(18.207.134.98) 您好!臺灣時間:2019/10/23 23:03
字體大小: 字級放大   字級縮小   預設字形  
回查詢結果

詳目顯示:::

我願授權國圖
本論文永久網址: 
line
研究生:許名雅
研究生(外文):HSU, MING-YA
論文名稱:自我效能、訓練遷移動機、訓練遷移氣候與訓練遷移成效之研究 – 以科技產業為例
論文名稱(外文):The Relationship among Self-efficacy , Motivation of Training transfer , Climate of Training transfer and Effectiveness of Training transfer – Example for Technology Industry.
指導教授:吳思達吳思達引用關係
指導教授(外文):WU,SI-DA
口試委員:孫仲山陳必碩吳思達
口試委員(外文):SUN,ZHONG-SHANCHEN,BI-SHUOWU,SI-DA
口試日期:2015-06-24
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:2015
畢業學年度:103
語文別:中文
論文頁數:200
中文關鍵詞:科技產業自我效能訓練遷移動機訓練遷移氣候訓練遷移成效
外文關鍵詞:science and technology industryself-efficacymotivation of training transferclimate of training transferEffectiveness of Training transfer
相關次數:
  • 被引用被引用:5
  • 點閱點閱:1502
  • 評分評分:系統版面圖檔系統版面圖檔系統版面圖檔系統版面圖檔系統版面圖檔
  • 下載下載:212
  • 收藏至我的研究室書目清單書目收藏:2
現今,是一個「知識創造利潤」以及「人才競爭」的時代,組織必須不斷加強員工所需的知識與技能,給予其所需的教育訓練,才能於不斷變動的環境中,使組織持續展現出高度競爭力。但教育訓練雖視為提升組織競爭力的有效途徑,但若無法使員工將所學運用至工作上,不但無法有效提升員工績效,更無法提供組織實際的助益。近年來,科技產業的崛起,成為台灣整體經濟發展主軸,然而,科技產業須於快速變化且高度競爭的產業環境中,持續維持高度競爭優勢,因此對於人才的培訓以及遷移成效的展現應非常重視。

而影響訓練遷移成效有許多因素,此次針對成員個人特質因素,包括個體自我效能與訓練遷移動機,以及組織中所存有的訓練遷移氣候為研究變項,探討自我效能、訓練遷移動機與訓練遷移氣候對訓練遷移成效之關係,並根據研究結果,提出相關實務與後續研究建議。本次以南部科技產業正職人員為研究對象,總計共發出410份問卷,扣除無效問卷共361份,有效率達92.5%,透過描述性統計分析、因素分析、信度檢定、獨立樣本T 檢定、單因子變異數分析、Pearson 積差相關分析以及迴歸分析等方式來驗證本研究之假設,分析結果顯示:
一、「自我效能」對「訓練遷移成效」具有顯著正向影響。
二、「自我效能」對「訓練遷移動機」具有顯著正向影響。
三、「自我效能」對「訓練遷移氣候」具有顯著正向影響。
四、「訓練遷移動機」對「訓練遷移成效」具有顯著正向影響。
五、「訓練遷移氣候」對「訓練遷移成效」具有顯著正向影響。
六、「訓練遷移氣候」對「訓練遷移動機」具有顯著正向影響。
七、「訓練遷移動機」對「自我效能與訓練遷移成效之關係」具有部分中介效果。
八、「訓練遷移氣候」對「自我效能與訓練遷移成效之關係」具有部分中介效果。
九、「不同個人背景變項」對於自我效能、訓練遷移動機、訓練遷移氣候與訓練遷移成效上具有顯著差異。

Today, is a "knowledge create profits" and the era of "talent competition". Organizations must continue to strengthen the knowledge and skills necessary of employees, to give the necessary education and training, can let organization when face the changing environment, continue to show a high degree of competitiveness. However, although regarded training as an effective way to enhance the organization competitiveness, but if can not let employees use of what they learn at work, not only can not effectively improve employee performance, also can not provide the actual beneficial to the organization. In recent years, the science and technology has become the one of Taiwan important economic development industry. In the rapidly changing and highly competitive industry environment, the technology industry must continue to maintain a high level of competitive advantage, so the organization should very focus on training of talents and training transfer.

There are many factors affect training transfer, we have chosen individual self-efficacy, motivation of training transfer, and climate of training transfer in the organization. To explore the effectiveness of training transfrt and related among these four variables. According to the results, we provide practical and follow-up study suggests. The object of the researcg are technology industry’staff in southern Taiwan. 410 questionnaires were distributed and 361 ones are returned with the effective rate of 92.5%. The data are analyzed by narrative statistics, factor analyzed, reliability test, T-test, One way ANOVA, Pearson product-moment correlation coefficient and regression analyzed. The results are following:
1. The self-efficacy has significant and positive influence on training transfer.
2. The self-efficacy has significant and positive influence on motivation of training transfer.
3. The self-efficacy has significant and positive influence on climate of training transfer.
4. The motivation of training transfer has significant and positive influence on training transfer.
5. The climate of training transfer has significant and positive influence on training transfer.
6. The climate of training transfer has significant and positive influence on motivation of training transfer.
7. Motivation of training transfer has partial mediating effect on the relationship
between self-efficacy and training transfer.
8. Climate of training transfer has partial mediating effect on the relationship between self-efficacy and training
transfer.
9. Different demographic variables have significant differentiation among self-efficacy, motivation of training transfer,
climate of training transfer and training transfer.

