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題名 創意風格與工作塑造之研究-以幼兒園園長與教師為例
A study of Creativity Style and Job Crafting
作者 林玉涵
Lin, Yu Han
貢獻者 徐聯恩
林玉涵
Lin, Yu Han
關鍵詞 創意風格
工作塑造
幼兒園
creativity style
KAI
job crafting
kindergarten
日期 2012
上傳時間 23-Jul-2013 14:00:38 (UTC+8)
摘要 本研究旨在探討工作塑造與精進型、突破型兩種創意風格之幼兒園園長與教師，其工作塑造樣貌、從事工作塑造面臨的挑戰與調適的差異，並探討不同創意風格之幼兒園園長與教師，其創造性人格量表分數是否具有差異。
本研究以台北市、新北市曾於91-95年度榮獲績優或優等幼兒園之園長與教師為研究對象，25位園長(園主任)與25位教師進行個別訪談與填寫問卷，每位研究對象之訪談時間約為90分鐘。
(一)分析結果發現，創意風格與工作塑造樣貌層面：(1)二種創意風格，其工作塑造的改變幅度上有差異，突破型創意風格幼兒園園長與教師較精進型創意風格幼兒園園長與教師，在職責、關係工作塑造層面上，有較多從事跨越疆界，處理疆界外部的表現。(2)認同工作塑造層面上，突破型較精進型善於發現契機，主動改變。(二)創意風格與工作塑造挑戰及調適層面：(1)挑戰頻率：突破型具有較多人際溝通衝突之工作塑造挑戰；精進型則具有較多在意他人對自我看法之工作塑造挑戰。(2)調適方式：面臨非人際關係的工作塑造挑戰時，精進型與突破型創意風格者皆會以授權賦能，培育組織成員能力之方式解決困境，進行自我調適；面臨人際關係的工作塑造挑戰時，精進型創意風格者偏好以自我說服、善用自我優勢、人際溝通策略與技巧的方式進行調適；而突破型創意風格者較偏好以積極主動改變他人看法、調整自我心態的方式進行自我調適。(3)調適程度：精進型創意風格者較能順利調適自我內心的掙扎；突破型創意風格者則需要花費較長時間調適自我，但若調適發生困難時，則會選擇離開或是等待外力改變。(三)創意風格與創造性人格層面，精進型與突破型二種創意風格，在創造性人格量表分數上具有顯著差異。
本研究亦發現：(一) 精進型與突破型皆會想要有所創新與改變。(二) 面對人際溝通的衝突時，偏好的處理方式不同。精進型傾向先接納他人意見，不正面衝突，偏好以人際溝通策略技巧避免衝突發生；突破型傾向先嘗試說服改變他人，再視情況決定是否改變自己的做法，而學習人際溝通策略技巧改善衝突。(三) 不同創意風格，其引發從事工作塑造的動機不同。精進型多為由外而內，受外在事件影響而引發改變的動機；突破型從多為由內而外，察覺與滿足自身需求而引發改變的動機。(四) 精進型與突破型創意風格皆會有工作塑造學習歷程之表現。(五) 職位高低對工作塑造之影響。高職位有較多工作塑造機會與行為表現、工作塑造的面向較廣且改變幅度較大，且多透過自我消化、授權賦能、幫助他人的方式進行調適；低職位常藉由尋求他人協助、參加研習的方式進行調適。
最後研究者根據上述結論，針對幼兒園教師、幼兒園主管人員、教育行政機關以及後續研究提出建議。
The main purpose of this study is to discuss creativity style and job crafting, including “adaptors” and “innovators”. This study utilizes Kirton Adaption-Innovation Inventory (KAI) to distinguish adaptors from innovators, as well as to study the job crafting of these two styles.
Researcher select 12 principals and 12 teachers from twelve public kindergartens, and 13 principals and 13 teachers from thirteen privacy kindergartens from Taipei City and New Taipei City, totally fifty samples, forty-seven available samples, as well as interviewed time is about ninety minutes for each interviewee.

Following are the results of this study：

First, it is in terms of creativity style and job crafting that (A) Innovators’ breadth of change is wider than adaptors. Moreover, innovators have more boundary-crossing and boundary-outside performances than adaptors in the task and relationship scope of job crafting. (B) In the cognition scope of job crafting, innovators master to perceive opportunities and change actively.

Second, it is in terms of creativity style and challenges and adaptive moves in job crafting that (A) Frequency of challenge：Innovators have more challenge of interpersonally communicational conflict than adaptors. Besides, adaptors have more challenge about identity from other people. (B) Adaptive moves：On the part of impersonal challenge, adaptors and innovators solve problems as well as adapt inner struggles with empowering and fostering abilities of organizational members. On the part of interpersonal challenge, adaptors prefer to utilize self-persuasion and master on taking interpersonal intelligence to adapt inner struggles；Innovators prefer to change opinions of other people to adapt inner struggles. (C) Degree of adaptation：adaptors are better able to adapt successfully inner struggles than innovators；Innovators need more time to adapt inner struggles than adaptors. If innovators cannot adapt successfully, they shall choose to leave or wait for being changed by external force.

