:::

詳目顯示

回上一頁
題名:休閒農場場主職場學習能力與氣氛之研究
作者:林佳靜
作者(外文):Chia-Ching Lin
校院名稱:國立臺灣師範大學
系所名稱:工業科技教育學系
指導教授:李隆盛
學位類別:博士
出版日期:2007
主題關鍵詞:休閒農場職場學習職場學習者職場學習能力職場學習氣氛leisure farmworkplace learningworkplace learnerworkplace learning competencyworkplace learning climate
原始連結:連回原系統網址new window
相關次數:
  • 被引用次數被引用次數:期刊(0) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:0
  • 共同引用共同引用:0
  • 點閱點閱:1
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.
壹、中文部分

尹衍樑(1988),組織變革策略對組織承諾之影響研究-以潤泰工業股份有限公司電腦化為例,國立政治大學企業管理研究所博士論文,未出版,台北。
方世杰、林麗娟、鄭仲興(1999)。合作研發過程中組織學習機制的建立與學習績效之研究。載於國立中山大學舉辦之「中華民國科技管理」研討會論文集,高雄。
台灣休閒農業發展協會(2005)。休閒農業人力發展訓練現況。2005年10月9日,取自http://www.taiwan-farming.org.tw/FarmingSocietyWebsite/home7-1-1.asp?id=4
江榮吉(1989)。休閒農業的經營與管理,載於台灣大學農業推廣學系舉辦之「發展休閒農業」學術研討會論文集(227-236),台北。
吳明隆、涂金堂(2005)。SPSS與統計應用分析。台北:五南。
吳武典(1979)。國民中學班級氣氛問題。台灣教育,329,46-51。
李隆盛(1999)。科技與職業教育的跨越。台北:師大書苑。
李隆盛、梅瑤芳、宗靜萍、胡庭禎、林佳靜(2004)。科技人才職能評鑑中心及其推動策略之研究。台北:台灣師範大學工業科技教育學系(財團法人工業技術研究院委託研究)。
林清山(1984)。線性結構關係(LISREL)電腦程式的理論與應用,測驗年刊,31,149-164。
邱永漢(2004)。體驗產業和健康產業是未來兩大生意,財訊月刊,273,300-305。
胡凱傑(2005年,3月1日)。結構方程式模式(SEM)之應用簡介。2006年12月3日,取自http://140.113.119.154/Research%20methodology/2006/SEM.doc
馬信行(1999)。線性結構模式在教育上的應用及所遭遇之問題。教育與心理研究,22,1-14。
張建偉、陳琦(1996)。從認知主義到建構主義。北京師範大學學報,4。2005年9月25日,取自http://www.hainnu.edu.cn/licb/Reference-data/Constructivism/FromCognitivismToConstructivism.htm
張春興、林清山(1989)。教育心理學。台北:東華。
陳奎憙(1990)。教育社會學研究。台北:師大書苑。
陳昭郎、段兆麟(2004)。休閒農業場家全面性調查計畫執行報告,行政院農業委員會委託辦理研究計畫。
陳琦(1988)。認知結構理論與教育。北京師範大學學報,1。2005年9月25日,取自http://www.hainnu.edu.cn/licb/Reference-data/Constructivism/Cognitivism.htm。
陳綉里(2006),中小企業經營動態分析第八章:以體驗行銷策略增加中小型服務業之產品附加價值體驗經濟,經濟部中小企業處委託研究計畫,中華經濟研究院。
彭台光、高月慈、林鉦棽(2006)。管理研究中的共同方法變異:問題本質、影響、測試和補救。管理學報,23(1),77-98。
黃富順(2000)。學習型組織之意義與實施。台灣教育,593,16-25。
黃穎捷(2006)。現階段台灣休閒農場營運發展攻略,財團法人農業信用保證基金舉辦全國農漁會推廣及供銷人員訓練班課程講義。2007年3月30日取自http://www.atj.org.tw/newscon1.asp?number=1684
農委會(1998)。農委會新聞發佈摘要。2005年10月9日,取自
http://bulletin.coa.gov.tw/show_communique.php
農委會(2007)。台灣休閒農場名錄。2007年1月31日,取自
http://web.coa.gov.tw/farm/service/htm
劉佳鑫(1997)。我國因應國際化之組織能力與人力資源管理,國立中山大學人力資源管理研究所碩士論文,未出版,高雄。
蔡坤宏(1997)。順序尺度之等距假設對驗證性因素分析模式估計的影響,管理學報,14(3),387-402。
蕭崑杉(1991)。休閒農業區的教育宣導與解說標誌。載於台灣省農會(主編),休閒農業經營管理手冊。臺北:台灣省農會。
觀光局(2000)。觀光統計摘要分析。2005年10月3日,取自
http://202.39.225.136/indexc.asp
觀光局(2002)。觀光政策白皮書。2005年10月3日,取自
http://202.39.225.136/auser/b/wpage/chp1/1_1.1.htm
觀光局(2004)。觀光統計摘要分析。2005年10月8日,取自
http://202.39.225.136/indexc.asp

