簡易檢索 / 詳目顯示

研究生: 林永儒
Lin, Yong-Ru
論文名稱: 微學習的訓練成效與留任意願關係:以心理資本為中介變項
The Relationship Between Training Effectiveness of Microlearning and Retention Intention: Taking Psychological Capital as an Intervening Variable
指導教授: 賴志樫
Lai, Chih-Chien
林坤誼
Lin, Kuen-Yi
口試委員: 林燦螢
Lin, Tsan-Ying
賴志樫
Lai, Chih-Chien
林坤誼
Lin, Kuen-Yi
口試日期: 2022/06/09
學位類別: 碩士
Master
系所名稱: 科技應用與人力資源發展學系
Department of Technology Application and Human Resource Development
論文出版年: 2022
畢業學年度: 110
語文別: 中文
論文頁數: 102
中文關鍵詞: 微學習訓練成效留任意願心理資本
英文關鍵詞: microlearning, training effectiveness, retention intention, psychological capital
研究方法: 文獻分析法問卷調查法
DOI URL: http://doi.org/10.6345/NTNU202200740
論文種類: 學術論文
相關次數: 點閱:189下載:46
分享至:
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報
  • 微學習逐漸被教育訓練單位所關注與運用,期盼帶給員工更具便利及彈性的學習模式,以助提升訓練成效,甚至裨益員工的心理資本及適任與發展。有鑑於此,本研究將探討微學習的訓練成效、心理資本與留任意願的關係,同時檢驗心理資本是否具有中介效果。本研究以近一年曾接受過企業十分鐘以內微學習課程的正式員工作為研究對象,經由問卷調查進行資料蒐集,針對回收的215份有效問卷進行信效度分析、相關分析與多元迴歸等統計分析後,研究結果發現:一、微學習的訓練成效對心理資本有顯著正向影響力;二、微學習的訓練成效對留任意願有顯著正向影響力;三、心理資本對留任意願有顯著正向影響力;四、心理資本在微學習的訓練成效對留任意願關係間扮演部分中介的角色。本研究結果可作為日後企業在規劃與執行微學習時的重要參考依據,同時建議企業應落實微學習的訓練成效評估,並重視與提升員工的心理資本,促使員工持續留任以延續微學習的效益。

    Microlearning has received increasing attention and been adopted by education and training programs in an effort to provide employees with a more convenient and flexible learning mode, thereby enhancing the efficacy of training and benefiting employees' psychological capital, competency, and development. This study would examine the relationship between the effectiveness of microlearning training, psychological capital, and employee's retention intention, as well as the intervening influence of psychological capital. This study has collected data through questionnaires from full-time employees who attended 10-minute microlearning sessions from their workplace. On the 215 valid questionnaires recovered, analyses of reliability and validity, correlation, and multiple regression were conducted. After statistical analysis, the research results have found that: (1) The training effect of microlearning has a significant positive influence on psychological capital; (2) The training effect of microlearning has a significant positive influence on the retention intention; (3) Psychological capital has a significant positive influence on the retention intention; (4) Psychological capital partially intervenes the relationship between the training effect of microlearning and the retention intention. The findings of this study can serve as an indispensable resource for companies planning and implementing microlearning in the future. In addition, it is recommended that employers apply the training effectiveness evaluation of microlearning and pay attention to and enhance the psychological capital of their employees in order to increase employee retention on the job and continue the benefits of microlearning.

