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    Title: 我國行政機關導入「行動學習」認知之探討
    Other Titles: A study of civil servant' perception toward introducing action learning into government.
    Authors: 孫振威;Sun, Cheng-wei
    Contributors: 淡江大學公共行政學系公共政策碩士班
    黃一峰;Huang, Irving Yi-feng
    Keywords: 行動學習;經驗學習;Action Learning;Experiential Learning
    Date: 2008
    Issue Date: 2010-01-11 04:43:06 (UTC+8)
    Abstract: 當前公務人員在職訓練大多採用傳統式講授教學,側重於專業知識層面的灌輸;此種由上而下、鮮少互動的學習方式不利訓練移轉,使訓練成效受限。因此,如何引進有別於傳統的經驗學習模式,以提高學員的學習興趣與學習成效,成為公務人員培訓的重要課題。本研究希望藉由瞭解公務人員對於「行動學習」的認知程度與接受程度,探討現階段我國行政機關導入該項學習課程的可行性及其應採取的措施。
    本研究以臺北市士林區行政中心的公務人員為調查對象。透過文獻探討建構研究架構與研究假設,並採用問卷調查法進行實證調查。問卷內容包括行動學習整備度量表、行動學習構成要素量表與基本資料等三大部分。總計發出400份問卷,實際回收351份,有效樣本計有329份,有效樣本回收率為82.25%。統計資料分別以描述性統計分析、獨立樣本t檢定、單因子變異數分析、最小顯著差異法及皮爾森積差相關等方法,進行假設驗證與結果分析。
    本研究發現,受試者對導入行動學習的可行性程度介於同意與無意見之間,顯示各機關目前對於引進新式訓練課程,仍持較為保守的態度。而其影響程度則以同意佔多數,唯預期的(外顯)學習效果略高於非預期的(內隱)學習效果,顯示行動學習不但有助於機關及個人從事學習,更能夠將訓練過程中習得的外顯知識,在反省時內化為個人的默會知識,進而促成組織文化的變革。受試者對於行動學習整備度及構成要素各階段的認知均呈現較為一致的看法,而其對於導入行動學習的接受程度則呈現高度或中度正相關,顯見公務人員對引進新式訓練模式有所期待。
    Most the current on-job-training programs for civil servants adopt the conventional lecture method to introduce professional knowledge. This kind of top-down and non-interactive learning method is not advantageous to training transfer and may ruin the effectiveness of training programs. Therefore, how to introduce a learning model different from the traditional learning to enhance trainees’ learning interest and effect has become an important issue for HRD professionals. This study aimed to investigate civil servants’ perception and acceptance of “action learning” and explore the feasibility of introducing this learning model in departments of local government as well as the necessary efforts to be taken.

    The respondents were civil servants in the Administrative Center of Shihlin District, Taipei City. After literatures review, the research framework and hypotheses were constructed, and a questionnaire survey was conducted to collect empirical data. The questionnaire comprised of three parts, including action learning readiness scale, action learning components scale, and demography data of subjects. A total of 400 questionnaires were distributed, and 351 copies were returned. Of the collected responses, 329 were valid, resulting in a valid response rate of 82.25%. The collected data were later processed using descriptive analysis, independent sample t-test, one-way ANOVA, least significant difference (LSD), and Pearson’s product correlation to test the proposed hypotheses.

    The research findings indicated that the perceived feasibility of introducing action learning was between “agree” and “neutral”, showing that most of the administrative departments tended to hold a conservative attitude toward introduction of new training methods. The majority agreed on the impact of such learning method, but the expected (explicit) learning effect was slightly higher than the unexpected (implicit) learning effect. This revealed that action learning could encourage organizations and individuals to not only engage in learning but also internalize explicit knowledge acquired in the training process as tacit knowledge, a process that could induce the reform of the organizational culture. As to the readiness and components of action learning in each stage, the subjects showed relatively more consistent perceptions. However, their acceptance of the introduction of action learning was positively correlated to a high or intermediate level with the above perceptions. Obviously, introduction of the new training model was considerably anticipated by the civil servants.
    Appears in Collections:[公共行政學系暨研究所] 學位論文

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