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博碩士論文 etd-0820120-164200 詳細資訊
Title page for etd-0820120-164200
論文名稱
Title
導入組織學習對留任意願及工作績效之影響- 以有線電視產業為例
The impact of introducing organizational learning on the willingness to stay behind and job performance-Take the cable TV industry as an example
系所名稱
Department
畢業學年期
Year, semester
語文別
Language
學位類別
Degree
頁數
Number of pages
82
研究生
Author
指導教授
Advisor
召集委員
Convenor
口試委員
Advisory Committee
口試日期
Date of Exam
2020-09-17
繳交日期
Date of Submission
2020-09-20
關鍵字
Keywords
工作績效、組織學習、工作滿意度、留任意願、有線電視產業
Cable TV Industry, Job Performance, Remaining Willingness, Organizational Learning, Job Satisfaction
統計
Statistics
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中文摘要
在時代不斷的變化下,有線電視產業變遷發展快速,使得有線電視、電信、電腦、網際網路所構成的資訊網路,逐漸走向融合的趨勢,為使公司逐年成長,企業內部組織唯有持續不斷學習吸收最新資訊及技術,增進專業技能與品質管理,進而提高工作效率,以期達到永續發展。
本研究將探討有線電視產業,導入組織學習計畫影響到員工留任意願及工作績效之因素,專注在如何將「企業資源」化為核心價值。針對集團每年提出之目標,利用日積月累的學習態度,來達到企業的核心價值,轉換成持續「競爭優勢」,期創造出不同的觀點。
研究結果顯示,員工對於集團所推行之組織學習之看法對工作滿意度及工作績效有著相輔相成之成效,工作滿意度提高對於留任意願隨之提升,員工因加強了專業知識及技能後,提升了工作之效率,進而達到工作上的成就感,同時,在個人績效方面,因技術提升使得工作效率提升,最終在個人績效上的表現較為亮眼,而就會有升遷及調薪機會。這些種種的連動,對於企業的發展,是有莫大的幫助,人力是一家企業的資本,藉由組織學習提升員工的向心力,員工能從中獲得的相關資源,使其與公司一同成長。最後根據學者對於組織學習之文獻中提到,組織學習除了能提升工作績效以外,工作獲得讚賞及主管的鼓勵,皆是留任之原因。
Abstract
Under the constant changes of the times, the rapid change of the cable television industry has made the information network composed of cable television, telecommunications, computers, and the Internet gradually move towards a trend of integration. In order to make the company grow year by year, the only internal organization of the enterprise is Continue to learn and absorb the latest information and technology, enhance professional capabilities and added value, improve work performance, and achieve sustainable development.
This research will explore whether the introduction of organizational learning plans in the cable TV industry will affect employees' willingness and work performance, focusing on how to turn "corporate resources" into core values. Aiming at the goals set forth by the group every year, using the accumulated learning attitude to achieve the core value of the enterprise, transform it into a continuous "competitive advantage", and hope to create different perspectives.
The research results show that employees’ perceptions of organizational learning promoted by the group have complementary effects on job satisfaction and job performance. Increased job satisfaction increases their willingness to stay. Employees have improved their work due to enhanced professional knowledge and skills. At the same time, in terms of personal performance, due to the improvement of technology, the work efficiency will be improved, and the performance in personal performance will be brighter, and there will be opportunities for promotion and salary adjustment. These various linkages are of great help to the company. Human resources are the capital of an enterprise. Through organizational learning to enhance the centripetal force of employees, employees can obtain relevant resources to grow with the company. Finally, according to scholars’ literature on organizational learning, in addition to improving work performance, organizational learning is also the reason for staying in office because of the appreciation of work and the encouragement of the supervisor.
