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研究生:楊國樑
研究生(外文):Yang, Kuo-Liang
論文名稱:體驗式培訓引導員專業素養對團隊建立訓練成效評估之研究
論文名稱(外文):Evaluation Experiential Training Facilitators'Professionalism on Team Building Training Effectiveness
指導教授:吳思達博士
指導教授(外文):Wu, Szu-Ta, Ph.D.
口試委員:孫仲山吳思達陳必碩
口試委員(外文):Chung-Shan SunSzu-Ta WuPi-So Chen
口試日期:2014-06-16
學位類別:碩士
校院名稱:國立高雄應用科技大學
系所名稱:人力資源發展系碩士班
學門:商業及管理學門
學類:其他商業及管理學類
論文出版年:2014
畢業學年度:102
語文別:中文
論文頁數:139
中文關鍵詞:體驗式學習引導員探索教育體驗教育團隊建立
外文關鍵詞:Experiential LearningFacilitatorAdventure EducationExperiential EducationTeam Building
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  • 被引用被引用:10
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中文摘要
本研究旨在探討體驗式培訓引導員專業素養要件,在組織成員進行團隊建立培訓課程中之相關與影響性,以瞭解引導員專業素養對體驗式課程的改變因素與個人背景條件下的影響層面。本研究以公務機關與私人企業合計120人為對象,透過自編問卷以SPSS統計套裝軟體,進行t檢定、F檢定、皮爾遜積差相關與多元迴歸統計分析。
研究結果顯示:
一、個人變項內(工作年資、年齡、職務層次及是否接觸過體驗式培訓課程)在依變項(課程滿意度、團隊認知與團隊行為)沒有顯著的差異。教育程度碩、博士在團隊行為上顯著高於大學學歷。女性在課程滿意度與團隊認知層面顯著優於男性。
二、引導員特質與引導員技能在體驗式培訓課程進行中為引導員必備之條件,且兩者顯示高相關,證實引導員特質與引導員技能除了符合專業素養之歸類,且兩者亦為引導員專業素養要件。
三、引導員專業素養對團隊建立訓練成效顯示高相關,尤其引導員特質對於團隊認知與團隊行為之影響性皆高於引導員技能。
四、引導員專業素養(引導員特質、引導員技能)對團隊建立訓練成效具有預測力,整體解釋力為74.7%。
依據研究結論,本研究針對體驗式培訓引導員對團隊建立訓練成效之評估,提出改進建議,以供參考。本研究之不足處,亦對未來研究方向提出建議,以期體驗式培訓領域相關研究與文獻更趨至臻完善。

ABSTRACT
The aim of this study was to explore the factors of the experiential training of facilitators’ professional literacy, and to establish the correlations and effects of the team-building training course among members in organizations, in order to understand how facilitators’ professional literacy changes the experiential training course, as well as the aspects of the effects of individual backgrounds. This study investigated 120 persons in total from government agencies and private corporations. Through the self-designed questionnaire and SPSS statistical package, this study conducted the following: t-test, F-test, Pearson product-moment correlation coefficient and regression analysis.
The study derived the following results:
(1) Individual variables (years of service, age, rank of duty and whether or not one has received experiential training) did not show significant differences in dependent variables (i.e. learning satisfaction, team perception and team behaviors). Those with master’s and doctorate degrees had significantly greater team-related behaviors than those with bachelor degrees. Women had greater learning satisfaction and team-related perception than the men did.
(2) The personalities and skills of facilitators were essential elements in the process of experiential training course; the two variables were highly correlated, confirming that the personalities and skills of facilitators are both essential elements required to meet the standard of professional literacy.
(3) The professional literacy of facilitators was highly correlated with the effect of team-building training; compared to facilitators’ skills, in particular, the facilitators’ personalities had greater effects on team perception and team behaviors.
(4) Professional literacy (personalities and skills of facilitators) had 74.7% predictability of the effect of team-building training.
According to the results, this study proposes improvement suggestions for reference, concerning the assessment of the effects of the experiential training on facilitators’ professional literacy. Regarding the deficiencies of this study, we also offer some suggestions for future research directions, in the hope of establishing more complete data and relevant literature in the field of experiential training study.

目錄
摘要 i
ABSTRACT ii
誌謝 iv
目錄 v
表目錄 vii
圖目錄 x
第一章 緒論 1
第一節 研究動機 1
第二節 研究目的與問題 3
第三節 名詞釋義 5
第二章 文獻探討 9
第一節 體驗式學習內涵與相關理論及研究 9
第二節 探索教育 22
第三節 探索教育與體驗教育的差異 25
第四節 外展訓練 28
第五節 引導員專業素養 33
第六節 團隊建立訓練成效評估之相關理論 39
第三章 研究方法 49
第一節 研究架構 49
第二節 研究假設 49
第三節 研究對象 50
第四節 訓練課程 51
第五節 研究工具 52
第六節 信度與效度分析 56
第七節 研究流程 58
第八節 統計分析的方法 58
第四章 研究結果分析與討論 61
第一節 引導員專業素養與團隊建立訓練成效之現況 61
第二節 以平均數差異檢驗-T檢驗,分析人口統計特徵對訓
練成效各層面差異情況。 67
第三節 人口統計特徵對訓練成效差異分析 69
第四節 引導員專業素養與團隊建立訓練成效之相關分析 74
第五節 引導員專業素養與團隊建立訓練成效之迴歸分析 78
第五章 結論與建議 85
第一節 驗證結果 85
第二節 研究結論 86
第三節 研究建議 90
第四節 研究限制 99
第五節 研究者反思 102
參考文獻 105
附錄一:調查問卷初稿 116
附錄二:專家內容效度審核意見彙整表 122
附錄三:正式問卷 134


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三、網路資料部分:
中華體驗學習發展協會http://www.pataiwan.org/ 檢索時間.2014.02
杜威http://en.wikipedia.org/wiki/John_Dewey 檢索時間.2014.02
張瑞村(2009)。杜威知識論與教育理論http://webcache.googleusercontent.com/search?q=cache:-oQK0f-tqT4J:www.cyut.edu.tw/~rtchang/Dewey.doc+&cd=1&hl=zh-TW&ct=clnk&gl=tw. 檢索時間2014.02
皮亞傑之認知發展理論及其對教育之影響
http://memo.cgu.edu.tw/yun-ju/cguweb/SciEdu/Piaget/Piaget02Cognition.htm. 檢索時間2014.02
謝智謀(2004)另類學習方式─體驗學習。http://www.aee.org.tw/exlea1.doc. 檢索時間2014.02
艾德格 戴爾(Edgar dale)
http://en.wikipedia.org/wiki/Edgar_Dale檢索時間.2014.03
艾德格 戴爾(Edgar dale)「經驗塔」理論
http://www.educ.ualberta.ca/staff/olenka.Bilash/best%20of%20bilash/dalescone.html檢索時間.2014.03


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