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研究生:陳德望
研究生(外文):Der-Wan Chen
論文名稱:管理課程(MTP)訓練績效評估之研究~以科技與機械公司為例
論文名稱(外文):Evaluation on Training Performance with MTP in the Study Pilot~the Companies of Scientific Technology and Mechanical Engineering
指導教授:吳成豐吳成豐引用關係
指導教授(外文):Chen-Fong Wu
學位類別:碩士
校院名稱:靜宜大學
系所名稱:企業管理研究所
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:2001
畢業學年度:90
語文別:中文
論文頁數:123
中文關鍵詞:訓練績效評估機械管理課程訓練科技管理訓練計劃訓練企業內訓
外文關鍵詞:Evaluation on Training PerformanceScientific EnterpriseManagement Training ProgramMechanical CompanyMTPTraining
相關次數:
  • 被引用被引用:25
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  • 下載下載:161
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企業的競爭已由過去的同業或異業競爭,擴展至國際競爭,然而無論競爭的型態為何,人才將是任何競爭型態中成功的關鍵之一。因此具有競爭力的企業均十分重視人才之培訓,而培訓之成功與否與訓練系統之運作績效有關,而如何監測訓練系統之運作績效則取決於訓練評估之有效性。從人才培訓約略可區分為職能別(專業技能別)及階層別(管理幹部)訓練,現今企業對管理訓練均十分重視,而管理訓練大都是委託專業訓練機構或企業專業講師所建議的套裝管理課程來培訓管理人才,因此課程的有效性(訓練後的績效評量)及講師的教學績效將是訓練評估的重點。
本研究針對對不同公司實施管理課程訓練及老師教學績效對學員學習績效的影響,以國內知名之科技公司及機械公司為例。管理課程訓練則以日本產業訓練協會MTP(Management Training Program)套裝課程為主,部分內容經修正並強化實務經驗傳授,講師為經日本產業訓練協會授證合格的講師,受訓學員為個案公司之中階主管。
本研依據Kirkpatrick的訓練績效評估四層次模式(four-level evaluation)之反應層次以實際個案來驗證之。進行的方式以問卷調查法、深度訪談法、描述性統計及驗證的方式,探討管理課程訓練對學員學習績效的影響度,考量變數為講師教學績效及公司個別的影響。
本研究發現與結論:
(一) 管理課程訓練可提升學員的學習績效,而且進步程度令人滿意。因此建議持續推廣此類管理訓練課程於各企業。
(二) 學員進步的程度不因公司別而有差異,說明各企業可接受此類管理課程訓練,不受公司型態不同而影響。
(三) 不同公司學員訓練前的程度與訓練後的程度會有差異性。
(四) 學員訓練後的程度會因公司別而所有差異,並導出訓練後與訓練前及公司別關係,Y=5.412-0.03949X1-0.226X2,經由訓練前的自我評量即可設定訓練後的目標績效值,以做為訓練評估之依據。
(五) 對老師的教學評價不因公司別而有差異,說明教學品質的穩定性。
(六) 老師教學績效與學員進步程度是有顯著相關,說明教學績效與學習績效成正向關係。並導出進步程度與教學績效之關係Y=-2.481+0.77X1,只做老師教學績效評量即可,為企業節省資源。
(七) 老師教學績效與學員訓練後能力有顯著相關,並導出訓練後能力(Y)與老師教學績效(X1)與公司別(X2) 之線性回歸方程式:Y=3.068+0.399X1-0.271X2。此模式可間接說明學員的反應愈正向則學習效果愈佳,同西方學者Clement(1982)的觀點。
(八)學員進步程度與訓練前能力有顯著相關,說明訓練前能力愈低其進步程度愈大愈明顯,亦可顯示訓練需求強烈之處。並導出學員進步程度與訓練前能力之關係性為Y=5.065-0.965X。只做訓練前能力評量即可,為企業節省資源。
經本研究深入探討發現管理課程訓練及講師教學績效對學員學習績效的影響是十分深遠的,其中若能做好訓練評估(訓練前的需求的評估、訓練後的績效評估)來實施管理課程訓練,則不會因公司或學員的不同而影響其學員學習績效的。整體而言,除了管理課程訓練的有效性外,個案公司重視訓練績效評估更是關鍵之所在,如此相互搭配才能使訓練績效達到令人滿意的結果。
The competitive enterprises accompanied with the diversity from the same or different bygone trades. Now the competition of the mushroom growth has expanded the international encounter. Whatever it belongs to any competitive category; human resources are the critical point to succeed in solving the competing problem. Therefore, to make much of respecting for the training of human resources is very important at the competing enterprises. How to culture the training of the human resources? That whether to be capable of reaching the success is dependent on the profound relationship with the operating performance of the training system. Furthermore, the surveillance of training system with operating performance depends on the evaluation of the training effectiveness.