摘   要 I
ABSTRACT III
誌   謝 V
目   錄 VII
表 目 錄 VIII
圖 目 錄 XII

第一章 緒論
第一節 研究背景與動機 1
第二節 研究目的 5
第三節 名詞解釋 5
第四節 研究流程 10
第五節 研究範圍與限制 11

第二章 文獻探討
第一節 自我效能 13
第二節 訓練遷移動機 29
第三節 訓練遷移氣候 41
第四節 訓練遷移成效 52
第五節 自我效能、訓練遷移動機、訓練遷移氣候與訓練遷移成效之關係 64

第三章 研究設計與實施
第一節 研究架構 79
第二節 研究假設 80
第三節 研究工具 81
第四節 研究構面修訂 94
第五節 研究樣本 97
第六節 資料處理 99

第四章 研究結果與討論
第一節 科技產業人員自我效能、訓練遷移動機、訓練遷移氣候與訓練遷移成效之現況分析 103
第二節 背景變項於自我效能、訓練遷移動機、訓練遷移氣候與訓練遷移成效之差異性分析 107
第三節 科技產業人員自我效能、訓練遷移動機、訓練遷移氣候與訓練遷移成效之相關分析 137
第四節 科技產業人員自我效能、訓練遷移動機、訓練遷移氣候與訓練遷移成效之迴歸分析 147

