昇政府競爭力的重要策略，在政府每年投注大量公務預算於公務人力培訓同時，訓練機關該如何規劃符合公務同仁需求的訓練，並審慎分析評估研習有效性，為其不可忽視的重要的課題。 作者在從事公部門教育訓練實務經驗中發現，訓練單位在積極導入多元教學模式過程中，如在探索體驗學習教學技法上，不僅在學習者的個人特質上較少顧及，對於能否有效地被觸發學習移轉動機、學習者的訓練態度、訓練移轉動機及訓練移轉間的關係等，也都甚少進行探究。本研究旨在探討在探索體驗學習教學方式下，學習者訓練態度、訓練移轉動機及訓練移轉間之關係，並以運用探索體驗教學模式的科長管理職能進階專班之參訓對象為研究對象，採用線上問卷方式施測，回收有效問卷共111份，運用SPSS統計分析軟體進行迴歸分析、中介效果、調節效果等驗證研究假設，實證後歸納結論如下: 一、在探索體驗學習教學習模式下，學習者訓練態度愈正向，其訓練移轉動機程度也愈高。 二、控制性移轉動機及移轉意圖程度愈高，訓練移轉成效則愈高；而自主性移轉動機與訓練移轉間不具關聯性。 三、當學習者對訓練內容效用認知度愈高，其訓練移轉成效就愈好；教學滿意度與訓練移轉間則不具關聯性。 四、學習者的移轉意圖，對於訓練態度對訓練移轉影響中，具有中介效果。 最後並依據研究分析結果，並結合實務經驗，建議公部門訓練規劃時應考量受訓者的個人特質、改善培訓設計流程、納入學員參與機制，並考量以多元面向增強訓練移轉的意圖，期能有效引導將訓練所學運用於公務情境，以發揮訓練最大實益。zh_TW
dc.description.tableofcontents 第壹章 緒論 1 第一節 研究動機及目的 2 第二節 研究問題及研究範圍 3 第貳章 文獻探討 4 第一節 探索體驗學習 4 第二節 訓練移轉 8 第三節 訓練移轉動機 10 第四節 訓練態度 16 第參章 研究設計 18 第一節 研究個案 18 第二節 研究方法與流程 20 第三節 研究架構及研究假設 21 第四節 研究變項與問卷施測方式 22 第肆章 資料分析 31 第一節 問卷實施情形及分析 31 第二節 描述性統計分析 32 第三節 個人屬性變項與各變項構面關聯分析 42 第四節 各變項間之相關分析 56 第五節 迴歸分析 58 第六節 綜合分析 74 第伍章 結論與建議 78 第一節 研究發現 78 第二節 對公部門訓練的實務建議 79 第三節 研究限制與後續研究建議 82 參考文獻(中文資料) 85 參考文獻(英文資料) 87zh_TW
dc.format.extent 2409449 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0108921005en_US
dc.subject (關鍵詞) 探索體驗學習zh_TW
dc.subject (關鍵詞) 訓練態度zh_TW
dc.subject (關鍵詞) 訓練移轉動機zh_TW
dc.subject (關鍵詞) 訓練移轉zh_TW
dc.title (題名) 探索體驗學習之訓練態度、訓練移轉動機與訓練移轉關係zh_TW
dc.title (題名) The Relationship among Training Attitude, Training Transfer Motivation and Training Transfer : The Case of adventure learningen_US
dc.type (資料類型) thesisen_US
dc.relation.reference (參考文獻) 中文參考文獻 余紫瑛 (2000)。探索教育活動影響國中學生自我概念與人際關係之實驗研究。 國立臺灣師範大學碩士論文，未出版，台北市。 吳嘉榮 (2008)。體驗式教育訓練要素組合對團隊成員互動過程、團隊效能影響之研究。中華大學經營管理研究所碩士論文，未出版，新竹市。, 李嵩賢 (2007)。人力資源發展。 T&D的理論與應用。臺北市：商鼎文化. 李蘊真 (2007)。我國公務人員薦任晉升簡任官等訓練移轉之研究。國立政治大學公共行政研究所研士論文，未出版，台北市。 周佳佑 (2005)。薦任公務人員晉升簡任官等訓練課程應用情形之研究。國立臺灣師範大學工業科技教育學系研究所研士論文，未出版，台北市。 林佳頤 (2005)。公務人員訓練移轉成效之相關研究-以中高階公務人員管理類課程為例。國立臺灣科技大學技術及職業教育研究所碩士論文，未出版，台北市。 林俊宏、龐寶璽、鄭晋昌(2006)。支持性組織氣候對訓練移轉的直接效果與間接效果之差異性探討。東吳經濟商學學報，55，1-33。 卓雅偵 (1997)。組織因素與訓練移轉之相關研究 :以壽險業業務人員為例。碩士論文。國立中興大學企業管理學系，未出版，台北市。 洪贊凱、 李昆靜 (2009)。員工訓練遷移動機影響之實證分析。企業管理學報， 80，87–118。 徐嬿玲 (2008)。公務人力訓練學習成效移轉之研究－行政院菁英領導班之哈佛大學班個案分析。國立政治大學公共行政研究所研士論文，未出版，台北市。 陳以亨、黃芝華 (2004)。訓練移轉相關因素之研究。中山管理評論，12(3)，595–620。 陳佳暄、陳殷哲(2016)。探索教育對於科技業員工情緒勞務影響之研究。服務業管理評論，14，1–21。 廖珮妏、許芳慈(2017)。以動機移轉模型與計畫行為理論探討體驗式學習意願與訓練移轉意圖。修平學報，35，145–168. 陳芊卉 (2020)。訓練移轉因素之探討：以公務人力發展學院之中階人員研習班為個案。國立政治大學行政管理碩士學程，未出版，台北市。 英文參考文獻 Al-Eisa,A.S.,et al.(2009). An empirical examination of the effects of self-efficacy, supervisor support and motivation to learn on transfer intention. Management Decision,47(8),1221-1244. Axtell, C. M., et al. (1997). Predicting immediate and longer-term transfer of training.Personnel review,26(3),201-213. Awais Bhatti, Ali, S., Mohd Isa, M. F., & Mohamed Battour, M. (2014). Training transfer and transfer motivation: the influence of individual, environmental, situational, training design, and affective reaction factors. Performance Improvement Quarterly, 27(1), 51–82. Baldwin, T. T.and J.K.Ford (1988). Transfer of training: a review and directions for future research.Personnel Psychology,41(1),63-105. Baldwin, T. T. and R. J. Magjuka (1991). Organizational training and signals of importance: linking pretraining perceptions to intentions to transfer. Human Resource Development Quarterly, 2(1),25-36. Bates, R. and E. F. Holton Iii (2004). Linking workplace literacy skills and transfer system perceptions. 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