探索教育課程對大學生團隊凝聚力與組織承諾影響之研究-以某大專院校B書院博雅體驗營為例

A study on the influence of Adventure education courses on college students' Team Cohesion and Organizational Commitment: A Case of Po-Ya Camp of a liberal arts School in a College

何彥廷(Ho Yen-Ting)

指導教授 ： 蔡居澤

國立臺灣師範大學/教育學院/公民教育與活動領導學系/碩士(2018年)

https://doi.org/10.6345/THE.NTNU.DCEL.033.2018.F02

摘要

為了解探索教育課程對於參與者團隊凝聚力以及組織承諾效益之改變情形以及探討影響原因，本研究透過個案研究來探討某大專院校B書院為新進書院生所舉辦之博雅體驗營對於參與者團隊內之團隊凝聚力以及成員對於B書院組織承諾是否具有影響。本次研究之課程為兩天一夜的探索教育課程，透過團體平面課程、夜間定向活動及高低空繩索挑戰課程來進行課程的設計。本研究研究範圍包含參與之60名學員，於課程前、後進行問卷施測，採用團隊凝聚量表以及組織承諾量表，做相依樣本t檢驗與效力分析，了解其中課程前後之變化，並挑選其中一個組別進行2個月後的個別訪談，採取半結構式訪談，進行量化資料與質性資料分析之比對，根據量化研究結果，顯示立即性效果上，探索教育對於團隊凝聚力、組織承諾的學習效益具正面影響效果。而根據2個月後的質性訪談後，研究顯示：
一、探索教育課程對於團隊凝聚力有正面的影響，受訪者皆能針對「團隊積分-社會取向」、「團隊積分-任務取向」、「團隊對個人的吸引力-社會取向」、「團隊對個人的吸引力-任務取向」的提升有進一步的描述，研究者參考團隊凝聚力的相關文獻，探究影響團隊凝聚力的四個因素，「個人因素」、「情境因素」、「領導因素」、「團隊因素」中，情境因素、領導因素與團隊因素是與探索教育課程的效益機轉較為相關的，其中又以情境因素為最多面向的影響因素，而這此次研究課程當中，成員個人在參與課程前的準備度以及在討論分享的意見排擠效應會干擾成員對於團隊凝聚力的提升，降低成員被團體接納的感受。
二、探索教育課程對於組織承諾中的組織認同部分，受訪者認為有助於瞭解組織之價值觀，其接受到的價值觀分別為，「領導與被領導」、「團隊意識與合作」、「互助」、「共贏」、「為他人設身處地的著想與包容接納」、「慈悲」、「突破自我」，這部分是能夠刺激成員思考與評估是否符合自己的價值信念的契機；對於努力意願部分，受訪者認為當下有立即性效果，但會因為個人的忙碌與時間安排以及人際關係的消退而干擾自身對於組織的努力意願；對於持續承諾的面向，受訪者認為人際因素，是觸發「持續承諾」之誘因，但受現實條件的拉扯、時間安排的不確定性，以及活動過程中的挑戰難度不夠強烈等變項干擾著參與者付出持續承諾，另外有成員認為持續承諾與個人因素較為相關。
三、而在此次課程，相當程度地影響的成員間人際互動的提升，而在組織承諾中的參與承諾、努力意願向度上，也都會因為身邊夥伴之間的熟識程度而有所提升，並且會因為彼此之間的團隊關係逐漸地建立以及營造出專屬自身團隊的氣氛（家庭的感覺）後，將組織與團隊成員做一個初步的連結，進而提高對於組織的努力意願，研究發現對於初形成的團隊來說從團隊凝聚力的提升間接影響了組織承諾是有部分幫助的。

關鍵字

探索教育課程 ； 團隊凝聚力 ； 組織承諾

並列摘要

In order to understand the changes in the team's cohesiveness and the commitment of the organization's commitment to the Adventure education programs, and to explore the reasons for the impact, this study explores the liberal arts experience camp of a college for the new college students through a case study. Team cohesion and whether members have an impact on the school in the college organizational commitment. The course of this study is a two-day and one-night adventure education course, designed through group flat courses, night-time orientation activities and high-altitude rope challenge courses. The scope of this research includes 60 participants who participated in the questionnaire before and after the course, using the team cohesion scale and organizational commitment scale, and doing the dependent sample t-test and effectiveness analysis to understand the changes before and after the course, and select One group conducted individual interviews after 2 months, and adopted semi-structured interviews to compare the quantitative data with the qualitative data analysis. According to the quantitative research results, it showed the immediate effect and explored the education for team cohesion and organizational commitment. The learning benefits have a positive impact. According to the qualitative interview after 2 months, the research shows:
1. Adventure education course has a positive impact on team cohesion. Respondents can target “Group Integration – social orientation”, “Group Integration – task orientation”, “Individual attractions to group – social orientation”, “team pairs” Individual attractions to group -task orientation is further described. The researchers refer to the relevant literature on team cohesion to explore four factors that influence team cohesion: “personal factors”, “situation factors”, “leadership factors”, “teams”. Among the factors, situational factors, leadership factors and team factors are more relevant to the exploration of the efficiency of the educational course. Among them, the situational factor is the most influential factor. In this research course, the individual members are participating in the course. The pre-preparation and the crowding out effect of the discussion will interfere with the members' enhancement of team cohesion and reduce the feelings of members being accepted by the group.
2. Adventure education course For the organizational identity part of the organizational commitment, the respondents believe that they can help understand the values of the organization. The values they receive are: “Leadership and Be Led”, “Team Awareness and Cooperation”, and “Assistance”. "Win-win", "Thinking and accepting for others", "Compassion", "Breakthrough", this part is an opportunity to stimulate members' thinking and evaluation to meet their own values and beliefs; Respondents believe that there is immediate effect, but they will interfere with their willingness to work because of their busy schedule and timeline and the decline of interpersonal relationships. For the face of continuous commitment, respondents believe that interpersonal factors are the triggers. The incentives for continuous commitment, but subject to the pull of realistic conditions, the uncertainty of scheduling, and the difficulty of the challenges in the course of the event are not strong enough to interfere with the participants' sustained commitment, and some members believe that continuous commitment and personal factors are more Related.
3. In this course, the interpersonal interaction between members is affected to a considerable extent, and the commitment to participate in the organizational commitment and the willingness to work will also be improved by the familiarity between the partners around them. And because the team relationship between them gradually builds up and creates the atmosphere of the exclusive team (family feeling), the organization will make a preliminary link with the team members, thereby improving the willingness to work for the organization, and the research finds that the resulting team has indirectly influenced the organizational commitment from the increase in team cohesion.

並列關鍵字

Adventure education course ； Team cohesion ； Organizational commitment

參考文獻

吳崇旗、謝智謀(2006)。探討戶外冒險教育的效益。中華體育季刊，20(3)，43-53。

萬文隆(2004)。深度訪談在質性研究中的應用。生活科技教育月刊，37(4)，17-23。

蔡居澤(1995)。探索教育與心療活動之探討。公民訓育學報，4，409-432。

壹、中文部分

王正宇(2009)。戶外教育效益機轉模式之應用研究－以臺北縣某國民中學隔宿露營為例(碩士論文)。取自臺灣博碩士論文知識加值系統。(系統編號097NTNU5732020)