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題名 認知學習與情境學習對培育T型人才之成效探討
The Effect of Cognitive Learning and Situated Learning in T-shaped Talent Cultivation作者 歐陽芳如
Ou Yang, Fang-Ru貢獻者 韓志翔
Han, Tzu-Shian
歐陽芳如
Ou Yang, Fang-Ru關鍵詞 T型人才
認知學習
情境學習
社會學習理論
Kirkpatrick四層次評估模式
T-shaped talents
Cognitive learning
Situated learning
Social learning theory
Kirkpatrick model日期 2023 上傳時間 1-Feb-2024 11:20:03 (UTC+8) 摘要 大數據、演算法及人工智慧等科技技術跳躍式地發展，不僅改變人們的生活型態，也帶動轉變勞動市場的條件，越來越多雇主期待員工從單一領域的專家，轉型為廣泛涉略多領域的T型人才。為了提升員工的能力，在員工的訓練與發展上，企業普遍採用多元的人才培訓方式，員工除了會依訓練活動類型產生不同的學習行為，亦可能會受到獎金及升遷等報酬誘因或個人自信心而影響最終的訓練結果。 本研究針對高度知識密集的研發產業，首先歸納出未來研發人才的技能趨勢。其次，以社會學習理論作為研究架構，探討正增強及自我效能之於學習過程與訓練效果的關係。最後，採用Kirkpatrick四層次評估模式，評估認知學習型與情境學習型的訓練活動對訓練成效之影響。 本研究結果發現：（1）跨域知識、團隊合作、創造力與批判性思考等技能，是研發人員維持創新，也是轉型為T型員工的關鍵。（2）正增強對訓練成效具有部分正向影響，自我效能對訓練成效具有顯著正向影響，兩者皆對訓練成效產生部分調節作用。（3）情境學習對員工T型技能掌握度具有正向影響，對實務應用情形具有部分正向影響。
The rapid development of big data, algorithms and artificial intelligence not only changes people’s lifestyles, but also sparks off the conditions of the labor market. More and more employers are seeking T-shaped talents and investing in employee training. Most companies provide bonuses or offer promotion as training incentives to enhance the skills and knowledge of their staff. However, personal confidence sometimes differentiates the trainees’ learning behaviors. This research begins by summing up the R&D talents’ skills trend in the future. It goes on to consider the relation between positive reinforcement, self-efficacy and training effect in the training process which is based on social learning theory. Otherwise, the cognitive learning effect and situated learning efffect are evaluated with Kirkpatrick Model. Through the quantitative questionnaire survey, it can be seen that（1）Interdisciplinary knowledge, teamwork, creativity and critical thinking are necessary for T-shaped talent cultivation.（2）Positive reinforcement shows a marginal positive correlation with the training effect, while self-efficacy shows a significant positive correlation with the training effect. 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國立政治大學
行政管理碩士學程
109921068資料來源 http://thesis.lib.nccu.edu.tw/record/#G0109921068 資料類型 thesis dc.contributor.advisor 韓志翔 zh_TW dc.contributor.advisor Han, Tzu-Shian en_US dc.contributor.author (Authors) 歐陽芳如 zh_TW dc.contributor.author (Authors) Ou Yang, Fang-Ru en_US dc.creator (作者) 歐陽芳如 zh_TW dc.creator (作者) Ou Yang, Fang-Ru en_US dc.date (日期) 2023 en_US dc.date.accessioned 1-Feb-2024 11:20:03 (UTC+8) - dc.date.available 1-Feb-2024 11:20:03 (UTC+8) - dc.date.issued (上傳時間) 1-Feb-2024 11:20:03 (UTC+8) - dc.identifier (Other Identifiers) G0109921068 en_US dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/149572 - 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) 109921068 zh_TW dc.description.abstract (摘要) 大數據、演算法及人工智慧等科技技術跳躍式地發展，不僅改變人們的生活型態，也帶動轉變勞動市場的條件，越來越多雇主期待員工從單一領域的專家，轉型為廣泛涉略多領域的T型人才。