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研究生:陳鎮江
研究生(外文):Chen Chiang Chen
論文名稱:國營事業中階主管訓練成效之研究
論文名稱(外文):An study of the middle level managers''''training effectiveness of the MOEA (Ministry of Economic Affairs)
指導教授:姜占魁姜占魁引用關係黃營杉黃營杉引用關係
指導教授(外文):Chiang Jan KweiHwang Ing San
學位類別:博士
校院名稱:國立臺北大學
系所名稱:企業管理學系
學門:商業及管理學門
學類:企業管理學類
論文種類:學術論文
論文出版年:2000
畢業學年度:89
語文別:中文
論文頁數:197
中文關鍵詞:領導風格小組討論訓練訓練成效成效評估
外文關鍵詞:leadershipsmall group discussiontrainingtraining effectivenesseffectiveness evaluation
相關次數:
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  • 收藏至我的研究室書目清單書目收藏:3
中階主管位居組織結構之樞紐,承受各方之壓力,因此中階主管領導風格之訓練,係重要之課題。現研究以「課程講授和小組討論」與「課程講授」二種工作外訓練方式,對國營事業中階主管領導風格訓練之成效,並比較此二種訓練方式其成效之差異。
有學者認為領導風格是天生特質,非訓練可得,另有學者認為它是一種態度或行為,可經由訓練而達到最佳之領導,亦有學者認為它應隨領導者、部屬與情境等因素而調整,所以沒有最佳的領導模式。訓練之目的是期望訓練活動之後,學員能學得新技術或改變其態度等。訓練成效是一個構念,需附著在理論模型的架構上,才能得知。本研究以認知途徑評估訓練成效,以學員在訓練之前與訓練之後,其領導風格之改變情形,作為訓練成效之指標。
研究對象是經濟部專研中心中階主管培訓班的學員,選取上課時段不會重疊的二班,作為實地實驗之對象。實驗組經過「課程講授和小組討論」之訓練,控制組經過「課程講授」之訓練。於開訓日、結訓日、返回工作崗位後60天,分別就學員之內外控與領導風格,作三次測量,藉以了解其改變之情形(訓練即期成效、訓練持續成效),並比較二組在改變程度上的差異(訓練策略即期成效、訓練策略持續成效)。以t檢定檢驗各組之訓練即期成效與訓練持續成效。以二因子共變數分析法(內外控為共變數)檢驗訓練策略即期成效與訓練策略持續成效。倘各因子在不同水準上,有顯著之差異時,再作Tukey多重比較。
研究結論有(1) 訓練即期成效:二組在關係行為構面整體與各子項上,均有顯著之訓練即期成效,但在工作行為構面則無訓練極即期成效,亦不因年齡、職位、學歷之差別而有所差異。(2) 訓練持續成效:實驗組關係行為構面整體與給予支持、雙向溝通、積極傾聽等子項為負的持續成效,控制組在工作行為構面整體與制定目標等子項有顯著回復參訓前之水準。(3) 訓練策略即期成效:在工作行為構面整體與制定目標子項上,以及關係行為構面整體與給予支持、雙向溝通、積極傾聽子項上,有顯著之策略即期成效,且不因年齡、職位、學歷之差別而有所差異。(4)訓練策略持續成效:在工作行為構面整體與制定目標子項與關係行為構面之雙向溝通、積極傾聽等子項有顯著的差異,不因年齡、職位、學歷之差別而有差異,係實驗組訓練持續成效減少所致。(5)各種訓練成效均顯著地,表現在有助於個人建立其人際網路的子項上,因此以自我利益為導向,以建立個人其社會資源之需求,係相當影響訓練成效之因素。
提供之淺見有(1)在工作外訓練方式中,「課程講授和小組討論」訓練方式比「課程講授」訓練方式較有訓練即期成效。(2)「課程講授和小組討論」與「課程講授」二種工作外訓練方式,不具有訓練持續成效,組織應長期性的搭配其他工作中的訓練方式,以確保成員在經過工作外訓練之後,所得到之成效。(3)國營事業中階主管領導風格訓練之課程,在工作行為構面增列工作倫理、全面品管等課程,會有助於學員領導風格之整體發展。(4)國營事業中階主管在領導風格工作行為構面相關之各種技能上,要加以充實,以避免和部門的專業技術脫節,而不易領導部門。在關係行為構面上,要與部屬維持良好的人際關係,以及多方面的體恤,常能有同理心,藉著關係行為各子項上之活動,將部門工作團體建立為工作團隊,藉著合作與部屬的自動自發,來領導部門。
Training of the middle level managers''''leadership is an importnat program in any organization, because they are as pig in the middle. So what''''s the training effectiveness and difference by the "lecture and small group discussion" and the "lecture" method for the managers of MOEA.
