臺灣博碩士論文加值系統

教導是一個日益受到重視的管理技巧與制度，身為企業策略夥伴的人力資源工作者，更應在組織發展所需的階段，積極評估或協助組織建立有效的教導機制，促進知識管理效果，進而提升組織核心能力。本研究採質性研究中的多重個案分析法，從教導制度的使用者觀點切入，針對國內目前已實施教導制度之四家標竿企業，進行個案公司訪談，企圖釐清與驗證教導制度的現行作法，有效探討影響台灣企業成功實施教導制度的因素。

依據訪談內容整理與分析，本研究發現企業內各制度的實施，主要起源於企業本身的需求，發展出符合其企業特性與期望結果的教導制度，並交由人資專業人員、教導者與被教導者等三種角色執行此制度，進而需觀察與判斷其成效是否符合企業需求，若不符合者，則重新依其企業需求，檢視制度設計的適用性與人員執行的品質，依此循環系統概念運作。

Coaching has received greater attention from Taiwanese organizations in recent years. As the strategic partners, human resource specialists should actively support the organizations to build effective coaching system in their development stage, which will improve the effectiveness of knowledge management and enhance their core competencies. This study adopts a qualitative research method that involves multiple cases. From the users’ viewpoints, the researcher interviews four leading Taiwanese companies that currently implemented coaching system, attempts to clarify the current practices of coaching system, and discusses the successful factors of enterprises’ coaching system.

According to the findings from interviews, the researcher concluded that coaching system in those organizations is triggered by their business needs, and then is designed to fit their organization characteristics and the expected outcomes. The system will be executed by human resource specialist, coach, and coachee. If the result doesn’t meet business needs, then the coaching system will be checked reiteratively according to the business needs, applications of system design, and qualities of people execution.

論文摘要 i
英文摘要 ii
目錄 iii
表目錄 v
圖目錄 vi
一、緒論 1
1-1 研究動機 1
1-2 研究目的 2
1-3 研究範圍與步驟 3
1-3-1 研究範圍 3
1-3-2 研究步驟 3
1-4 名詞解釋 5
1-4-1 教導(Coaching) 5
1-4-2 師徒制(Mentoring) 5
二、文獻探討 6
2-1 教導理論 6
2-1-1 教導的起源 6
2-1-2 教導的定義與類型 7
2-1-3 教導的過程模式與步驟 14
2-1-4 教練(Coach)的選擇與有效的教導技巧 21
2-1-5 教導的效益與成功要素 25
2-2 教導與師徒制 (Mentoring) 27
2-2-1 教導與師徒制的關係 28
2-2-2 教導與師徒制的異同 29
三、研究設計與實施 32
3-1 研究方法 32
3-2 研究對象 33
3-2-1 A公司 34
3-2-2 B公司 34
3-2-3 C公司 35
3-2-4 D公司 36
3-3 資料蒐集與可信賴性 36
3-3-1 資料蒐集 36
3-3-2 研究之可信賴性 37
3-4 資料分析 38
3-4-1 資料管理 38
3-4-2 閱讀與筆記 38
3-4-3 敘述 39
3-4-4 編碼與分類 39
四、研究發現 41
4-1 企業需求 41
4-2 影響教導制度設計的成功因素 44
4-2-1 實施前 44
4-2-2 實施過程 48
4-2-3 實施結果 52
4-3 影響教導制度執行的成功因素 55
4-3-1 教導者 55
4-3-2 被教導者 60
4-3-3 HR專業人員 64
4-3-4 高階管理者 65
4-4 教導制度的實行成效 66
五、結論與討論 71
5-1 結論 71
5-1-1 企業實施教導制度的原因 71
5-1-2 影響教導制度設計的成功因素 71
5-1-3 影響教導制度執行的成功因素 74
5-1-4 教導制度的實行成效 75
5-2 討論 76
5-2-1 與羅豊翔(2008)論文研究之差異比較 76
5-2-2 對於教導制度的設計 77
5-2-3 對於教導制度的執行 78
5-2-4 後續研究 79
5-3 研究限制 80
5-4 研究者的省思 80
5-4-1 研究心得 81
5-4-2 質性研究的過程 82
參考文獻 84
附錄一、訪談邀請函 89
附錄二、訪談大綱--教練(Coach)部份 90
附錄三、訪談大綱--被教導者(Coachee)部份 93

中文部份
﹝1﹞何文堂 著，教練，中國生產力中心，台北，民國九十六年。
﹝2﹞呂瑞菱，「經理人教練角色與團體凝聚力之個案調查」，長庚大學企業管理研究所，碩士論文，民國九十六年。
﹝3﹞尚榮安(譯)，Yin R.K.著，個案研究，弘智出版社，台北，民國九十年。
﹝4﹞胡幼慧主編，質性硏究 : 理論、方法及本土女性硏究實例，巨流出版社，台北，民國八十五年。
﹝5﹞迪克.萊爾斯（Dick Lyles）著，當教練，不要當經理，陳純如譯，經典傳訊文化發行，台北，民國八十九年。
﹝6﹞唐.舒賴（Don Shula）、肯.布蘭加（Ken Blanchard）著，教練 Everyone''s a Coach，陳靜惠譯，金得發出版社，台北，民國八十五年。
﹝7﹞黃正雄，「領導力與人力資本關係：人力資本觀點下教練行為之研究」國科會專題研究計畫成果報告，長庚大學企業管理研究所，民國九十四年。
﹝8﹞詹瑜蕙，「師徒制與員工生涯發展之研究-以壽險業為例」，國立台北師範大學工業科技教育學系，碩士論文，民國八十九年。
﹝9﹞劉筱寧，「徒弟個人特質、性別角色與師徒關係類型、性別組合對師徒功能影響之研究」，私立中原大學企業管理學系，碩士論文，民國九十年。
﹝10﹞劉怡蘭，「師徒關係對組織社會化的影響」，國立中央大學人力資源管理研究所，碩士論文，民國九十五年。
﹝11﹞諾爾.提區（Noel M. Tichy）、南西.卡德威（Nancy Cardwell）著，教導型組織 : 奧林匹克級的雙螺旋領導，邱如美譯，天下雜誌，台北，民國九十三年。
﹝12﹞羅豊翔，「影響企業實施教導(Coaching)制度的成功因素」，國立中央大學人力資源管理研究所，碩士論文，民國九十七年。
﹝13﹞薛雅菁，「何謂教練Coaching??」，Career職場情報誌，第367期，民國九十五年。
﹝14﹞蕭惠文，「影響教導行為因素之探討─一項貫時性之研究」，國立中央大學人力資源管理研究所，碩士論文，民國九十三年。
﹝15﹞龐寶璽，「企業人力資源跨部門服務角色與服務績效關係之研究」，國立中央大學人力資源管理研究所，博士論文，民國九十五年。


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