    誌謝 i 中文摘要 iii ABSTRACT v 目錄 vii 表次 xi 圖次 xiii 第一章 緒論 1 第一節 研究背景與動機 1 第二節 研究目的與待答問題 4 第三節 研究範圍 5 第四節 重要名詞解釋 6 第二章 文獻探討 9 第一節 微學習 9 第二節 訓練成效 12 第三節 留任意願 15 第四節 心理資本 17 第五節 各變項的關聯性 19 第三章 研究方法 23 第一節 研究架構與假設23 第二節 研究步驟 24 第三節 研究對象 26 第四節 研究工具 27 第五節 資料分析方法 34 第四章 研究結果與討論 37 第一節 描述性統計分析 37 第二節 信效度分析 42 第三節 相關分析 46 第四節 迴歸分析 48 第五節 綜合討論 51 第五章 結論與建議 55 第一節 研究結論 55 第二節 研究限制 57 第三節 研究建議 58 參考文獻 61 一、中文部分 61 二、英文部分 64 附錄 71 附錄一 網路問卷(預試) 73 附錄二 網路問卷(正式) 89

    一、中文部分
    王大明、黃永全、林若蕎(2018)。工作價值觀、組織承諾、工作滿足與留任意願關係之研究-以國籍民航機師為例。觀光產業與航空管理期刊,1(1),70-94。
    王居卿、程德貞(2000)。訓練模式與其成效之關係探討--以高科技產業為例。淡江人文社會學刊,5,41-78。
    王瀅婷(2006)。中小型製造業的訓練投入產出關聯性之研究(未發表之博士論文)。國立臺北大學企業管理學系。
    吳令謙(2012)。員工能力提升(下)企業如何有效建立所需的人才團隊,以發揮組織能力。104 人資學院專刊,取自http://ehr.104.com.tw/edm/Events201210/newsletter/NL12Oct.pdf。
    吳美連、張振傑、王秀菁(2017)。職場霸凌對員工幸福感之影響:社會資本與心理資本的調節作用。人力資源管理學報,17(2),1-25。
    吳駿逸(2018)。心理資本對工作滿意度及生涯滿意度之影響:生涯敬業之中介效果(未發表之碩士論文)。國立臺灣師範大學科技應用與人力資源發展學系研究所。
    李佳玲、何俊明、秦孝偉(2018)。領導風格對工作投入與留任意願之影響:以餐旅業實習生為例。餐旅暨觀光,15(1),77-100。
    沈怡君、黃能堂(2012)。期望落差、組織氣候、組織社會化對留任意願影響之研究。就業與勞動關係季刊,2(2),208-235。
    周佳慧、李誠(2003)。「訓練成效評估之探討―以V公司團隊建立課程為例」(未發表之碩士論文)。國立中央大學人力資源管理所。
    林文政、王湧水、許智翔(2010)。不同訓練方法成效評估之研究:一項室內講授式與戶外體驗式團隊訓練的比較。管理與系統,17(2),229-254。
    林慧芝(2005)。激勵制度對留任意願影響之探討-以內部稽核人員為例(未發表之碩士論文)。國立中央大學人力資源管理研究所。
    姜昭安、陳殷哲(2014)。研發人員心理資本與工作投入之關聯性研究。全球商業經營管理學報,6,15-26。
    施智婷、趙銘崇、楊孟哲(2021)。知覺教育訓練成效與離職傾向關係之調節式中介模式:心理契約觀點。組織與管理,14(1),1-42。
    柏映萱、林弘昌(2020)。雙因子影響證券業內勤人員留任意願之探討。科技與人力教育季刊,7(1),73-92。
    高國揚、鄭瀛川、王豫萱、謝孟紋、徐皓馨、蘇威聞(2020)。探討指導他人對工作倦怠之影響:檢驗心理資本中介效果及正念特質的調節效果。人力資源管理學報,20(2),33-61。
    康永華(2020)。微學習新視野:打造有生命力的微學習。旭聯科技人才管理專欄,取自https://www.sun.net.tw/special_detail.php?mid=53。
    張淑婷(2020)。企業運用微學習於員工訓練的精進方向。臺灣教育評論月刊,9(6),89-92。
    梁元本、蔡佳津、廖經鶴、張敦媛、蕭宗原、白佳慧(2017)。美國公部門培訓運用數位學習與科技考察報告。國家文官學院、銓敘部。
    梁文科、羅之涵(2015)。內部服務品質、心理資本與工作滿意度關係之研究。管理資訊計算,4(1),249-262。
    許中駿、許順旺、張文俞、倪維亞(2013)。國際觀光旅館內部行銷與留任意願之相關研究–以工作滿意度為中介效果。運動休閒餐旅研究,8(3),58-84。
    陳奕棋(2013)。影響員工留任意願之因素探討:以某國際觀光飯店為例(未發表之碩士論文)。國立中央大學人力資源管理研究所。
    陳姿伶、蔣憲國、劉伊霖(2012)。運用 Kirkpatrick 四層次模式推行公部門訓練成效評估之研究。農業推廣學報,29,24-44。
    陳淑貞(2012)。心理契約實現知覺與回任人員組織承諾、離職意圖關係之研究:以組織信任為中介變數。人力資源管理學報,12(3),1-22。
    陳銘薰、王瀅婷(2016)。“訓練投入、訓練實施程序、訓練成效”評估模式之探討。人力資源管理學報,6(1),75-99。
    彭瑞振(2017)。真誠領導、團隊敬業貢獻、正向心理資本與員工創造力:一個跨層次的研究。人力資源管理學報,17(4),37-60。
    溫玲玉、林泳全(2012)。員工壓力、心理資本及工作滿意度之關聯性研究–以西進大陸台商為例。技職教育期刊,5,41-52。
    趙志揚、楊主恩、洪麗淇(2017)。訓練成效評估模式之發展-以個案B公司為例。管理實務與理論研究,11(4),1-20。
    劉士豪(2019)。業務人員學習型態對微學習影響因素之研究(未發表之碩士論文)。國立臺灣師範大學科技應用與人力資源發展學系研究所。
    劉平青、王雪、劉維政(2012)。組織社會化對農民工留任意願的影響研究—員工關係的中介效應。中原企管評論,10(2),1-21。
    蔡進雄(2006)。論心理資本與學校經營領導。台灣教育雙月刊,639,33-36。
    蔡進雄(2018)。微學習時代的來臨:淺談微學習對教育人員的專業成長。臺灣教育評論月刊,7(2),90-92。
    鄭仁偉、盧國銘、簡剛民、林宜蓁(2010)。人力資源管理滿意度與員工建言之關係-心理安全感的中介效果。中小企業發展季刊,16,109-131。
    蕭靜雅、賴于婷(2015)。國際觀光旅遊員工之職場幸福感、留任意願之相關性研究-以工作滿意度為中介變數。觀光與休閒管理期刊,3(2),31-42。
    賴淑芬(2016)。教育訓練、心理資本與員工留任之關連性(未發表之碩士論文)。國立成功大學企業管理研究所。
    蘇文華(2018)。如何用微學習提升團隊能力。EMBA雜誌,取自https://www.emba.com.tw/?action=news_detail&aID=2136。

    二、英文部分
    ATD Research. (2017). Microlearning: Delivering bite-sized knowledge. U.S.A.: American Society for Training & Development.
