博碩士論文 954307024 詳細資訊




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姓名 徐志德(Chih-de Hsu)  查詢紙本館藏   畢業系所 人力資源管理研究所在職專班
論文名稱 新進保全人員訓練成效之評估
(The Training Results Evaluation of the New Employees of Security Guards)
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摘要(中) 過去的訓練成效評估研究主要多以探討單一個別訓練課程效果為目的,利用訓練結果檢驗訓練是否有具體明顯的成效並期望藉此能找出改善訓練模式的對策;但對於部份流動率高且無法改變既有例行性訓練模式的產業而言,為了縮短新進人員投入生產的準備時間,通常皆已將職前訓練設計成固定且標準化課程,如果可以經由有系統的研究找出具有某特質的新進人員在此種固定模式訓練下,其學習成效相較於具有其他特質人員會有較顯著的進步,則可以經由招募手段以此特質為依據篩選適當的人選,降低職前訓練的成本。
保全從業人員的人力資源特性乃離職率高、從業容易,保全業者為了使新進保全人員能快速具備有執勤的能力,普遍而言皆十分重視新進保全人員的職前專業訓練,但對於訓練課程之成效則缺乏有系統且客觀的評估,故本研究以保全公司新進人員例行的職前訓練為樣本,以Donald L. Kirkpatrick所提出四個層次〈反應層次Reaction level、學習層次Learning level、行為層次Behavior level及結果層次Result level〉之訓練成效評估模式驗證保全人員職能訓練的成效。
所得到的結果為:
1.訓練課程具有學習層次的訓練成效。
2.反應層次的訓練成效與學習層次的訓練成效之間具有顯著的正向關聯。
3.學習層次的訓練成效與行為層次的訓練成效之間未有顯著的相關。
4.服務單位、到職天數、年齡、教育程度、畢業科系不會影響反應層次的訓練成效。
5.教育程度與畢業科系會影響學習層次的訓練成效。
6.服務單位、到職天數、年齡、教育程度、畢業科系不會影響行為層次的訓練成效。
7.服務單位、到職天數、年齡、教育程度、畢業科系不會透過學習層次的訓練成效影響行為層次的訓練成效。
摘要(英) In the past, the training result evaluations were mainly focus on the study of individual training program, by study the post training effects to understand whether the training program is effective and also expect to find the best strategies to improve the current training program. However, this kind of methodology does not fit into some industries that traditionally have high turn over rate and would require standardized training program. In order to shorten the preparation time and enter into production stage earlier, they usually try to design the Vestibule Training program in a systematic approach and standardized the training program. If we are able to discover the key personality trait that demonstrate more effective training results compare to others, then we will be able to recruit the candidates who have the same personality traits that we will be able to reduce the potential training cost.
The distinct characteristic for Security Guards are mainly high turnover rate, easy to find a new employment. And in order to let new comer quickly obtain the necessary on job skill, generally speaking, the security companies will pay more attention on the Vestibule Training for new comers, but still, lack of systematic and objective way to evaluate the training results. Therefore the purpose of this study is use the Security company’s standard Vestibule Training program as the sample, and according to the 4 level theories of the training results evaluation model provided by Donald L. Kirkpatrick〈Reaction level、Learning level、Behavior level and Result level〉to verify the training results for Security company’s Vestibule Training program.
The derived results are:
1.The training program shows effective training results on the Learning level
2.The training results on Reaction level and Learning level have positive significant correlation.
3.The training results on Learning level and Behavior level have no significant correlation.
4.Service department, on board days, age, educational background, and major subject will have no impact on the training results of Reaction level
5.Educational background and major subjects will impact the training results on Learning level.
6.Service department, on board days, age, educational background, and major subject will have no impact on the training results of Behavior level.
7.The factor of service department, on board days, age, educational background, will not transfer from the training results of Learning level to the training results of Behavior level.
