情緒性動畫應用於職場新鮮人組織認同感之研究

人力資源管理中，培訓對於維護組織能力和個別員工發展甚至於組織變革中有著不容忽視影響力，而新人訓練有助於員工與組織文化的結合，幫助員工在工作中落實組織價值。然而即便多媒體學習研究證實圖優效應或動畫能減低學員的認知負荷，也說明情緒對於學習的正面影響，許多企業對於新進人員訓練維持著傳統的投影片講授方式單向溝通訓練模式，無法有效的幫助員工在日常工作落實組織價值。因此，本研究目的在於運用誘發正向情緒的設計方式製作組織價值觀的情緒性動畫當作課程教材，並探討同仁在觀看教材後對組織認同感與的情緒改變，以及對動畫的感受。本研究透過網路以立意取樣方式徵求國立清華大學108 年與109 年碩班畢業生，填答青年發展署發展的工作價值觀量表，共回收118 份問卷，再從中分析並挑選出「內向高」和「外向高」之組別各30 人，進行第二階段實驗。實驗流程為「情緒前測→情緒性動畫→情緒後測 →組織認同感→半結構式訪談」。最後蒐集受測者個人的對於情緒性動畫所呈現的情緒、組織認同感、和對動畫的感受及反應等資料進行SPSS 的相關分析，以獲取運用情緒性動畫於職場新鮮人之組織認同感的結果。研究結果發現(1)不論內向高或是外向高的組別面臨新人教育訓練時都有焦慮的情緒，而觀看完情緒性動畫後不僅提升自身的正向情緒（如：積極、受鼓舞）還能降低負向情緒（如：焦慮），且對於未來在工作上更有自信。(2)觀看完情緒性動畫後的正向情緒和組織認同感呈現正相關，顯示情緒性動畫除提升職場新鮮人的情緒也同時有助於增加他們的組織認同感。 (3)職場新鮮人認為情緒性動畫的教材適合他們。(4)職場新鮮人所期望的訓練模式除動畫外還想加上互動討論與最後收斂的結尾。(5)職場新鮮人所期望的訓練內容除公司要求的價值觀外，還想再多了解加入公司的福利（如：更彈性的上班時間、更舒適的工作環境、豐富的學習資源）。

關鍵字

Z世代；職場新鮮人；情緒；組織認同感；情緒性動畫

並列摘要

Training program has an indispensable influence both on enhancing organizational capabilities and individual development in human resource management. Onboarding training help employees implement organizational values at work effectively. Research has proved that the Picture Superiority Effect and animation can reduce learners’ cognitive load and the positive learning emotion can influence learners' performance. However, many training programs still retain the traditional instructional pattern, which is relatively inadequate for helping employees implement organizational values in their daily work. The purpose of this research was utilizing a positive emotions animation design to construct learning material to exploring the changes in learners’ emotions and organizational identity. The target participants in this study was fresh graduates from the National Tsing Hua University. The research procedure included two-stage experiment progress. The first stage was distributing the work value questionnaire. There were 118 participants involved. In the second stage, 60 out of 118 participants were selected and evenly categorized into "high inner group" or "high outer group,” according to their questionnaire scores in the first stage. The second stage process included "emotional pre-questionnaire; emotional animation; emotional post-questionnaire; organizational identify questionnaire; semi-structured interview.” The data from participants' emotions, organizational identity, and feelings about emotional animation was analyzed to explain how onboarding courses can take advantage of emotional animation to train fresh graduates of the Z generation. The major finding was (1) both the "high inner" or "high outer" groups had worried emotions when facing onboarding courses in the workplace. Still, after watching the emotional animation, their positive emotions increased (e.g., positive, inspired), and their negative emotions decreased (e.g., anxious). (2) Their positive emotional score positively correlated with their organizational identity score, which indicates that emotional animation can promote fresh graduates' organizational identity in the workplace. (3) Fresh graduates in the workplace think emotional animation is appropriate for them. (4) In addition to emotional animation, fresh graduates’ instructional mode in the workplace is different from the past. (5) In addition to organizational value, fresh graduates’ instructional content in the workplace includes more information about the benefits of being an employee, such as more flexible working hours, a more comfortable working environment, and sufficient learning resources.