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研究生:陳怡潔
研究生(外文):Yi-Chieh Chen
論文名稱:衝突處理方式、默許反應、儒家思考-從跨文化觀點看訓練人員評鑑
論文名稱(外文):Conflict Handling Style, Acquiescence Response and Confucianism: A Cross-Cultural Perspective of Evaluation of Trainers/Instructors
指導教授:陳以亨陳以亨引用關係
指導教授(外文):I-Heng Chen
學位類別:碩士
校院名稱:國立中山大學
系所名稱:人力資源管理研究所
學門:商業及管理學門
學類:其他商業及管理學類
論文種類:學術論文
論文出版年:2009
畢業學年度:97
語文別:英文
論文頁數:82
中文關鍵詞:衝突處理方式默許反應儒家思考訓練評估
外文關鍵詞:conflict handling styleacquiescence responseConfucianismtraining evaluation
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在全球化趨勢的影響下,越來越多的亞洲企業採行西方公司的管理制度,然而,不是所有管理制度都可以成功被引進而不考慮到文化的影響要素。在本研究中,將藉由著跨文化的比較,探討儒家思考如何影響教育訓練人員或講師的評鑑結果。

這篇研究的主要目的將會比較北美(加拿大和美國)跟台灣的員工,在不同研究變數(衝突處理方式、默許反應、儒家思考)下的差異性,以及變數間的影響關係。

最後的研究結果顯示,儒家思考對於受訓練人評估教育訓練人員或講師時所表現出的默許反應有顯著且正面的影響,特別是受儒家文化影響甚大的台灣員工。然而,這樣的影響將會扭曲最後的評估結果,因此,作者也提出了一些建議,希望此研究分析結果可以在訓練評估執行上,提供給採行西方管理制度的亞洲企業或尋求管理制度標準化的跨國公司一個有用的參考依據。
There is an increasing trend in this globalized economy for Asian corporations to utilize Western management practices. However, studies have shown not all western management practices can be imported into Asian corporations without accounting for the values and beliefs of Asian employees. This study will explore the effects of Confucianism on the respondents’ evaluation of their trainers/instructors.

The specific purpose of this study is to examine the differences between Taiwanese and North Americans respondents in (1) Confucius influence, (2) conflict handling style, and tendency of (3) acquiescence response, when evaluating trainers/instructors. The relationships among these major variables were examined statistically.

Results strongly suggest that Confucianism has a significant and positive impact on the tendency of acquiescence response. This response may skew the evaluation results in Taiwan, where the influence of Confucianism is significant as compared to North America. The data and analysis provided by this study is a useful reference for Asian corporations looking to import western management practices, and for international corporations looking to standardize their management systems across differing cultures.
Abstract iv
Table of Contents v
List of Figures vii
List of Tables viii
1: INTRODUCTION 1
1.1 Research Background 1
1.2 Purpose and Procedure of the Research 4
2: LITERATURE REVIEW 5
2.1 Confucianism 5
2.1.1 Focusing on interpersonal relationship 6
2.1.2 Honoring the teacher and respecting his teachings 7
2.2 Conflict Handling Style 9
2.3 Acquiescence Response - A Positivity Bias of Evaluation 11
2.4 Relationship among Confucianism, conflict handling style, and acquiescence response 13
2.4.1 Conflict handling style and acquiescence response 13
2.4.2 Confucianism and conflict handling styles 14
2.4.3 Confucianism and acquiescence response 15
2.4.4 Confucianism as moderator between conflict handling styles and acquiescence response 15
3: METHODOLOGY 20
3.1 Study Framework and Hypotheses 20
3.2 Questionnaire Development 21
3.2.1 Adoption of Chinese Value Survey (CVS) and ROCI-II scale 21
3.2.2 Questionnaire design for measurement of acquiescence response 24
3.2.3 Demographic information 26
3.2.4 Translation of questionnaire 26
3.2.5 Online questionnaire 26
3.3 Sampling 27
3.4 Data Analysis 28
3.4.1 Descriptive statistics 28
3.4.2 Factor analysis 28
3.4.3 Reliability analysis 28
3.4.4 Correlation analysis 29
3.4.5 Independent sample T-test 29
3.4.6 One-way Analysis of variance (ANOVA) 29
3.4.7 Regression analysis 29
4: RESULTS 30
4.1 Descriptive statistics 30
4.2 Factor analysis and reliability analysis 34
4.3 Correlation analysis 37
4.4 Independent sample T-test 39
4.5 One-way ANOVA analysis 41
4.6 Regression analysis 49
4.7 Outcomes of study hypotheses 55
5: CONCLUSION AND SUGGESTION 56
5.1 Conclusion 56
5.1.1 Conflict handling style determines tendency of acquiescence response 56
5.1.2 Influence of Confucianism determines conflict handling style 57
5.1.3 Confucianism moderates the relationship between conflict handling styles and acquiescence response 58
5.2 Suggestion 59
5.2.1 Managerial implications 59
5.2.2 Future Studies 60
5.3 Limitation 60
5.3.1 Limitation of literatures 60
5.3.2 Limitation of samples 60
5.3.3 Limitation of methodology 61
REFERENCES 62
APPENDICES 68
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