第五章 結論與建議
第一節 研究結論 155
第二節 研究建議 169

參考文獻
一、中文部分 177
二、英文部分 185

附錄
附錄一 研究預試問卷 195
附錄二 研究正式問卷 198

引用文獻
一、中文部分
王克先(1987)。學習心理學。台北:桂冠圖書出版社。
王姿云(2009)。組織氣候、自我效能、預期成果對知識分享意圖與行為之影響 -以社會認知理論探討(未出版之碩士論文)。國立成功大學,台南市。
王玲玲(2006)。受訓者特質、訓練設計、工作環境與訓練遷移關係之研究—以中國人壽保險公司為例(未出版之碩士論文)。國立台北大學,台北市。
王郁榕(2002)。政府機關的學習型組織、組織溝通、個人因素及教育訓練成效之相關性研究—以經濟部水利署為例(未出版之碩士論文)。國立彰化師範大
學,彰化市。
王瑞賢(2002)。個人學習層次、學習滿意度與訓練移轉關係之探討(未出版之碩士論文)。國立中正大學,嘉義縣。
朱英吉(2004)。訓練成效評估及影響訓練移轉之因素探討-一項時間管理訓練之研究(未出版之碩士論文)。國立中央大學,桃園縣。
江艾穎(2014)。國中專任輔導教師自我照顧、輔導自我效能與受訓需求之研究(未出版之碩士論文)。國立台灣師範大學,台北市。
江佳勳(2014)。國小級任老師及體效能感、自我效能感與教學行為之關係研究(未出版之博士論文)。國立中山大學,高雄市。
江瑞媖(2007)。訓練遷移氣候與訓練遷移成效關係之研究-以中華電信為例(未出版之碩士論文)。大葉大學,彰化縣。
江增常(2013)。訓練品質系統對訓練績效之影響—以訓練遷移與學習動機為中介變項(未出版之碩士論文)。國立台北大學,台北市。
吳佳容(2011)。新進人員成就動機與新人訓練學習滿意度對工作績效影響之研究-以訓練遷移為中介變項(未出版之碩士論文)。國立高雄應用科技大
學,高雄市。
吳佳穎(2009)訓練遷移因素對客服中心新進客服人員職前訓練遷移成效之影響(未出版之碩士論文)。國立中央大學,桃園市。
吳幸宜(1996)。學習理論與教學應用。台北:心理。
吳幸容(2012)。組織承諾、自我效能與知識分享關係之研究(未出版之碩士論文)。高雄師範大學,高雄市。
吳復新(2003)。激勵之期望理論的要點與應用。空大學訊,306,31-34。
吳惠媜(2011)。學習動機、學習滿意度及開放性/封閉性技能對訓練遷移之影響-以南台科技大學產業人才投資計畫為例(未出版之碩士論文)。南台科
技大學,台南市。
巫明華(2011)。國小教師自我效能、訓練遷移動機及教學表現關係之研究:訓 練遷移的觀點(未出版之碩士論文)。國立中正大學,嘉義縣。
李宜玲(2005)。南部地區製造業員工參與教育訓練動機與自我效能之關係研究(未出版之碩士論文)。國立高雄師範大學,高雄市。
李怡君(2009)。訓練活動、訓練種類與訓練遷移成效關聯性之研究-以自我效能為調節變項(未出版之碩士論文)。國立嘉義大學,嘉義市。
李昆靜(2007)。關係品質、自我效能對訓練遷移動機影響之研究:以教導智能為干擾變項(未出版之碩士論文)。國立彰化師範大學,彰化市。
李淑娟(1992)訓練移轉之研究-經濟部所屬國營事業機構之個案分析(未出版之碩士論文)。國立政治大學,台北市。
李漢雄(2001)。人力訓練與發展。國立空中大學。
李麗萍(2012)。訓練遷移氣候與研發人員創造力之關係─以訓練遷移為中介變項(未出版之碩士論文)。國立高雄應用科技大學,高雄市。
沈怡臻(2010)。組織支持知覺、自我效能與訓練遷移動機關係之研究(未出版之碩士論文)。國立台北科技大學,台北市。
沈健華(1999)。企業員工訓練遷移影響因素及其實證之研究(未出版之碩士論文)。彰化師範大學,彰化市。
周月娥(2003)。組織因素對訓練成效之影響探討(未出版之碩士論文)。國立中央大學,桃園市。
周毓貞(2014)。國小六年級學童家庭社會資本、英語自我效能與英語學習態度之結構方程模型分析(未出版之碩士論文)。國立台北教育大學,台北市。
林文彥(2013)。學習動機和職涯停滯在自我效能與訓練移轉關係之中介效果-以臺南市國民中學兼任行政教師為例(未出版之碩士論文)。崑山科技大
學,台南市。
林月霞(2009)。主動人格特質、訓練遷移氣候與訓練遷移關係之研究:以訓練遷移動機為中介變項(未出版之碩士論文)。國立高雄應用科技大學,高雄市。
林生傳(1998)。教育心理學。台北市:五南。
林明地(2004)。教育行政學。台北:高等教育。
林美君(2008)。工作環境因素、訓練遷移動機與訓練遷移關係之研究—以影像顯示產業為例(未出版之碩士論文)。國立台北科技大學,台北市。
邱皓政(2010)。量化研究與統計分析-SPSS中文視窗版資料分析範例解析。臺北市:五南。
姜琇翠(2007)。社教志工個人背景變項、社會支持、自我效能來源與其自我效能關係研究(未出版之碩士論文)。國立台灣師範大學,台北市。
洪菁穗(1999)。探討國中生在理化科的學術地位、自我效能與學業成敗歸因之關係(未出版之碩士論文)。國立台灣大學,台北市。
洪菁穗(2010)。國中露營課程對青少年自我效能影響之研究—以台北縣某國中為例(未出版之碩士論文)。國立台灣師範大學,台北市。
洪贊凱、李昆靜(2009)。員工訓練遷移動機影響之實證分析。企業管理學報,80,87-116。
范綺宇(2014)。南台灣藥廠業務人員自我效能與行銷策略關係之研究(未出版之碩士論文)。高雄師範大學,高雄市。
孫弘岳 (2006)。人力資源管理的世界。取自http://blog.sina.com.tw/collinsuen/。
孫弘岳(2006a)。期望理論Expectancy theory。取自http://blog.sina.com.tw/collinsuen/article.php?pbgid=31101&entryid=223827。
孫本初、蔡秀涓(1996)。我國中高級公務人員訓練移轉之研究—以政大公企中心公務人員訓練班為個案。國立政治大學學報,27,213-261。
徐淑敏(2009)。訓練遷移氣候與工作績效關係之探討-以遷移自我效能為中介變項(未出版之碩士論文)。國立高雄應用科技大學,高雄市。
徐新逸、黃麗鈴(1999)。高中生學業成就自我效能與學業成就表現之探討:影響自我效能因素與成就表現相關研究。教育與心理研究,22,267-294。
秦夢群(2006)。教育行政-理論部份。台北:五南。
張勇生(2007)。教練參與訓練動機及領導行為之研究—以臺中縣各級學校運動代表隊為例(未出版之碩士論文)。國立台灣體育學院,台北市。
張春興(1991)。張氏心理學辭典。台北:東華書局。
張春興(1996)。教育心理學-三化取向的理論與實踐。台北:東華書局。
張春興(2000)。心理學。台北:東華。
張肅婷、方崇雄(2010)。探討醫療產業病人安全教育訓練與員工訓練遷移動機之研究—以台灣省某區域教學醫院為例。中華管理評論國際學報,13(3),1-14。
張瑞芬(1992)。成人參與轉業教育之訓練移轉成效研究—以失業者訓用合一職前訓練為例(未出版之碩士論文)。國立中正大學,嘉義縣。
張嘉怡(2010)。內外控人格特質、自我效能與角色衝突因應策略之研究-以新北市雙和分區在職進修教師為例(未出版之碩士論文)。國立台灣師範大
學,台北市。
張曉文(2003)。組織情境因素對員工訓練學習暨遷移動機影響之探討(未出版之碩士論文)。國立中央大學,桃園縣
莊世杰、楊仁壽、黃俊祥(1992)。受訓動機與訓練評量三個層次之關係研究。管理評論,21(2),81-102。
莊慶文(2014)。轉業訓練成效與其影響因素之研究—以台糖公司為例(未出版之碩士論文)。國立中正大學,嘉義縣。
郭生玉(1986)。心理與教育研究法。台北:精華書局。
郭修穎(2014)。高雄市立美術館展場志工參與動機及自我效能之研究(未出版之碩士論文)。國立屏東大學,屏東市。
郭維中(2009)。訓練成效移轉之研究-組織跨層次理論的探索(未出版之碩士論文)。高雄餐旅大學,高雄市。
陳以亨、黃芝華(2004)。訓練移轉相關因素之研究。中山管理評論,12(3),595-620。
陳沁怡(2003)。訓練與發展。臺北市:雙葉書廊。
陳盈潔(2004)。客服員工之自我效能、組織文化與訓練遷移成效關係之研究-以金融業為例(未出版之碩士論文)。大葉大學,彰化市。
陳貞伶(民1995)。公務人員教育訓練學習績效評估之探討(未出版之碩士論文)。國立中央大學,桃園縣。
陳韋寧(2006)。工作環境、訓練成效與訓練遷移關係之研究-職業承諾之干擾效應(未出版之碩士論文)。國立彰化師範大學,彰化市。
陳振華(2010)。內外控人格特質及工作環境因素對訓練遷移成效之影響-以師徒制教導為中介變項(未出版之碩士論文)。國立中央大學,桃園市。
陶紀貞(1999)組織特性與個人屬性對訓練移轉影響之探討-以台北捷運公司為個案分析(未出版之碩士論文)。國立政治大學,台北市。
曾俊欽(2011)。工作投入、主管/同事支持、自我效能、訓練遷移動機與訓練遷移關係之研究-以南部國際觀光旅館為例(未出版之碩士論文)。國立高
雄應用科技大學,高雄市。
黃英忠、黃毓華、劉錦雲、陳錦輝(2008)。工作需求-控制模式與工作倦怠關係之研究:以自我效能爲干擾變數。管理實務與理論研究,2(1),37-51。
黃郁文(1994)。自我效能概念及其與學業成就表現之關係。諮商與輔導,106,39-41。
黃嫀琝(2012)。客服中心員工之組織學習、自我效能與工作績效之關聯性研究(未出版之碩士論文)。國立台北大學,台北市。
黃誌英(2000)。教育訓練制度歸化之個案研究-以K公司為例(未出版之碩士論文)。國立中央大學,桃園縣。
黃德祥(1995)。學習輔導與學生發展。學生輔導通訊,38,22-31。
楊家誠(2012)。影響企業導入整合通訊系統之關鍵因素研究-以某電信公司為例(未出版之碩士論文)。國立彰化師範大學,彰化市。
溫金豐、張菡琤(2007)。三明治課程的實習情境對實習生專業承諾之影響-以國際觀光旅館業為例。人力資源管理學報,7(2),49-70。
萬金生(2003)。資訊委外特殊自我效能與目標認同、工作績效及工作滿意的關係:結構方程式模型的驗證性研究。商管科技季刊,14(1),125-174。
廖正源(2006)。高雄市政府人事人員工作特性、工作價值觀與自我效能關係之研究(未出版之碩士論文)。高雄師範大學,高雄市。
廖婉妤(2010)。高中數理資優班學生人事智能與自我效能之相關研究(未出版之碩士論文)。國立彰化師範大學,彰化市。
劉育均(2004)。影響訓練遷移因素之研究-以某國營企業為例(未出版之碩士論文)。國立中正大學,嘉義縣。
劉宗幸(1999)。社會支持、自我效能對兒童知覺雙親衝突影響兒童生活適應歷程之調節效果研究(未出版之碩士論文)。國立政治大學,台北市。
劉奕佐(1994)。從訓練成效探討管理訓練對訓練後自我效能及動機之影響(未出版之碩士論文)。中原大學,桃園市。
劉琮閔(2013)。高中職校長帶領行為與教師參與專業發展態度關係之研究-以教師自我導向學習傾向及教師自我效能為中介變項(未出版之博士論文)。國
立彰化師範大學,彰化市。
劉麗香(2011)。美里省獨中生課業壓力、家庭氣氛與學生自我效能之研究(未出版之碩士論文)。國立彰化師範大學,彰化市。
蔡志明(2010)。以策略性人力資源管理之角度探討組織變革、組織學習、組織訓練移轉成效因素之關係-以南部某百貨流通業為例(未出版之碩士論
文)。高雄師範大學,高雄市。
蔡杰穎(2012))。大學生選系雙員自主發展與生涯自我效能之相關研究(未出版之碩士論文)。高雄師範大學,高雄市。
蔡美淑(2014)。國小教師之數學領域教學困擾、因應策略與其自我效能之研究(未出版之碩士論文)。國立嘉義大學,嘉義市。
蔣立琦、郭雅雯、林綽娟(2004)。自我效能之概念分析。護理雜誌,51(2),67-72。
蔣美惠(2004)。探討保全人員生涯管理、人格特質及組織氣候對工作滿足、自我效能與工作績效之關聯性研究-以台北保全公司為例(未出版之碩士論
文)。南華科技大學,嘉義縣。
鄭兆凱(2015)。組織氣候、自我效能及衝突管理策略對組織承諾之關係(未出版之碩士論文)。國立成功大學,台南市。
鄭光惠(2007)。國營機構的組織學習文化與員工的訓練遷移動機對訓練遷移影響之研究(未出版之碩士論文)。國立中正大學,嘉義縣。
賴文惠(2008)。學習型組織氣候與組織效能之研究-以中區國稅局為例(未出版之碩士論文)。育達商業技術學院,苗栗縣。
錢欣盈(2011)。師徒功能與訓練遷移之關係-以受訓動機為中介變項(未出版之碩士論文)。國立台灣師範大學,台北市。
糠明珊(2011)。家有學齡前子女已婚就業女性其家務工作、支薪工作與自我效能對生活滿意支影響:自我效能的中介效果(未出版之博士論文)。國立台
灣師範大學,台北市。
簡貞玉(譯)(2002)。員工訓練與能力發展(原作者:Noe)。台北市:五南。
蘇怡珊(2012)。國民小學教師專業成長與教師自我效能之相關研究-以學校組織創新經營為干擾變項之跨層次分析(未出版之碩士論文)。國立彰化師範
大學,彰化市。
