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研究生:李佳儀
研究生(外文):Chia-I Lee
論文名稱:工作環境因素對於台灣汽車銷售人員教育訓練遷移動機之影響-以角色壓力為干擾變項
論文名稱(外文):A Study of Relations among Work Environment Factors and Motivation to Transfer of Training for Motor Salespeople in Taiwan-The Moderating Effect of Role Stress
指導教授:郭敏珣郭敏珣引用關係
學位類別:碩士
校院名稱:元智大學
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:2007
畢業學年度:95
語文別:英文
論文頁數:79
中文關鍵詞:工作環境訓練遷移動機角色壓力汽車銷售人員
外文關鍵詞:Work environmentMotivation to transfer of trainingRole stressMotor salespeopl
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21世紀的汽車產業無時無刻不斷地在改變,對於管理者而言,如何提升公司的競爭力,將為目前最首要的關鍵議題。汽車產業想要提升競爭力的來源,不外乎是來自於改善汽車銷售人員的素質與能力。然而,為了提升汽車銷售人員素質與能力,就必須仰賴「教育訓練」的學習與培訓。
本研究以台灣汽車銷售人員為研究對象,探討工作環境(組織支持,主管支持及同儕支持)和角色壓力(角色衝突及角色模糊)對員工參予訓練課程後,將訓練所學應用至工作上的動機之影響性,並以角色壓力為干擾變項,研究角色衝突及角色模糊對工作環境與訓練遷移動機關聯性之影響。
本研究採取量性研究,以台灣的汽車銷售人員為問卷發放樣本,總計發放700份問卷,回收問卷份數為430份,扣除無效問卷150份,有效回收樣本份數為280份,有效樣本回收率為40%。
經皮爾森相關分析及多元回歸分析後,研究結果顯示組織支持、主管支持及同儕支持對訓練遷移動機有正向顯著影響;角色模糊對訓練遷移動機有負向顯著影響。除此之外,角色模糊對於同儕支持與訓練遷移動機間有顯著干擾效果。
最後,依據研究結果提出建議:組織提供學習資源和建立移轉氣候、主管支持參與訓練課程、促進同儕間交流與溝通、減少角色模糊與給予明確職責,這些建議皆能供未來企業在執行訓練及應用上之參考。
Due to the structure of motor industry has been changed over the time, so as to enhance the competition is the critical factor for enterprises. Therefore, the power of competition comes from improving the motor salespeople quality. Nevertheless, improving the salespeople quality must rely on educational training.
This article emphasized the training for motor salespeople in Taiwan and investigated the relationship between the work environment (organizational support, supervisor support & peer support) and role stress (role conflict & role ambiguity) with the motivation to transfer of what they learned from training programs back to their jobs. The role stress was then the interference variable between the work environment and the motivation to transfer of training.
This research adopted quantitative method. The author mailed out 700 questionnaires to motor salespeople in Taiwan; 430 completed questionnaires were returned, 150 invalid questionnaires were excluded, and 280 questionnaires were usable in this study, representing a response rate of 40 percent.
In applying Person correlation and multiple regression analysis, the result proved organizational support, supervisor support and peer support was significant and positive predictor of motivation to transfer of training, and role ambiguity had negative effect on motivation to transfer of training. Besides, role ambiguity moderated the relationship between peer support and motivation to transfer of training.
Consequently, this study depending on the result of survey, the author suggested organization offer learning resource and establish transfer climate, supervisor support to participant training program, promote interaction and communicate with co-worker, and reduce role ambiguity and give clear responsibility.
Table of Contents……………………………………………………………………..i
Table………………………………………………………………………………….iii
Figure ………………………………………………………………………………..iv
1. Introduction 1
1.1. Background 1
1.2. Motivation 2
1.3. Research Objective 5
1.4. Definition of Terms 5
1.5. Research Procedure 6
1.6. Expected Contribution 6
2. Literature Review 8
2.1. Motivation to Transfer of Training 8
2.1.1. Transfer of training 8
2.1.2. Factors of transfer of training 8
2.1.3. Motivation to transfer of training 11
2.2. Work Environment 12
2.2.1. Organizational Support 13
2.2.2. Supervisor Support 18
2.2.3. Peer Support 20
2.3. Role stress 20
2.3.1. Role 20
2.3.2. Stress 21
2.3.3. Role stress theory 21
2.3.4. Dimensions of role stress 23
2.3.5. Role Conflict 24
2.3.6. Role ambiguity 25
3. Methodology 28
3.1. Hypothesis 28
3.2. Theoretical Framework 30
3.3. Operational Definition and Measurement 31
3.4. Training Content for Motor Salespeople 34
3.5. Pilot test 35
3.6. Sample Selection 36
3.7. Statistical Analysis 37
4. Findings 39
4.1. Reliability and Construct Validity 39
4.2. Descriptive Statistics 42
4.3. Variance between demographic statistics with work environment, motivation to transfer of training and role stress 46
4.4. Correlation 49
4.5. Regression Analysis 52
4.5.1. The regression of work environment and role stress to motivation to transfer of training 52
4.5.2. The interaction of role stress and organizational support 54
4.5.3. The interaction of role stress and supervisor support 55
4.5.4. The interaction of role stress and peer support 56
4.5.5. The direction of interaction between role ambiguity and peer support 58
5. Conclusions and Recommendations 59
5.1. Research result 59
5.2. Discussion 61
5.2.1. Supported hypothesis: organizational support, supervisor support, peer support and role ambiguity with motivation to transfer of training 61
5.2.2. Supported hypothesis: role ambiguity moderate the relation between peer support and motivation to transfer of training 63
5.2.3. Non-supported hypothesis: role conflict with motivation to transfer of training 63
5.2.4. Non-supported hypothesis: moderate effect 64
5.3. Implications for practice 66
5.3.1. Organization offer learning resource and establish transfer climate 66
5.3.2. Supervisor support to participant training program 66
5.3.3. Promote interaction and communicate with co-worker 67
5.3.4. Reduce role ambiguity and give clear responsibility 67
5.4. Limitations and future research 68
5.4.1. Expand sample select 68
5.4.2. Adopt different research method 68
5.4.3. Choices of other correlated topic 68
5.4.4. Add other factors of motivation to transfer of training and moderate 69
6. Reference 70
Appendix A: Questionnaire i
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