當企業的價值決定在顧客與企業服務的接觸體驗，而非產品的時候，服務設計就是企業未來創新的趨勢。而許多現代人藉由各種休閒課程來做為紓壓的管道，例如陶藝教室、金工教室及木工教室等等各種工藝教室，讓學習成為生活的一部份。再者，對於教育業來說，服務就是顧客接觸課程、老師、設備、體驗的緊密環節。懷德居成立近十年之久，所累積的教學經驗最為豐富，作者在與創辦人林東陽教授晤談之後，決定以懷德居木工實驗學校(以下簡稱懷德居)成為本研究之案例，為懷德居做一次完整的檢視與評量。
　　基於服務設計觀點，本研究主要目的是為懷德居木工實驗學校進行一次服務整體評量。首先，本研究為其建構服務藍圖，了解詳細服務流程。其次，透過焦點團體訪談尋找懷德居的服務接觸點，最後建構顧客旅程地圖，從中發掘各項不同服務品質缺口。接著，本研究歸結出懷德居待改善之各項服務接觸點項目。在經提出新教學課綱後，本研究針對48名學員進行新教學課綱之滿意度評估。
　　本研究主要發現懷德居提供者服務提供缺口僅出現Gap2與Gap3 兩種缺口，並無出現Gap1與Gap4之類別，共有6 項待改善之服務接觸項目。其中，Gap2「服務中I」類別的「專業機具I1」、「場地配置I3」與「教學內容I4」三個項目問題接觸點最多，並且為學員與懷德居服務人員皆認為需要改善之接觸點項目。
　　學員對於新教學課綱整體滿意度評估，皆達到「滿意」的量測結果，即代表所有學員對新教學課綱之內容具有中等以上之認同。最後，期望本研究發現成果可作為懷德居近期拓展版圖，與臺北大學合作開設木藝教室的重要參考依據。

Service design becomes the trends of the future while the corporate value is decided by customer experience rather than the product. People of modern age relieve presses through many kinds of recreational programs, especially by learning. For example the pottery class, lacquer class, woven bamboo class, carpenter class and all kind of craft classes. Furthermore, for the education, service is the inseparable lick with the class, teacher, equipment and experience. In order to make the study, author meets Professor Lin tong-yang, the foundation member of HDG . HDG established nearly a decade, it is the most abundant teaching experience accumulated. After the meeting, HDG become the case of this study.
　　Based on service design, the purpose of this study is to conduct a HDG service overall assessment. First, to the HDG, in order to figure out for detailed service process, this study building the service blueprint. Second, through focus group interviews to explore the point of contact in HDG, and then, painting the customer journey map to explore the different service quality Gap. Finally, the study attributed the HDG’s point of contact, which needs to be improved. After proposed the new curriculum guidelines, this study conducted 48 participants to assess satisfaction to the new curriculum guidelines.
This study found that services Gap appears only at Gap2 and Gap3, and there is no Gap1 and Gap4 are found in this study, altogether has six services projects needs to be improved. Among them, the most problematic point of contact is "professional machines (I1)", "space setup (I3)" and " curriculum guidelines (I4)",which is in the Gap2, furthermore , the students and HDG’ staff are considered those Gaps needs to be improved.
In this study, students highly satisfy with new curriculum guidelines overall assessment, which represents all students satisfy on the new curriculum guidelines.
Finally, the study further suggests some possible ways to solve the issues of service encounters in the HDG, and hopes the above findings can be a helpful reference for the Taipei University cooperation start woodworking class in the near future.

第1章 緒論 1
1.1 研究背景 1
1.2 研究動機 5
1.3 研究目的 3
1.4 研究架構 5
第2章 懷德居木工實驗學校 8
2.1 懷德居木工實驗學校資訊宣傳管道 9
2.2 懷德居木工實驗學校教學課程 11
2.2.1 課程內容 12
2.2.2 授課方式 13
2.3 懷德居木工學校師資背景 17
2.4 懷德居木工學校服務場域 18
2.5 懷德居木工實驗學校學員 25
第3章 文獻探討 26
3.1 服務設計 26
3.1.1 服務設計定義 27
3.1.2 服務藍圖 30
3.1.3 顧客旅程地圖 32
3.1.4 服務原型 34
3.1.5 服務品質缺口 36
3.2 顧客滿意度 38
3.2.1 滿意度衡量尺度 39
3.2.2 滿意度衡量項目 39
3.3 小結 40
第4章 研究計畫 41
4.1 研究方法 43
4.1.1 隱身觀察法 43
4.1.2 情境訪談 45
4.1.3 焦點團體法 46
4.1.4 質化分析 49
4.1.5 問卷調查 51
第5章 結果與討論 52
5.1 前導研究 52
5.1.1 懷德居服務藍圖 52
5.1.2 懷德居服務接觸點 58
5.1.3 懷德居顧客旅程地圖 60
5.1.4 懷德居服務提供缺口 64
5.1.5 懷德居顧客服務需求缺口 66
5.2 顧客服務需求缺口填補 67
5.2.1 顧客服務需求缺口改善 67
5.2.2 新教學課綱設計 73
5.2.3 新教學課綱滿意度評估 82
5.3 小結 89
第6章 結論與建議 92
6.1 前導研究 92
6.1.1 懷德居服務接觸點與服務流程 93
6.1.2 懷德居服務品質缺口 94
6.2 顧客服務需求缺口填補 94
6.2.1 新教學課綱設計 95
6.2.2 新教學課綱滿意度評估 97
6.2.3 顧客服務需求缺口填補 98
6.3 研究建議 99
6.3.1 服務設計實務建議 99
6.3.2 後續研究建議 100
參考文獻 101
附錄 105
附錄一 服務品質缺口分類 105
附錄二 新教學課綱滿意度問卷 109
附錄三 新教學課綱之學員建議 111
附錄四 焦點團體逐字稿 112

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