經濟部工業局(1994)。十大新興工業發展策略與措施。取自:http://www.moeaidb.gov.tw/external/ctlr?PRO=index&lang=0。
二、英文部分
Al-Eisa, A. S., Furayyan, M. A., & Alhemoud, A. M. (2009). An empirical examination of the effects of self-efficacy, supervisor support and motivation to learn on transfer intention. Management Decision, 47(8), 1221-1244.
Alliger, G. M., & Janak, E. A. (1989). Kirkpatrick's levels of training criteria: Thirty years later. Personnel psychology, 42(2), 331-342.
Altmaier, E. M., Russell, D. W., Kao, C. F., Lehmann, T. R., & Weinstein, J. N. (1993). Role of self-efficacy in rehabilitation outcome among chronic low back pain patients. Journal of counseling psychology, 40(3), 335.
Amabile, T. M., Hill, K. G., Hennessey, B. A., & Tighe, E. M. (1994). The Work Preference Inventory: assessing intrinsic and extrinsic motivational orientations. Journal of personality and social psychology, 66(5), 950.
Axtell, C. M., Maitlis, S., & Yearta, S. K. (1997). Predicting immediate and longer-term transfer of training. Personnel Review, 26(3), 201-213.
Bahn, A. (1973). The Countertraining Problem, Personnel Journal, 28, 1068-1072
Baker, D. F. (2001). The development of collective efficacy in small task groups. Small Group Research, 32(4), 451-474.
Baldwin, T. T., & Ford, J. K. (1988). Transfer of training: A review and directions for future research. Personnel psychology, 41(1), 63-105.
Baldwin, T. T., Magjuka, R. J., & Loher, B. T. (1991). The perils of participation: Effects of choice of training on trainee motivation and learning. Personnel psychology, 44(1), 51-65.
Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological review, 84(2), 191.
Bandura, A. (1977b). Social learning theory. N. J.: Prentice-Hall.
Bandura, A. (1982). Self-efficacy mechanism in human agency. American psychologist, 37(2), 122.
Bandura, A. (1986). Social foundations of thought and action: A social-cognitive view: Englewood Cliffs, NJ: Prentice Hall.
Bandura, A., & Wood, R. (1989). Effect of perceived controllability and performance standards on self-regulation of complex decision making. Journal of personality and social psychology, 56(5), 805.
Bigge, M.L & Schermis, S.S.,(1992). Learning Theories for Teachers (5th ED)., N.Y Harper Collines Publishers INC.
Boretsky, M. (1982). The threat to US high technology industries: Economic and national security implications. Draft. Washington, DC: International Trade Administration, US Department of Commerce.
Bottger, P. C., & Woods, M. A. (1988). Different Determinants of Task Persistence and Growth Satisfaction: Affective Responses to Perfor Mance, Planning and Job Characteristics. Australian Journal of Management, 13(2), 303-317.
Broad, M., & Newstrom, J. W. (2000). Transfer of training: Action-packed strategies to ensure high payoff from training investments: Da Capo Press.
Burke, L. A., & Baldwin, T. T. (1999). Workforce training transfer: A study of the effect of relapse prevention training and transfer climate. Human resource management, 38(3), 227-241.
Burke, L. A., & Hutchins, H. M. (2007). Training transfer: An integrative literature review. Human resource development review, 6(3), 263-296.
Chen, G., Goddard, T. G., & Casper, W. J. (2004). Examination of the Relationships among General and Work‐Specific Self‐Evaluations, Work‐Related Control Beliefs, and Job Attitudes. Applied Psychology, 53(3), 349-370.
Chen, G., Gully, S. M., & Eden, D. (2001). Validation of a new general self-efficacy scale. Organizational research methods, 4(1), 62-83.
Chen, H.-C. (2003). Cross-cultural construct validation of the learning transfer system inventory in Taiwan. Marshall University.
Clarke, N. (2002). Job/work environment factors influencing training transfer within a human service agency: Some indicative support for Baldwin and Ford’s transfer climate construct. International Journal of Training and development, 6(3), 146-162.
Colquitt, J. A., LePine, J. A., & Noe, R. A. (2000). Toward an integrative theory of training motivation: a meta-analytic path analysis of 20 years of research. Journal of applied psychology, 85(5), 678.
Comrey, A., & Lee, H. (1992). A First Course in Factor Analysis . Hillsdale, NJ, Lawrence Eribaum Associates. Inc., Publishers.
Cromwell, S. E., & Kolb, J. A. (2004). An examination of work‐environment support factors affecting transfer of supervisory skills training to the workplace. Human resource development quarterly, 15(4), 449-471.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior: Springer Science & Business Media.
Decker, P. J., & Nathan, B. R. (1985). Behaviour Modeling Training: Principles and Applications: Praeger Publishers.
DeRue, D. S., & Morgeson, F. P. (2007). Stability and change in person-team and person-role fit over time: the effects of growth satisfaction, performance, and general self-efficacy. Journal of applied psychology, 92(5), 1242.
DeVellis R. F. (1998). Scale Development: Theory and Applications. CA: Sage.
EA Ruona, W., Leimbach, M., F Holton III, E., & Bates, R. (2002). The relationship between learner utility reactions and predicted learning transfer among trainees. International Journal of Training and development, 6(4), 218-228.
Egan, T. M., Yang, B., & Bartlett, K. R. (2004). The effects of organizational learning culture and job satisfaction on motivation to transfer learning and turnover intention. Human resource development quarterly, 15(3), 279-301.
Facteau, J. D., Dobbins, G. H., Russell, J. E., Ladd, R. T., & Kudisch, J. D. (1995). The influence of general perceptions of the training environment on pretraining motivation and perceived training transfer. Journal of Management, 21(1), 1-25.
