訓練機關服務品質、滿意度與忠誠度關係之研究－以國家文官培訓所為例

A Study on the Relationship among Training Institute Service Quality, Satisfaction and Loyalty－A Case Study of National Civil Service Institute

陳政德(Cheng-Te Chen)

指導教授 ： 翁興利

國立臺北大學/公共事務學院/公共行政暨政策學系/碩士(2009年)

摘要

本研究的目的在建立一個整合性架構，藉以探討訓練機關服務品質、滿意度與忠誠度三者的內涵與相互間關係，並分析訓練機關服務品質、滿意度與忠誠度的評量關鍵因素。其次，本研究採用文獻分析法及問卷調查法進行國家文官培訓所實證研究，所得數據資料採用描述性統計、t 檢定、單因子變異數分析、多元迴歸分析、LISREL分析及重要績效分析等方法進行處理。結果發現：
一、國家文官培訓所不同園區、不同訓練、不同屬性資料對期望服務品質、感受服務品質、滿意度與忠誠度的看法有差異。
二、訓練機關服務品質、滿意度與忠誠度3個量表，經驗證性因素分析具有良好信效度。服務品質量表包括5個因素及25個題項；滿意度量表包括5個因素及24個題項；忠誠度量表包括1個因素及6個題項。
三、本研究經由AMOS之分析，結果如下：1.直接影響部份：期望服務品質直接影響感受服務品質、感受服務品質直接影響滿意度、滿意度直接影響忠誠度2.間接影響部份：期望服務品質透過感受服務品質間接影響滿意度、期望服務品質透過感受服務品質、滿意度間接影響忠誠度、感受服務品質透過滿意度間接影響忠誠度。
四、經由迴歸分析，期望服務品質可靠性與關懷性2因素會影響感受服務品質，影響大小依次為可靠性、關懷性。感受服務品質有形性、保證性、關懷性3因素會影響滿意度，影響大小依次為保證性、有形性、關懷性。滿意度課程內容、人員服務、服務環境、學習成效4個因素會影響忠誠度，影響大小依次為課程內容、服務環境、人員服務、學習成效。值得特別注意的是講座教學因素對忠誠度無影響力，且學習成效因素並不是影響忠誠度最大因素，而是課程內容因素。

本研究也根據研究結果，對未來研究與實務提出建議。

關鍵字

訓練機關, 服務品質, 滿意度, 忠誠度, 結構方程模式

並列摘要

The purposes of this study were to construct an integrated model, to find out the identity and relationship among Training Institute service quality, satisfaction and loyalty, and to analyze the key factors of service quality, satisfaction and loyalty in Training Institute. The research approaches employed in this study also includes literature review and questionnaire survey. The data from the questionnaire collected by trainees of National Civil Service Institute (NCSI) were analyzed via descriptive analysis, t-test, One-way ANOVA, multiple regression, Liner Structure Relation (LISREL) analysis and Important–Performance Analysis (IPA). Findings of this study were as the following:
1. Difference between NCSI's facilities, various trainings and demographic variables including different education background, age, etc can be observed in Training Institute service quality, satisfaction and loyalty.
2. The Training Institute service quality which is scaled with 5 factors and 25 question items, satisfaction part scaled with 5 factors and 25 question items and loyalty scaled with 1 factors and 6 question items, all have sufficient reliability and validity after the Confirmatory Factor Analysis (CFA).
3. The analysis of data was carried out by means of AMOS. The outcome had shown that (1) In the direct method part: the expected service quality has a significant positive influence on perceived service quality; perceived service quality also has a significant positive influence on satisfaction; and satisfaction has a significant positive influence on loyalty. (2) In the indirect part: expected service quality influence satisfaction through perceived service quality, while perceived service quality influence loyalty through satisfaction and finally influence loyalty through perceived service quality and satisfaction significantly positive influence with expected service quality.
4. By way of regression analysis, the “Reliability” and “Empathy” of the expected service quality have positive correlation to perceived service quality. The“Reliability” has the most significant influence on perceived service quality, and “Empathy” are also crucial. The “Assurance”, “Tangibles”, and “Empathy” of the perceived service quality have the positive correlation to customer satisfaction. The“Assurance” has the most significant influence on customer satisfaction, and“Tangibles” and “Empathy” are also crucial. The “Curriculum content”, “Service environment”, “Personnel service” and “Study effectiveness” of satisfaction have the positive correlation to customer satisfaction. The“Curriculum content” has the most significant influence on loyalty, and “Service environment”, “Personnel service” and “Study effectiveness” are also crucial. Those which worth special attention, the course teaching factor, does not have any influence on loyalty while Study effectiveness factor was also not the main cause that affects the loyalty, but the curriculum content factor.

In general, according to the above research results, we concluded this study helpful to the discussing implications for future research and management practice.

並列關鍵字

Training Institute, Service Quality, Satisfaction, Loyalty, LISREL

參考文獻

簡建忠著(1994)，《訓練評鑑》。台北：五南。

孟繁宗(2006)，《我國公務人員混成課程學習滿意度之研究》。國立臺灣師範大學政治研究所碩士論文。

張明亮(2003)，《我國公共職業訓練機構服務品質之研究》。國立臺灣師範大學工業教育研究所碩士論文。

陳舲溪(2008)，《企業內部教育訓練服務品質之研究》。國立臺灣師範大學工業科技教育學系碩士論文。

尤毓蓁(2007)，《臺北縣市教育行政機關服務品質之研究》。國立臺灣師範大學教育政策與行政研究所碩士論文。