(3.234.221.67) 您好!臺灣時間:2021/04/11 15:54
字體大小: 字級放大   字級縮小   預設字形  
回查詢結果

詳目顯示:::

我願授權國圖
: 
twitterline
研究生:魏國萌
研究生(外文):Wei, Gwo Meng
論文名稱:企業內訓練投資報酬評鑑模式初探-以某半導體公司晶粒挑檢訓練為例
論文名稱(外文):ROI evaluation of a training program for operators - a case study of a semi-conductor company
指導教授:簡建忠簡建忠引用關係
指導教授(外文):Jean, C. C.
學位類別:碩士
校院名稱:國立中正大學
系所名稱:勞工所
學門:社會及行為科學學門
學類:綜合社會及行為科學學類
論文種類:學術論文
論文出版年:2006
畢業學年度:94
語文別:中文
論文頁數:83
中文關鍵詞:訓練評鑑反應學習行為結果投資報酬重工損失重工貨幣價值
外文關鍵詞:return on investmentcosts of reworkingtraining evaluationvalue of reworking.reactionlearningbehavior
相關次數:
  • 被引用被引用:10
  • 點閱點閱:1187
  • 評分評分:系統版面圖檔系統版面圖檔系統版面圖檔系統版面圖檔系統版面圖檔
  • 下載下載:201
  • 收藏至我的研究室書目清單書目收藏:5
本研究之訓練投資報酬評鑑模式(Return On Investment)係以「品質改善」(quality improvement)為研究方向,並依據Phillips (1996)的「單一樣本訓練前後比較法」做為本研究架構,實驗期間由2005年第23週起至年底之第52週止前後期間約為六個月。依據本研究的分析,共得出以下幾點結論:
1.本訓練投資報酬率之研究分析結果為605.1%,顯見此一訓練投資具有實質效益。
2.員工年資介於1-3年者,其訓練效益顯著大於5年以上年資者。
3.員工之工作班別為夜班者,其訓練效益顯著大於日班。
4.員工績效較差之「B&C」考績者,其訓練效益顯著高於較佳之「A+、A、A-」者及「無績效」者。
5.當個人訓練效益愈趨近於「學習高原」時,其訓練效益將愈易受到限制。
6.任何的訓練實施都有其「極限值」存在,換言之,當訓練實施對績效無顯著改善時,則企業應選擇從其他管理方法著手,以避免訓練資源過度浪費。
7.本研究利用統計迴歸方法成它a將三階段之訓練投資報酬分別予以估算,並分割其個別效益。
Based on the ROI Model developed by Phillips (1996), this study aims to evaluate the ROI of a Six-month on-job training in order to demonstrate how well the goal of that training– quality improvement- has been achieved. Phillips’s 『Single group, pre-test and post-test design』(Phillips, 1997)was employed to compare the change of quality improvement before and after a series of training courses. The on-job training and relevant data collection were conducted from the 23rd week to the 52nd week in 2005.
A number of findings are listed as the following:
1.The ratio of ROI is extremely high, 605.1% and indicates that the effect of the training course is very positive.
2.Trainees’ working tenure is significantly associated with the training effect which is quality improvement and the difference is significant between the improvement made by the trainees with 1-3 year working tenure and those with more than 5 year tenure.
3.The trainees whose working shift is at night created more quality improvement than those whose working shift is at daytime after receiving the on-job training.
4.The trainees of worse performance results (such as B and C) created more quality improvement than those of better performance results (like A+, A, A-) or no performance results.
5.If the trainees are reaching their learning plateau, relevant learning effects caused through the on-job training are expected to be rather limited.
6.Any training effect generated through a training course has its ceilings, that is to say, trainees’ performance is no longer improved although more investment of the same kind of training courses continues being made. If that is the case, any other administrative resorts should then be taken into considerations in order utilize limited company resources more effectively.
7.One of uniqueness of this study is to uncover the ROI of each training segment (in this study, there are three) separately, in addition to only calculating the accumulation of overall ROI of a series of training courses.
第一章 緒論
第一節 研究背景與動機……………………………………………………1
第二節 研究目的與研究問題………………………………………………2
第三節 研究之重要性………………………………………………………4
第四節 重要名詞解釋………………………………………………………5
第二章 文獻探討
第一節 訓練評鑑之意涵及其重要性………………………………………7
第二節 訓練評鑑技術之理論與發展……………………………………..12
第三節 訓練評鑑「投資報酬模式」(ROI)及其評鑑技術發展………....20
第四節 訓練ROI之評估設計…………………………..………………...29
第三章 研究方法
第一節 研究流程與研究架構…….……………………………………….32
第二節 研究設計.………………………………………………………….33
第三節 研究假設.………………………………………………………….39
第四節 研究對象…………………………….…………………………….40
第五節 訓練需求訪談………….………………………………………….41
第六節 操作性定義與測量………………………………………………..45
第七節 研究限制…………………………………………………………..48
第四章 研究結果與發現
第一節 研究樣本描述……………….…………………………………….49
第二節 訓練投資報酬分析……………………………….……………….51
第三節 員工特徵變項與個人訓練效益間之關連性分析……….……….55
第四節 訓練效益極限值分析…………………………….……………….56
第五節 各階段訓練對整體效益之貢獻度分析…....…………...……….59
第六節 研究發現與整理…………………………………………………..65

