組織情境、人格特質、學習及遷移動機之關聯性研究以台灣某醫療體系行政人員為例

Research on the Correlations between Organizational Context, Personality Traits and Motivation for Learning and Transfer--A Case Study on Administrative Personnel from One Hospital System in Taiwan

目標：旨在探討醫院組織情境與員工人格特質對訓練學習與遷移動機之影響，提出相關建議作為各院提昇訓練成效之參考，達到組織與員工雙贏之目標。方法：以台灣北部地區某醫療體系全體專任行政人員為研究對象，總計發放問卷390 份，回收277 份，有效263份，有效問卷回收率67.44％，以t 檢定、單因子變異數分析、薛費氏事後多重比較及皮爾森相關分析等進行檢定。結果：訓練前是否提供相關資訊對學習與遷移動機之影響呈顯著差異；自願參加者之學習動機較主管指派者高；訓練後負有責任義務者之學習與遷移動機皆高於未負有者；組織支持認知愈高、愈傾向內控人格特質或自我效能愈好，學習與遷移動機愈高。結論：建議醫院在員工參訓前應盡量提供相關資訊、與員工充份溝通所需課程、告知訓練後所須負擔責任義務、關心重視員工的福祉及意見、設法瞭解員工人格特質並提昇自我效能，以有效提高學習與遷移動機。建議後續研究者可擴大研究對象至醫院他類人員，探討學習與遷移動機之影響因子及其對學習成果及遷移效果之影響。

Purposes: This paper aims to probe into the influence of organizational context in hospitals and employees’ personality traits on training, motivation for learning and transfer, thus putting forward feasible suggestions offered to hospitals for reference in enhancing the training effectiveness to achieve the win-win goal for both the organizations and employees. Methodologies: It takes all administrative personnel from one hospital in northern Taiwan as the research subjects. We had collected 277 questionnaires from a total of 390 ones dispatched, among which there were effective 263 questionnaires that made up effective recycling rate of 67.44%. The t-test, one-way ANOVA, Scheffe post-hoc comparison and Pearson Correlation Analysis were used in this research to carry out the survey. Results: It showed significant differences in the influence on motivation for learning and transfer by the factor if the related information is offered prior to the training; the learning motivation for those who were voluntary to attend the training was higher than that for those designated by supervisors; the motivation for learning and transfer for those who should bear the post-training responsibilities and obligations was higher than that for those who would not bear the responsibilities and obligations; one with a higher cognition toward organizational support, higher internal locus of control or greater self-efficacy showed higher motivation for learning and transfer. Conclusions: We do hereby suggest that hospitals should offer related information, communicate with employees about the training courses, inform employees about the post-training responsibilities and obligations they will bear, give concern to employees’ welfare and value opinions, and develop deeper understanding of employees’ personality traits and assist them in increasing their self-efficacy before they attend the training, in hopes of enhancing their motivation for learning and transfer effectively. We suggest that subsequent researchers can expand their research subjects to employees under different categories in hospitals to explore the influential factors for motivation for learning and transfer and their impact on learning results and transfer effects.