我國公務人員實務訓練制度，從1986年實施迄今已逾二十餘年，在公務人員保障暨培訓委員會成立之後，期間多次修改相關訓練規定，目的無非是希望本制度可以越做越好。本論文的研究目的即是為了瞭解我國公務人員實務訓練在2002年加入輔導員規定及2006年加入第一個月不具名的作法之後，對整個實務訓練的成效有何影響？如果未來加入師徒制，是否可行？ 本研究訪談2002年到2008年曾受過實務訓練之中央與地方初任人員，及同時期曾擔任過輔導員之中央與地方基層主管，進行中央與地方訪談結果之分析，並參考國內與本研究相關之文獻。發現應從法制面、實務面及理論面加以改進實務訓練： 一、法制面：第一個月不具名之作法，雖然可以保護新人不會在初進入機關懵懂無知時，就具名負責，可是卻相對增加輔導員工作負擔，無法達到做中學的目的，而且以要點來規範不具名之規定，並不具任何法律效力。 二、實務面：實務訓練雖分為實習階段與試辦階段，在某些機關來說，那一階段根本不分，一律由新人自行承辦案件及核章，此規定對其並無拘束力。 三、理論面：輔導獎勵誘因不足，造成科室主管指派輔導員之困難，且產生輔導效果打折之情況。 另外，本論文的目的是分析中央與地方機關初任人員與基層主管對本訓練之看法及建議，研究結果發現： 一、初任人員因各機關實施作法不一，對於實務訓練第一個月 二、基層主管對於輔導獎勵抱持鼓勵大於懲罰之態度，主要原因為現行輔導員制度並未核發獎金，行政獎勵誘因太小，加上第一個月不具名之規定，使得輔導員責任相對加重，資深人員缺乏擔任輔導員之動機。 三、主管機關對於實務訓練掌握情況有限，只能以紙本審查來瞭解各機關表面上所做的實務訓練，實際上情形不得而知。雖然有心建構培訓我國文官之健全訓練制度，卻又無法對各機關形成拘束力，只能以法規規範或以勸說方式請各機關配合。 因此，從這些研究發現及分析結果可得到結論是我國現行實務訓練無法有效落實乃因相關配套措施不夠周全所致，建議從法制面、實務面及理論面三方面來做改進： 一、法制面：修改公務人員考試錄取人員訓練辦法及公務人員考試錄取人員實務訓練輔導要點，刪除與現行狀況名實不符之規定。 二、實務面：加入師徒制與認知師徒制之概念，並落實做中學的理念。 三、理論面：主管機關應深入研究先基礎訓練後實務訓練或先實務訓練後基礎訓練之相關配套措施及考試錄取人員權利義務之維護，並運用激勵理論改變組織氣候。 綜合上述建議，期有效建構我國文官完整實務訓練制度，俾利培訓傑出人才，厚植我國文官素質。 關鍵字：公務人員、實務訓練、師徒制 / The practical training system of civil servant of our country has been implemented for over twenty years since 1986. After the establishment of the Civil Servant Protection & Training Committee, relevant training provisions were amended many times during this period. The purpose was nothing but to hope that this system could become better and better. The research purpose of this thesis is to understand after the addition of the instructor provision in 2002 and the addition in 2006 on the method of not affixing the name in the first month, what kind of effect is on the result of the practical training? If the master and apprentice system is added in the future, it is feasible? This research conducted interview on central and local newly appointed personnel who received training from 2002 to 2008 and central and local basic level in-charges who took up the post of instructor during the same period. Also this research carried out analysis on the central and local interview results and reference was made on literature relevant to this research and discovered that practical training should be improved from the legal system side, practical side and theoretical side. 1. Legal system side: although the method of not affixing the name in the first month will protect new employee from affixing name to bear responsibility when such employee entered the authority newly and was ignorant of everything, yet correspondingly this will increase the responsibility of the instructor and cannot reach the purpose of learning while working. In addition, the utilization of essentials to standardize the provision of affixing name does not have any legal effect. 2. Practical side: although the practical training is divided into the practical training stage and trial processing stage, yet to some authority, such stage has no difference at all and uniformly the newly employee will handle the case and will approve with seal on its own. Therefore there is no binding force for this provision. 3. Theoretical side: the tempting factor of instruction reward is insufficient resulting difficulty of assigning instructor by the section in-charge and thereby resulting in lowering the guidance effect. In addition, the purpose of this thesis is to analyze the point of view on this training by the central and local authority newly appointed personnel and basic level in-charges. Suggestions and findings from the results of this research are: 1. As the implementation method of various authorities is different, the point of view on the provision of not affixing name during the first month of practical training by newly appointed personnel is different and not all authorities agree on this kind of provision. 