第五章 結論與建議
第一節 結論...…….……………….……..……………………………….67
第二節 建議....……………………..…….……………………………….68

參考文獻
一、中文文獻……….………….………..……………………………….73
二、英文文獻……………….…….…..………………………………….74

附錄
附錄一 訓練需求訪談問卷…………………………..………………….78
附錄二 Quality Indicator Trend Chart….…………..………………….83
一、中文文獻:
江啟昱(1993),「CIPP評鑑模式之研究」,國立台灣師範大學教育研究所未出版碩士論文。
張惠雅(2000),「訓練四層次評鑑模式之內涵與評論」,人力資源發展月刊,第160期,第1-12頁。
莊世杰、楊仁壽與黃俊祥(2002),「受訓動機與訓練評量三個層次之關係研究」,管理評論,第21卷第2 期,第81-102頁。
陳以亨、黃芝華(2004),「訓練移轉相關因素之研究」,中山管理評論,第12卷第3期,第595-620頁。
黃俊英(1999),「企業研究方法」,台北:台灣東華書局。
蔡錫濤(2001), 「訓練評鑑的焦點與模式」,人力資源發展月刊,第156期,第1-12頁。
簡建忠(2003),「人力資源發展」,台北:五南圖書出版公司。

二、英文文獻:
Alkin, M. C. (1990). Curriculum evaluation models, In H. J. Walberg & G. D. Haertel(Eds.). The international encyclopedia of educational evaluation (pp.166-168). New York: Pergamon Press.
Bartel, A. P. (2000). Measuring the employer's return on investment in training: vidence from the literature. Industrial Relations. A Journal of Economy and Society, 39(3), 502-524.
Beaton, L., & Richards, S. (1997). Making training pay. How to demonstrate the organizational benefits of investing in learning. London, UK: Institute of Personnel and Development (UK) & Investors in People.
Becker, G. (1962). Investment in human capital: A theoretical analysis. Journal of Political Economy, 70 (5), 9-49.
Birnbrauer, H. (1987). Evaluation technique that work. Training and Development, 41(1), 7-9.
Baloff, N. (1971). Extension of the learning Curve: Some Empirical Results. Operation Research Quarterly, 22(4), 329-340.
Boudreau, J. W. (1991). Utility analysis for decisions in human resource management. In M. D. Dunnette & L. M. Hough (Eds.), Handbook of Industrial and Organizational Psychology (2nd ed.). (pp. 621-745). Palo Alto, CA: Consulting Psychologists Press.
Bradley, S. (1995). The market for training: International perspectives on theory, methodology and policy. International Journal of Manpower, 16(5), 86-90.
Brogden, H. E. (1946). On the interpretation of the correlation coefficient as a measure of predictive efficiency. Journal of Educational Psychology, 37, 65-76.
Brogden, H. E., & Taylor, E. K. (1950). The dollar criterion: Applying the cost accounting concept to criterion construction. Personnel Psychology, 3, 133-154.
Brummet, R. L., Flamholtz E. G., & Pyle, W. C. (1968). Human Resource Measurement – A Challenge for Accountants. The Accounting Review, 43(2), 217-224.
Cascio, W. F. (2000). Costing human resources: The financial impact of behavior in organizations. (4th ed.). Cincinnati, OH: South-Western Publishing.
Chase, N. (1997). Raise your training ROI. Quality, 36(9), 28.
Cronbach, O. L., & Gleser, G. G. (1965). Psychological tests and personnel decisions. (2nd ed.). Urbana, IL: University of Illinois Press.
Dionne, P. (1996). The evaluation of training activities: A complex issue involving different stakes. Human Resource Development Quarterly, 7(3), 279-286.
Donovan, P., & Hannigan, K. (1999). Context and causation in the evaluation of training: a review and research outline. IMI (Irish Management Institute) Working paper.
Faerman, S. R., & Ban, C. (1993). Trainee satisfaction and training impact: Issues in training evaluation. Public Productivity Management Review, 16 (3), 299-314.
Ford, D. J. (2003). Bottom-line training: Measuring results from training and performance improvement. Redondo Beach, CA: ASTD International Conference & Session, May 20, 2003.
Gerson, G., & McCleskey, C. (1998). Numbers help make a training decision that counts. HR Magazine, 43(7), 51-58.
Gilbert, T. (1978). Human competence: Engineering worthy performance. New York: McGraw-Hill.
Goldwasser, D. (2001). Beyond ROI. Training, 38(1), 82-86.
Holton, E. F. (1996). The flawed four-level evaluation. Human Resource Development Quarterly, 7(1), 5-21.
Kaufman, R., Keller, J. M., & Watkins, R. (1996). What works and what doesn’t: Evaluation beyond Kirkpatrick. Performance and Instruction, 35(2), 8-12.
Kaufman, B. E. (1994). The economics of labor markets. (4th ed.). Orlando, FL: Dryden Press.
Kirkpatrick, D. L. (1975). Techniques for evaluating training programs. In Evaluating training programs. Alexandria, VA: American Society for Training and Development.
Kirkpatrick, D. L. (1979). Techniques for evaluating training programs. Training and Development Journal, 33(6), 78.
