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題名：青年生涯建立期的發展與工作打造： 實徵研究、行動研究、諮詢個案研究
作者：秦明秋
作者(外文)：CHIN, MING-CHIU
校院名稱：輔仁大學
系所名稱：心理學系
指導教授：王思峯
學位類別：博士
出版日期：2022
主題關鍵詞：歷練驅動人才發展；挑戰性任務；反思；發展性工作打造；發展性個別協議；工作打造介入；介入歷程；諮詢；職場教練；情境式工作打造；experience-driven talent development；job challenge；reflection；developmental job crafting；developmental I-deals；job crafting intervention；intervention process；consulting；workplace coach；situated job crafting
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古今治理首重人才，人才之爭從古至今未曾停息，人才戰爭隨著少子化問題更加白熱化，若欲紓解人才短缺問題，需要把更多人當成人才來培養，此乃本研究之動機所在。本研究包含兩項子研究，研究一是針對歷練驅動人才發展的實證研究，旨在驗證其理論及探尋可能的人才發展路徑。研究變項主要為挑戰性任務、反思等發展要素，及工作投入、工作表現、離職傾向和發展潛力等發展成果，並結合主動性研究領域中的發展性工作打造與發展性個別協議作為中介變項。研究對象來自中國國辦、民間、外商等五家企業之入職後九個月的青年新人，包含一般校招和儲備幹部兩種招募途徑，採用橫斷性問卷調查法，共回收有效問卷495份，並使用探索性因素分析、驗證性因素分析及結構方程模式分析等統計方式。研究結果驗證了挑戰性任務和反思對關切效標的正向影響，並發現發展性工作打造和發展性個別協議在其中具有不同的中介作用，代表兩種不同的人才發展路徑。結合以上要素，為組織和個人打造一條人才發展新路徑。另發現一般校招新人和儲備幹部對於以上路徑都能產生一定正向結果，顯示一般校招新人是值得拓展的人才新藍海。
研究二則採行動研究方式，延續研究一結果以工作打造作為人才發展的策略，前後歷時兩年多，發展出一套工作打造介入方案並於在職碩專班開設3小時工作坊及招募六位參與者進入後續個別諮詢，因考量研究目的，最後以一位符合青年生涯建立期的個案為例，以系統性實務型個案研究方法分析個別諮詢歷程。本研究主要重心聚焦在介入歷程以回應研究缺口，並預期目標有三：優化行動本身；擴增對行動的認識；回饋理論知識。從分析所獲得的洞察與發現，產出了四項成果，達到預期目標，對於理論和實務有一定的意涵及貢獻。一、對工作打造內涵的再認識並提出新的工作打造內容框架，較之現有工作打造內容更為清楚且完整。二、將個人、環境與時間因素納入介入歷程，提出工作打造介入歷程動態模型。三、提出全局觀點之職場教練認知地圖。四、介入方案確實可以增加個案的工作打造行為並附隨其他型態的幫助，在人才發展上提供了一種介入途徑和方法。最後，本研究結合情境學習理論提出情境式工作打造概念，認為採取情境式工作打造的學習方法，才能有效協助參與者習得工作打造行為。
The Talent War has never ceased since ancient times, and has become more heated with the problem of fewer children. This is the motivation for this study. This study consists of two sub-studies. Study 1 is an empirical study on experience-driven talent development, which aims to test the theory and explore possible talent development paths. The research variables are mainly development elements such as job challenge and reflection, and development results such as work engagement, work performance, turnover intention and development potential, combined with developmental job crafting and developmental I-deals from proactivity research domain as mediating variables. The research subjects are recruiting young adult newcomers nine months after their employment from five companies in China, including the government-owned enterprises, the private enterprises, and foreign companies, from two recruiting methods: general school recruitment and management associate. A cross-sectional questionnaire survey method was used, and a total of 495 valid questionnaires were collected. It uses exploratory factor analysis, confirmatory factor analysis and structural equation model analysis and other statistical methods. The research results verified the positive impact of job challenge and reflection on the concerned criteria, and found that developmental job crafting and developmental I-deals have different mediating effects, representing two different talent development paths. Combine the above elements to create a new talent development path for organizations and individuals. In addition, it is found that both general school recruiting newcomers and management associate can produce certain positive results for the above paths, which shows that general school recruiting newcomers is a new blue ocean of talents worth expanding.
In Study 2, an action research approach was adopted to continue the results of Study 1, which used job crafting as a strategy for talent development, and it took more than two years to develop a job crafting intervention program. For the sake of the purpose of study, we finally analyzed a single case during young adult career establishment by using systematic pragmatic case study method. The main focus of this study was on the intervention process in response to the research gap, with three expected goals: to optimize the action itself; to expand the knowledge of the action; and to provide feedback on theoretical knowledge. The insights and findings obtained from the analysis yielded four outcomes that met the expected objectives and have implications and contributions for theory and practice. 1). A new understanding of job crafting content and come out a new framework of job crafting content, which is clearer and more complete than the existing job crafting content. 2). The dynamic model of job crafting intervention process is proposed by incorporating personal, environmental and time factors into the intervention process. 3). A cognitive map of workplace coaching in the organization/family/social context with the view of life-span & life-space is proposed. 4). The intervention program can help the client to really increase the job crafting behavior and accompany other types of help, providing an intervention channel and method in talent development. Finally, this study combined situated learning theory to propose the concept of situated job crafting, and concluded that adopting a situated job crafting learning approach can effectively help participants to acquire job crafting behaviors.
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