公務人員學習動機、學習投入與學習成效之研究-以公務人力發展學院政策能力訓練為例

Abstract

本研究旨在探討公務人員學習動機、學習投入與學習成效之關係，並探討學習投入在學習動機與學習成效間的中介效果。採用問卷調查法，以行政院人事行政總處公務人力發展學院辦理之政策能力訓練班期學員為研究對象，共發出820份問卷，取得有效樣本645份，有效問卷回收率為78.66%。本研究經資料處理與統計分析，獲致研究結果如下： 一、參與政策能力訓練之公務人員的學習動機、學習投入與學習成效均為中上程度。 二、參與政策能力訓練之公務人員的學習動機、學習投入及學習成效因不同背景變項而有部分的差異：（一）學習動機因不同的年資、官等、研習地點而有所差異；（二）學習投入因不同的年齡、年資、教育程度、職位、官等、研習地點而有所差異；（三）學習成效因不同的年齡、年資、官等、研習地點而有所差異。 三、 參與政策能力訓練之公務人員的學習動機、學習投入與學習成效有顯著相關。 四、 參與政策能力訓練之公務人員的學習動機對學習成效具有預測力。 五、 參與政策能力訓練之公務人員的學習動機對學習投入具有預測力。 六、 參與政策能力訓練之公務人員的學習投入對學習成效具有預測力。 七、 參與政策能力訓練之公務人員的學習投入對學習動機與學習成效為部分中介效果。 本研究並依據研究結果提出結論與建議，提供給公務機關實施教育訓練及未來相關研究之參考。This study aims to assess the relationship among learning motivation, learning engagement and learning effectiveness of civil servants in Taiwan, and explores whether learning engagement mediates the relationship between learning motivation and learning effectiveness. The data were collected through surveys of trainees participating in the policy management training programs offered by the Civil Service Development Institute, Directorate-General of Personnel Administration, Executive Yuan. Of the 820 questionnaires distributed during Aug 6 to Sep 27, 2019, 645 replies (78. 66%) were valid. The findings are as follows: 1. Learning motivation, learning engagement and learning effectiveness of civil servants from the policy management training program are at a middle–high level. 2. There are some differences in learning motivation, learning engagement and learning effectiveness between civil servants with varying backgrounds: (1) Years of service, rank and training venue have an impact on civil servants’ learning motivation. (2) Age, years of service, education level, position, rank and training venue have an impact on civil servants’ learning engagement. (3) Age, years of service, rank and training venue have an impact on civil servants’ learning effectiveness 3. There is a significant correlation among civil servants’ learning motivation, learning engagement and learning effectiveness. 4. Civil servants’ learning effectiveness is predicted by learning motivation. 5. Civil servants’ learning engagement is predicted by learning motivation. 6. Civil servants’ learning effectiveness is predicted by learning engagement. 7. Learning engagement is partial mediator effect between learning motivation and learning effectiveness. Based on the research findings and conclusions, the suggestions of this study are offered for civil servants’ development practices and further research.