本研究以個案行動研究的方式為彰化縣一家清潔環保企業進行體驗式教育訓練,探討體驗式教育訓練介入對部屬主管間互動關係、員工問題解決能力之影響,以及教育訓練所產生之延宕效果。實施體驗式教育訓練期間為2008年7月26、27日兩天,研究觀察期間自2008年7月10日至2009年4月30日止,為期共九個月。資料蒐集來源包含專家學者訓練前後的訪談內容、活動後參與成員的心得分享、訓練時的專家觀察記錄、研究者的觀察日誌等質性資料,以及問卷調查的量化資料。 本研究結果發現,雖然僅有少數的量化資料達到顯著性的差異水準,但是從專家學者訓練前後的訪談內容、活動後參與成員的心得分享、訓練時的專家觀察記錄、研究者的觀察日誌等質性資料中,參與者大部分都表示體驗式教育訓練介入對部屬主管間互動關係、員工問題解決能力會產生正向的影響,特別是部屬主管間互動關係,又以員工的感受最深。體驗式教育訓練的延宕效果大約可維持在一個月左右,之後,感覺和影響力則會逐漸減弱。 建議企業在執行體驗式教育訓練後,可以持續提供員工適切的機會和場域進行發揮,以延續訓練成效,這需要公司主管的全力支持與配合。
Abstract I conducted this research by implementing an experiential training program in an environmental protection cleaning enterprise in Chunghwa County. Its main purpose was to investigate how the experiential training program affected employee-supervisor interaction and employees’ problem solving ability as well as the the program’s carry-over effect. The program was carried out on July 26 and 27, 2008, data collection was taken place from July 10, 2008 to April 30, 2009. The information sources contained the experts’ and scholars’ interview transcripts, participants’ reflections and feedbacks, experts’ observation notes, my observation journals, as well as the quantitative data collected from the questionnaire. I found that even though only a few statistical tests reached the .05 level of significance, most participants indicated that the experiential training program is helpful for facilitating the interaction with supervisor and their problem solving ability. In addition, the program’s carry-over effect is likely to last for a month; its influence would gradually decrease after then. Based on the above findings, I suggested that enterprises should provide their employees with proper opportunities and places after implementing an experiential training program. , the effects are more likely to continue; yet, it will take the supervisor’s complete support and cooperation.