| DC 欄位 |
值 |
語言 |
| DC.contributor | 人力資源管理研究所 | zh_TW |
| DC.creator | 邱繼逸 | zh_TW |
| DC.creator | Ji-yi Chiou | en_US |
| dc.date.accessioned | 2010-7-18T07:39:07Z | |
| dc.date.available | 2010-7-18T07:39:07Z | |
| dc.date.issued | 2010 | |
| dc.identifier.uri | http://ir.lib.ncu.edu.tw:444/thesis/view_etd.asp?URN=974207002 | |
| dc.contributor.department | 人力資源管理研究所 | zh_TW |
| DC.description | 國立中央大學 | zh_TW |
| DC.description | National Central University | en_US |
| dc.description.abstract | 國立中央大學人力資源管理研究所（簡稱中央人資）每年邀請企業資深人力資源主管擔任碩二學生的企業導師（簡稱企導），企導提供了教練和良師的功能，企導與導生相處時教導的範圍包括了學校課業、未來職業方向、工作態度等和生活上所遭遇的各種困難。企導確實提供了許多師徒功能文獻中所論述的三大支持性功能，因此本研究希望了解在回饋接受度調節下，師徒功能認知和職場個人學習的關係，並且了解中央人資企導制度對畢業生在未來職場上是否有所幫助，並且提供建議和改善方針使中央人資所企導制度更加完善。 本研究主要以275校友為研究對象，以校友在學期間所獲得的師徒功能認知為自變數，回饋接受度為調節變項，以了解在回饋接受度調節下，師徒功能認知對職場個人學習的影響。研究結果顯示三大師徒功能之角色楷模功能對相關工作學習有影響，若回饋接受度高，角色楷模功能對相關工作學習影響愈強。 尌研究建議而論，首先建議中央人資企導制度應該導入媒合制度，幫助企導和導生找到適切的良師和益友，實現教學相長；其次考慮將企導制度加入人資所正式課程，並給與學生此門學業成績來衡量學生所學；最後在企導制度改進上，於學期末時，建議企導和導生填寫滿意度調查表，使企導制度實施概況更容易被掌握。
| zh_TW |
| dc.description.abstract | The Graduate Institute of Human Resource Management at the National Central University annually invites senior HR managers of corporations to act as mentors for the second-year graduate students. Mentors provide functions of coaching and mentoring, such as discussing school work with students, providing direction of career development to students, discussing job attitude and difficulties in life with students, and so forth. As mentioned above, mentors provide students with three supportive functions depicted in many references about mentoring; therefore, this research aims to understand the relationship between perceptions of mentoring functions and workplace individual learning and how they interact when feedback acceptance moderates the process. More importantly, this research mainly evaluates if mentor is beneficial to graduates’ workplace learning in future workplace. A total of 275 alumni are surveyed in this research. Perceptions of mentoring functions alumni acquired during their second year of graduate school are defined as an independent variable, feedback acceptance defined as a moderating variable, and this study examines how perceptions of mentoring functions influence workplace individual learning. The results indicated role modeling influences relational job learning, and it strongly influences relational job learning when feedback acceptance is high. As far as research suggestions are concerned, firstly, fit mechanism should be introduced in the mentoring system, which further helps mentors and achieves learning by teaching. Secondly, it is suggested that mentor is introduced in the formal curriculums of Graduate Institute of Human Resource management. Finally, aimed at improvement of mentoring system, it is suggested that mentors and protégés fill out the satisfaction surveys at the end of the program of mentoring. Accordingly, implementation process of mentoring can be better understood.
| en_US |
| DC.subject | 回饋接受度 | zh_TW |
| DC.subject | 職場個人學習 | zh_TW |
| DC.subject | 師徒功能認知 | zh_TW |
| DC.subject | 師徒教導 | zh_TW |
| DC.subject | Feedback acceptance | en_US |
| DC.subject | Mentors | en_US |
| DC.subject | Perceptions of mentoring functions | en_US |
| DC.subject | Workplace individual learning | en_US |
| DC.title | 師徒功能認知對職場個人學習影響 -以回饋接受度為調節 | zh_TW |
| dc.language.iso | zh-TW | zh-TW |
| DC.title | The influence of perceptions of mentoring functions on workplace individual learning - Feedback acceptance is a moderator | en_US |
| DC.type | 博碩士論文 | zh_TW |
| DC.type | thesis | en_US |
| DC.publisher | National Central University | en_US |