公務人員薦任升簡任官等訓練計畫中的部分課程，近兩年間開始執行個案教學方法，本文基於理論概念更有系統性檢視個案教學方法的執行過程和一般性評價。文中首先運用成人學習理論和計畫執行力的相關概念，提出個案教材內容、執行教學者、參與學習者和執行組織資源等四類影響個案教學方法效果的重要因素，再據以分別設計調查問卷。其次，本文就所有參加99年度薦任公務人員晉升簡任官等訓練者進行普查，並分析參與者對個案教學相關面向的主觀評價和差異性。最後，本文提出五個重要研究發現再進行討論，包括：個案教學獲致正面評價的背後隱憂課題、學習者為中心的參與行為不夠積極、實施片段式個案教學對訓練計畫意義的再思考、個案品質符合參與者需求價值的課題和教學者引導參與者為中心的互動課題。本文認為個案教學方法在公務人力訓練發展計畫中是值得繼續推廣，但不必獨尊以參與者為中心的哈佛模式個案教學方法，考量台灣公務人員的學習特性，如何讓參與者願意就實際個案問題積極討論，從問題分析討論中瞭解解決方案涉及的理論知識原理等，體現學習者和教學者共同為中心的個案教學方式，會是更為初步但有用的起點。

The case method style of teaching has recently been adopted in a few courses of the government managerial promotion training program. This paper intends to analyze the preliminary results of these experiences by using a more systematic and theoretical approach. Firstly, this paper discusses adult learning principles which support the concept of case methods and outlines four major factors influencing the implementation of the case method approach. These four factors are case materials, instructors, participants and supporting resources. Secondly, a self-designed questionnaire measuring all four factors was sent to all participants of the 2010 managerial promotion training program. This paper reports the results of perception analysis and mean difference analysis. Finally, five major issues generated from the results have been further discussed. These issues include the possible gap between satisfaction and effect, the quality of the case materials, the insufficient active learning behaviors of participants, the preparatory quality of instructors and too few case method course hours. It is finally argued in this paper that the case method for Taiwanese civil service training may yield even better effect if both instructors and participants play equally active roles instead of the learner-centered approach suggested by the so-called Harvard Business School Model.