本研究的主要目的是要延伸一般教室訓練的研究，採用訓練後的補強措施 (posttraining supplements )來了解除了教室訓練之外，該些訓練後的補強措施對於訓練移轉是否會產生影響。本研究將採用兩個新的訓練後強化策略：(1)向上回饋及(2)教練計畫執行，來探討這兩個訓練後強化策略，如何影響受訓者的訓練移轉效果以及如何影響他的部屬績效。本研究將在一家企業中實施教練技能發展訓練，並採用2 x 2 前後測實驗設計來探討這個研究問題。因此本研究將有以下四個實驗情境： (1) 教室訓練該組人員只接受教練技能訓練，屬於控制組。 (2) 教室訓練 ＋ 向上回饋該組人員接受教練技能訓練一個月後，由受訓者的部屬提供書面回饋，讓受訓者了解他在這段期間有關教練行為的表現。 (3) 教室訓練 ＋ 教練計畫執行該組人員接受教練技能訓練後，在工作場所中持續一個月實際執行部屬教導計畫。 (4) 教室訓練＋ 向上回饋＋ 教練計畫執行該組人員接受教練技能訓練後，除了由受訓者的部屬提供回饋之外，同時也實際在工作場所中執行一個教導部屬的計畫。本研究將採用兩個依變項來衡量訓練移轉的效果，包括一個客觀以及一個主觀的變數，客觀的變數是：受訓主管對部屬實施教練的次數；而主觀的變數則是：受訓主管其部屬的工作表現。研究預期第四組(同時採用兩個訓練後補強策略)的受訓者在實施教練的次數及其部屬的工作表現上，要較另外三組表現得好。而第二組與第三組(實驗組)的受訓者在實施教練的次數及其部屬的工作表現上，要較第一組(控制組)表現得好。如果本研究的假設能獲得實證支持的話，代表這兩種訓練後的強化措施是可以有效延伸一般教室訓練，以做為提升訓練移轉效果的策略。The major purpose of this study is to extend research on training interventions beyond the classroom by examining the impact of posttraining supplements in the context of coaching skill deveolpment. Two newly employed posttraining strategies – upward feedback and coaching project – will be designed to supplement a training program for enhancing transfer of training and improving coachees’ performance. Pre-post two-factor two-level factorial design will be employed in this field experiment study: (1) Classroom training only Trainees only involve in classroom training in coaching skills development. This groups serves as a control group. (2) Classroom training with upward feedback During one month after coaching training program, trainees will receive their subordinates’ feedback to realize their coaching behaviors and performance. (3) Classroom training with coaching project During one month after coaching training program, trainees will be assigned a coaching project to conduct one-on-one formal coaching session with their subordinates After completing formal classroom training one month, (4) Classroom training with upward feedback and coaching project. During one month after coaching training program, trainees will receive their subordinates’ feedback as well as be assigned a coaching project. Objective and behavioral measures will be used to evaluate training transfer in terms of the amount of coaching and coachees’ performance respectively. We expect that trainees supplemented by joint supplements (i.e. upward feedback and coaching project) will demonstrate the largest amount of formal coaching sessions and employees will exhibit highest performance than other three groups. We also expect that upward feedback supplement and coaching project supplement will demonstrate stronger effect on amount of formal coaching sessions and employees’ performance than control group. If the hypotheses can be supported, both supplements are useful extensions to formal classroom training for enhancing trainees’ coaching performance for businesses. 研究期間：10008 ~ 10107
