[[alternative]]The research of whether metacognition can apply to corporate developing training program : the difference in the process of analysis between experts and novices training manager

碩士[[abstract]]企業組織能夠擁有素質優良的人力資源，便掌握了企業競爭力的關鍵核心。而提升人力資源的重要作為，便是透過教育訓練。為了使教育訓練的實施能夠真正提升組織的績效，達成企業的營運目標，負責教育訓練方案的建立的訓練經理人是非常關鍵的角色。本研究旨在探討訓練經理人在建立訓練方案的歷程中，其思考歷程是否運用了後設認知技能。並藉由探究新手與專家訓練經理人訓練方案建立的歷程，比較二者對於後設認知運用的差異點，對企業組織提出訓練方案建立的建議。本研究以半結構式的訪談大綱，透過質性研究之深度訪談法，對分別隸屬兩家企業組織的四位訓練經理人進行訪談，研究結果如下: 一、在新手與專家間的發現 1.新手與專家在「覺察」上僅針對情緒與壓力，但覺察後的因應模式有所差異。 2.知識結構的豐厚程度影響了新手與專家在計畫上的思考歷程與訓練方案的設計。 3.專家連結過去豐厚的經驗與知識，新手僅能連結他人的經驗。 4.專家因自動化思考模式甚少「監控」執行階段，而新手則會對人員的回應加以監控。 5.專家在計畫需「修訂」時採取順向性問題解決策略，而新手採取逆向性問題解決策略。 6.新手努力尋找能夠評估訓練績效標準，而專家則能跳脫傳統成果評估的觀點。 7.新手訓練經理人在組織間的位階較低，影響了後設認知技能的使用。 二、在組織間的發現 1.保險業的訓練經理人在訓練過程後設認知的涉入較少，而旅遊業經理人則較頻繁的運用 2.旅遊業的新手與專家在後設認知上的差異較為顯著，而保險業則否 最後研究者根據研究結果提出數點建議，提供訓練經理人在教育訓練方案建立與執行上的參考。[[abstract]]This study was designed to investigate the training managers whether they apply metacognition skill into training programs.Investigating the course of the training programs which are created by experts and novices training managers to find out the difference between experts and novices training managers when they apply metacognition skill into corporate training programs.In this study, we interviewed two different corporations and four training managers through semistructured interviewing minute and Qualitative research of in-depth interview The results of study are as follows: 1.Between experts and novices training manager, we found following: (1)Experts and novices training managers are only aware emotion and pressure, but how do they reflect is different. (2)Knowledge framework will affect the design of training programs when experts and novices training managers create training programs. (3)Experts can link plentiful experience and knowledge, but novices training managers only can link others’ experience. (4)Experts seldom monitor the process as automation thinking model. Novices training managers monitor the feedback from trainee. (5)Experts will apply solution of working forward strategies when the training programs need to be adjusted; however, novices training managers will apply solution of working backward strategies. (6)Novices training managers try to find out how to evaluate the training performance, experts can use un-traditional way to evaluate the training performance. (7)If the novices training managers have lower position in corporation, this will affect how they apply metacognition skill into training programs. 2.In corporation, we found following (1)Training managers in insurance industry will apply less metacognition into training programs when they perform training programs, and training managers in traveling industry apply metacognition into training programs more frequently. (2)The difference is more significant when experts and novices training managers apply metacognition into training programs in traveling industry, however, the difference is not significant in insurance industry. Researcher give some suggestions and solution base on this result of research for training managers’ reference when training managers create and perform training programs.[[tableofcontents]]目 次 第一章 緒論.....................................1 第一節 研究背景與動..............................1 第二節 研究目...................................4 第三節 研究問...................................4 第四節 重要名詞解釋..............................4 第五節 研究範...................................6 第二章 文獻探討.................................7 第一節 後設認知相關理論..........................7 第二節 教育訓練及教育訓練規劃....................13 第三節 新手與專家的相關研究......................22 第三章 研究方法................................28 第一節 研究設計與架構............................28 第二節 研究對象.................................31 第三節 研究工具.................................32 第四節 研究流程及程序...........................35 第五節 前導性研究...............................37 第六節 資料的處理與分析.........................42 第七節 研究的嚴謹度.............................43 第四章 研究結果................................46 第一節 新手訓練經理人其後設認知技能在訓練方案建立過程之影響..46 第二節 專家訓練經理人其後設認知技能在訓練方案建立過程之影響..60 第三節 訓練經理人在訓練方案建立過程差異比較...............72 第五章 結論與建議..............................82 第一節 綜合結論.................................82 第二節 建議....................................88 參考書目 中文部分 ........................................96 英文部分 ........................................99 附錄一 訪談同意書...............................103 附錄二 後設認知技能分類表.......................104 附錄三 訪談大綱.................................105 附錄四 資料分析文件代碼意義.....................106 附錄五 主軸編碼與開放編碼.......................107 附錄六 訪談逐字稿分析格式.......................108 表次 表 3-1 受訪訓練經理人基本資料表..................32 表 3-2 訪談大綱初版..............................38 表 3-3 訪談大綱修正版............................40 表 4-1 專家與新手訓練經理人差異比較..............78 圖次 圖 2-2-1 組織績效與訓練關係圖.................17 圖 2-2-2 訓練輸入輸出流程圖...................18 圖 2-2-3 本研究之訓練模式.....................20 圖 3-1-1 研究架構.............................30 圖 3-4-1 研究流程.............................35[[note]]學號: 601690059, 學年度: 10