貳、英文部分

Agryris, C., & Schon, D. A. (1978). Organizational learning: A theory of action perspective. Reading, MA: Addison-Wesley Publishing Company.
Amstrong, J. S., & Overton, T. S. (1977). Estimating nonresponse bias in mail surveys. Journal of Marketing Research, 4, 396-402.
Anderson, J. C., & Gerbing, D. W. (1988). Structural equation modeling in practice: A review and recommended two step approach. Psychological Bulletin, 103, 411-423.
Angle, H. L., & Perry, J. L. (1981). An empirical assessment of organizational commitment and organizational effectiveness. Administrative Science Quarterly, 26, 1-13.
Annand, B. N., & Khanna, T. (2000). Do firms learn to create value? The case of alliance? Strategic Management Journal, 21, 295-315.
Bagozzi, R., & Yi, Y. (1988). On the evaluation of structural equation models. Journal of Academy of Marketing Science, 16, 77-94.
Bellingham, R., Cohen, B., Edwards, M. R., & Allen, J. (1990). The corporate culture sourcebook. Amherst, MA: Human Resource Development Press.
Bennet, J. K., & O’Brien, M. J. (1994). The building blocks of the learning organization. Training, 31(6), 41-49.
Berdie, D. R. (1994). Reassessing the value of high response rates to mail surveys. Marketing Research, 1(3), 52-64.
Blois, K. J. (1999). Trust in business to business relationships: An evaluation of its status. Journal of Management Studies, 36(2), 197-214.
Boyatzis, R. E. (1982). The competence manager: A model for effective performance. New York: John Wiley & Sons.
Brockett, R. G., & Hiemstra, R. (1991). Self-direction in adult learning. London: Routledg.
Brockfild, S. D. (1986). Understanding and facilitation adult learning: A comprdhensive analysis of principle and effective practice. San Francisco, CA: Jossey-Bass.
Bullock, D. H. (1982). Behaviorism and NSPI: The erratically applied discipline. National Society for Performance and Instruction Journal, April, 4-9.
Bulter, F. (1978). The concept of competency: An operational definition. Educational Technology, 18, 7-18.
Campbell, D. T., & Fiske, D. W. (1959). Convergent and discriminant validation by the multitrait-multimethod matrix. Psychological Bulletin, 56(2), 81-105.
Carmines, E. G., & Zeller, R. A. (1979). Reliability and validity assessment. Newbury Park, CA: Sage Publications, Inc.
Cohen, W., & Levinthal, D. (1990). Absorptive capability: A new perspective on learning and innovation, Administrative Science Quarterly, 35(1), 128-152.
Csikszentmihalyi, M. (1975). Beyond boredom and anxiety. San Francisco, CA: Jossey-Bass.
Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York: Haper Collins.
Dempsey, S. D. (1987). Recreation and dan issue. Journal of Physical Education, 58(7), 1-5.
DeVellis, R. E. (1999). Scale development: Theory and applications. Newbury Park, CA: Sage Publications.
DiBella, A. J., & Nevis, E. C. (1998). How organizations learning: An integrated strategy for build learning capability. San Francisco, CA: Jossey. Bass
Ferris, K. R., & Aranya, N. (1983). A comparison of two organizational commitments scales. Personnel Psychology, 36, 87-98.
Flander, N. A. (1960). Teacher influence, pupil attitude, and achievement. Minneapolis, Minn: University of Minnesota Press.
Galbraith, J. R., & LawlerIII, E. E. (1993). Organization for the future: The new logic for managing complex organization. San Francisco, CA: Jossey Bass.
Garratt, B. (1990). Creating a learning organization. New York: Institute of Directors.
Garud, R., & Nayyar, P. (1994). Transformative capacity: Continual structuring by intertemporal technology transfer. Strategic Management Journal, 1(5), 365-385.
Garvin, D. A. (1993). Building a learning organization. Harvard Business Review, 71(4), 78-91.
Guns, B. (1996). The faster learning organization: Gain and sustain the competitive edge. San Francisco, CA: Jossey-Bass.
Halpin, A. W., & Croft, D. B. (1962). The organizational climate of school. Washington, DC: U.S. Office of Educational Research Project.
Hamel, G. (1991). Competition for competence and interparter learning within international strategic alliances? Strategic Management Journal, 12, 83-103.
Hatcher, L. (1998), A step-by-step approach to using the SAS system for factor analysis and structural equation modeling. Cary, NC: SAS Institute Inc.
Hedberg, B. (1981). How organizations learn and unlearn, in P. Nystrom and W. Starbuck (Eds), Handbook of organizational design. New York: Oxford University Press.
Hellriegel, D., & Slocum, J. W. (1974). Organizational climate: Measures, research and contingencies. Academy of Management Journal, 17(2), 255-280.