Fleishman, E. A., Harris, E. F., & Burtt, H. E. (1955). Leadership and supervision in industry; an evaluation of a supervisory training program. Ohio State University. Bureau of Educational Research Monograph.
Ford, J. K. (1990). Understanding training transfer: The water remains murky. Human resource development quarterly, 1(3), 225-229.
Ford, J. K., Quiñones, M. A., Sego, D. J., & Sorra, J. S. (1992). Factors affecting the opportunity to perform trained tasks on the job. Personnel psychology, 45(3), 511-527.
Ford, J. K., Smith, E. M., Weissbein, D. A., Gully, S. M., & Salas, E. (1998). Relationships of goal orientation, metacognitive activity, and practice strategies with learning outcomes and transfer. Journal of applied psychology, 83(2), 218.
Gaudine, A. P., & Saks, A. M. (2004). A longitudinal quasi‐experiment on the effects of posttraining transfer interventions. Human resource development quarterly, 15(1), 57-76.
Georgenson, D. L. (1982). The problem of transfer calls for partnership. Training & Development Journal.
Gist, M. E., Bavetta, A. G., & Stevens, C. K. (1990). Transfer training method: Its influence on skill generalization, skill repetition, and performance level. Personnel psychology, 43(3), 501-523.
Gist, M. E., & Mitchell, T. R. (1992). Self-efficacy: A theoretical analysis of its determinants and malleability. Academy of management review, 17(2), 183-211.
Gist, M. E., Stevens, C. K., & Bavetta, A. G. (1991). Effects of self‐efficacy and post‐training intervention on the acquisition and maintenance of complex interpersonal skills. Personnel psychology, 44(4), 837-861.
Godon J. (1989), Transfer for Training, Training, Nov., pp.72-75.
Goldstein, I., & Ford, K. (2002). Training in Organizations, Needs Assessment, Development, and Evaluation, Belmont, CA: Thompson Learning: Inc.
Gregoire, T. K., Propp, J., & Poertner, J. (1998). The supervisor's role in the transfer of training. Administration in Social Work, 22(1), 1-18.
Griffith, J., & Combs, G. M. (2013). Training Motivation and Training Transfer Outcomes: The Role of Psychological Capital. Paper presented at the Academy of Management Proceedings.
Gumuseli, A. I., & Ergin, B. (2002). The manager’s role in enhancing the transfer of training: A Turkish case study. International Journal of Training and Development, 6(2), 80-97.
Harrison, J. K., Chadwick, M., & Scales, M. (1996). The relationship between cross-cultural adjustment and the personality variables of self-efficacy and self-monitoring. International Journal of Intercultural Relations, 20(2), 167-188.
Holladay, C. L., & Quinones, M. A. (2003). Practice variability and transfer of training: the role of self-efficacy generality. Journal of Applied Psychology, 88(6), 1094.
Holton, E., & Bates, R. (1998). Learning transfer system inventory: Administrator’s guide. Retrieved February, 2, 2007.
Holton, E. F. (1996). The flawed four‐level evaluation model. Human resource Development Quarterly, 7(1), 5-21.
Holton, E. F. (2005). Holton's evaluation model: New evidence and construct elaborations. Advances in Developing Human Resources, 7(1), 37-54.
Holton, E. F., Chen, H. C., & Naquin, S. S. (2003). An examination of learning transfer system characteristics across organizational settings. Human Resource Development Quarterly, 14(4), 459-482.
Holton III, E. F. (1996). Academy of Human Resource Development (AHRD) Conference Proceedings (Minneapolis, Minnesota, February 29-March 3, 1996).
Holton III, E. F., Bates, R. A., & Ruona, W. E. (2000). Development of a generalized learning transfer system inventory. Human Resource Development Quarterly, 11(4), 333-360.
Huczynski, A. A., & Lewis, J. W. (1980). An empirical study into the learning transfer process in management training. Journal of Management Studies, 17(2), 227-240.
Jackson, C. N. (1985). Training's role in the process of planned change. Training & Development Journal.
Kaiser, H. F. (1974). An index of factorial simplicity. Psychometrika, 39(1), 31-36.
Kanfer, R. (1987). Task-specific motivation: An integrative approach to issues of measurement, mechanisms, processes, and determinants. Journal of Social and Clinical Psychology, 5(2), 237-264.
Kim, H. (2004). The Influence Of Organizational Politics And Power On Training Transfer.
Kirwan, C., & Birchall, D. (2006). Transfer of learning from management development programmes: testing the Holton model. International Journal of Training and Development, 10(4), 252-268.
Kontoghiorghes, C. (2002). Predicting motivation to learn and motivation to transfer learning back to the job in a service organization: A new systemic model for training effectiveness. Performance Improvement Quarterly, 15(3), 114-129.
Landy, F. J., & Becker, W. S. (1987). Motivation theory econsidered. Research in Organizational Behavior.1-38
Latham, G. P. (1981). Increasing productivity through performance appraisal: Prentice Hall.
Lewin, K., Lippitt, R., & White, R. K. (1939). Patterns of aggressive behavior in experimentally created “social climates”. The Journal of Social Psychology, 10(2), 269-299.
Lim, D. H., & Morris, M. L. (2006). Influence of trainee characteristics, instructional satisfaction, and organizational climate on perceived learning and training transfer. Human Resource Development Quarterly, 17(1), 85-115.
Linnenbrink, E. A., & Pintrich, P. R. (2003). The role of self-efficacy beliefs instudent engagement and learning intheclassroom. Reading &Writing Quarterly, 19(2), 119-137.
Litwin, G. H., & Stringer Jr, R. A. (1968). Motivation and organizational climate.
