建構中小學初任輔導人員職前培訓機制：戴明循環觀點之應用

Applying the Deming Cycle Perspective on Pre-service Training Mechanism for Novice Professional and School Counselors in Elementary and Secondary School Settings

本研究應用戴明循環觀點，檢視中小學初任輔導人員職前培訓機制現況， 建構職前培訓機制。本研究首先實施前導性研究及現場觀察，再邀請7 位輔導 人力培訓的領域專家（平均工作年資20.3 年，SD =11.1 年）進行深度訪談， 共計訪談715 分鐘。研究發現中小學初任輔導人員職前培訓計畫少有需求評估 及目標設定，執行時混合不同性質對象辦理，缺乏檢覈培訓效果及課程規劃， 且未強化系統合作與學用落差。作者提出中小學初任輔導人員職前培訓機制： (1)「計畫」整體思維和專家團隊，評估組織和個人需求，從學習者和用人者 角度設定目標；(2)「執行」建立單一專責聯繫窗口、雙軌與混成學習模組、 彈性課程架構及善用案例教學方法；(3)「檢覈」加強檢視方案及培訓成效；(4) 「行動」發展標準化機制，過系統合作創造向上循環。

This study applied the Deming Cycle perspective on evaluating pre-service training mechanism for novice school counselors. First， a pilot study and field observations were conducted. Then， seven experts were purposively interviewed (Average relevant working = 20.3 years， SD = 11.1 years)， adding up to 715 minutes of interview time. The result found that the current programs rarely conducted assessment and goal-setting， mixed different background participants， lack inspection for training results and curriculum planning， and need to strengthen system cooperation and learning gap. We suggested: (1)”Plan”- emphasize overall thinking and expert team， assess the needs of organizations and individuals， and set training objectives from learners and practitioners; (2)”Do” - establish a dedicated and single contact window， design two-track and blended-learning modules， flexible adjustment of curriculum structure and use case teaching methods; (3) ＂Check＂ - Strengthen training program and effectiveness; (4) ＂Act＂ - develop a standardized mechanism and create a progressive cycle.