臺灣博碩士論文加值系統

　　今日我們相信，一個組織的成功競爭力是來自於員工，因而，員工的工作技能和績效具有關鍵性的影響力。人力資源的管理運用已成為企業提升競爭力的首要資產，教育訓練也因此成為各企業所重視的課題。當受訓者於訓練結束回到工作崗位上之後，若無法把所學到的新知識與新技術運用到工作上，將使訓練的效果大打折扣，不僅無法提升個人工作績效，更遑論提升組織整體效能了。因此，假如教育訓練可以讓個人及組織績效產生差異，我們必須知道如何去支持訓練遷移在組織內進行；而受訓者運用新習得知識、技能的高低程度往往會受到主管、同儕、組織等工作環境及個人特質等因素的影響。是故，本研究欲探討訓練遷移氣候、遷移自我效能及工作績效三者之間存在何種關聯，並藉由本研究結果，提出實務及後續研究相關建議。
　　本研究採用問卷調查法，以南部高科技產業、金融業、服務業、製造業、政府機關與其他不同行業等之任職員工為研究對象，共發出問卷492份，有效問卷合計共300份，有效回收率為55.69％。將蒐集到的資料分別以描述性統計分析、因素分析、信度分析、t檢定、單因子變異數分析、Pearson積差相關分析、複迴歸分析、中介分析等統計方式來驗證本研究之假設，結果發現：
一、訓練遷移氣候中的「主管的支持」對工作績效具有顯著的正向影響。
二、遷移自我效能中的「維持學習自我效能」及「類化學習自我效能」對工作績效皆具有顯著的正向影響。
三、訓練遷移氣候中的「主管的支持」、「同儕的支持」及「主管的認可」對維持學習自我效能具有顯著的正向影響。
四、訓練遷移氣候中的「同儕的支持」對類化學習自我效能具有顯著的正向影響。
五、遷移自我效能對「訓練遷移氣候與工作績效之關係」具有部份中介效果。
六、不同個人背景變項在訓練遷移氣候、遷移自我效能及工作績效上有顯著的差異。

We believe that the success competition of an organization comes from employees; therefore, employees’ work skills and performance are critically influential. Human resource management has become the primary asset in terms of promoting corporation’s competition, as is the significance of education and training to the corporations. If employees can’t apply the new knowledge and skills they learned, the training effect will be limited; the individual’s performance and the organization’s effectiveness can’t be promoted either. Therefore, if training can differentiate organizational and individual performance, we must realize how to support transfer of training proceeding within the organization. However, the extent which the trainees apply the new knowledge and skill is influenced by supervisors, colleges, working environment and individual’s attributes. This study explores the correlation between training transfer climate, transfer self-efficacy and performance, and provides implications for future research.
This study, via questionnaire survey, analyzed the collected data by statistical method and examined hypotheses. The research findings are as below:
1.The supervisor support dimension of training transfer climate has significant and positive influence on performance.
2.The self-efficacy toward maintaining learning dimension and the self-efficacy toward generalizing learning dimension of transfer self-efficacy have significant and positive influence on job performance.
3.The supervisor support dimension, the peer support dimension, and the supervisor sanctions dimension of training transfer climate have significant and positive influence on “self-efficacy toward maintaining learning”.
4.The peer support dimension of training transfer climate has significant and positive influence on “self-efficacy toward generalizing learning”.
5.Transfer self-efficacy has partial mediating effect on the relationship between training transfer climate and performance.
6.Different demographic variables have significant differentiation among training transfer climate, transfer self-efficacy and performance.

目 錄
中文摘要 ………………………………………………………………… I
英文摘要 ………………………………………………………………… II
謝誌 ………………………………………………………………… III
目錄 ………………………………………………………………… IV
表目錄 ………………………………………………………………… VI
圖目錄 ………………………………………………………………… VIII

第壹章 緒論
第一節 研究背景與動機……………………………………………… 01
第二節 研究目的……………………………………………………… 03
第三節 研究流程……………………………………………………… 04
第貳章 文獻探討
第一節 訓練遷移……………………………………………………… 05
第二節 訓練遷移氣候………………………………………………… 12
第三節 遷移自我效能………………………………………………… 22
第四節 工作績效……………………………………………………… 28
第五節 訓練遷移氣候、遷移自我效能與工作績效之關係………… 34
第参章 研究方法
第一節 研究架構……………………………………………………… 40
第二節 研究假設……………………………………………………… 41
第三節 研究變項之操作性定義及衡量……………………………… 42
第四節 研究範圍、研究對象與抽樣方法…………………………… 48
第五節 資料分析方法………………………………………………… 49
第肆章 研究分析與結果
第一節 樣本特性分析………………………………………………… 52
第二節 因素與信度分析……………………………………………… 54
第三節 相關分析……………………………………………………… 61
第四節 迴歸分析……………………………………………………… 64
第五節 中介分析……………………………………………………… 68
第六節 差異性分析…………………………………………………… 70
第伍章 結論與建議
第一節 結論…………………………………………………………… 83
第二節 建議…………………………………………………………… 91
第三節 研究限制與後續研究建議…………………………………… 94
參考文獻
中文部分 ……………………………………………………………… 96
英文部分 ……………………………………………………………… 99

附錄一　研究問卷 …………………………………………………………… 109

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