國軍指參教育知識管理之探討

Exploring Knowledge Management for Command and Staff Education

徐煒煌(Wei-Huang Hsu)

指導教授 ： 黃天佑

中原大學/商學院/資訊管理研究所/碩士(2007年)

https://doi.org/10.6840/cycu200700740

摘要

摘要：
在知識經濟和網路技術的強大推動力的作用催化下，各企業及社會組織和個人之間的競爭不斷加劇，因此愈來愈多的組織與個人開始引進知識管理，使得知識管理形成一種強大的需求。因此組織若要保持競爭力，就必須有效率而且有效地創造、尋找、掌握並分享知識和專業技能，以便應用這些知識來解決問題，掌握機會。
國軍近年來精實案的執行，造成組織結構的改變以及人員的精簡，然而工作流程並未有所調整或是簡化，使得人員的工作負荷增加，造成離職率增加，經驗無法有效傳承，促使知識的加速流失。而國軍軍事深造教育，掌建軍備戰、教育職能與國防安全思維之舵，由於時代發展已使國防事務多元化，國軍幹部建軍備戰職能需求，也已朝向「專業深化、職能廣化」轉型。在學校之中，最重要的資產莫過於是教師的專業知識，在教育領域中學校教師的專業知識的管理正是知識管理之核心課題。因此，在國軍指參教育必須有一套知識管理的方法，將國軍指參教育的教學經驗、專業知識有效地記錄、分類，並加儲存，更進一步地新增與修正，以利於傳承、銜接。
本文旨在對國軍指參教育的知識管理加以探討，將國軍指參教育課程，以個案經驗的方式，透過文獻整理指參教育知識管理的相關構面，再進行專家訪談所得之知識與經驗，做問卷調查，藉以找出可供國軍指參教育的知識管理方法，以使教學經驗與知識能夠做有效傳承與累積，利用知識管理方法與科技整合，提供知識擷取、分類、儲存及分享的機制，希望透過知識管理的探討，能夠對於國軍指參教育有所貢獻。

文獻部分先對於「資料、資訊、知識」以層次的觀念做了明確的定義，進而了解知識的分類包括隱性知識、顯性知識、個人知識、組織知識以及之間的轉換模式，接著探討知識管理定義、知識管理活動諸如知識的引進、擷取、編輯、存取、應用分享與知識創新等等。再以探討教師應用知識管理的可行策略。藉由國防報告書及指參教育之教育計畫探索國軍指參教育課程結構，進而產生本研究之理論性架構。

實證研究設計乃根據前述研究目的、文獻探討，所產生之本研究理論性架構，再藉由與規劃國軍指參教育課程之主管做深度訪談，依據訪談結論整理國軍指參教育知識管理的觀念性架構，進而設計問卷，以問卷的方式請國軍指參教育人員作答，將回收問卷做分析整理取得初級資料並使用統計方法進行檢定，藉以得知國軍指參教育知識管理的看法及認知；進而將國軍指參教育相關構面、知識管理活動構面及知識管理功能構面進行統計分析，最後將研究結果整理提供國軍指參教育做為參考，以及作為將來後續的研究與發展方向之參考。

關鍵字

知識管理 ； 指參教育

並列摘要

Exploring Knowledge Management
for Command and Staff Education
Abstract：
Due to the massive push of knowledge economy and information technology, the competition between enterprises, social organizations and individuals is intensifying. Therefore, more and more organizations and individuals begin introducing knowledge management, which gives rise to a strong demand for knowledge management. To promote competitiveness, an organization has to efficiently and effectively create, seek, grasp and share knowledge and professional skills, so as to apply the know-how to solving problems and make the best use of opportunity.
The downsizing of the ROC military forces has resulted in transformation of the organization structure and slash of personnel. However, the business process has not bee adjusted or simplified. Accordingly, the increment of individual workload leads to sharp rise in resignation, which disrupts the handover of experience, and expedites the loss of knowledge. Advanced military education plays a pivotal role in cultivating thoughts on military build-up and readiness, educational functions and defense security. Nowadays, scientific progress and development has led to diversification of national affairs. The military cadres are required to advance their professional skills and diversify their functions. The most important asset on campus is the professional knowledge of the teaching faculty. In the field of education, management of the professional knowledge of the teaching faculty is the very nucleus issue of knowledge management. Consequently, in terms of Command and Staff education, a set of approaches for knowledge management are required to effectively record, classify, preserve, and furthermore, to add and modify the teaching experiences and professional knowledge of the teaching faculty.
This dissertation explores knowledge management for Command and Staff education of the ROC armed forces. The individual education curriculums of the Army, Navy and Air Force Command and Staff Colleges, or literature, will be studied respectively, so as to construct the facet of knowledge management for Command and Staff education. The experience and opinions derived from interviews with directors in charge of education curriculum in the Command and Staff Colleges will be used to design a questionnaire. The purpose of the questionnaire is to identify approaches to the promotion of knowledge management for Command and Staff education, whereby handover and accumulation of teaching experiences and knowledge can be effectively facilitated. It is sincerely hoped that such exploration of knowledge management will contribute to the promotion of Command and Staff education of the ROC.
In the part of literature review, such terms as “data, information and knowledge” are first clearly defined in tiers. Then the classification of knowledge, including implicit knowledge, explicit knowledge, individual knowledge, organizational knowledge, and the transition models in between are introduced. Next, this study explores the definition of knowledge management and the activities of knowledge management, such as the introduction of knowledge, the selection of knowledge, the editing of knowledge, the access of knowledge, the application of knowledge, the sharing of knowledge and the innovation of knowledge, and so on. The feasible strategies for the instructors to apply knowledge management are then probed. The education plans as outlined in the ROC National Defense Report and in the Command and Staff Colleges are examined so as to get a clear view of the framework of the curriculum for Command and Staff education. Finally, the preliminary theoretical structure of this study is presented.
Empirical research is designed in accordance with the aforementioned research goals, literature review and the preliminary theoretical structure. In-depth interviews with directors in charge of education curriculum in the Command and Staff Colleges will be conducted. The conclusions derived from these interviews will be used to construct the conceptional framework for knowledge management for Command and Staff education. Next, a questionnaire will be designed. The personnel involved in Command and Staff education will be required to participate in the survey. The answers collected by the questionnaire will then be analyzed to obtain preliminary data, which is followed by statistical tests. The product will be perspectives and perceptions concerning knowledge management for Command and Staff education. Furthermore, the facet of Command and Staff education, the facet of knowledge management activities, and the facet of knowledge management functions will be analyzed statistically. Finally, the research findings will be presented to the authorities concerned for reference. The results can also serve as reference for further research and development.

並列關鍵字

Knowledge Management ； Command and Staff Education

參考文獻

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