Jarvis, P. (1987). Adult and continuing education: Theory and practice. London: Routledge.
, K., & , D., (1993). LISREL 8: Structural equation modeling with the simplis common language. Hillsdale, NJ: Lawrence Erlbaum Associates Publishers.
Keller, K. L. (2003). Strategic brand management: Building, measuring and managing brand equity. Upper Saddle River, NJ: Prentice Hall.
Kelly, J. (1987). Freedom to be: A new sociology of leisure. New York: MacMillan.
Kim, D. H. (1993). The link between individual and organizational Learning. Sloan Management Review, Fall, 37-50.
Knowles, M. (1980). Training as an art form. Training and Development Journal, 34(3), 56-59.
Knowles, M. S. (1975). Self-directed learning. New York: Association Press.
Knowles, M. S. (1980). The modern practice of adult education (Rev. ed.). New York: Cambridge Book Company.
Knowles, M. S. (1989). The making of an adult educator. San Franciso, CA: Jossey-Bass.
Kougut, B., & Zander, A. (1992). Knowledge of the firm, combinative capabilities, and the replication of technology. Organization Science, 3(3), 383–397.
Krantz, O. (1994). Service production in historical national accounts, Review of Income and Wealth, 40, 19-41.
Kuhn, T. S. (1970). The structure of scientific revolutions. Chicago: University of Chicago.
Kuppam, A. R., & Pendyala, R. M. (2001). A structural equations analysis of commuter activity and travel patterns. Transportation, 28(1), 33-54.
Kushman, J. W. (1992). The organizational dynamics of teacher workplace commitment: A study of urban elementary and middle schools. Educational Administration Quarterly, 28(1), 5-42.
Lambert, D. M., & Harrington, T. C. (1990). Measuring nonresponse bias in customer service mail surveys. Journal of Business Logistics, 11(2), 5-25.
Lewin, K. (1951). Field theory in social science. New York: Harper and Row.
Lippitt, R., & Ralph, K. W. (1958). An experimental study of leadership and group life. 496-511. in E. E. Maccoby et al. (eds.), Readings in Social Psychology.
Litwin, G. H., & Stringer, R. A. (1968). Motivation and organizational climate, Boston, MA: Harvard University.
Mansfield, E., & Lee, J. Y. (1996). The modern university: Contributor to industrial innovation and recipient of industrial R&D support. Research Policy, 25(7), 1047-1059.
McClelland, D. C. (1973). Testing for competence rather than for intelligence. American Psychologist, 28(1), 1-24.
McLagan, P. (1980). Competency models. Training and Development Journal,. 34(12), 22-34.
McLagan, P. (1989). Models for HRD practice. Alexandria, VA: The American Society for Training and Development.
McLagan, P. (1999). Jumping up and down on a fault line the role of HRD as we enter a new millennium. Paper presented at the meeting of the Academy of Human Resources Conference, Washington, D.C.
McLagan, P., & McCullough, R. (1983). Models for excellence. Alexandria, VA: The American Society for Training and Development.
Morris, J. H., & Sherman, J. D. (1981). Generalizability of an organizational commitment model. Academy of management Journal, 24(3), 512-526.
Morrow, P. (1983). Concept redundancy in organizational research: The case of work commitment. Academy of Management Review, 8, 486-500
Mowday, R., Porter, L. W., & Steers, R. M. (1982). Employee organization linkage: The psychology of commitment, absenteeism, and turnover. New York: Academic Press.
Nadler , L., & Nadler, Z. (1990). Human resource development. New York: John Wiley & Son.
Nadler, L., & Nadler, Z. (1989). Developing human resource. San Francisco, CA: Jossey-Bass Publishers.
Nonaka, I. (1991). The knowledge creating company. Harvard Business Review, 69(6), 96-104.
Nonaka, I., & Takeuchi, H. (1995). The knowledge creating company. New York: Oxford University Press.
Nunnally, J. C. (1978). Psychometric theory(2nd). New York: McGraw-Hill
Parry, B. S. (1998). Just what is a competency? Training, 35(6), 58-64.
Pedler, M., Burgoyne, J., & Boydell, T. (1991). The learning company: A strategy for sustainable development. London: McGraw-Hill.
Pine, B. J., & Gilmore, J. H. (1999). The experience economy: Work is theatre & every business a stage. New York: AMACOM.
Pinto, P., & Walker, J. (1978). What do training and development professionals really do? Training and development Journal, 22(7), 58-64.
Piskurich, G. M., & Sanders, E. S. (1998). ASTD models for learning technologies: Roles, competencies, outputs. Alexandria, VA: The American Society for Training and Development