2. In regard to the guidance reward, basic level in-charges hold the attitude that encouragement should be larger than punishment. The main reason is reward is not issued in the present instructor system and the tempting factor of administrative reward is too little. In addition, with the provision of not affixing the name in the first month, correspondingly the responsibility of the instructor is more and senior personnel is short of motive to take up the post of instructor. 3. In regard to practical training, condition that the competent authority can master is limited as it can only base on written document to examine and understand the practical training on the surface of various authorities and the actual condition is not known. Although there is intention to establish a sound training system to train civil servant of our country, yet the binding force on various authorities cannot be established. The central authority can only use laws and regulations to standardize or to use the persuasion method to ask various authorities to cooperate. Therefore, from these research findings and analysis result, the conclusion obtained is that the present practical training of our country cannot be brought into practice effectively and this is because relevant matching measures are not complete. It is suggested that improvement should be made based on the legal system side, practical side and theoretical side. 1. Legal system side: amend the Civil Servant Examination Recruited Personnel Training Method and Civil Servant Examination Recruited Personnel Practical Training Guidance Essentials and delete provision that cannot conform to the present condition both in name and practice. 2. Practical side: add in the master and apprenticeship system and the concept of perception on the master and apprenticeship system and bring the philosophy of learning while working into practice. 3. Theoretical side: competent authority should conduct in-depth research on relevant matching measures including basic training first and practical training afterwards or practical training first and basic training afterwards and the maintenance of the rights and obligations of the examination recruited personnel. In addition, motivation theory shall be employed to change the climate of the organization. Summarizing the above suggestions, it is hoped to establish a complete practical trainings system for civil servant of our country so as to facilitate cultivation of outstanding talents and to enrich the quality of civil servant of our country Key word: Civil servant, practical system, master and apprentice system

木工技藝在台灣面臨產業中斷，木工技藝人才凋零等等人力資源現況；此類以手工工藝技術為本，結合文化創意而發展出的新興產業，是目前台灣產業發展復興的動力之一，老技術新產業的發展關鍵在於專業人才的供給，希望透過此個案研究，能夠一窺由業界主導的專業人力培養的樣貌。另外，木工技藝傳承歷史上有其拜師學藝的傳統，這樣的傳統與現代的業界主導的培育是否有其異同可比較之處？鑑古知今，透過拆解專業木工技藝人才培訓的過去與現在，結合人力資源管理上的相關理論，發展符合現代並能成就未來的人才，以及擘畫出產業發展的可能形式。 本研究預計可以獲得以下成果： 一、了解新時代木工專業養成的樣貌以及人力資源實務。 二、為個案公司人力資源發展提出管理上的建議。 本研究首先透過文獻探討，整理人力相關理論，以人力資源管理活動為基礎，並且對於傳統木工技藝傳承其師徒制的部分也進行文獻資料的蒐集。再對個案公司，進行質性的研究和實地訪問，就專業人員養成及留用做深入訪談。本研究經由整理、歸納和分析，最後提出建議與方案，以期作為未來業界人力資源計畫的發展方向。 / The art of the carpenter is now a growth driver for creative handmade industry to develop. The scarcity of human resource supply in carpenter field is an obstacle for industrial development. Some companies have tried to build up human resource on their own. This thesis, a case study on a carpenter workshop, which has tried to start a one-year training program to develop professional carpenters, represents the whole picture of the training and development process of nowadays carpenters. Comparison of different training and development process by each way the carpenters developed, such as traditional master-apprentice model, vocational school courses and T&D program in this case study, also conducted. In the end of this thesis, managerial advices to the human resource development in carpenter field are given.