   It is divided into the trainings of professional trait and ranking class from the management staffs of human resources. Most of the management training in the companies will delegate it to the organization of the professional training or experts and lecturers of the job-training organization.Moreover, these organizations set up a series of software management to culture management capability of human resources. Generally speaking, the lesson effectiveness and the instructor''s teaching performance are the critical to evaluate the trainings.
   The research is aimed at the impact on the different companies to do a series of management training lesson, the lecturers'' teaching proficiency and the trainers learning outcome with the examples --the famous companies of scientific technology and mechanical engineering on the domestic situations. 
A series of management training lesson is derived from the package software of the MTP (Management Training Program) by Industrial Training Association in Japan. Yet, some material of this software would be rectified and enforced the instruction of practical experience. The lecturers teaching the course are passed through a series of strict test by the Industrial Training Association in Japan. They are qualified with the certificate. Th trainers of the study pilot are middle-above conductors of the companies in the study-pilot.
   According to the four-level evaluation model of Kirkpatrick''s training efficiency, the research will prove to be evident of the experimental cases. 
The research is including of survey questionnaire, the deep interview, the
descriptive statistics and the authentication in the study-pilot. Afterwards,the research will discuss the influence between the MTP''s training and the trainers'' learning efficiency.It is considerable variables to be the lectors'' teaching proficiency and the categories of the companies.These findings are,
1.To perform MTP software is to promote the trainers'' learning efficiency and satisfy with the progressive margin. Therefore, it is keeping on pervading through the enterprises with this same MTP''s course.
2.The progressive levels of the trainers are not different from the various companies. Therefore, any enterprises will receive this management training program; they will no be influenced on the different types of companies.
3.The significant variation is before the trainers'' level and after the trainers'' level.
4.To predict the value of training is "y-5.412-0.03949…". The trainers after perform a series of development are some variation according to the different companies. Therefore, the thesis can conclude the relationship between before and after of training course and the ranks of companies on the basis of the evaluation of .the training.
5.MTP package software supports the stability of the teaching quantity. To evaluate on the performance of the teaching is without the relationship with the categories of the company. Thus, the formula gets a result of the relation between the progressive extent and the efficiency. Y=2.4810+0.77X.It can be saved a vast of resources only to do the evaluation of the teaching performance.
6.It is much significant relationship between the efficiency of the lector''s teaching and the advantageous progression of the trainers. Therefore, the efficiencies of teaching and learning are the positive. It is evident that Dixo''s point-of-view to be the positive of efficiencies on the teaching and learning.
7.It is much significant to the efficiency of the lector''s teaching and the ability after accepting the training. Therefore, the linear regression equation is Y=3.068+0.399X…. (Y is indicated the efficiency of the lector''s teaching; X is indicated the categories of the company). The model is the same as Clement''s point-of-view. The trainers'' response to be the positive are indicated their learning efficiencies to be better.
8.It is much significant between the trainers'' progressive level and before without accepting the training ability. It is indicated to be extent much significant that the trainers without accepting the course are much progressive development. Therefore, the training course is mandatory for their requirement. Furthermore, it is only evaluated on the before the training ability for the companies to save a lot of money. It''s formula that Y=5.065-0.965X. ( The relationship is the trainers'' steps and before of the trainers'' ability.)
  It''s critical impact on the performance of the trainers'' learning by means of the study pilot which to discover the management training program (MTP) and the efficiency of the lectors'' teaching furthermore. Therefore, the company would understand the evaluation on the requirement before the training and the evaluation on the performance after the training. Afterwards, the company would fulfill the management-training program without the impact on the performance of the learners'' training even any companies or the different trainers. Generally speaking, it is the critical key to the efficiency of the management-training program and the evaluation on the efficiency of the training by the case of company. They keep up with each other so that the training efficiency can reach the satisfying results.
