以動機移轉模型與計畫行為理論探討體驗式學習意願與訓練移轉意圖

本研究將以體驗式學習為主題，以計劃行為理論與動機移轉模型為本研究核心理論架構之基礎，探討員工在參與體驗式學習前的自主性動機移轉、控制性動機移轉、主觀規範、知覺行為控制對參與體驗式學習意願之間的影響，以及參與體驗式學習意願對訓練移轉意圖的影響。採問卷調查法，根據專家座談會議之專家建議實施前測，以確保問卷題項信度，正式問卷回收1,364 份有效問卷。本研究結果發現，自主性動機移轉、知覺行為控制，會提高參與體驗式學習意願。控制性動機移轉則降低參與體驗式學習意願。知覺行為控制、參與體驗式學習意願，會提升訓練移轉意圖。期望組織員工能藉由體驗式學習訓練，更融入、重視組織，視自己身為組織的一員為驕傲，使組織減少內部問題，提升競爭力，達到永續發展的願景。更可為尚未將體驗式學習納入教育訓練的組織提供參考依據。

關鍵字

體驗式學習；計劃行為理論；動機移轉模型；訓練移轉意圖

並列摘要

This study topic is experiential learning, based on the theory of planned behavior and motivation to transfer model to investigate the influence between autonomous motivation to transfer, controlled motivation to transfer, subjective norm, perceived behavioral control and participate in experiential learning intention; perceived behavioral control, participate in experiential learning intention and training transfer of organize employees who participate in experiential learning class. The quantitative method was taken in this study, we gather1364 questionnaires to find the opinions of organize employees who will participate in experiential learning class. The study results are as follow, High autonomous motivation to transfer and perceived behavioral control will improve participate in experiential learning intention. High Controlled motivation to transfer will reduce participate in experiential learning intention. High perceived behavioral control and participate in experiential learning intention will improve training to transfer. It is expected that the organize employees will be able to achieve the goal of sustainable development by means of experiential learning class, more integration, attention to organization, as member of the organization as pride, to reduce internal problems, enhace competitiveness and achieve sustainable development.