本研究以遠程中介之研究架構，以「社會認同理論」（Social Identity Theory）觀點切入，社會認同係指個人認知自己屬於一個社會類別或群體(1988)，同時也是意識到身為群體成員為帶給自己的情感及個人價值意義，延伸至個人在企業組織群體中的認同。因應現今產業環境變化快速情況下，在組織管理策略及組織發展中，如何留住員工是首要面對的課題，然而以員工而言，對於組織的認同程度，影響其在工作中願意付出程度，同時在組織中能學習專業、受培訓的機會，以及個人學習意願，是否影響留任在組織之要素。本研究探討教育訓練投入是否對留任意願的影響，以學習意願與組織認同在教育訓練投入與組織成員留任意願的序列中介效果。本研究以生技製藥產業之員工為研究對象，透過網路平台（Survey Cake）雲端收集問卷，合計回收有效問卷共計116份。以描述性統計分析、信度分析、探索性因素分析、相關係數分析以及迴歸分析之等方法進行資料結果分析及假設驗證，結果顯示：（1）實際參與訓練與組織認同對教育訓練投入與留任意願間具有中介效果。（2）參與訓練意願與組織認同對教育訓練投入與留任意願間中介效果不存在。;This research is based on the research framework of remote mediators and the concept of "Social Identity Theory". Social identity refers to the individual′s knowledge that he belongs to a social category or group (1988), and the recognition that being a part of a group would bring meaning to and individual’s emotion and personal value, which would extend to the corporate organization. In response to the rapid changes in the industrial environment today, in organizational management strategies and organizational development, how to retain people is the primary issue. However, in terms of employees, the degree of recognition for the organization affects the willingness to commit themselves to the job. At the same time, whether an employee can learn expertise, receive adequate training and be willing to learn will also affect his / her willingness to stay on the job. This study explores whether investment of impact of education and training would impact employees’ willingness to stay, in which the willingness to learn and organization identity play the mediating role. In this study, employees in the biotechnology pharmaceutical industry were involved as the research objects. Questionnaires were collected through the cloud survey on the Internet platform (Survey Cake). A total of 116 valid questionnaires were recovered. Descriptive statistical analysis, reliability analysis, exploratory factor analysis, correlation coefficient analysis and regression analysis were used to analyze the data results and verify hypothesis. The results showed that: (1) actual participation in training and organizational identity play a mediating role between investment in training and willingness to stay. (2) The willingness to participate in training and organizational identity do not play a mediating role between investment in training and willingness to stay.