中文摘要-----------------------------------------------------------------------
-----I
英文摘要-----------------------------------------------------------------------
---III
目錄---------------------------------------------------------------------------
-----VI
表目錄-------------------------------------------------------------------------
--VIII
圖目錄-------------------------------------------------------------------------
-----X
第一章    緒論--------------------------------------------------------------
------------------1
第一節    研究動機與目的---------------------------------------------------
-------------1
第二節    研究流程---------------------------------------------------------
----------------1
第二章    文獻探討----------------------------------------------------------
-----------------4
第一節    訓練績效評估的定義-----------------------------------------------
-----------4
第二節    訓練績效評估的目的與功能-----------------------------------------
--------6
第三節    訓練績效評估的範圍-----------------------------------------------
-----------8
第四節    訓練績效評估的程序-----------------------------------------------
----------10
第五節    訓練績效評估的模式-----------------------------------------------
----------13
第六節    訓練績效評估的方法-----------------------------------------------
----------22
第七節    本研究之管理課程訓練---------------------------------------------
---------24
第三章    研究方法----------------------------------------------------------
---------------28
第一節    研究架構---------------------------------------------------------
---------------28
第二節    研究假設---------------------------------------------------------
---------------28
第三節    研究範圍---------------------------------------------------------
---------------29
第四節    研究工具與實施---------------------------------------------------
------------30
第四章    資料分析與結果----------------------------------------------------
-----------34
第一節    個案公司簡介與訓練需求-------------------------------------------
-------34
第二節    驗證研究假設-----------------------------------------------------
------------37
第三節    實證分析結果-----------------------------------------------------
------------64
第五章    結論與建議--------------------------------------------------------
--------------66
第一節    研究結論---------------------------------------------------------
---------------66
第二節    研究限制---------------------------------------------------------
---------------68
第三節    研究建議---------------------------------------------------------
---------------69
附錄一 案深度訪談與統計圖表分析---------------------------------70
附錄二 訓練前後學員理解度問卷調查表-----------------------------89
附錄三 訓練講師教學績效問卷調查表-------------------------------97
附錄四 管理課程(MTP)訓練之系統圖-------------------------------105
參考書目-------------------------------------------------------119
表目錄
表2-1訓練績效評估的定義----------------------------------------5
表2-2訓練績效評估之功能----------------------------------------7
表2-3自我評估之衡量表-----------------------------------------13
表2-4訓練績效評估模式-----------------------------------------13
表2-5 Kirkpatrick模式各層級與中心議題-------------------------14
表2-6反應層次之訓練評估實證研究之相關文獻彙總-----------------16
表2-7管理課程訓練之回合與單元明細表---------------------------27
表3-1各變相敘述性統計表--------------------------------------------------------
---30
表3-2學員訓練前□訓練後□評量之七分尺度-----------------------31
表3-3對老師教學績效評量之七分尺度-----------------------------31
表3-4本研究問卷回收情形分配表---------------------------------31
表4-1全體學員基本資料表---------------------------------------35
表4-2全體訓練前與訓練後成對樣本T檢定-------------------------37
表4-3機械公司訓練前與訓練後成對樣本T檢定---------------------37
表4-4科技公司訓練前與訓練後成對樣本T檢定---------------------38
表4-5全體訓練前與訓練後成對樣本 T檢定(20回合)----------------38
表4-6全體訓練前與訓練後成對樣本統計量(20回合)-----------------39
表4-7機械公司訓練前與訓練後成對樣本T檢定(20回合)-------------40
表4-8科技公司訓練前與訓練後成對樣本T檢定(20回合)-------------40
表4-9機械公司訓練前與訓練後成對樣本統計量(20回合) ------------41
表4-10科技公司訓練前與訓練後成對樣本統計量(20回合) -----------41
表4-11科技公司與機械公司進步程度成對樣本 T檢定----------------42
表4-12科技公司與機械公司訓練前成對樣本T檢定-------------------43
