影響國軍中高階軍官選擇深造教育方向與生涯滿意度因素之研究－以聯勤司令部為例

A Study on Choices of Advanced Education and Career Satisfaction of Military Officer middle and high rank-A Case for Combined Logistics Command

曾世鑫(Shih-shin Tseng)

指導教授 ： 洪英正 ； 黃曼琴

淡江大學/管理學院/企業管理學系碩士在職專班/碩士(2008年)

https://doi.org/10.6846/TKU.2008.00603

摘要

在國軍推動一連串組織變革的情況下，使得國軍幹部對深造教育的態度及生涯策略的評估產生變化，進而影響其生涯滿意度。本研究以接受完深造教育之國軍中高階軍官為受試對象，找出人格特質、成就動機及生涯策略與其生涯滿意度的關聯性，採便利抽樣的問卷調查方式收集資料，探討國軍軍官接受不同深造教育方式後的生涯滿意度是否有差異。
依據國防部「國軍軍事學校教育訓令」（2001）之規劃，國軍軍官教育體系之深造教育層級主要係以軍事深造為主，包括指參教育及戰略教育兩種；而以民間深造為輔，包括碩士班及博士班之學位深造兩種。朱振奇（2006）提出，針對個人方面來說，應加強把握對各項事物學習的機會，或是積極參與進修、學習第二專長技能，積極開發個人潛能，都能使個人生活更充實，累積更多在本質學能方面的經驗，以便擁有承擔重責大任的實力，同時也能提升國軍人員對自我的生涯滿意度、自信與肯定。
本研究首先對人格特質、成就動機、生涯策略與生涯滿意度等構面之量表進行因素分析，同時採用Cronbach’s α係數（信度檢驗方法），藉以了解各受測者對於各問卷量表的內部一致性，再以敘述性統計分析說明樣本資料結構、集群分析將受測者分為不同的族群組，最後以T檢定、單因子變異數分析與卡方檢定分析各變項間是否有顯著差異存在。研究結果如下：
一、不同生涯策略、人格特質與成就動機的中高階軍官在選擇深造教育的方式均無顯著差異。
二、中高階軍官在完成深造教育後，對生涯發展的滿足程度高，其中以具備軍事學資的軍官生涯滿意度最高。
三、年齡與階級在人格特質、成就動機、生涯策略上有顯著差異；服務單位與目前職務在人格特質、生涯策略上有顯著差異；服務年資在人格特質、成就動機上有顯著差異；性別與婚姻狀況在生涯策略上有顯著差異。
本研究是希望提供軍事機關於訂定「選、訓、用」及「人力精簡」人事行政作業上的方案參考，藉以達到「適才適所」，並藉以提升國軍志願役軍官生涯滿意度。

關鍵字

深造教育 ； 人格特質 ； 成就動機 ； 生涯策略 ； 生涯滿意度

並列摘要

A series of reforms in the nation’s armed forces have changed the officer attitude toward advanced education, the way how they evaluate career strategies, and therefore, the level of their career satisfaction. In this research, middle and high rank military officers who had completed their advanced education were selected as subjects to find out how personality traits, achievement motivation, and career strategies were related to career satisfaction. A questionnaire survey was carried out by convenience sampling to collect data, in order to discuss whether different advanced education programs had different effect on officers' career satisfaction.
Under the Ministry of National Defense’s “Instructions on Education in Military Institutes of the Nation’s Armed Forces” (promulgated in 2001), military officers who intend to pursue advanced study may enroll in programs in either military institutes or non-military colleges or universities. Advanced programs available in military institutes focus on professional military affairs, such as battle management and ruses of war whereas ordinary colleges provide graduate and doctoral programs in different fields. For an individual, it is important to grasp chances to learn, pursue advanced education, acquire more professional skills, and develop potentials to make life more fulfilled, accumulate general capacities, get more prepared to take on greater responsibilities, and increase career satisfaction, self-confidence, and recognition (Jhu Jhen-ci, 2006).
This research first analyzed the following aspects assessed in the questionnaire: personality traits, achievement motivation, career strategy, and career satisfaction. Cronbach’s α was adapted to evaluate the internal consistency of respondents' assessment in the questionnaire. Descriptive statistic analysis was used to explain the structure of the collected data. Cluster analysis was used to classify respondents into different groups. Finally, T-test analysis, one-way ANOVA, and Chi-square were used to find if there was any significant difference between the factors. The results are as follows:
1.Middle and high-rank military officers who had different personality traits, achievement motivations, and career strategies did not show a significant difference in their choices of advance education.
2.Those who had completed advanced education were found to have higher levels of satisfaction with their career development, especially those with a professional military educational background.
3.A significant difference was observed in personality traits, achievement motivation, and career strategy among respondents of different ages and rankings. A significant difference was found in personality traits and career strategy between those in different departments and positions. There was a significant difference in personality traits and career strategy between respondents with different seniorities. A significant difference was found in career strategy between groups of different sex and marital status.
The research intended to provide reference for military authorities in personnel administration matters, such as selection, training, placement, and manpower streamlining to achieve the goals of “placing the right person at the right place” and improving voluntary military officers’ career satisfaction.

並列關鍵字

advanced education ； personality traits ； achievement motivation ； career strategy ； career satisfaction

參考文獻

余朝權、孫曉玲（2006）。大型企業主管生涯發展方案、生涯發展需求與生涯挫折之關係分析。輔仁管理評論，13（1），31-55。

余安邦、楊國樞（1987）。社會取向成就動機與個我取向成就動機：概念分析與實徵研究。中央研究院民族學研究所集刊，64，51-98。

張添州（2000）。生涯發展與規劃。臺北：五南書局。

林淑品（1999）。公務機關發展成學習型組織之可行性研究－以勞工保險局為例。國立臺灣師範大學社會教育研究所碩士論文，未出版，臺北市。

游志仁（2005）。美軍國防獲得人員生涯發展之研究。國防雜誌，20