Locke, E. A., & Latham, G. P. (1990). A theory of goal setting & task performance: Prentice-Hall, Inc.
Luzzo, D. A. (1993). Value of career-decision-making self-efficacy in predicting career-decision-making attitudes and skills. Journal of Counseling Psychology, 40(2), 194.
Marx, R. D. (1982). Relapse prevention for managerial training: A model for maintenance of behavior change. Academy of Management Review, 7(3), 433-441.
Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50(4), 370.
Masten, A. S., Best, K. M., & Garmezy, N. (1990). Resilience and development: Contributions from the study of children who overcome adversity. Development and Psychopathology, 2(04), 425-444.
Mathieu, J. E., Martineau, J. W., & Tannenbaum, S. I. (1993). Individual and situational influences on the development of self‐efficacy: implications for training effectiveness. Personnel Psychology, 46(1), 125-147.
Mathieu, J. E., Tannenbaum, S. I., & Salas, E. (1992). Influences of individual and situational characteristics on measures of training effectiveness. Academy of Management Journal, 35(4), 828-847.
Maurer, T. J., & Tarulli, B. A. (1997). Managerial work, job analysis, and Holland's RIASEC vocational environment dimensions. Journal of Vocational Behavior, 50(3), 365-381.
Mills, N., Pajares, F., & Herron, C. (2006). A reevaluation of the role of anxiety: Self‐efficacy, anxiety, and their relation to reading and listening proficiency. Foreign Language Annals, 39(2), 276-295.
Murray, H. A. (1938). Explorations in personality: A clinical and experimental study of fifty men of college age. by the Harvard psychological clinic,” Oxford University Press, New York.
Ng, T. W., & Sorensen, K. L. (2008). Toward a further understanding of the relationships between perceptions of support and work attitudes: A meta-analysis. Group & Organization Management.
Noe, R. A. (1986). Trainees' attributes and attitudes: Neglected influences on training effectiveness. Academy of Management Review, 11(4), 736-749.
Noe, R. A., & Schmitt, N. (1986). The influence of trainee attitudes on training effectiveness: Test of a model. Personnel Psychology, 39(3), 497-523.
Noe, R. A., & Wilk, S. L. (1993). Investigation of the factors that influence employees' participation in development activities. Journal of Applied Psychology, 78(2), 291.
Noe, R. A. (1998). Employee Training and Development. New York:McGraw-Hill.
Noe, R. A. (1999). Employee training and development. Boston, MA: McGraw Hill.
Oreg, S. (2003). Resistance to change: developing an individual differences measure. Journal of Applied Psychology, 88(4), 680.
Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543-578.
Parry, S. B. (1997). Evaluating the impact of training: A collection of tools and techniques: American Society for Training and Development.
Peters, L. H., & O’Connor, E. J. (1980). Situational constraints and work outcomes: The influences of a frequently overlooked construct. Academy of Management Review, 5(3), 391-397.
Porter, L. W., Bigley, G. A., & Steers, R. M. (2003). Motivation and work behavior.
Quesada-Pallarès, C., & Gegenfurtner, A. (2015). Toward a unified model of motivation for training transfer: a phase perspective. Zeitschrift für Erziehungswissenschaft, 18(1), 107-121.
Quiñones, M. A. (1997). Contextual influences on training effectiveness. Training for a rapidly changing workplace: Applications of Psychological Research, 177-199.
Quinones, M. A. (1995). Pretraining context effects: Training assignment as feedback. Journal of Applied Psychology, 80(2), 226.
Richman‐Hirsch, W. L. (2001). Posttraining interventions to enhance transfer: The moderating effects of work environments. Human Resource Development Quarterly, 12(2), 105-120.
Robinson, D. G.& Robinson, J.C.(1985), Breaking Barriers to Skill Transfer, Training and Development Journal,1,PP.82-83. 41.
Roth, W. G. (1985). Treatment Implications Derived from Self-Efficacy Research with Children.
Rouiller, J. Z., & Goldstein, I. L. (1993). The relationship between organizational transfer climate and positive transfer of training. Human Resource Development quarterly, 4(4), 377-390.
Rousseau, D. M. (1989). Psychological and implied contracts in organizations. Employee Responsibilities and Rights Journal, 2(2), 121-139.
Russell, J. S., Wexley, K. N., & Hunter, J. E. (1984). Questioning the effectiveness of behavior modeling training in an industrial setting. Personnel Psychology, 37(3), 465-481.
Ryman, D. H., & Biersner, R. J. (1975). Attitudes predictive of diving training success. Personnel Psychology, 28(2), 181-188.
Saks, A. M. (1995). Longitudinal field investigation of the moderating and mediating effects of self-efficacy on the relationship between training and newcomer adjustment. Journal of Applied Psychology, 80(2), 211.
Salas, E., & Cannon-Bowers, J. A. (2001). The science of training: A decade of progress. Annual Review of Psychology, 52(1), 471-499.
Salinger, R. D. (1973). Disincentives to Effective Employee Training and Development.
Santos, A., & Stuart, M. (2003). Employee perceptions and their influence on training effectiveness. Human Resource Management Journal, 13(1), 27-45.
Schunk, D. H. (1984). Self‐efficacy perspective on achievement behavior. Educational Psychologist, 19(1), 48-58.
Schunk, D. H. (1989). Social cognitive theory and self-regulated learning Self-regulated learning and academic achievement (pp. 83-110): Springer.
Senge, P. M. (2014). The Fifth Discipline Fieldbook: Strategies and Tools for Building a Learning Organization: Crown Business.