Third, it is in terms of creativity style and The Creative Personality Scale (CPS) that had significantly different between adaptors and innovators in CPS.

Additionally, this study also found：(A) Not only adaptors but also innovators eager to innovate and change. (B) Adaptors and innovators who prefer to take different ways to solve problems when they are faced with interpersonal conflict. (C) Adaptors and innovators who have different motives of job crafting. (D) Both adaptors and innovators doing job crafting through a period of learning. (E) Higher rank and lower rank job crafters have different performances of job crafting.

On the basis of the results, this study proposes some suggestions for teachers, kindergarten principals, administrations, and researchers.
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二、英文部分
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Goldsmith, R.E. & Matherly, T.A.(1987a). Adaption-Innovation and creativity. A replication and extension. British Journal of Social Psychology,26,79-82.
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Witkin, H.A.(1950). Perception of the upright when the directionof the force acting on the body is changed. Journal of Exprimental,40 ,pp. 93-106.
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描述 碩士
國立政治大學
幼兒教育所
98157019
101
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0098157019
資料類型 thesis
dc.contributor.advisor 徐聯恩zh_TW
dc.contributor.author (Authors) 林玉涵zh_TW
dc.contributor.author (Authors) Lin, Yu Hanen_US
dc.creator (作者) 林玉涵zh_TW
dc.creator (作者) Lin, Yu Hanen_US
dc.date (日期) 2012en_US
dc.date.accessioned 23-Jul-2013 14:00:38 (UTC+8)-
dc.date.available 23-Jul-2013 14:00:38 (UTC+8)-
dc.date.issued (上傳時間) 23-Jul-2013 14:00:38 (UTC+8)-
dc.identifier (Other Identifiers) G0098157019en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/59010-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 幼兒教育所zh_TW
dc.description (描述) 98157019zh_TW
dc.description (描述) 101zh_TW
dc.description.abstract (摘要) 本研究旨在探討工作塑造與精進型、突破型兩種創意風格之幼兒園園長與教師，其工作塑造樣貌、從事工作塑造面臨的挑戰與調適的差異，並探討不同創意風格之幼兒園園長與教師，其創造性人格量表分數是否具有差異。
本研究以台北市、新北市曾於91-95年度榮獲績優或優等幼兒園之園長與教師為研究對象，25位園長(園主任)與25位教師進行個別訪談與填寫問卷，每位研究對象之訪談時間約為90分鐘。
(一)分析結果發現，創意風格與工作塑造樣貌層面：(1)二種創意風格，其工作塑造的改變幅度上有差異，突破型創意風格幼兒園園長與教師較精進型創意風格幼兒園園長與教師，在職責、關係工作塑造層面上，有較多從事跨越疆界，處理疆界外部的表現。(2)認同工作塑造層面上，突破型較精進型善於發現契機，主動改變。(二)創意風格與工作塑造挑戰及調適層面：(1)挑戰頻率：突破型具有較多人際溝通衝突之工作塑造挑戰；精進型則具有較多在意他人對自我看法之工作塑造挑戰。(2)調適方式：面臨非人際關係的工作塑造挑戰時，精進型與突破型創意風格者皆會以授權賦能，培育組織成員能力之方式解決困境，進行自我調適；面臨人際關係的工作塑造挑戰時，精進型創意風格者偏好以自我說服、善用自我優勢、人際溝通策略與技巧的方式進行調適；而突破型創意風格者較偏好以積極主動改變他人看法、調整自我心態的方式進行自我調適。(3)調適程度：精進型創意風格者較能順利調適自我內心的掙扎；突破型創意風格者則需要花費較長時間調適自我，但若調適發生困難時，則會選擇離開或是等待外力改變。(三)創意風格與創造性人格層面，精進型與突破型二種創意風格，在創造性人格量表分數上具有顯著差異。
本研究亦發現：(一) 精進型與突破型皆會想要有所創新與改變。(二) 面對人際溝通的衝突時，偏好的處理方式不同。精進型傾向先接納他人意見，不正面衝突，偏好以人際溝通策略技巧避免衝突發生；突破型傾向先嘗試說服改變他人，再視情況決定是否改變自己的做法，而學習人際溝通策略技巧改善衝突。(三) 不同創意風格，其引發從事工作塑造的動機不同。精進型多為由外而內，受外在事件影響而引發改變的動機；突破型從多為由內而外，察覺與滿足自身需求而引發改變的動機。(四) 精進型與突破型創意風格皆會有工作塑造學習歷程之表現。(五) 職位高低對工作塑造之影響。高職位有較多工作塑造機會與行為表現、工作塑造的面向較廣且改變幅度較大，且多透過自我消化、授權賦能、幫助他人的方式進行調適；低職位常藉由尋求他人協助、參加研習的方式進行調適。
最後研究者根據上述結論，針對幼兒園教師、幼兒園主管人員、教育行政機關以及後續研究提出建議。		zh_TW
dc.description.abstract (摘要) The main purpose of this study is to discuss creativity style and job crafting, including “adaptors” and “innovators”. This study utilizes Kirton Adaption-Innovation Inventory (KAI) to distinguish adaptors from innovators, as well as to study the job crafting of these two styles.
Researcher select 12 principals and 12 teachers from twelve public kindergartens, and 13 principals and 13 teachers from thirteen privacy kindergartens from Taipei City and New Taipei City, totally fifty samples, forty-seven available samples, as well as interviewed time is about ninety minutes for each interviewee.