為了提升員工的能力，在員工的訓練與發展上，企業普遍採用多元的人才培訓方式，員工除了會依訓練活動類型產生不同的學習行為，亦可能會受到獎金及升遷等報酬誘因或個人自信心而影響最終的訓練結果。 本研究針對高度知識密集的研發產業，首先歸納出未來研發人才的技能趨勢。其次，以社會學習理論作為研究架構，探討正增強及自我效能之於學習過程與訓練效果的關係。最後，採用Kirkpatrick四層次評估模式，評估認知學習型與情境學習型的訓練活動對訓練成效之影響。 本研究結果發現：（1）跨域知識、團隊合作、創造力與批判性思考等技能，是研發人員維持創新，也是轉型為T型員工的關鍵。（2）正增強對訓練成效具有部分正向影響，自我效能對訓練成效具有顯著正向影響，兩者皆對訓練成效產生部分調節作用。（3）情境學習對員工T型技能掌握度具有正向影響，對實務應用情形具有部分正向影響。 zh_TW dc.description.abstract (摘要) The rapid development of big data, algorithms and artificial intelligence not only changes people’s lifestyles, but also sparks off the conditions of the labor market. More and more employers are seeking T-shaped talents and investing in employee training. Most companies provide bonuses or offer promotion as training incentives to enhance the skills and knowledge of their staff. However, personal confidence sometimes differentiates the trainees’ learning behaviors. This research begins by summing up the R&D talents’ skills trend in the future. It goes on to consider the relation between positive reinforcement, self-efficacy and training effect in the training process which is based on social learning theory. Otherwise, the cognitive learning effect and situated learning efffect are evaluated with Kirkpatrick Model. Through the quantitative questionnaire survey, it can be seen that（1）Interdisciplinary knowledge, teamwork, creativity and critical thinking are necessary for T-shaped talent cultivation.（2）Positive reinforcement shows a marginal positive correlation with the training effect, while self-efficacy shows a significant positive correlation with the training effect. Both positive reinforcement and self-efficacy marginally moderate the training effect.（3）Situated learning has a positive impact on T-shaped skills development, and a marginal positive impact on practical application. en_US dc.description.tableofcontents 第一章 緒論 1 第一節 研究背景 1 第二節 研究動機 1 第三節 研究目的 2 第二章 文獻探討 4 第一節 T型人才之關鍵技能 4 第二節 人才培訓與發展 10 第三節 學習與行為理論 13 第四節 Kirkpatrick四層次評估模式 19 第三章 研究方法 24 第一節 研究架構 24 第二節 研究假設 24 第三節 研究對象 27 第四節 研究工具 29 第五節 資料分析方法 37 第四章 研究結果與討論 39 第一節 個人背景變項之描述分析 39 第二節 個人背景變項之差異分析 40 第三節 學習與訓練成效之相關分析 46 第四節 學習、正增強與自我效能對訓練成效之迴歸分析 49 第五節 正增強、自我效能與學習對訓練成效之調節分析 51 第五章 結論與建議 64 第一節 研究結論 64 第二節 管理實務建議 66 第三節 侷限性與未來研究建議 68 參考文獻 69 附錄一、認知學習與情境學習對培育T型人才之成效探討問卷 79 zh_TW dc.format.extent 2140902 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0109921068 en_US dc.subject (關鍵詞) T型人才 zh_TW dc.subject (關鍵詞) 認知學習 zh_TW dc.subject (關鍵詞) 