Kirkpatrick, D. L. (1998). Evaluating training programs (2nd ed.). San Francisco, CA : Barrett-Koehler Publishers, Inc.
Kumar, R. (2000). Research Methodology: a step-by-step quide for beginners. Thousands Oaks, CA: Sage Publications.
Lazear P. E. (1998). Personnel Economics for Managers. New York: Wiley & Sons, Inc.
Mincer, J. (1962). On-the-job training: Costs, returns, and some implications. Journal of Political Economy, 70, 50-79.
Mitchell, K. (1994). Putting evaluation to work for human resources development. Public Productivity and Management Review, 18(2), 199-215.
Moy, J., & McDonald, R. (2000). Analysing Enterprise Returns on Training. Leabrook, SA: Australian National Training Authority: NCVER Ltd.
Nickols, F. W. (2000). Evaluating training: there is no “cookbook” approach. In J. Woods & J. Cor-tada (Eds.), The 2001 ASTD Training & Performance Yearbook (pp.322-333). New York: McGraw-Hill.
Parry, S. B. (1996). Measuring training’s ROI. Training and Development, 50(4), 72-76.
Phillips, J. J. (1991). Measuring the return on HRD. Employment Relations Today, 18(3), 329-342.
Phillips, J. J. (1996). Measuring ROI: The fifth level of evaluation. Technical and Skill Training, 7(3), 10-13.
Phillips J. J.(1997). Handbook of Training Evaluation and measurement methods(2nd ed.) Houston, TX: Gulf Publishing Company.
Phillips, J. J. (1999). ROI: The search for best practices. The Manchester Review, 4(2), 11-18.
Phillips, J. J. (2002). The Bottomline on ROI: basics, benefits, & barriers to measuring. Atlanta, GA: CEP Press.
Plant, R. A., & Ryan, R. J. (1992). Training evaluation: A procedure for validating an organization's investment in training. Journal of European Industrial Training, 16 (10), 22-38.
Roberts, A. (1990). Evaluating Training Programmes. International Trade Forum, 26(4), 18-23.
Schmidt, E L., Hunter, J. E., & Pearlman, K. (1982). Assessing the economic impact of personnel programs on workforce productivity. Personnel Psychology, 35(2), 333-347.
Shepherd, C. (1999). Assessing the ROI of training. Retrieved Jan. 20, 2005. from http://www.fastrak-consulting.co.uk/tactix/features/tngroi/tngroi. htm.
Stigler, G. J. (1950). The development of utility theory. Journal of Political Economy, 58, 307-327.
Stolovitch, H. D., & Maurice, J. G. (1998). Calculating the return on investment in training: A critical analysis and a case study. Performance Improvement, 37(8), 9-19.
Stufflebeam, D. L., Foley, W. J., Gephart, W. J., Guba, E. G., Hammond, R. L., Mreeiman, H.O.,& Provus, M. M.(1971). Educational evaluation and decision making. Itasca, IL: Peacock.
Stufflebeam, D. L., & Shinkfield, A. J. (1985). Systemic evaluation. Boston, MA: Kluwer-Nijhoff.
Stufflebeam, D. L. (2000). Foundational model for 21st century program evaluation. In D. L. Stufflebeam, G. F. Madaus, & T. Kellaghan(Eds.), Evaluation models: viewpoint on educational and human services evaluation(2nd ed.)(pp.33-84). Boston, MA: Kluwer Academic Publishers.
Stufflebeam, D. L. (2003). The CIPP model for evaluation. Paper presented at the 2003 annual conference of the Oregon program evaluator network. Portland, Oreigon.
Sturm, R. (1993). How do education and training affect a country's economic performance? A literature survey. Santa Monica, CA: RAND.
Swanson, R. A. & Gradous, D. B. (1988). Forecasting financial benefits of human resource development. San Francisco, CA: Jossey-Bass.
Thorsett, P. E. (2001). Return on Investement, Retrieved Feb. 23, 2005.from http://www.thinkingink.com/_contents/edu/phd_archives/ IT8000_PPR_ROI.PDF
Tannenbaum, S. I., & Woods, S. B. (1992). Determining a strategy for evaluating training: Operating within organizational constraints. Human Resource Planning (HRP), 15 (2), 63-81.
Verlander, E. G. (1992). Executive education for managing complex organizational learning. Human Resource Planning (HRP), 15 (2), 1-18.
Wang, G. G. (2000). Training economics: An alternative approach to measuring ROI for HRD programs. American Society for Training and Development (ASTD) International Conference, Dallas, TX.
Wang, G. G., Dou, Z., & Li, N.(2002). A systems approach to measuring return on investment for HRD interventions. Human Resource Development Quarterly, 13(2), 203-224.
Williams, D. S., Graham, S. T. & Baker, B.(2003). Evaluating outdoor experiential training for leadership and team building. The Journal of Management Development, 22(1), 45-59.
QRCODE
 
