組織情境因素對員工訓練學習暨遷移動機影響之探討; The Influence of Organizational Contextual Factors on Employee Motivation to Learn and Transfer

NCUIR > School of Management at National Central University > Executive Master of Human Resource Management > Electronic Thesis & Dissertation > Item 987654321/10575

Please use this identifier to cite or link to this item: http://ir.lib.ncu.edu.tw/handle/987654321/10575

Title:	組織情境因素對員工訓練學習暨遷移動機影響之探討;The Influence of Organizational Contextual Factors on Employee Motivation to Learn and Transfer
Authors:	張曉文;Vivian Chang
Contributors:	人力資源管理研究所碩士在職專班
Keywords:	訓練塑形;訓練學習動機;組織支持認知;訓練後負有責任與義務;訓練遷移動機;訓練指派;Training assignment;Motivation to transfer;Degree of Choice;Accountability;Perceived Organizational Support (POS);Motivation to learn;Framing
Date:	2003-07-01
Issue Date:	2009-09-22 14:02:30 (UTC+8)
Publisher:	國立中央大學圖書館
Abstract:	在影響訓練和遷移結果的諸多因素中，誠如 Noe (1986) 所言，學員的態度和動機是影響訓練課程成效的關鍵因素，但卻通常被忽視。員工雖然有足夠的學習能力，一旦缺乏訓練動機，不但訓練學習會降低，亦會影響學員遷移所學至工作職場的意願和結果。然而，究竟有哪些組織情境因素對提高訓練學習動機和遷移動機有助益？本研究以參加國內兩家企業管理顧問公司舉辦之公開班訓練課程 (金融知識和電腦技術課程) 的企業人員為研究對象，進行問卷調查 (有效問卷 204份)。經因素分析、信度分析、相關係數分析、以及階層式迴歸分析所作的研究結果顯示，四項組織情境因素中僅有組織支持認知對員工訓練學習動機具有正向影響。另外，四項組織情境因素中，訓練後負有責任與義務，以及組織支持認知都對員工訓練遷移動機有正向影響，而主管訓練指派對員工訓練遷移動機為顯著負向影響，顯示自由選擇參加訓練課程會提高員工的動機，願意將所學習的訓練內容遷移至工作中。藉由本研究結果，期望企業的人力資源單位和管理者能善用管理行為和組織情境，影響員工的認知和訓練學習與遷移動機，以提昇員工的工作績效，使得企業人力資產的效能極大化。 Within the multiple factors which have effects on training and transfer, as mentioned by Noe (1986), the key factors can be ascribed to employee attitudes and motivation; however, they are often ignored. The consequences are in spite that employees possess sufficient ability, lack of training motivation leads to decrease of learning and insufficient transfer of training back to the work settings. After all, what organizational contextual factors are beneficial for enhancement of motivation to learn and motivation to transfer? This study surveyed the corporate trainees who attended the open workshops conducted by two training consulting companies in the area of financial knowledge and computer skill respectively with a total of 204 effective questionnaires. Based on the analyses of the factor, reliability, correlation coefficient and hierarchical regression, the results can be concluded as follows: Among the four dependent factors, only perceived operational support is positively correlated to motivation to learn. Moreover, among the same dependent factors, both accountability and perceived organizational support are positively correlated with motivation to transfer. And as hypothesized, assignment of training is verified to be negatively correlated with motivation to transfer. The result suggested that degree of choice will elevate employee motivation to learn and transfer to the job. In summary, the corporate human resources department and the management are expected to leverage the insights indicated in this study to make good use of their management actions and contextual situations to affect employee positive perceptions and accordingly enhance their motivation to learn and transfer, which will lead to the high work performance and maximization of corporate human capital productivity.
Appears in Collections:	[Executive Master of Human Resource Management] Electronic Thesis & Dissertation

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