    Avey, J. B., Luthans, F., & Jensen, S. M. (2009). Psychological capital: A positive resource for combating employee stress and turnover. Human Resource Management, 48(5), 677-693.
    Bagozzi, R. P., & Yi, Y. (1988). On the evaluation of structure equations models. Academic of Marketing Science, 16(1), 76-94.
    Bostrom, R., Olfman, L., & Sein, M. (1990). The importance of learning style in end-user training. MIS Quarterly, 14(1), 101-119.
    Bruck, P. A. (2006). What is Microlearning and why care about it? Proceedings of microlearning 2006 conference. Australia.
    Bryman, A., & Cramer, D. (1997). Quantitative data analysis with SPSS for windows: A guide for social scientists. London: Routledge.
    Chew, J., & Chan, C. (2008). Human resource practices, organizational commitment and intention to stay. International Journal of Manpower, 29(6), 503-522.
    Das, B. L., & Baruah, M. (2013). Employee Retention: A Review of Literature. Journal of Business and Management, 14(2), 08-16.
    Deloitte. (2016). Global mobile consumer trends. Retrieved from https://www2.deloitte.com/global/en/pages/technology-media-and-telecommunications/articles/gx-global-mobile-consumer-trends.html
    EduSoft, A., Jomah, O., Kishore, X., Aurelia, S., & Masoud, A. (2016). Micro Learning: A Modernized Education System. BRAIN. Broad Research in Artificial Intelligence and Neuroscience, 7(1), 103-110.
    Emerson, L. C., & Berge, Z. L. (2018). Microlearning: Knowledge management applications and competency-based training in the workplace. Knowledge Management & E-Learning, 10(2), 125-132.
    Felder, R. M., & Soloman, B. A. (1988). Learning and Teaching Styles in Engineering Education. Journal of Engineering Education, 78(7), 674-681.
    Ford, J. K., & Baldwin, T. (1988). Transfer of Training: A Review and Directions for Future Research. Personnel Psychology, 41, 63-105.
    Fornell, C. R., & Larcker, F. F. (1981).Structural Equation Models with Unobservable Variables and Measurement Error. Journal of Marketing Research, 18, 39-51.
    Gorsuch, R. L. (1983). Factor analysis. Hillsdale, NJ : Lawrence Erlbaum.
    Guo, P. J., Kim, J., & Rubin, R. (2014). How video production affects student engagement: An empirical study of MOOC videos. In Proceedings of the first ACM conference on Learning @ scale conference, 41-50.
    Hair, J. F., Anderson, R. E., Tatham, R. L., & Black, W. C. (1998). Multivariate data analysis (5th ed.). New York: Macmillan
    Hsu, M. H., Ju, T. L., Yen, C. H., & Chang, C. M. (2007). Knowledge sharing behavior in virtual communities: The relationship between trust, self-efficacy, and outcome expectations. International Journal of Human-Computer Studies, 65(2), 153-169.
    Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1-55.
    Job, M. A., & Ogalo, H. S. (2012). Micro Learning As Innovative Process of Knowledge Strategy. International Journal of Scientific & Technology, 1(11), 92-96.
    Jomah, O., Masoud, A. K., Kishore., X. P., & Aurelia, S. (2016). Micro Learning: A Modernized Education System. Broad Research in Artificial Intelligence and Neuroscience, 7(1), 103-110.