Seyler, D. L., Holton III, E. F., Bates, R. A., Burnett, M. F., & Carvalho, M. A. (1998). Factors affecting motivation to transfer training. International Journal of Training and development, 2(1), 16-16.
Sherer, M., Maddux, J. E., Mercandante, B., Prentice-Dunn, S., Jacobs, B., & Rogers, R. W. (1982). The self-efficacy scale: Construction and validation. Psychological Reports, 51(2), 663-671.
Sherman, B. (1982). Successful marketing strategy for high tech firms. Journal of Retailing, 58, 25-43.
Skinner, Q. (1971). On performing and explaining linguistic actions. The Philosophical Quarterly, 1-21.
Smith-Jentsch, K. A., Salas, E., & Brannick, M. T. (2001). To transfer or not to transfer? Investigating the combined effects of trainee characteristics, team leader support, and team climate. Journal of Applied Psychology, 86(2), 279.
Smith, S. A., Kass, S. J., Rotunda, R. J., & Schneider, S. K. (2006). If at first you don't succeed: Effects of failure on general and task-specific self-efficacy and performance. North American Journal of Psychology.
Steers, R. M., & Porter, L. W. (1983). Motivation and Work behavior. New York: McGraw-Hill.
Stipek, D. J. (1996). Motivation and instruction. Handbook of Educational Psychology, 85-113.
Tannenbaum, S. I., Mathieu, J. E., Salas, E., & Cannon-Bowers, J. A. (1991). Meeting trainees' expectations: The influence of training fulfillment on the development of commitment, self-efficacy, and motivation. Journal of Applied Psychology, 76(6), 759.
Tannenbaum, S. I., & Yukl, G. (1992). Training and development in work organizations. Annual Review of Psychology, 43(1), 399-441.
Tansky, J. W., & Cohen, D. J. (2001). The relationship between organizational support, employee development, and organizational commitment: An empirical study. Human Resource Development Quarterly, 12(3), 285-300.
Thibaut, J. W., & Kelley, H. H. (1959). The social psychology of groups.
Tracey, J. B., Tannenbaum, S. I., & Kavanagh, M. J. (1995). Applying trained skills on the job: The importance of the work environment. Journal of Applied Psychology, 80(2), 239.
Tracey, J. B., & Tews, M. J. (1995). Training effectiveness: Accounting for individual characteristics and the work environment. The Cornell Hotel and Restaurant Administration Quarterly, 36(6), 36-42.
Trent, J. M., & Schraeder, M. (2003). A practical perspective on the self-efficacy of middle managers: strategies to bolster task accomplishment. Development and Learning in Organizations, 17(4), 4-6.
Vroorn, V. (1964). Work and motivation. John Wiley and Sons, New York. 331
Wen, M. L.-Y., & Lin, D. Y.-C. (2014). How supportive Transfer Climate Affects Individual’s Motivation to Training Transfer. International Journal of Learning and Development, 4(1), Pages 83-97.
Wexley, K. N., Latham, G. P., Kettering, M., Rivaldo, O., Christensen, J., & FAO, R. I. (1991). Developing and training human resources in organizations: Department of Agriculture, Washington, DC (EUA). Office of International Cooperation and Development. AID, Washington, DC (EUA). Bureau for Science and Technology.
Woodworth, R. S., & Thorndike, E. (1901). The influence of improvement in one mental function upon the efficiency of other functions.(I). Psychological Review, 8(3), 247.
Woolfolk, A. E., & Hoy, W. K. (1990). Prospective teachers' sense of efficacy and beliefs about control. Journal of educational Psychology, 82(1), 81.
Xiao, J. (1996). The relationship between organizational factors and the transfer of training in the electronics industry in Shenzhen, China. Human Resource Development Quarterly, 7(1), 55-73.
Yamnill, S., & McLean, G. N. (2001). Theories supporting transfer of training. Human Resource Development Quarterly, 12(2), 195-208.
Yeo, G. B., & Neal, A. (2006). An examination of the dynamic relationship between self-efficacy and performance across levels of analysis and levels of specificity. Journal of Applied Psychology, 91(5), 1088.

