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|Other Titles: ||A study of civil servant' perception toward introducing action learning into government.|
|Authors: ||孫振威;Sun, Cheng-wei|
黃一峰;Huang, Irving Yi-feng
|Keywords: ||行動學習;經驗學習;Action Learning;Experiential Learning|
|Issue Date: ||2010-01-11 04:43:06 (UTC+8)|
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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