台灣農業部分已進行轉型成為高附加價值的休閒農業，其中，休閒農場是執行休閒農業之重要場域，休閒農場場主在資源有限下推展場內人力發展，自然不容忽視職場學習，如何協助場主進行嶄新人力發展之規劃，以解決休閒農場人員學習問題，是本研究需要迫切提出之主因。本研究目的在：（1）了解休閒農場場主扮演職場學習者之角色；（2）發展休閒農場場主之職場學習能力項目；和（3）探究休閒農場經營管理人員之職場學習能力與職場學習氣氛之關係。本研究採用描述法，透過文獻探討、實地訪查與問卷普查等程序進行資料之收集，挑選登錄於農業委員會休閒農場名錄之休閒農場場主作為研究對象，研究工具乃參酌Rothwell發展之「評鑑職場學習能力與氣氛」行為事件訪談指引與「評鑑職場學習能力」問卷等工具，並採用結構方程式等統計分析方法進行資料分析與討論，結果發現：（1）休閒農場為學習型組織，場主支持在農場中辦理學習活動，也認同學習活動是一種提升人力素質之方法，但本身實際參與學習活動之頻率不高，場主均曾扮演過職場學習角色，但角色多侷限於環境知覺者與資訊蒐集者二類；（2）場主主要應發展之職場學習能力為：虛心求教能力、傳授經驗能力、參與研習能力、提出問題能力、熟悉專業領域能力和尊重他人能力，依據個別職場學習能力較難發現與其他變數具有顯著關連，但若採用全部學習能力加總分數，較易出現顯著的實證結果；（3）愈勝任「環境知覺者」之類的學習角色，對於該農場經營績效愈有信心，職場學習氣氛愈濃厚，經營管理績效程度愈高，但職場學習能力與學習氣氛間無顯著關連。建議場主與相關休閒農場從業人員建構職場學習網絡並重視學習氣氛；主管機關儘早規劃休閒專業人力之能力分析與專業認證制度，以提升休閒農場人力專業素質，強化職場學習意涵。

In the wake of the agriculture having transformed into high value-added leisure farm in Taiwan, leisure farm is the important realm to put the policy of leisure agriculture into practice. With the performing of human resources development by leisure farm managers under rare resources, workplace learning is exactly not allowed to be overlooked. How to assist the managers in carrying out the planning of proper human resources development to conquer the learning problems of the employees in leisure farm will be an urgent issue to be brought up in this study. The purpose of this study highlights: (1)gaining insight into the roles of workplace learners played by the managers. (2)developing the workplace learning competencies of the managers. (3)exploring the relationships between workplace learning competencies and the climate of the leisure farm managers. The farms registered in the directory of leisure farms under Council of Agriculture, the Executive Yuan, selected as the research subjects, this study used the descriptive method to conduct data collection by the processes of literature review, interviews and surveys. Referring to Behavioral Event Interview Guideline (BEIG) of “Assessment of Workplace Learning Competency and Climate” and “Assessment of Workplace Learning Competency” by Rothwell along with the performing of structural equation modeling to conduct empirical analysis and discussion, the findings indicate: (1)the leisure farm is a kind of the learning organization, managers backs the learning activities organized in leisure farms as they also recognize learning activity as one method to elevate capacity and disposition of human resources. Notwithstanding, the managers once played the roles of workplace learners due to low frequency to take part in learning activities practically, and more often than not, their roles will be played are perceptivists and information-gatherers; (2)the major workplace learning competencies are the ability to be effective in learning by the leisure farm managers include: Competency to seek instructions with modest manners, competency to impart experience, competency to participate in learning, competency to raise problems, competency to be familiarized with professional realm and competency to respect others. On the strength of individual workplace learning competencies, it will be hard to find the significant relationship with other variables. However, a practice of the pulling learning competency scores will lead to significant empirical results; (3)the high competencies for the learning role of “perceptivists” will give rise to high confidence in the performance of the farm management, stronger workplace learning climate and higher level of performance of management, while it shows no significant relationship between workplace learning competency and learning climate. This study will further bring up the applications: the managers and employees of leisure farms shall construct workplace learning network and value learning climate and the authority concerned shall draw up planning over the analysis of leisure professionals’ competency and professional certification system, elevating the development of human resources in leisure farms in Taiwan and strengthening the connotation of workplace learning.

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