本研究目的為探討通過職業輔導評量員培訓課程之專業人員，對於職業輔導評量知識領域準備度與重要性之看法，並藉由兩者之間的差距，形成職業輔導評量專業人員之訓練需求，採調查研究法，利用46題職業輔導評量內容變項形成問卷，取得有效樣本123人對職業輔導評量知識領域準備度與重要性問卷之資料，以因素分析將46題內容變項分為6個知識領域向度。
本研究並探討專業人員背景變項是否影響其對於各知識領域準備度、重要性與訓練需求之看法，以提供做為未來職評專業人員訓練課程之參考，並歸納其結論如下：
一、專業人員對各向度準備度與重要性看法之間，皆達到顯著差異，且有半數向度的準備度平均數呈現不充分的情形。
二、專業人員對於重要性看法ㄧ致，在各向度間皆達到接近重要與重要以上的程度，且未受到背景變項影響。可知研究中所抽取之知識領域向度，其重要性獲得研究對象支持。
三、背景變項與各向度準備度與訓練需求有較高的關聯，其中以職業輔導評量人員工作年資與向度關聯性較高，資深者尤其認為自身準備度不足，且訓練需求較高。
四、由本研究可知，目前職評課程所涵蓋廣度雖與知識領域相近，但課程時間不足，所能容納課程之深度不足，故未來課程辦理方式值得主管機關與專業及學術團體進ㄧ步探討，以提高職評人員培訓所能提供之準備度。

Factor analysis was used as research instrument to categorize 46 content variables into 6 knowledge area factors.
The purpose of this study was to explore the professionals’ viewpoints about the preparedness and importance of vocational evaluation knowledge area, and the training needs of vocational evaluators through the difference between these two variables. This study also explore whether the professionals’ background variables made influence on the viewpoints of professionals’ to preparedness, importance and training needs in every knowledge area or not. Survey study method was applied by using the 46 vocational evaluation item questionnaire, which was validated through factor analysis with six knowledge components.
The investigation resulted with 123 respondents of returned questionnaires. Research findings and conclusions were as followed:
1.Professionals’ viewpoints about preparedness and importance were significantly different in every factor. Respondents indicated their insufficient preparation in at least three knowledge components.
2.Professionals’ viewpoints were identical about the importance, and reached the degree of “nearly important” and “more than important” in every factor. This showed the importance of knowledge area factors chosen were supported by study group.
3.Background variables and preparedness of every factor had higher correlation with training needs, and the work seniority of professionals was the highest one. The seniors especially considered the deficiency about preparedness and higher training needs of themselves.
4.Results showed that although vocational evaluator training program content closed to knowledge area, program duration and required hours caused the depth deficiency about its effectiveness. Therefore, the training way needed further exploration and discussion in the future to increase the preparedness that vocational evaluator training can provide.

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