有效的溝通至關重要，但許多人因在溝通方面面臨困難，導致誤解和錯失機遇。個性會影響溝通的方式和有效性，溝通技巧培訓（CST）計劃旨在强調個人優勢和弱點在溝通時的運用。然而，基於人格的培訓的有效性以及針對不同人格特質的最佳方法仍然不確定。本研究建議通過個性評估和個性化培訓使用引導性溝通心理學(DCP)來增强溝通技巧。
本研究以招募兩組受訓者（全日制學生和行政學生）開始，然後進行DCP培訓計劃。目標是觀察參與者的溝通技能是否有所提高，並調查不同個性對培訓效果的影響。數據收集包括培訓前後的調查，以評估溝通技能的變化，並進行個性特徵的測量。數據分析將使用t檢驗，ANOVA和雙因素ANOVA等統計技術，檢驗均值差異，評估不同組別和培訓計劃之間的溝通技能。
研究結果獲得了幾個重要的發現和影響。分析顯示了多樣化的參與者人口統計學，表明工作坊在不同情境和行業中的潛在適用性。預評估結果強調參與者對改善溝通技能的需求的認識，突顯了指導性溝通工作坊的相關性。可靠性和效度分析證實了工作坊材料的一致性和可靠性。關於工作坊進行的活動的高度積極反饋表明了基於活動的學習方法的有效性。研究結果還強調了工作坊對參與者溝通技能的自信心的顯著積極影響。
研究的實際影響強調了自我認識的重要性。對於組織來說，研究凸顯了在培訓計劃中納入個性測試工具以增強溝通技能的重要性。教育者和培訓師可以利用這些研究結果，採用基於活動的學習方法，實現更具吸引力和有影響力的培訓。 未來的研究應該包括長期研究，以評估培訓的長期影響，進行後續小組指導，以及進行跨文化比較研究。此外，質性研究方法可以探討參與者對個性測試工具有效性的看法，以及影響培訓效果的因素。還應該探討針對目標受眾的定制和將技術融入指導性溝通培訓中的可能性。

Effective communication is essential, but many struggle with it, leading to misunderstandings and missed opportunities. Personality affects communication style and effectiveness, and Communication Skill Training (CST) programs aim to address individual strengths and weaknesses. However, the effectiveness of personality-based training and the best approach for different personality traits remain uncertain. This study proposes using Directive Communication Psychology (DCP) through personality assessments and personalized training to enhance communication skills.
The research study started with the recruitment of two groups of trainees (full-time and executive students) followed by the delivery of a DCP training program. The objective is to observe if there is an increase in communication skills among participants and investigate the impact of different personalities on the training's effectiveness. Data collection involves pre and post-training surveys to assess communication skill changes and assessments to measure personality traits. Statistical techniques such as t-tests, ANOVA, and two-way ANOVA will be used for data analysis, examining differences in means and evaluating communication skills across different groups and training programs.
The research study yielded several important findings and implications. The analysis revealed diverse participant demographics, suggesting the workshop's potential applicability in various contexts and industries. Pre-assessment results emphasized the participants' recognition of the need for improvement in communication skills, highlighting the relevance of Directive Communication workshops. The reliability and validity analysis confirmed the consistency and reliability of the workshop materials. The highly positive feedback regarding the activities conducted during the workshop indicated the effectiveness of the activities-based learning approach. The findings also highlighted the significant positive impact of the workshop on participants' self-confidence in communication skills.
The study's practical implications emphasized the importance of self-awareness. For organizations, the study highlighted the significance of incorporating personality test tools in training programs to enhance communication skills. Educators and trainers can utilize the findings to incorporate activity-based learning approaches for more engaging and impactful training.
Future research should include longitudinal studies to evaluate the long-term impact of the training, follow-up group coaching, and cross-cultural comparative studies. Additionally, qualitative research methods can explore participants' perceptions of personality test tools' effectiveness and the factors influencing training effectiveness. Customization for target audiences and the integration of technology into Directive Communication training should also be explored.

論文審定書i
Acknowledgementii
摘要iii
Abstractiv
Table of Contentsv
Table of Figuresviii
Table of Tablesx
1 Introduction1
1.1Research Motivation1
1.2Research Questions1
2Literature Review3
2.1Development of Communication Skill Training3
2.2Personality and Communication Styles3
2.2.1Big Five4
2.2.2Myers–Briggs Type Indicator (MBTI)4
2.2.3Dominance, Influence, Steadiness and Conscientiousness (DISC)6
2.3Directive Communication Psychology (DCP)7
2.4irective Communication Training: Being Right8
2.4.1Four Insanities8
2.4.2Focus and RAS9
2.4.3Encoded Assumptions and Rules of Engagement9
2.5Directive Communication Training: Colored Brain10
2.5.1Ambiguity Relief Process10
2.5.2Colored Brain Communication Inventories (CBCI)10
2.6Directive Communication Training: Emotional Drivers13
2.6.1History of the Motivation Theory13
2.6.2The Eight Emotional Drivers14
2.7The uniqueness of Directive Communication Training15
2.7.1Activities Based Learning15
3Research Methodology18
3.1Research Design18
3.2Data Collection Procedure18
3.3Brief Introduction to the 2-Day DCP Workshop19
3.3.1Training Outline19
3.3.2How the Activities Are Conducted I – The Colored Glass Syndrome23
3.3.3How the Activities Are Conducted II – Need Sucking25
3.3.4How the Activities Are Conducted III – Choudhury Mind Maze26
3.3.5How the Activities Are Conducted IV – Inner vs Outer Circle Review30
3.4Measurements32
3.4.1Communication skills (pre and post-training)32
3.4.2Personality traits (pre training or during training)32
3.4.3Control Variables33
3.5Data Analysis Techniques33
4Results34
4.1 Participants’ Demographic for the Workshops Conducted34
4.2 Pre-assessment by the Participants about the Communication Skill36
4.3 Reliability and Validity39
4.4 Paired Sample t-test for Each Question Set of CSAS41
4.5 Further Analysis for Communication Skill Attitude Scale (PAS and NAS)42
4.6 Outcome from the CBCI, Emotional Drivers and Postures Assessment45
4.7Feedback from The Participants about the Topics and Activities47
4.7.1Feedback about the Topics of the Workshop47
4.7.2Feedback about the Activities of the Workshop49
5 Discussion51
5.1Results Interpretation51
5.1.1Overall Result51
5.1.2Deep Dive into the PAS and NAS Outcome52
5.1.3Interpretation about the General Feedback54
5.2Practical Implications56
5.3Future Directions and Suggestions57
5.3.1About the Research:57
5.3.2Research Question 1: Effectiveness of Personality Test Tools57
5.3.3Research Question 2: Factors Influencing Training Effectiveness57
5.3.4Customization for Target Audiences58
5.3.5Integration of Technology58
References59
APPENDICES63

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