Porter, L. W., Crampon, W. J., & Smith, F. J. (1976). Organizational commitment and managerial turnover: A longitudinal study. Organizational Behavior and Human Performance, 15, 87-98
Porter, L., Steers, R., Moday, R., & Boulian, P. (1974). Organizational commitment, job satisfaction, and turnover among psychiartric technicians. Journal of Applied Psychology, 59, 603-609.
Prahalad, C. K., & Hamel, G. (1990). The core competence of the corporation. Harvard Business Review, 68(3), 79-91.
Pritchard, R. D., & Karasick, B. W. (1973). The effects of organizational climate on managerial job performance and job satisfaction. Organizational Behavior & Human Decision Processes, 9, 126–146.
Pucik, V. (1992). Globalization and human resource management, in V. Pucik, N.M. Tichy, and C.K. Barnett (1993) (Eds.) Globalizing management:Creating and leading the competitive organization. New York: John Wiley & Sons.
Ralelin, J. A., & Cooledge, A. S. (1995). From generic to organic competencies. Human Resource Planning, 18(3), 24-33.
Reichers, A. E. (1985). A review and reconceptualization of organizational commitment. Academy of Management Review, 10(3), 465-476.
Reynold, W. (1993). Privatizing a distressed state-owned enterprise: Lessons learned through privatization work in Argentina's steel sector. Columbia Journal of World Business, 28(1).36-45.
Rothwell, W. J. (1996). ASTD models for human performance improvement. Alexandria, VA: The American Society for Training and Development.
Rothwell, W. J. (2002). The workplace learner: How to align training initiatives with individual learning competencies. New York: AMACOM.
Rothwell, W. J., & Sredl, H. J. (2000). The ASTD reference guild to workplace learning and performance. (3rd ed.). Amherst, Mass: HRD press.
Rothwell, W., Sanders, E., & Soper, J. (1999). ASTD models for workplace learning and performance: roles, competencies, and outputs. Alexandria, VA: The American Society for Training and Development.
Schmitt, B. H. (1999). Experiential marketing. Journal of Marketing Management, 15, 53-67.
Schneider, B. (1975). Organizational climate: Individual preferences and organizational realities revisited. Journal of Applied Psychology, 60, 459-465.
Schneider, B., & Bartlett, C. J. (1970). Individual differences and organizational climate Ⅱ: Measurement of organizational climate by the multi-trait and multi-rater matrix. Personnel Psychology, 23, 493-512.
Schwab, D. P. ( 2005). Research methods for organizational studies (2nd ed.). Mahwah, NJ: Lawrence Erlbaum Associates.
Senge, P. M. (1990). The fifth discipline: The art and practice of the learning organization. New York: Doubleday Dell Publishing.
Simon, H. A. (1991). Bounded rationality and organizational learning. Organization Science, 2(1), 7-28.
Smith, R. (1982). Learning how to learn: Applied theory for adults. New York: Follett Publishing.
Spencer, L., & Spencer, M. (1993). Competence at work: Models for superior performance. New York: John Wily & Sons, Inc.
Staw, B. M. (1977). The escalation of commitment to a course of action. American Management Review, 6, 577-587.
Tabachnick, B. G., & Fidell, L. S. (1996). Using multivariate statistics (3rd ed.). New York: Harper Collins.
Tanaka, J. S., & Huba, G. J. (1984). Confirmatory hierarchical factor analyses of psychological distress measures. Journal of Personality and Social Psychology, 46, 621-635.
Teece, D. (1998). Capturing value from knowledge assets: The new economy, markets for know-how, and intangible assets. California Management Review, 40(3), 55-79.
Walsh, J. P., & Ungson, G. R. (1991). Organizational memory. Academy of Management Review, 16, 57-91.
Watkins, K. E., & Marsick, V. J. (1993). Sculpting the learning organization: Lessons in the art and science of systemic change. San Frncisco, CA: Jossey-Bass Publishers.
Withall, J. (1949). The development of a technique for the measurement of social-emotional climate in classroom. Journal of Experimental Education, 17, 347-361.
World Tourism Organization. (WTO) (1998). Tourism Economic Report, (1st ed.). Retrieved October 3, 2005, from http://www.world-tourism.org/statistics/tsa_project/basic_references/index
Yeung, A., Ulrich, D., Nason, S., & Von Glinow, M. A. (1999). Organizational learning capability: Keys to continuous business success in today's business environment. New York: Oxford University Press.
Yvette, R., & Lindsay, T. (1999). Structural equation modeling with Lisrel: Application in tourism. Tourism Management, 20, 71-88.
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
:::
無相關博士論文
 
無相關書籍
 
無相關著作
 
無相關點閱
 
QR Code
QRCODE