Following are the results of this study：

First, it is in terms of creativity style and job crafting that (A) Innovators’ breadth of change is wider than adaptors. Moreover, innovators have more boundary-crossing and boundary-outside performances than adaptors in the task and relationship scope of job crafting. (B) In the cognition scope of job crafting, innovators master to perceive opportunities and change actively.

Second, it is in terms of creativity style and challenges and adaptive moves in job crafting that (A) Frequency of challenge：Innovators have more challenge of interpersonally communicational conflict than adaptors. Besides, adaptors have more challenge about identity from other people. (B) Adaptive moves：On the part of impersonal challenge, adaptors and innovators solve problems as well as adapt inner struggles with empowering and fostering abilities of organizational members. On the part of interpersonal challenge, adaptors prefer to utilize self-persuasion and master on taking interpersonal intelligence to adapt inner struggles；Innovators prefer to change opinions of other people to adapt inner struggles. (C) Degree of adaptation：adaptors are better able to adapt successfully inner struggles than innovators；Innovators need more time to adapt inner struggles than adaptors. If innovators cannot adapt successfully, they shall choose to leave or wait for being changed by external force.

Third, it is in terms of creativity style and The Creative Personality Scale (CPS) that had significantly different between adaptors and innovators in CPS.

Additionally, this study also found：(A) Not only adaptors but also innovators eager to innovate and change. (B) Adaptors and innovators who prefer to take different ways to solve problems when they are faced with interpersonal conflict. (C) Adaptors and innovators who have different motives of job crafting. (D) Both adaptors and innovators doing job crafting through a period of learning. (E) Higher rank and lower rank job crafters have different performances of job crafting.

On the basis of the results, this study proposes some suggestions for teachers, kindergarten principals, administrations, and researchers.		en_US
dc.description.tableofcontents 第一章 緒論 1
第一節 研究動機 1
第二節 研究目的與待答問題 3
第三節 名詞釋義 4
第四節 研究範圍與限制 5
第二章 文獻探討 7
第一節 創意風格 7
第二節 工作塑造 20
第三節 幼兒園園長與教師創意風格與工作塑造之想像 44
第三章 研究設計與實施 50
第一節 研究架構 50
第二節 研究對象 51
第三節 研究方法 52
第四節 研究工具 53
第五節 研究程序 56
第四章 分析結果與討論 58
第一節 二種創意風格類型之幼兒園園長與教師，其工作塑造之樣貌 58
第二節 創意風格類型幼兒園園長與教師，其工作塑造之挑戰與調適 116
第三節 創意風格與創造性人格 138
第四節 綜合分析與討論 143
第五章 結論與建議 155
第一節 結論 155
第二節 建議 160
參考文獻 163
中文部分 163
西文部份 164
附錄 169
附錄一 創意風格問卷 167
附錄二 工作塑造訪談大綱 170		zh_TW
dc.format.extent 3388511 bytes-
dc.format.mimetype application/pdf-
dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0098157019en_US
dc.subject (關鍵詞) 創意風格zh_TW
dc.subject (關鍵詞) 工作塑造zh_TW
dc.subject (關鍵詞) 幼兒園zh_TW
dc.subject (關鍵詞) creativity styleen_US
dc.subject (關鍵詞) KAIen_US
dc.subject (關鍵詞) job craftingen_US
dc.subject (關鍵詞) kindergartenen_US
dc.title (題名) 創意風格與工作塑造之研究-以幼兒園園長與教師為例zh_TW
dc.title (題名) A study of Creativity Style and Job Craftingen_US
dc.type (資料類型) thesisen
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