關鍵字(中) ★ 訓練成效評估
★ 新進人員
關鍵字(英) ★ Training Results Evaluation
★ Donald L. Kirkpatrick
論文目次 第一章 概論
第一節 研究動機 -----------------------------------------------------------------------------P. 1
第二節 研究目的 -----------------------------------------------------------------------------P. 5
第二章 文獻探討與假設
第一節 文獻探討 -----------------------------------------------------------------------------P. 6
第二節 研究架構 ----------------------------------------------------------------------------P.20
第三節 研究假設 ----------------------------------------------------------------------------P.24
第三章 研究方法
第一節 研究個案公司簡介 ---------------------------------------------------------------P.25
第二節 樣本獨立性檢定 -------------------------------------------------------------------P.31
第三節 反應層次、學習層次與行為層次之訓練成效評估 ----------------------P.32
第四節 個人背景因素與反應層次訓練成效之關聯性分析 ----------------------P.34
第五節 個人背景因素與學習層次訓練成效之關聯性分析 ----------------------P.36
第六節 個人背景因素與行為層次訓練成效之關聯性分析 ----------------------P.37
第七節 反應層次與個人背景因素影響學習層次訓練成效之迴歸分析 ------P.38
第四章 研究結果
第一節 敘述統計 ----------------------------------------------------------------------------P.43
第二節 課程信度檢定 ----------------------------------------------------------------------P.46
第三節 各層次訓練成效評估檢定 ------------------------------------------------------P.49
第四節 個人背景因素與課程滿意度相關檢定 --------------------------------------P.52
第五節 個人背景因素與學習層次訓練成效相關檢定 ----------------------------P.54
第六節 個人背景因素與行為層次訓練成效相關檢定 ----------------------------P.61
第七節 學習層次訓練成效迴歸分析 ---------------------------------------------------P.63
第五章 結論與討論
第一節 研究結果與建議 ------------------------------------------------------------------P.65
第二節 研究限制 ----------------------------------------------------------------------------P.70
第三節 後續研究建議 ----------------------------------------------------------------------P.73
附錄:參考文獻
一、中文參考文獻 ------------------------------------------------------------------------------P.76
二、英文參考文獻 ------------------------------------------------------------------------------P.79
圖目錄
2-1:研究架構 ---------------------------------------------------------------------------------------------P.23
3-1:S公司新進保全人員職能訓練流程圖 -------------------------------------------------------P.42
表目錄
2-1 :新進機動保全人員訓練管制表 --------------------------------------------------------------P.39
2-2 :新進保全人員複訓課程表 --------------------------------------------------------------------P.40
2-3 :複訓課程滿意度調查表 -----------------------------------------------------------------------P.41
4-1 :研究樣本個人背景因素之敘述性統計 ----------------------------------------------------P.43
4-2 :研究樣本訓練成效評估之敘述性統計 ----------------------------------------------------P.44
4-3 :梯次與到職天數之交叉次數表 --------------------------------------------------------------P.45
4-4 :梯次與訓練成效評估之變異數分析 --------------------------------------------------------P.46
4-5 :個人背景因素與前測成績之變異數分析 -------------------------------------------------P.47
4-6 :到職天數與前測成績之Pearson積差相關檢定 -----------------------------------------P.47
4-7 :前、後測成績之Pearson積差相關檢定 ---------------------------------------------------P.49
4-8 :前、後測成績之成對樣本t檢定 ------------------------------------------------------------P.49
4-9 :課程滿意度對後測成績、前後測成績差異之迴歸分析 ------------------------------P.50
4-10:後測成績對季考核平均、懲處紀錄之迴歸分析 -----------------------------------------P.51
4-11:個人背景因素與課程滿意度之變異數分析 ----------------------------------------------P.52
4-12:到職天數與課程滿意度之Pearson積差相關檢定 --------------------------------------P.52
4-13:個人背景因素與後測成績、前後測成績差異之變異數分析 ------------------------P.54
4-14:到職天數與後測成績、前後測成績差異之Pearson積差相關檢定 ----------------P.55
4-15:受教育年數與電子科系對後測成績、前後測成績差異之迴歸分析 --------------P.57
4-16:教育程度與畢業科系之交叉次數表 -------------------------------------------------------P.58
4-17:科系*學歷與後測成績、前後測成績差異之變異數分析 ------------------------------P.59
4-18:個人背景因素與季考核平均、懲處紀錄之變異數分析 ------------------------------P.61
4-19:到職天數與季考核平均、懲處紀錄之Pearson積差相關檢定 ----------------------P.62
4-20:受教育年數、電子科系對前後測成績、前後測成績差異之迴歸分析 -------------P.63
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指導教授 林文政(Wen-jeng Lin) 審核日期 2008-6-24
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