The early psychologists attempted to develop trait theories to explain leadership, but the most popular and important of the attempts to explain leadership in terms of the behavior or attitude exhibited by the leaders. And the third approaches-contingency theories isolate key situational variable have proven successful then others and have gained wilder recognition. Has the training satisfied its objectives, and are people operating different at the end of, and are a result of, the training? Training effectiveness is a construct. So by the cognitive science approach to evaluate the effectiveness that the indicator is the students''''leadership. What is the difference between the pre-training and post-training.
The Professional Center has had a 3 weeks training program for the middle level managers of MOEA. So the field experiement project chose two class to research their leadership of pro-training and post-training. Experiemental group by "lecture and small group discussion" training activeties, control group only by "lecture" training activities, in the different training period, the expercemental group were never meet the control group. By the Rotter''''s I/E scale and Hersey''''s leadership scale to evaluate the object at the begining (1st. test), the end (2nd. test), and after post-training 60 days (3rd. test). To measure its difference between the 1st-2nd test could evaluate the training delay effectiveness. So each group has the training immediate effectiveness and the training delay effectiveness, that could get the strategic training immediate effectiveness, and the strategic training delay effectiveness. T-test is for the training immediate effectiveness and the training delay effectiveness. By the two way ancovaanalysis for the strategic training immediate effectiveness and the strategic training delay effectiveness. The covariate varicble is I/E belief. If there is significant difference at the levels of each factor (age, education, position) then to use the Turkey method for post for comparsion (X=0.05).
There are some research conclusion (1)training immediate effectiveness: Two groups have the significant training immediate effectiveness on the relationship behaviors on the followers but there is no any effect on the task behavior. (2)training delay effectiveness: Experimental group only has the significant negative training delay effectiveness on the supporting, communication, active listening of relationship behavior. Control group only has the significant positive training delay effectiveness of the making goal item. (3)strategic training immediate effectiveness: The "lecture and all group discussion" training program is more better than the "lecture" training program on the making goal item of the task behavior and on the supporting, communication, active listening items of the relationship behavior. (4)strategic training delay effectiveness: There is only the making goals item of the task behavior and the communication, active listening items of the relationship behavior has the significant effect. (5)most of the training effectiveness are significant apperance or the special item that could hely individuals make their own network, so that self-interest principle is very important factor that could influence the training effectiveness.
Some proposition have (1)the "lecture and small group discussion" training program is more better than the "lecture" training program. (2)the effectiveness of the off-the-job training activities will need the support of the on-the-job training activities. (3)if the exist training program could have "total guality management" course etc. that will be better for the middle level managers''''leadership of MOEA. (4)the middle level managers of MOEA should upgrade their special skills and by the many activities on the relationship behavior to make the work group become a work team. By the coporation among the followers and followers''''self-lead then could get super-lead & high performance team.
目 錄
目錄………………………………………………………………………… i
圖次………………………………………………………………………… iii
表次………………………………………………………………………… iv
第壹章 緒論………………………………………………………………… 1
第一節 研究背景與動機…………………………………………………… 1
第二節 研究問題與目的…………………………………………………… 6
第三節 研究範圍與限制…………………………………………………… 8
第四節 研究概念與流程…………………………………………………… 10
第五節 名詞界定…………………………………………………………… 12
第貳章 文獻探討…………………………………………………………… 16
第一節 領導風格…………………………………………………………… 17
第二節 小組討論…………………………………………………………… 50
第三節 訓練成效…………………………………………………………… 71
第參章 研究設計……………………………………………………………100
第一節 變項之操作性定義與衡量…………………………………………101
第二節 研究對象……………………………………………………………103
第三節 研究架構與假設……………………………………………………107
第四節 研究工具……………………………………………………………109
第五節 實驗設計……………………………………………………………114
第六節 實驗程序……………………………………………………………118
第肆章 資料分析與檢討……………………………………………………122
第一節 實驗組與控制組實驗前之分析……………………………………123
第二節 量表之信度與效度…………………………………………………126
第三節 訓練即期成效之檢討………………………………………………133
第四節 訓練持續成效之檢討………………………………………………148
第五節 訓練策略成效之檢討………………………………………………162
第伍章 結論與建議……………………………………………………… 187
第一節 結論…………………………………………………………………187
第二節 建議…………………………………………………………………191
參考文獻
一、 中文部份………………………………………………………………195
二、 英文部份………………………………………………………………198
附錄
附錄一、實驗組討論題綱………………………………………………… 213
附錄二、前測問卷………………………………………………………… 214
附錄三、第一次後測問卷………………………………………………… 217
附錄四、第二次後測問卷………………………………………………… 220
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