QRCODE
 
 
 
 
 
                                                                                                                                                                                                                                                                                                                                                                                                               
第一頁 上一頁 下一頁 最後一頁 top
1. 吳復新(2003)。激勵之期望理論的要點與應用。空大學訊,306,31-34。
2. 吳復新(2003)。激勵之期望理論的要點與應用。空大學訊,306,31-34。
3. 洪贊凱、李昆靜(2009)。員工訓練遷移動機影響之實證分析。企業管理學報,80,87-116。
4. 洪贊凱、李昆靜(2009)。員工訓練遷移動機影響之實證分析。企業管理學報,80,87-116。
5. 徐新逸、黃麗鈴(1999)。高中生學業成就自我效能與學業成就表現之探討:影響自我效能因素與成就表現相關研究。教育與心理研究,22,267-294。
6. 徐新逸、黃麗鈴(1999)。高中生學業成就自我效能與學業成就表現之探討:影響自我效能因素與成就表現相關研究。教育與心理研究,22,267-294。
7. 張肅婷、方崇雄(2010)。探討醫療產業病人安全教育訓練與員工訓練遷移動機之研究—以台灣省某區域教學醫院為例。中華管理評論國際學報,13(3),1-14。
8. 張肅婷、方崇雄(2010)。探討醫療產業病人安全教育訓練與員工訓練遷移動機之研究—以台灣省某區域教學醫院為例。中華管理評論國際學報,13(3),1-14。
9. 莊世杰、楊仁壽、黃俊祥(1992)。受訓動機與訓練評量三個層次之關係研究。管理評論,21(2),81-102。
10. 莊世杰、楊仁壽、黃俊祥(1992)。受訓動機與訓練評量三個層次之關係研究。管理評論,21(2),81-102。
11. 陳以亨、黃芝華(2004)。訓練移轉相關因素之研究。中山管理評論,12(3),595-620。
12. 陳以亨、黃芝華(2004)。訓練移轉相關因素之研究。中山管理評論,12(3),595-620。
13. 黃郁文(1994)。自我效能概念及其與學業成就表現之關係。諮商與輔導,106,39-41。
14. 黃郁文(1994)。自我效能概念及其與學業成就表現之關係。諮商與輔導,106,39-41。
15. 黃德祥(1995)。學習輔導與學生發展。學生輔導通訊,38,22-31。
 
系統版面圖檔 系統版面圖檔