企業運用員工教育訓練對工作績效影響之研究-以銀行業為例

本研究主要是以Catelanello 及 Kirkpatrick 的四層次教育訓練成效評估模式為基礎，獨立樣本t檢定、單因子變異數分析來探討銀行業主管及員工之個人特質對教育訓練績效的影響。其實證研究結果顯示：一、目前銀行業者全數都有採取教育訓練，可知以上銀行業者皆有提供教育訓?機會，幫助員工獲得成長機會。二、銀行業對於非新進員工訓練課程方式以「產品觀念強化」為最多；銀行業員工訓練培訓方法以「視聽器材輔助法」為最多：銀行業員工訓練培訓方法最佳以「視聽器材輔助法」與「研討會法」最多；銀行業對於訓練師資來源以「對於非新進員工，讓成功的銷售員或者經理人分享成功的關鍵要素」最多。三、銀行業主管與員工不同人口統計變項與工作績效提升 (1)在「性別」方面：銀行業者主管與員工對「反應評估方面」、「學習評估方面」、「工作評估方面」、「績效評估方面」，並不會影響工作績效提升。 (2) 在「年齡」方面：銀行業者主管對「反應評估方面」、「學習評估方面」、「工作評估方面」、「績效評估方面」，並不會影響工作績效提升。銀行業者員工對「反應評估方面」、「學習評估方面」、「工作評估方面」、「績效評估方面」，會影響工作績效提升。 (3) 在「婚姻狀況」方面：銀行業主管對「反應評估方面」、「學習評估方面」、「工作評估方面」、「績效評估方面」，並不會影響工作績效提升。銀行業員工在「反應評估方面」、「學習評估方面」、「工作評估方面」，會影響工作績效提升；但在「績效評估方面」，不會影響工作績效提升。 (4) 在「教育程度」方面：銀行業主管在對「反應評估方面」、「學習評估方面」、「工作評估方面」，不會影響工作績效提升；但在「績效評估方面」，會影響工作績效提升。銀行業員工對「反應評估方面」、「學習評估方面」、「工作評估方面」、「績效評估方面」，會影響工作績效提升。 (5) 在「服務年資」方面：銀行業主管在對「反應評估方面」、「工作評估方面」、「績效評估方面」，會影響工作績效提升；但對「學習評估方面」，不會影響工作提升。銀行業員工在「反應評估方面」、「學習評估方面」、「績效評估方面」，會影響工作績效提升；但驗「工作評估方面」，不會影響工作績效提升。

關鍵字

教育訓練；工作績效； Educational trainings

並列摘要

Based on Catelanello and Kirkpatrick’s model, this study adopts the structure equation modeling to create an assessment model for the performance of financial educational trainings. Besides, one-way ANOVA is used to know what effects executives and their characteristics have on corporate performances. This empirical study concludes that personal characteristics have no significant influences on performances and that various educational trainings are positively interrelated. The empirical study shows that: 一、All bankers in Taiwan provide educational trainings, so do the bankers mentioned above. Thus, their employees can expand their knowledge. 二、In educational trainings “expanding knowledge about products” is the main goal bankers share with their staff; “audio-visual aid” is the main vehicle used; “audio-visual aids” and “seminars” are the most effective; “inviting successful salespeople or managers to share their knacks for success with the official staff” is the main topic of instructors. 三、Banking executives and staff’ s Demographic Variations and Work Performance (1) Gender: Regarding the “Evaluations of Reaction, Learning, Behavior and Result”, gender does not effect the job performance improvement of the banking management and employees. (2) Age: Regarding the “Evaluations of Reaction, Learning, Behavior and Result”, age does not effect the job performance improvement of the banking management. Regarding to the “Evaluations of Reaction, Learning, Behavior and Result”, age does effect the job performance improvement of the banking employees. (3) Marriage Status: Regarding the “Evaluations of Reaction, Learning, Behavior and Result”, marriage status does not effect the job performance improvement of the banking management. Regarding the “Evaluations of Reaction, Learning and Behavior”, marriage status does effect the job performance improvement of the banking employees; as for the “Result Evaluation”, marriage status does not effect the job performance improvement of the banking employees. (4) Education Levels: Regarding the “Evaluations of Reaction, Learning and Behavior”, education levels do not effect the job performance improvement of the banking management; as for the “Result Evaluation”, education levels do effect the job performance improvement of the banking management. Regarding the “Evaluations of Reaction, Learning, Behavior and Result”, education levels do effect the job performance improvement of the banking employees. (5) Years of Service: Regarding the “Evaluations of Reaction, Behavior and Result”, years of service do effect the job performance improvement of the banking management; as for the “Learning Evaluation”, years of service did not effect the job performance improvement of the banking management. Regarding the “Evaluations of Reaction, Learning and Result”, years of service do effect the job performance improvement of the banking employees; as for the “Behavior Evaluation”, years of service did not effect the job performance improvement of the banking employees.