表4-13科技公司與機械公司訓練後成對樣本T檢定-------------------44
表4-14不同公司之進步程度、訓練前、訓練後之相關分析表-----------46
表4-15不同公司之進步程度、訓練前、訓練後之線性回歸分析表-------46
表4-16不同公司之進步程度、訓練前、訓練後之線性回歸分析之整體模--46
表4-17不同公司之訓練前與訓練後之線性迴歸分析表-----------------47
表4-18不同公司之訓練前與訓練後之線性迴歸分析之整體模式---------47
表4-19科技公司與機械公司對講師教學評價成對T檢定---------------48
表4-20老師教學績效與學員進步程度相關分析-----------------------49
表4-21老師教學績效對學員進步程度線性回歸分析(係數)-------------49
表4-22講師教學績效與學員訓練後能力相關分析---------------------50
表4-23講師教學績效與學員訓練後能力及公司別線性迴歸分析---------51
表4-24學員進步程度與學員訓練前能力之相關分析-------------------51
表4-25學員進步程度與學員訓練前能力之線性回歸分析---------------52
表4-26學員進步程度與學員訓練前能力及公司別之線性回歸分析-------52
表4-27管理課程訓練前後比較成對T檢定---------------------------53
表4-28公司別學員進步的程度比較成對T檢定------------------------54
表4-29公司別學員訓練前單元能力比較單變異數分析-----------------55
表4-30公司別學員訓練後單元能力比較單變異數分析-----------------58
表4-31公司別對老師的評價是否有差異單變異數分析-----------------61
表4-32研究假設與驗證結果---------------------------------------64
圖目錄
圖1-1研究架構圖------------------------------------------------3
圖2-1教育訓練模式----------------------------------------------5
圖2-2培訓循環--------------------------------------------------5
圖2-3訓練評估之相關性----------------------------------------------------------
------6
圖2-4訓練評估評估範圍----------------------------------------------------------
------9
圖2-5訓練績效評估流程圖--------------------------------------------------------
----10
圖2-6投入、過程、產出評估程序模式---------------------------------------------
11
圖2-7訓練評估步驟--------------------------------------------------------------
-------12
圖2-8訓練績效評估執行程序圖----------------------------------------------------
--12
圖2-9訓練績效評估的程序--------------------------------------------------------
----17
圖2-10 STAR的實施步驟----------------------------------------------------------
-----19
圖2-11企業內員工訓練成效評估時機示意圖--------------------------------------20
圖2-12訓練績效評估四層次及其衡量要項與方法--------------------------------21
圖3-1本研究之概念性架構----------------------------------------28
圖3-2本研究假設之關係圖----------------------------------------29
圖3-3管理課程訓練問卷調查流程圖--------------------------------33
圖4-1科技與機械公司受訓學員階層別比較統計圖--------------------35
圖4-2科技與機械公司受訓學員年齡別比較統計圖--------------------36
圖4-3科技與機械公司受訓學員年資別比較統計圖--------------------36
圖4-4研究假設與驗證結果----------------------------------------65
壹、 中文部份
一、書籍
中國生產力中心,MTP講義。台北:中國生產力中心,民國八十一年,8-9。
中國生產力中心,MTP講師手冊。台北:中國生產力中心,民國八十一年,5。
中國生產力中心,MTP講義。台北:中國生產力中心,民國八十六年,8-9、136。
中國生產力中心,MTP講師手冊。台北:中國生產力中心,民國八十六年,5。
石明家,SPSS10.X中文版統計資料分析實務應用。台北:碁峰資訊,民國九十年,310-375。
田國華,人力培訓百寶箱-MTP桃太郎的再生丸。台北:工業雜誌,民國八十三年八月,61。
行政院勞工委員會職業訓練局,企業員工訓練的需求與規劃。台北:內政部職業訓練局編印,民國八十七年九月,83-86。
李聲吼,人力資源發展。台北:五南,民國八十六年,86-93。
吳明隆,SPSS統計應用實務。台北:松崗電腦圖書,民國八十九年,54-156。
周月娥,摩托羅拉訓練績效評估一級棒。台北:行政院勞工委員會職業訓練局,民國八十四年八月。
邱皓政,量化研究與統計分析SPSS中文視窗版資料分析範例解析。台北:五南圖書,民八十九年,10-85。
洪昭榮,人力資源發展—企業培育人才之道。台北:師大書苑有限公司,民國八十年,236-241。
黃英忠,人力資源管理。台北:華泰,民國八十三年,145。
張緯良,人力資源管理。台北:華泰,民國八十四年,249。
黎守明,企業教育訓練體系設計指引。台北:蓋登式管理顧問有限公司,民國八十九年,179。
簡建忠,訓練評鑑。台北:五南,民國八十三年,27-34。
陳其龍,企業訓練專業人員講習會講義彙編--訓練計畫之實施。台北:內政部職業訓練局編印,民國七十四年,71。
財團法人中華民國職業訓練中心譯,管理訓練計劃會議指導法特別為會議指導者而編。台北:職訓中心編印,民國八十一年,35-75。
張博堯,人力培訓百寶箱-MTP讓宏碁破繭而出。台北:工業雜誌,民國八十三年八月,69。
蔡旭昇,87年度人力資源管理系列講座~企業訓練與發展。台北:行政院勞工委員會職業訓練局,民國八十六年九月,101。
戴幼龍,企業訓練專業人員講習會講義彙編--訓練成效評核。台北:內政部職業訓練局編印,民國八十四年六月,188-189。
蕭念湘,人力培訓百寶箱-MTP自東瀛移植來台。台北:工業雜誌,民國八十三年八月,63。
二、期刊
歐陽靉靈,「如何設計服務業訓練課程」,就業與訓練,第15卷,第4期(民國八十六年七月),83-86。
戴幼農,「訓練評核的原則與方法」,就業與訓練,第12卷,第4期(民國八十三年七月),16-22。
三、學術論文
狄家葳,「訓練成效評估之研究—以台灣跨國企業為例」,碩士論文,台灣大學商學研究所,民國八十八年六月,23-37。
邱宏益,「員工培訓成效評估之研究」,碩士論文,中央大學人力資源研究所,民國八十五年六月,14-16。
馬龍驊,「訓練方式對員工績效能力的影響—以某壽險公司為例」,碩士論文,中央大學人力資源管理研究所,民國七十七年六月,20。
陳素貞,「企業訓練績效評估研究─國內外標竿企業之比較」,碩士論文,中央大學企業管理研究所,民國八十八年六月,10-11。
陳姿予,「員工教育訓練成效評估之研究—以本國銀行業為例」,碩士論文,中興大學企業管理研究所,民國八十六年六月,26-27。
張漢昌,「個人因素、組織因素與訓練成效之相關性研究—以中國生產力中心所辦之流通業管理師班、流通業顧問師班受訓學員為對象」,碩士論文,中山大學企業管理研究所,民國八十三年,11-12。
四、報紙
鄭淑芳,「MTP日本第一的最高機密」,工商時報,民國八十年七月二十二日。
貳、西文部份
(I)Books
Anderson S.B.,and Ball S., The profession and practice of program evaluation (San Francisco,CA:Jossey-Bass,1978).