    Jöreskog, K. G., & Sörbom, D. (1984). Lisrel 6: Analysis of linear structural relationships by maximum likelihood, instrument variables, and least squares methods. Mooreville, IN: Scientific software.
    Kim, K., & Jogaratnam, G. (2010). Effects of individual and organizational factors onjob satisfaction and intent to stay in the hotel and restaurant industry. Journal of Human Resources in Hospitality & Tourism, 9, 318-339.
    Kirkpatrick, D. L. (1959). Techniques for Evaluation Programs. Journal of the American Society of Training Directors, 13(11), 3-9.
    Kirkpatrick, D. L. (1960), Techniques for Evaluation Programs. Journal of the American Society of Training Directors, 14(1), 13-18.
    Leong, K., Sung, A., Au, D., & Blanchard, C. (2021). A review of the trend of microlearning. Journal of Work-Applied Management, 13(1), 88-102.
    Luthans, F., & Youssef, C. M. (2004). Human, Social, and Now Positive Psychological Capital Management: Investing in people for competitive advantage. Organizational Dynamics, 33(2), 143-160.
    Luthans, F., Avey, J. B., Acolio, B. J., Norman, S. M., & Combs, G. M. (2006). Psychological capital development: toward a micro-intervention. Journal of Organizational Behavior, 27(3), 387-393.
    Luthans, F., Luthans, K. W., & Luthans, B. C. (2004). Positive psychological capital: Beyond human and social capital. Business Horizons, 47, 45-50.
    Luthans, F., Youssef, C. M., & Avolio, B. J. (2007). Psychological capital: Developing the human competitive edge. New York: Oxford University Press.
    Messmer, M. (2000). Orientations Programs Can Be Key to Employee Retention. Strategic Finance, 81(8), 12-15.
    Meyer, S. (2015). Bite-size content and the new e-learning. Poster session at ATD 2015 International Conference.
    O’Reilly, C. A., Chatman, J., & Caldwell, D. F. (1991). People and Organizational Culture: A Profile Comparison Approach to Assessing Person-Organization Fit. The Academy of Management Journal, 34(3), 487-516.
    Phillips, J. (1991). Handbook of training evaluation and measurement methods. U.S.A.: Routledge.
    Podsakoff, P., Mackenzie, S., & Lee, J.Y. (2003). Common Method Biases in Behavioral Research: A Critical Review of the Literature and Recommended Remedies. The Journal of Applied Psychology, 88, 879-903.
    Robbins, S. P. (1993). Organizational behavior concepts, controversies, and application. Englewood Cliffs, NJ: Prentice Hall.
    Salas, E., Tannenbaum S. I., Kraiger K., & Smith-Jentsch, K. A. (2012). The Science of Training and Development in Organizations: What Matters in Practice. Psychological Science in the Public Interest, 13(2), 74–101.
    Slverman, B. G., & Shuck, L. S. (1996). Using multivariate statistics. U.S.A.: Pearson.
    Soh, Y. (2017). Bite-sized learning Vs. microlearning: Are They one And the same? Retrieved from https://elearningindustry.com/bite-sized-learning-vs-micro-learning-are-same
    Strother, J. B. (2002). An Assessment of the Effectiveness of e-learning in Corporate Training Programs. The International Review of Research in Open and Distributed Learning, 3(1), 1-17.
    Tett, R. P., & Meyer, J. P. (1993). Job satisfaction, organizational commitment, turnover intention, and turnover: Path analyses based on meta-analytic findings. Personnel Psychology, 46(2), 259-293.
    Walumbwa, F. O., Luthans, F., Avey, J. B., & Oke, A. (2011). Authentically leading groups: The mediating role of collective psychological capital and trust. Journal of Organizational Behavior, 32(1), 4-24.
    Willcoxson, L., & Prosser, M. (1996). Kolb's Learning Style Inventory (1985): review and further study of validity and reliability. British Journal of Educational Psychology, 66(2), 247-257.
    Zhang, J. H., & West, R. E. (2020). Designing microlearning instruction for professional development through a competency based approach. Organizational Training and Performance, 64, 310-318.
    Zhang, X. X. & Ren, L. P. (2011). Design for application of micro learning to informal training in enterprise. 2011 2nd International Conference on Artificial Intelligence, Management Science and Electronic Commerce (AIMSEC).
    Zhao, C., & Gao, Z. (2014). Why Do They Leave? The Mechanism Linking Employees’ Psychological Capital to Their Turnover Intention. Proceedings of the Eighth International Conference on Management Science and Engineering Management, 925-936.

    下載圖示
    QR CODE