技術學院行政部門組織學習之個案研究

Abstract

本研究旨在探討技術學院行政部門組織學習的情形，在不同背景變項下，技術學院行政部門成員組織學習情形的差異、學習動力與組織學習的相關程度，以及技術學院教師對行政部門組織學習的知覺程度。採用問卷調查法及實地訪談法。問卷調查是以個案學校為普查對象，共計發出行政部門成員問卷81份，有效問卷75份；教師問卷寄出278份，有效問卷219份。量化的統計方法則使用次數分配、百分比、平均數、標準差及積差相關等方法進行描述統計分析。實地訪談則是以開放性問卷實施，採立意取樣，抽取個案學校行政部門的組長4位及職員4位，共計8位。質性資料分析方式為內容分析法。 本研究根據研究目的歸納以下七項結論： 一、在「整體組織學習」上，該校行政部門組織學習的表現屬於中上程度。 二、在「應用資訊科技」層面，以女性、29歲以下、學士/專科、雇員、服務及行政年資在5年以下的行政部門成員，表現屬於中上程度。 三、在「系統性思考」層面，男性、29歲以下、碩士、雇員、服務及行政年資在21年以上的行政部門成員，表現屬於中上程度。 四、在「團隊學習」層面，女性、50歲以上、高中職、教師兼組長、服務及行政年資在21年以上的行政部門成員，表現為普通。 五、在「自我精進」層面，女性、40-49歲、學士/專科、雇員、服務及行政年資在21年以上的行政部門成員，表現屬於中上程度。 六、在「學習動力」上，該校行政部門成員在學習動力的表現為普通；學習動力與組織學習有相關；高學習動力的成員在組織學習的表現大於低學習動力者。 七、教師對該校行政部門組織學習的知覺程度為普通，以男性、59歲以上、教師兼主任、日間部的教師對行政部門組織學習的知覺程度較好。 根據以上結論，針對個案學校提出具體建議，並指出後續研究之方向。

The objective of this research was aimed to explore the organizational learning of the administrative department in the institutes of technology. With the variation of different backgrounds, this study explores the difference of the organizational learning of the members in each administrative department of the institutes of technology, the relation between the motivation of learning and the organizational learning, and the teachers’ perceptions of the organizational learning in the institutes of technology. Two methods in questionnaire survey and face-to-face interview were applied in this study. The first method was targeted at all the staffs and teachers in the institute of technology. The questionnaires were sent to total 81 staffs of the administrative departments with 75 valid responses, and total 278 teachers with 219 valid responses. Descriptive statistics were used for quantitative analysis, including frequency distribution, percentage, mean, standard deviation and Pearson correlation. The second method, face-to-face interview were conducted by purposive sampling. The selected 4 team leaders and 4 staffs at the administrative department were interviewed. The content analysis was used for qualitative analysis. The conclusions were collected as follows: 1)For “Overall Organizational Learning”, the result indicated that the performance of the administrative department was above the average. 2)In terms of ”Information Technology Application”, the result indicated that for females aged 29 and below, with a bachelor’s or junior college degree, employed, and with 5 years old or less working experience in the administrative department, their performance was above the average. 3)In terms of “Systematic Thinking”, the result indicated that for males, aged 29 and below, with a master’s degree, employed, and with 21 years or longer working experience in the administrative department, their performance was above the average. 4)In terms of “Team Learning”, the result indicated that for females aged 50 and above, with high school degree, being as teachers and also the section head, and with 21 years or longer working experience in the administrative department, their performance was about the average. 5)In terms of “Personal Mastery”, the result indicated that for females aged 40 to 49, with a bachelor’s or junior college degree, employed, and with 21 years or longer working experience in the administrative department, their performance was above the average. 6)In terms of “Learning imperative”, the result indicated that the school administrative staff’s performance was about the average, the staff’s learning imperative and their organization learning were associated, and the staffs with higher learning imperative had better organization learning than those who were with lower learning imperative. 7)Most teachers’ perceptions of organization learning in the administrative department were just about the average. For males aged 59 and above, being as teachers and also the department director, and the teachers at the day school division, they had better perceptions of the organization learning in the administrative department.