Jack J. Phillips, Measuring the Results of Training,The ASTD Training and Development Handbook (ASTD Publishing,1996),314.
Kirkpatrick, D.L, Four Steps to Measuring Training Effectiveness,(Personnel
Administrator ,1983),19-25.
Kirkpatrick, D.L.,Training & Development Handbook (NEW York: McGraw-Hill Book Company,1987,),301-319.
Kirkpatrick, D.L.,Evaluating Training Program:The Four Levels (San Francisco:Berrett-Koehler,1994).
Larid D.,Approach to training and development,(MA:Addi-sion Wesley, Inc.,1986), 268.
Malcom Martin, and Jackson Tricia, Personnel Practice, (Institute of Personnel And Development,2000),80.
O''connor, Bridge & Bronner, Michael & Delaney, Chester,Training For Organizations,Sounth-Western,(Eductional Publishing,l996),85.
Raymond A. Noe, John R. Hollenbeck, Barry Gerhart, Partick M. Wright, Human Reasoure Management,(McGraw-hill,2000),245.
Swanaon,R.,Forcasting financial benefit of HRD,(Jossey-Bass Publishers 1988).
Willette,J.L., and Fleischman,H.L.,Federal legislation accountability: Designing an eavluation system,(Evaluation Review, 1982),155-171.
(II)Periodicals
Bushnell, D.S.,“Input,Process,Output:A Model for Evaluating Training,”Training & Debelopment Journal, vol.44,no.3(1990),41-43.
Hilbert Joan , Haillie Peeskill , and Darlene Russ-Eft , “Evaluation Training,What works – Assessment, Development,and Measurement, ” Joural of the American Society of Training Director.
Kirkpatrick, D.L., “Techniques for Evaluating Training Programs, ”Joural of the American Society of Training Directors, vol.13, no.11(1959a),3-9.
Kirkpatrick, D.L., “Techniques for Evaluating Training Programs, ” Joural of the American Society of Training Directors, vol.13, no.12(1959b),21-26.
Kirkpatrick, D.L., “Techniques for Evaluating Training Programs, ” Joural of the American Society of Training Directors, vol.14, no.11(1960a),13-18.
Kirkpatrick, D.L., “Techniques for Evaluating Training Programs, ” Joural of the American Society of Training Directors, vol.14, no.11,(1960b),28-32.
Kirkpatrick, D.L., “Techniques for Evaluating Training Programs Part 1:Reaction. In D. L. Kirkpatrick(Ed.) , ”American Society for Training and Development, vol.29, no.10(1975a), 1-5.
Kirkpatrick, D.L., “Techniques For Evaluating Training Programs Part 2:Learning. In D. L. Kirkpatrick(Ed.) , ” American Society for Training and Development, vol.29, no.10(1975b), 6-9.
Kirkpatrick, D.L.,”Techniques For Evaluating Training Programs Part 3:Behavior. In D. L. Kirkpatrick(Ed.) , ” American Society for Training and Development, vol.29, no.10(1975c), 10-13.
Kirkpatrick, D.L., “Techniques For Evaluating Training Programs Part 4:Results. In D. L. Kirkpatrick, ”American Society for Training and Development,vol.29, no.10(1975d),14-17.
Parry Scot B, “Evaluating the Impact of Training, ”American Society for Training & Development.
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