情境學習 zh_TW dc.subject (關鍵詞) 社會學習理論 zh_TW dc.subject (關鍵詞) Kirkpatrick四層次評估模式 zh_TW dc.subject (關鍵詞) T-shaped talents en_US dc.subject (關鍵詞) Cognitive learning en_US dc.subject (關鍵詞) Situated learning en_US dc.subject (關鍵詞) Social learning theory en_US dc.subject (關鍵詞) Kirkpatrick model en_US dc.title (題名) 認知學習與情境學習對培育T型人才之成效探討 zh_TW dc.title (題名) The Effect of Cognitive Learning and Situated Learning in T-shaped Talent Cultivation en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) 中文文獻 王嘉祐、杜崇勇（2021）。學生參加技能檢定其學習行為與學習成效之研究－以K大學北部校區為例。中華創新發展期刊， 5（3）。 王麗琳（2021）。「人」也需要數位轉型？五特徵一窺數位人才新樣貌，2022年3月4日，取自：https://www.brain.com.tw/news/articlecontent?ID=50063&sort=。 行政院（2021）。前瞻基礎建設計畫—人才培育促進就業建設，2022年4月11日，取自：https://www.ey.gov.tw/Page/5A8A0CB5B41DA11E/81a7692e-05da-4c3a-bb97-977a90f9c683。 李柏鋒（2020）。LinkedIn Learning認為2019年企業最需要培訓的軟技能與硬技能，2022年3月4日，取自：https://pofenglee.medium.com/the-skills-companies-need-most-in-2019-3dd163f1f33a。 林俞君（2021）。終身學習就是教育訓練嗎?從公務人員特質反思公務人力資源發展。國立政治大學公共行政學報，（61），79-114。 邱皓政（2005）。量化研究法(二)-統計原理與分析技術。台北：雙葉書廊。 邵蓓宣（2017）。花錢派員工去教育訓練，為何工作績效還是不佳？人資主管常犯的2個錯誤，2023年7月6日，取自：https://www.managertoday.com.tw/articles/view/55342?utm_source=copyshare。 高女媖（2020）。主動學習是勉強不來的！從SFO談企業教育訓練，2023年7月5日，取自：https://mymkc.com/article/content/23367。 國家發展委員會（彙編）（2021）。110-112年重點產業人才供需調查及推估（109年辦理成果彙整報告）。台北：國家發展委員會。 張詩瑩（2021）。未來10億工作將蒸發 「T型人才」5大能力讓你不被淘汰，2022年3月4日，取自：https://www.cw.com.tw/article/5117287。 陳書農（2019）。企業內部講師培訓課程訓練成效-以A公司為例。國立臺灣師範大學社會教育與文化行政研究所碩士論文，未出版，台北。 彭麗景（2013）。讓學生表現自我增強自尊。學苑教育，（13），92-93。 彭耀平、陳榮政、何希慧（2018）。大學生學習模式與學習成效間關聯之研究：深度取向學習投入為中介變項。課程與教學，21（1），133-157。 楊元澤靈（2020）。注意力管理提升學習參與度研究。中國教育技術裝備，6，10-13。 經濟部工業局（2022）。經濟部人才培訓，2022年4月11日，取自：https://www.italent.org.tw/Content/01L/58。 萬子綾（2018）。如何避免工作輪調的副作用，2023年7月6日，取自：https://www.emba.com.tw/?action=news_detail&aID=1925。 趙曉慧（2014）。一流企業都要T型人才，2022年3月3日，取自：https://www.gvm.com.tw/article/52487。 樊祖燁、潘博宇（2021）。雙因子理論對學生學習成就之影響－以學習態度作為中介變數。商管科技季刊，22（2），257-279。 潘乃欣（2021）。學者：大學應培育能創新的T型人才，2022年3月3日，取自：https://udn.com/news/story/6928/5917688。 蔡松霖（2020）。探討不同獎懲機制對英語學習的學習成效學習動機與行為模式之影響。國立中央大學網路學習科技研究所碩士學位論文，未出版，桃園。 鄭曜邦（2017）。工業4.0下關鍵人才之核心能力。中國文化大學勞工關係學所碩士學位論文，未出版，台北。 謝宇程（2015）。在台灣，我們需要哪一種「研發」？為技術做加值還是調整機台參數？2022年3月19日，取自: https://opinion.udn.com/opinion/story/8921/1383894。 魏永興、邱佳椿（2011）。以認知學派之學習理論為基礎的教育理念。雄工學報，10，237-246。 龐寶璽（2021）。教育訓練怎麼都沒用？你可能忽視的訓練成效因素，2023年7月5日，取自：https://hrmall.104.com.tw/blog/post/50289?type=6。 寶渥商學院（2021）。黃金守則345、TTQS、ADS三種員工教育訓練規劃方法的差異，2022年4月11日，取自：https://www.pbs.school/training/three-ways-of-training。 鐘賢義（2008）。台電公司在職訓練員工滿意度與學習成效之研究。華梵大學工業工程與經營資訊學系碩士班碩士論文，新北。 英文文獻 Agrawal, S., De Smet, A., Poplawski, P., & Reich, A.（2020）. 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