繩索挑戰課程場地經理專業職能之研究
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2016
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本研究旨在探討繩索挑戰課程場地經理專業職能，藉以瞭解其工作內容、專業知識、專業技術以及專業成長管道，並建構其專業職能項目供未來從業人員職業準備與發展之參考。
1980年起美國已有高達700~800個繩索挑戰課程場地，2001年單美國有超過15,000場繩索挑戰課程，而我國自1980年起嘗試由國外引進相關課程，陸續全國各地開始興建繩索挑戰課程場地，至2014年全國已有62個繩索挑戰課程場地，在此發展的情況下，需要專人負責場地經營與管理，因此相關的工作與職務因應而生，本研究稱為「繩索挑戰課程場地經理」。
本研究採用德懷術作為研究方法，由文獻探討內容作為德懷術第一回合問卷基礎，透過德懷術問卷收集16位專家學者，對於繩索挑戰課程經理專業職能之意見，根據研究設定整理出場地經理主要任務、所需專業職能、經歷與培育過程等三大項研究結果，其中場地經理主要任務分別在課程前、中、後及課程之外四個階段，共有20項主要工作，另因性質不同可再區分為自辦課程與外借場地、兩者兼具三種狀況；場地經理應具備知識計有13項、技能24項、特質20項；培育過程中，親身體驗與實際帶領高低空課程、救援練習、教案撰寫、課程設計等，都有助於從業後的發展，而在實際從業後累積課程經歷以及實務管理能力，對於場地經理執業皆有所幫助，另外可透過參加訓練、認證、研討會、交流等方式，持續提升場地經理專業能力。
透過研究發現國內繩索挑戰課程場地經營上的複雜性，連帶影響場地經理職務上的表現，因此需透過職務說明書與Local Operation Procedure（LOP）的撰寫，釐清與確認場地經理的職責，使其發揮專業所長，展現高績效表現。
The purpose of this thesis is to analysis the main tasks of the Challenge Rope Course Managers and their professional ability and capability, including, professional knowledge, professional skills, personal qualities, and the way of skills improvement, in order to find the necessary capability of the following managers and to establish standards items. In the United States, there were approximate 700 to 800 special sites for challenge rope courses in 1980, and even more than 15,000 courses had been completed in 2001. However, Taiwan established the first challenge rope course and begun the first challenge rope course in 1980. Until the end of 2014, 62 challenge rope courses were completed in Taiwan. Because the number of the course has been growth rapidly in the recent years, the job called Challenge Rope Course Manager in the thesis was created. Delphi Technique survey was applied in this thesis. The first round Delphi questionnaires was designed by the literature and the opinions were collected from 16 experts and scholars. According to the opinions, this thesis researched three major conclusions about the managers of challenge rope course site, including main tasks, professional capability, and the process of experience and training. In the main tasks, a manager has 20 working items, which are classified to four steps, before the course, in the course, after the course, and besides the course. In addition, the main tasks are also suited in three different situations, including run their own course, outsource, or both of all. In the functional competency, a manager should have knowledge 13 items, skills 24 items, and personal quality 19 items. In the process of experience and training, a manager should have the experiences of leading high and low elements ropes courses, rescue training, writing lesson plans, course design, etc. In addition, after working, the functional competency of manager can be improved by practical experiences,management experiences, on-the-job training, certification exam, attending workshop, etc. According to the results, the management of the challenge rope course in Taiwan is more complex than in other countries, so the performance of the managers was limited. Therefore, in order to improve the performance and clarify the duty of managers, the Job Description and Local Operation Procedure (LOP) is necessary and helpful.
The purpose of this thesis is to analysis the main tasks of the Challenge Rope Course Managers and their professional ability and capability, including, professional knowledge, professional skills, personal qualities, and the way of skills improvement, in order to find the necessary capability of the following managers and to establish standards items. In the United States, there were approximate 700 to 800 special sites for challenge rope courses in 1980, and even more than 15,000 courses had been completed in 2001. However, Taiwan established the first challenge rope course and begun the first challenge rope course in 1980. Until the end of 2014, 62 challenge rope courses were completed in Taiwan. Because the number of the course has been growth rapidly in the recent years, the job called Challenge Rope Course Manager in the thesis was created. Delphi Technique survey was applied in this thesis. The first round Delphi questionnaires was designed by the literature and the opinions were collected from 16 experts and scholars. According to the opinions, this thesis researched three major conclusions about the managers of challenge rope course site, including main tasks, professional capability, and the process of experience and training. In the main tasks, a manager has 20 working items, which are classified to four steps, before the course, in the course, after the course, and besides the course. In addition, the main tasks are also suited in three different situations, including run their own course, outsource, or both of all. In the functional competency, a manager should have knowledge 13 items, skills 24 items, and personal quality 19 items. In the process of experience and training, a manager should have the experiences of leading high and low elements ropes courses, rescue training, writing lesson plans, course design, etc. In addition, after working, the functional competency of manager can be improved by practical experiences,management experiences, on-the-job training, certification exam, attending workshop, etc. According to the results, the management of the challenge rope course in Taiwan is more complex than in other countries, so the performance of the managers was limited. Therefore, in order to improve the performance and clarify the duty of managers, the Job Description and Local Operation Procedure (LOP) is necessary and helpful.
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Keywords
繩索挑戰課程, 場地經理, 專業職能, Challenge Rope Course, Course Manager, Functional Competency