目次 Table of Contents
目錄
論文審定書.....................................................................................................................i
摘要................................................................................................................................ii
Abstract.........................................................................................................................iii
目錄.............................................................................................................................. iv
圖目次........................................................................................................................... v
表目次.......................................................................................................................... vi
第一章 緒論....................................................................................................................1
第一節研究背景及動機..........................................................................................1
第二節研究目的.....................................................................................................2
第三節研究流程.....................................................................................................3
第二章 文獻探討...........................................................................................................4
第一節 組織學習....................................................................................................4
第二節 留任意願....................................................................................................7
第三節 工作績效....................................................................................................9
第四節 個案企業F集團簡介.................................................................................11
第五節 申請企業組織學習計畫之動機................................................................14
第六節 推動之執行與做法...................................................................................17
第七節 預期成果與效益.......................................................................................20
第八節 個案集團之互動及分析目前集團推動狀況.............................................21
第三章研究方法..........................................................................................................25
第一節 研究方法及步驟......................................................................................25
第四章 研究結果與討論分析......................................................................................30
第一節 訪談結果.................................................................................................30
第二節 綜合分析與討論......................................................................................43
第三節 組織學習對留任及工作績效表現結果....................................................46
第五章結論與建議......................................................................................................54
第一節 研究結論.................................................................................................54
第二節 實務意涵.................................................................................................55
第三節 研究限制及建議......................................................................................56
參考文獻......................................................................................................................57
中文參考文獻........................................................................................................57
英文參考文獻........................................................................................................58
附錄:訪談逐字稿.......................................................................................................59

圖目次
圖1-1研究流程圖………………………………………………………….......................................…….……3
圖2-1留任意願與離職意願消長示意圖……………………………..…..........................……….…..7
圖2-2 離職因素概念架構圖………………………………………………............................................8
圖2-3 F集團組織圖………………………..……….………………………...……....................................11
圖2-4 企業組織計畫申請流程……………………..……………………….…....................................15
圖2-5 集團SWOT分析及TOWS分析圖……………………………………....….............................23
圖3-1 研究架構圖………………………………………………………………..…......................................25
圖4-3-1 集團組織學習總人數……………………………….…….………..…….................................48
圖4-3-2 集團組織學習總時數…………………………………………….……....................................48
圖4-3-3 集團組織學習自製課程比……………………………………...........................……....…...48
圖4-3-4 提供2們自製課程給創業大學校………………………………….......................….....….49
圖4-3-5 人才發展學習地圖………………………………………………..….................................…...51
圖4-3-6 數位加值事業體完工率達成統計表…………………………….....................……...…..52
圖4-3-7 專業教學影片上傳於數位平台…………………..……………............................…......53

表目次
表2-1 組織學習之定義…….....................................…………………………………………….…….….5
表2-2 推動特色……………………..………………………………….…........................................…….14
表2-3 年度各部門指定課程………………………………………..................................……...….…17
表2-4 自製課程規劃…………………………………….……………….....................................……….18
表2-5 學習課程規劃…………………………….…………………….....................................….…..…18
表2-6 階段一訪談之發現…………………………………….…………….…....................................24
表3-1 個案研究法之定義……………….………………………….................................………...…..26
表3-2 訪談題目設計…………………………………………………..….……......................................27
表3-3 訪談題目設計構面………………………………………..……….….................................…..28
表3-4 受訪者資料…………………………….……………………………...…......................................29
表4-1-1 受訪者A回答內容………………………………….…………....................................…....30
表4-1-2 受訪者B回答內容………….……………………………...……....................................….32
表4-1-3 受訪者C回答內容……………………………………………….…...................................…34
表4-1-4 受訪者D回答內容……………………………….….…….……..................................….….36
表4-1-5 受訪者E回答內容……………………………………….………...................................…...38
表4-1-6 受訪者訪談結果整理……………………………………...............................…..………...40
表4-1-7 階段二-深入訪談之研究發現…………………….……..….….........................……....42
表4-2-1 組織學習影響之因素..…………………………………....………..............................…..43
表4-2-2 組織學習對留任意願之關聯………………………….............................……………..44
表4-2-3 組織學習對工作績效之關聯…………………………….……....….........................….45
表4-3-1 2018年留任之成效……………………………………………….................................……46
表4-3-2 2019年留任之成效…………………………………………….……...............................….46
表4-3-3 授課統計表…………………………………………………...….....................................……50
表4-3-4 顧客滿意度統計表……………………………………................................…………….….52
參考文獻 References
中文參考文獻
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務人員特質及成熟度的調節作用,國立中山大學企業管理系研究所碩士論
文,民88 年。
3. 黃培文,工作適性的組織、群體及職務層次對工作滿意、工作績效與工作
轉換意圖的同時效果:以台灣旅館業餐部員工為例,國立中山大學人力資
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