本研究主要探討探索教育活動引導人員的人格特質與工作績效之影響,期望未來在相關活動機構選才及培訓上,可以針對特定的人格特質做訓練,以增加工作績效。 本研究量表第一部分採用五大人格特質量表,第二部份工作績效評量採用Lee et al.(1999)所建置工作績效量表經修改而成,並針對台灣北、中、南地區12家探索教育活動機構進行施測,所發出問卷共316份,有效回收問卷300份。 本研究綜合文獻探討與問卷調查之結果經統計分析後,發現結果如下: 1. 女性在人格特質面上較具有親和性。教育程度以研究所以上的引導人員較有親和性與情緒敏感性。年資以3-4年者較具有情緒敏感性,而年資1年以下者則較具有開放的學習性。已婚者也較具有情緒敏感性。 2. 年資在3-4年的引導人員在工作績效程度方面較高。 3. 探索教育引導人員人格特質與工作績效具有關聯性。 4. 引導人員越具有開放的學習性的特質,其認知的工作績效程度也越高。 5. 建議探索教育發展相關活動機關或學校在選才上聘用開放的學習性構面得分較高的引導人員,或加強在此方面人格特質的訓練,可以增加其工作績效。
This study examines the personalities of adventure education facilitators and their influence on work performance. To improve work performance, adventure education organizations are expected to train facilitators in accordance with their personalities. The first part of this study uses a five-factor model of personality, while the second part adopts a revised version of the work performance scale designed by Lee et al. (1999).This study surveys twelve adventure education organizations in the northern, central, and southern regions of Taiwan. 316 questionnaires were distributed and 300 valid questionnaires were collected. Literature review and data analysis show the following findings: 1. Females show a more agreeable personality. Facilitators with a master’s degree are more agreeable and neurotic. Facilitators with three to four years of service are more neurotic, while those with less than one year of service are more open to experience. Besides, married facilitators are also more neurotic. 2. Facilitators with three to four years of service have better work performance. 3. The personalities of adventure education facilitators have correlations with work performance. 4. Those who are more open to experience have better work performance. 5. It is suggested that organizations of adventure education development or related activities employ facilitators who are more open to experience. To improve work performance, facilitators must be trained to possess the personality of being open to experience.