師徒功能認知對職場個人學習之影響─以中央人資所企業導師制度為例The; effects of mentor function perception on workplace learning-A case of Business Mentor Program in the institute of Human Resource Management in the National Central University

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题名:	師徒功能認知對職場個人學習之影響─以中央人資所企業導師制度為例The;effects of mentor function perception on workplace learning-A case of Business Mentor Program in the institute of Human Resource Management in the National Central University
作者:	謝玲玲;Ling-ling Hsieh
贡献者:	人力資源管理研究所
关键词:	師徒關係;職場個人學習;workplace learning;mentoring relationship;mentoring function
日期:	2010-07-14
上传时间:	2010-12-08 14:44:04 (UTC+8)
出版者:	國立中央大學
摘要:	師徒關係(Mentoring Relationship)是人力資源發展(Human Resource Development, HRD)中重要的一環。透過師徒關係的建立，不僅師徒雙方都能發展個人並提升專業，對組織而言，更是有助於增加員工的留任、組織承諾以及工作動機。無論是在校園還是在職場，個體可經由師徒關係與組織中不同背景的人、專家及資深者互動，獲得知識與經驗的傳承。中央大學人力資源管理研究所(簡稱中央人資所)的企業導師制度，即是以企業界的資深主管為師(簡稱企導)，以在學的學生為徒弟(簡稱導生)所形成的師徒制度。本研究目的是探究徒弟所認知到的師徒功能是否能影響學生的職場個人學習。研究樣本以中央人資所歷屆參與過企業導師制度的畢業學生為對象，共發放275份問卷，回收109份，有效問卷為90份，有效回收率32.7%。研究結果發現，企導提供的師徒功能對導生的相關工作學習與個人技巧發展沒有顯著的影響。本研究建議未來可將最能直接反應的職涯成果作為衡量此制度的成效，或者是在師徒功能認知與職場個人學習之間考慮中介或調節變數的效果來推論驗證。Mentoring Relationship is an important section in the area of Human Resource Development. By building mentoring relationships, mentor and protégé both can develop oneself and elevate professional competency. Besides, it can increase employee retention, organizational commitment and work motivation. Whatever people are in the workplace or on the campus, they can interact with all kinds of people, like experts and the senior, and attain different knowledge and experiences. The Institute of Human Resource Management of the National Central University established “Business Mentor Program”, which consists of graduate students being the protégé and senior managers being the mentors. The purpose of this study is to explore the effects of mentor function perceptions in the Business Mentor Program on workplace learning. The survey data comes from those who took part in the Business Mentor Program. Out of 275 questionnaires, 109 were collected. Among these, 90 were effective. The return rate of effective questionnaire was 32.7%. The results indicated that mentor functions had no significant effects on the workplace learning. Based on the research findings, we suggested that either to consider direct career results to measure the effect of Business Mentor Program or to infer the mediating or moderating effects on this model.
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