現代組織越來越重視人力資源管理，組織必須透過足夠且有效的教育訓練使員工能力獲得發展，成為組織最重要資產，進而提昇整體績效。影響教育訓練的因素眾多，訓練方法的設計與差異會造成不同的訓練成效，且適切性必須配合資源、學員屬性、特質與組織環境，而學員學習動機亦被視為訓練成效的重要預測要素，但學習動機並非固定，會受教育訓練過程中其他因素而改變。基於上述，本研究推測學員的學習動機與訓練成效會受到不同訓練方法的設計而產生改變。研究針對結構化在職訓練與課堂講授法兩種訓練方法，透過準實驗設計法進行學習動機與訓練成效上之比較。研究結果發現，不同背景變項之學員其學習動機不具有顯著差異、不同的訓練方法對學員訓練成效具有顯著差異，結構化在職訓練法相較於課堂講授法，更能有效提升學員訓練成效、不同訓練方法亦對學員學習動機具有顯著，結構化在職訓練能夠有效提升受訓學員學習動機，進而使訓練成效更為顯著。

The modern organizations increasingly emphasize more on the human resource management. An organization should develop employee ability through an adequate and effective training, become the company’s most important property and enhance performances. There are many factors affecting the training effectiveness. The training methods of design and the differences will cause different learning performance. The adaptability must match the resources, trainees’ properties, characteristics and organizational environment. The trainees’ learning motivation is also considered an important predictive factor of learning performance. But the learning motivation is not fixed; it will change by other factors in the training process. Based on the above descriptions, the research speculated that trainees’ learning motivation and learning performance will be change by different training methods. The research uses “quasi-experimental design” that comparing the learning motivation and learning performance of Structured On-the-Job Training and Classroom Lecture Training. It is found that trainees of different background variables which not have the significant differences in learning motivation. Different training methods have significant differences in learning performance. Structured On-the-Job Training compared to Classroom Lecture Training that have better effectively enhance the learning performance. Different training methods also have significant differences in learning motivation. Structured On-the-Job Training can effectively enhance the trainees’ learning motivation and thus make more significant in learning performance.

逢甲大學學位考證明書 i
致謝 ii
中文摘要 iii
英文摘要 iv
目錄 vi
圖目錄 vii
表目錄 viii
第一章 緒論 1
第一節 研究背景 1
第二節 研究動機與目的 4
第三節 研究問題 6
第四節 研究重要性 6
第五節 研究限制 7
第六節 名詞解釋 7
第二章 文獻探討 9
第一節 訓練方法 10
第二節 學習動機 21
第三節 訓練成效之比較 31
第三章 研究方法 34
第一節 研究架構 34
第二節 研究設計 36
第三節 研究對象 37
第四節 研究工具 38
第五節 實施流程 40
第六節 資料分析方法 41
第四章 資料分析結果 43
第一節 研究樣本背景變項之敘述性統計 43
第二節 研究問題統計結果 47
第五章 研究結論與建議 55
第一節 研究結論 55
第二節 研究建議 58
參考文獻 60
附錄一、研究問卷量表 68

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