過去台灣對於國會聯絡人的研究，多屬於國會聯絡人所發揮的功能及扮演的角色或是相關工作績效評估方面，缺乏針對國會聯絡人養成過程的討論，在我國的憲政體制所造成的權力分立下，為了使行政與立法間溝通聯繫順暢並降低互動過程中的衝突，行政機關的國會聯絡人扮演了關鍵性的角色，故在挑選國會聯絡人及對新進國會聯絡人養成訓練上，各機關皆相當重視，而師徒制運用於行政機關國會聯絡人養成上的現象相當普遍，值得從師徒制所產生的影響進行深入研究。 本研究是以深度訪談法為主，並輔以文獻分析法及參與觀察法的質性研究，透過立意抽樣方式，選擇8個行政機關共16位資淺、資深之國會聯絡人員為研究對象進行研究。 針對訪談內容、觀察現象並相關文獻歸納與分析研究的結果，本研究提出主要結論有三點，首先，從歸納訪談的結果來看，行政機關在新進的國會聯絡人組織養成過程中，透過資深同仁擔任師父角色的經驗傳授，徒弟有了遵循準則，且師父好的行為表現轉移徒弟身上，國會聯絡工作易上手，但是徒弟必須有積極進取的態度及不能一昧承襲缺點，食古不化，才能順利完成任務；其次，師徒在互相教導與學習過程中，因為滿足雙方的需求而效果良好，在工作上有好的績效表現，容易獲得升遷機會與好名聲，就算有一天互換角色後，也會傳承教導與學習的風氣，但若未達師徒間特質及能力要求，教導與學習效果降低，會對自己與組織造成負面影響；最後，在樂於知識分享的組織文化下，組織成員無法透過言語表達的默會知識得以透過「做中學」方式傳遞，共同為組織良好績效努力，組織也要避免成員有自利主義，若知識藏私不願意分享，將危害到整個組織。 / There are many studies on the issue of- “Congressional Liaison.”-Previous studies have focused on their function, liaison’s roles or performance, there are lacking of congressional liaison’s training and mentoring. Due to the separation of powers, legislature and executive are independent but strongly associated with each other. Thus, congressional liaison is a crucial bridge to maintain communication and tackle the conflicts between parliament and agencies. Governmental agencies requires establishing functioning congressional liaison’s mentor relationship, but how the knowledge and insight of congressional liaison works be trained and passing on within the agencies is an interesting question waiting to be answered . This study utilized in-depth interview, literature review and participant observation to do the research. By purposive sampling, author chose 16 junior and senior congressional liaisons from 8 executive agencies as interviewers. This study concludes following three observations. First, executive agencies tend to establish a mentorship for new members to get familiar with their job. Interviews show that if following the instructions and mentor’s standard, protégé is easier to be trained into a good liaison officer. Moreover, protégé will have more positive attitudes and be more flexible to accomplish the missions. Secondly, through mentoring protégés, mentors can perform better and are likely to get the reputation and promotion. When protégés become mentors, they are more liable to proceed with mentorship. On the contrary, if the mentors are not able to do the mentoring job well, not only the learning efficiency will be low, but the malfunctioning relationship have organizational consequences. However, during the process of coaching and learning, mentors and protégés can be beneficial from each other. Lastly, because of the knowledge sharing and organizational culture, members could implement the concept of “learn by doing” to deliver the tacit knowledge. Also, organization should avoid members from being too egoism, once they are unwilling to share or interchanging the experiences, it is might be harmful to the organizations.

如何提升員工滿意度為目前組織經營的當務之急，因此，探究影響員工的滿 意度的因素有其必要性。本研究以「工作不安全感」與「高才低就」兩壓力源為 出發點，以師徒關係中的徒弟員工為樣本，探討此二變項與工作滿意度之關係。 並進一步探討師徒功能與員工本身的前瞻性人格特質是否會對於上述關係產生調 節效果。本研究採取便利抽樣，對 153 份有效樣本進行分析。根據階層迴歸分析 結果顯示，工作不安全感與工作滿意度有負向關係，但徒弟的高才低就感受與工 作滿意度無顯著關係；且員工的前瞻性人格對於上述結果具有調節效果。然而， 前瞻性人格增強工作不安全感與工作滿意度之負向效果，卻減弱對高才低就與工 作滿意度之負向效果；而師徒功能僅調減弱高才低就與工作滿意度間的負向關係。 此研究結果可供未來管理實務參考，相關討論將於後續章節論述。