企業探索訓練課程發展之研究—以Team Adventure公司為例
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2023
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本研究以Priest(2022)5Ds組織發展模式和鄭滄祥等人（2022）ADDIE課程品質認證系統的理論模式為基礎，深入探究個案公司Team Adventure（以下簡稱TA公司）企業探索訓練課程之發展歷程。本研究採用單一個案嵌入式研究設計，以TA公司2021年至2022年間開設的六個課程為分析單位，並透過半結構式深度訪談、文件分析和參與觀察進行全面資料蒐集。訪談對象包括TA公司的2位引導教練、2位後勤團隊業務代表，以及3家大型企業的4位客戶代表，共進行17次訪談。為確保資料可信，研究使用三角驗證法、同儕及指導教授的審查，並運用受訪者檢核表進行資料驗證。研究結果顯示：首先，需求分析的核心在於「聚焦客戶需求」和「內部資訊共享」。其次，課程設計強調「動態循環」，透過「目標平衡」和「後勤行政」的協調，確保課程順利執行。第三，課程實施階段，引導教練運用「引導反思」的技巧，啟發學員在「態度」和「行為」轉變，強調「企業探索訓練」的核心價值；儘管引導教練主導執行，課程助理也具關鍵作用。第四，課程評估需要關注各階段，透過「課程面」和「行政面」的觀察和討論，提供建議，推動企業客戶和TA公司內部組織的發展。第五，透過課程執行和內部反思的雙向驅動，有效提升TA公司內部課程發展歷程的完整性。最後，研究者提出了「ASPIRE企業探索訓練課程發展圖」來概括說明，包含「需求分析」、「設立目標」、「課程計畫」、「課程實施」、「階段性反思」和「課程評估」六個構面，強調在企業探索訓練中「反思」的重要性。這些研究結果不僅為TA公司的課程發展提供了關鍵見解，同時也為未來相關研究和實務工作提供了有價值的基礎和啟示。
This study is anchored in the theoretical frameworks proposed by Priest (2022) for the 5Ds Organizational Development model, and the ADDIE curriculum quality certification system presented by Cheng et al. (2022). The research delves profoundly into the developmental trajectory of Corporate Adventure Training (CAT) programs within the organizational context of Team Adventure (hereafter referred to as TA Company). Employing a single-case embedded research design, the study meticulously examines 6 CAT programs offered by TA Company between the years 2021 and 2022 as its units of analysis. The data collection approach is comprehensive, involving semi-structured in-depth interviews, document analysis, and participant observations. The study comprises a total of 17 interviews, involving 2 instructional coaches from TA Company, 2 logistics team business representatives, as well as 4 customer representatives from 3 large enterprises. To ensure data credibility, the research employs the triangulation method, peers& advisor review, and utilizes an interviewee verification form to validate the data. The findings of the study unveil several pivotal insights. Firstly, the essence of the needs analysis resides in a "customer-centric focus" and "internal information sharing." Secondly, the course design accentuates the concept of a "dynamic cycle," ensuring seamless execution through the coordination of "goal equilibrium" and "logistical administration." Thirdly, during the course implementation phase, instructional coaches employ techniques of"reflective guidance," fostering shifts in "attitude" and "behavior" among learners while underscoring the central value of CAT. Despite instructional coaches leading the execution, course assistants also play a pivotal role. Fourthly, course evaluation demands attention across various stages, offering recommendations through the observation and discussion of both the "course facet" and "administrative facet", thereby propelling the development of corporate clients and internal structures withinTA Company. Fifthly, through the bidirectional impetus of course execution and internal reflection, the integrity of TA Company's internal CAT program development process is effectively bolstered. Finally, the researcher presents the "ASPIRE Corporate Adventure Training Development Model," encapsulating and illustrating six dimensions: "Analysis", "Setting Goals", "Planning", "Implementation", "Reflection", and "Evaluation" with an emphasis on the significance of "Reflection" within Corporate Adventure Training. These research findings not only offer critical insights into the course development of TA Company but also provide valuable foundations and insights for future related research and practical endeavors.
This study is anchored in the theoretical frameworks proposed by Priest (2022) for the 5Ds Organizational Development model, and the ADDIE curriculum quality certification system presented by Cheng et al. (2022). The research delves profoundly into the developmental trajectory of Corporate Adventure Training (CAT) programs within the organizational context of Team Adventure (hereafter referred to as TA Company). Employing a single-case embedded research design, the study meticulously examines 6 CAT programs offered by TA Company between the years 2021 and 2022 as its units of analysis. The data collection approach is comprehensive, involving semi-structured in-depth interviews, document analysis, and participant observations. The study comprises a total of 17 interviews, involving 2 instructional coaches from TA Company, 2 logistics team business representatives, as well as 4 customer representatives from 3 large enterprises. To ensure data credibility, the research employs the triangulation method, peers& advisor review, and utilizes an interviewee verification form to validate the data. The findings of the study unveil several pivotal insights. Firstly, the essence of the needs analysis resides in a "customer-centric focus" and "internal information sharing." Secondly, the course design accentuates the concept of a "dynamic cycle," ensuring seamless execution through the coordination of "goal equilibrium" and "logistical administration." Thirdly, during the course implementation phase, instructional coaches employ techniques of"reflective guidance," fostering shifts in "attitude" and "behavior" among learners while underscoring the central value of CAT. Despite instructional coaches leading the execution, course assistants also play a pivotal role. Fourthly, course evaluation demands attention across various stages, offering recommendations through the observation and discussion of both the "course facet" and "administrative facet", thereby propelling the development of corporate clients and internal structures withinTA Company. Fifthly, through the bidirectional impetus of course execution and internal reflection, the integrity of TA Company's internal CAT program development process is effectively bolstered. Finally, the researcher presents the "ASPIRE Corporate Adventure Training Development Model," encapsulating and illustrating six dimensions: "Analysis", "Setting Goals", "Planning", "Implementation", "Reflection", and "Evaluation" with an emphasis on the significance of "Reflection" within Corporate Adventure Training. These research findings not only offer critical insights into the course development of TA Company but also provide valuable foundations and insights for future related research and practical endeavors.
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探索教育, 企業探索訓練, 課程發展, Adventure Education, Corporate Adventure Training, Program Development