臺灣博碩士論文加值系統

訓練與學習是提昇企業競爭力的利器，F公司的組織，除了人力資源部的學習發展處之外，負責業務單位訓練的部門有自1997年以來即有的業務培訓組，目前有6名員工；與2004年成立的示範店，2006年底，已有64名員工。
業務培訓組與示範店，均是F公司事業部層級之下的在職訓練規劃與執行單位，就結構化在職訓練的觀點，台灣其它電信業間目前尚無同型組織，示範店原本成立的初衷是希望成為在職人員的行為矯正中心，然而後來的發展，兩者間工作內容的重疊性日高。
兩個同質性高的在職訓練單位，在一消一長的趨勢中，培訓組未來是否仍為必要單位？業務培訓組是否仍適合為一獨立單位組織？亦或是兩單位間組織發展與現職人員職涯規劃如何取得平衡點？都是非常值得研究的議題。
本研究中發現，事業部層級的訓練組織，並不容易量化其產值與投資效益，導致在組織發展的過程中不易由下而上推動組織變革，與提出變革後的評估指標。重視訓練投資公司，有助於提昇經銷商對企業體的整體滿意度。組織發展過程中，組織的政治因素，影響內部的組織發展現況，以及工作內容的設計，各自為了部門績效，易產生工作內容重工的問題，而重工有可能變成另一種的組織文化存在。新技能的發展對示範店人員有利，具有激勵士氣功能，但對既有工作者產生工作危機感，必須靠跨部門高階主管裁示或HR 強勢介入，對組織發展才是長久之計。訓練組織發展中，傳統的實體訓練易為工作現場資深人員所取代，但E-learning的訓練模式具有資訊平台的專業性，大型企業事業部層級的訓練單位，可發揮特有的專業知識學習活動優勢，不同於HR 與前線資深技術人員的指導員角色。

Traditionally, learning development team of human resources plays a major role in delivering learning activities . The role is to conduct training programs to enhance working skill of human resources and to keep the competitive competence. At the F company, sales training team is the pioneer and the paradigm is the successor to do the training job functionally.
Jocobs (1992) indicated that structured on-the-job training (S-OJT) is better than on-the-job training (OJT). Comparing to OJT, it could save four to six times of training sessions in S-OJT, and the financial efficiency is up to two to eight times. A systematic S-OJT is a way to promote productivity.
While facing a lack of benchmark, the S-OJT department besides HR is very unique in telecommunication industry in Taiwan. The paradigm store originally aimed to be the on-the-job coaching center. There were only 6 employees in sales training team. Up to December, 2006, there were 7 paradigm stores staffing 64 employees all together, and the role of training to employees is heavier than before in addition to their regular business functions.
Both sales training team and paradigm stores are S-OJT functional units. It seems that one will last and the other will disappear. Thus, the research questions are: Why isn’t this type of training team necessary? Is an independent training team necessary or not? How to get the balance between the goals of organizational development and goals of personal career plans?
After research, the author discovered some issues, such as it is difficult to evaluate the contribution of the training unit under business department by ROI (Return on Investment). Lacking clear KPI, it is not easy for the frontline managers to propose the OD plan bottom up. More training activities would get high score in yearly Franchise Satisfaction Survey in telecom industry in Taiwan. Political power is a key factor to effect the organizaton daily job and working environment. For division performance, more people would do the same work from different divisions. Overlapping of working level existing would be the culture at a company at F company. New working skill would inspire the moral for staffs in chain stores, yet the elder trainers would be demoralized. The organization development for training function, the working skill in class training is easier to be replaced by senior on-line staff instead of functioin trainer. Funcitonal training team,with the divison skill beyond HR LD, could conduct more comptitive E-learning activities than before .

書名頁 ------------------------------------------------------------------------------------- i
論文口試委員審定書 ------------------------------------------------------------------- ii
授權書 ------------------------------------------------------------------------------------- iii
中文摘要 ---------------------------------------------------------------------------------- vi
英文摘要 ----------------------------------------------------------------------------------- v
誌謝 ---------------------------------------------------------------------------------------- vii
目錄 --------------------------------------------------------------------------------------- viii
表目錄 ------------------------------------------------------------------------------------ x
圖目錄 ------------------------------------------------------------------------------------ xi
第一章　緒論 ----------------------------------------------------------------------------- 1
第一節　研究背景與動機 ----------------------------------------------------- 1
第二節　研究目的 --------------------------------------------------------------- 3
第三節 研究流程 --------------------------------------------------------------- 4
第四節 名詞解釋 --------------------------------------------------------------- 5
第五節　研究限制 -------------------------------------------------------------- 7
第二章　文獻探討 ------------------------------------------------------------------- 8
第一節　結構化在職訓練 ------------------------------------------------------- 8
第二節 組織發展與變革 ------------------------------------------------------ 15
第三節 員工訓練與發展 ------------------------------------------------------- 26
第三章　研究方法 ----------------------------------------------------------------- 30
第一節　研究架構 ---------------------------------------------------------- 32
第二節 個案研究法 ---------------------------------------------------------- 32
第三節 行動研究法 ---------------------------------------------------------- 34
第四節 深度訪談法 ---------------------------------------------------------- 43
第五節 研究設計 ---------------------------------------------------------- 46
第四章　個案資料分析 --------------------------------------------------------- 47
第一節　F公司訓練組織簡介 ----------------------------------------------- 47
第二節 組織重構因素 ------------------------------------------------------- 57
第三節 組織結構參數 -------------------------------------------------------- 67
第四節 組織變革架構 ------------------------------------------------------ 76
第五章　結論與建議 -------------------------------------------------------- 83
第一節　研究發現 -------------------------------------------------------------- 83
第二節 行動研究個案反饋意見 -------------------------------------------- 85
第三節　訓練組織發展未來管理意涵 -------------------------------- 87
參考文獻 ------------------------------------------------------------------------------ 90
英文參考文獻 --------------------------------------------------------------------- 90
中文參考文獻 --------------------------------------------------------------------- 94
附錄 訪談摘要整理 --------------------------------------------------------------------- 96

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