 
 
 
 
                                                                                                                                                                                                                                                                                                                                                                                                               
第一頁 上一頁 下一頁 最後一頁 top
1. 趙子嘉 (Chao T.) : <談霍華德嘉納的多元智能論和英語教學> , 《英語教學》 , 1999 ,第24卷 , 第2期 , 頁47-62。
2. 楊宗仁 (Yang Z. R.): <多元智慧理論及其教育意涵> , 《北縣教育》 , 第37 卷 ,頁36-43。
3. 莊坤良 (Chuang K. L.):<從煙「霧」迷漫到抖落一身「雪塵」:談英詩教學> , 《英語教學》 , 1998 , 第22卷 , 第3期 , 頁13-29。
4. 張瑜芳 (Chang Y. F.) : <淺談音樂及肢體智能在英語教學上的應用>, 《敦煌英語教學雜誌》 , 2002 , 第32 期,頁21-26。
5. 張湘君 (Chang S. J.) : <多元智能理論與英語教學法探究>, 《國民教育》 , 2000 , 第40卷,第6期,頁48-54。
6. 許民忠 (Tony Hsu) : <多元智能理論與文學教學實驗研究> , 《中學教育學報》 , 2003 , 第十期 , 頁133-182。
7. 梁彩玲 (Liang T.) : <多元智能與國中英語教學> , 《英語教學》 , 1999 , 第24卷 , 第1期 , 頁74-85。
8. 封四維 (Sweet Feng) : <多元智能與教學創新 ――― 以九年一貫國中英語科為例> , 《敦煌英語教學雜誌》 , 2002 , 第32 期 , 頁15-19。
9. 吳俊憲 (Wu C. H.) : <多元智慧之教學實踐 ― 一個教師的想法>, 《北縣教育》 , 2000 , 第37 卷 , 頁60-63。
10. 文庭澍 : <IQ out, MI in! 順應「多元智能」的潮流> , 《敦煌英語教學雜誌》 , 2002 , 第32 期 , 頁5-8。
11. 潘麗珠 (Pan L.) : <從多元智慧理論談關漢卿 <閒適>的吟誦教學> , 《國文天地》 , 1999 , 第15 卷 , 第3期 , 頁104-107。
 
系統版面圖檔 系統版面圖檔