本研究是以人力資源發展理論與趨勢為基礎，並參考業界的作法，探討中華郵政如何建構人才發展體系，提升人力素質，強化企業競爭力。 人才發展體系可歸納出功能及執行二個構面，其中功能構面包含訓練體系、訓練藍圖、職涯發展路徑及人才庫；執行構面包含學程學分制、學習管理、個人發展計畫及訓用合一等。而推展人才發展體系關鍵成功因素有三，一是擁有成熟訓練經驗的統籌單位；二是單位合作分工，與實務緊密結合；三是透過資訊科技整合運用。 在建置的步驟上依序為分析組織人力與人才需求；分析訓練與發展需求；規劃訓練體系架構及訓練學習藍圖；針對個人及組織發展建構員工職涯發展資訊與路徑及人才庫機制；以資訊系統將各項作業做系統性整合；透過個人發展計畫及學程學分制度強化人才培育效能。 建置人才發展體系所產生的效益如下： 1.建置訓練體系及訓練藍圖：從公司角度，依員工職務性質規劃學習內容，提升訓練成效；從員工角度，主動規劃個人年度學習，獲得期望的工作技能與成長；從主管角度，緊密結合育才與用才，提升部門績效；從訓練規劃角度，有效簡化作業與縮短流程。 2.建置職涯發展資訊與路徑：對公司，能支援組織的發展與活化人力資源；對員工，能有清楚的發展方向，提昇工作的動力與滿足感；對主管，能有效發揮部屬的潛力並增加人力配置的彈性。 3.建置人才庫：對公司，有計畫的培育關鍵人才，有效支援組織中長期之策略性發展；對有高潛力的員工，能感受到有很好的職涯發展，更願竭盡所能為公司打拼。 / The research is based on theory and trends about development of human resources. Referring to actual practice in the field, the research will discuss how to construct people development systems, to enhance quality of human resources and to strengthen enterprise competitiveness in Chunghwa Post. People development systems can be concluded into functional and executive dimensions. The former includes training system, training map, career development path and talent pool, and the later contains program and credit system, learning management, individual development program & combination of training and employing. To promote people development systems successfully, there are several critical factors. Except owning an overall planning department with mature training experience, every department should work together and combine the work closely with practical experience following by integration of information technology. Building steps for the system following with analysis of manpower and talent needs, analysis of training development needs, plan for training structure and learning map, construction of staff’s career development path and talent pool mechanism in connection with personal and organizational development, integration of every operation by information system, and reinforcement personnel training performance through personal development plans and program & credit system. Generated benefits from the above steps are as below: A.Buildup of training structure and learning map: from the company’s angle, it enhances training effectiveness if the learning program designed by staff’s duties; from the staff’s point of view, they will obtain the desired working skills and growth through its annual personal learning programs; from the supervisor’s point of view, it closely connects talent use and cultivation, enhancing sector performance; considering the training plan, it simplifies operations and shorten process. B. Buildup of career development information and path: for the company, it supports organizational development and activated human resources; for the staff, it provides clear directions, as well as promoting work motivation and satisfaction; for the supervised, it effectively develops the staff’s potential and increase flexibility of placement. C. Buildup of talent pool: for the company, it cultivates key personnel, efficiently supporting medium-and-long-term strategic development, for the high-potential staff, it feels good career development, pushing them willing to work as hard as they can to the company.

Made available in DSpace on 2016-06-02T19:46:30Z (GMT). No. of bitstreams: 1 DissJRT.pdf: 1978317 bytes, checksum: 6d87ad3e247a8c8852b827cd285e4b9d (MD5) Previous issue date: 2004-09-16 / Financiadora de Estudos e Projetos / The purpose of this study was to analyze observational learning of conditional discriminations and equivalence class formation, in six mentally retarded participants, involving the training structures Linear, CaN and SaN. In general, the reported studies have submitted each participant s group to a different training structure. Then, they have compared inter group performance. In the present study, the dependent variable participant was controlled: the same participant was submitted simultaneously to the three training structures. Conditional discriminations among three classes of object pictures, with three stimuli each, were taught through modeling. Each class was taught through a different training structure, A1B1/ B1C1 representing the Linear structure, A2B2/ C2B2 the CaN structure and e B3A3/ B3C3 the SaN. Teaching through modeling consisted in the participant s observation of a demonstrator (experimenter) performing correctly matching to sample trials. After each demonstration trial, the participant was exposed to an identical trial that differed from the one just demonstrated only in the comparison stimuli s position. Subsequently, a new demonstration trial was presented and followed by another trial, without demonstration, presented to the participant. This sequence was followed until the end of the session. A1B1, A2B2, B3A3 were the first taught relations. After reaching the individual tests criterion of these relations, B1C1, C2B2 and B3C3 were taught through modeling. After the criterion to these relations was reached, the participant performed a session containing all trained relations. In case the participant reached criterion, he proceeded through a session of transitivity and equivalence class test (AC and CA). All six participants reached criterion of conditional discrimination learning through observation. For three participants, an additional training procedure was required. One participant established equivalence class, while the others showed consistent relations to other classes and/or inconsistent relations. Regarding the three training structures: the results obtained by five of the six participants did not show differences, what suggests that this variable has relatively little importance, at least in experimental designs like the one presented here. The present study showed that it is possible to teach conditional discrimination through modeling to mentally retarded people. It also indicates that implementing equivalence procedures that use teaching through modeling may have prospective educational implications to children with developmental disabilities. However, it is still needed to discuss possibilities for these individuals to establish equivalence classes. These possibilities are related to the difficulties found in the direct manipulation of the contingencies present in conditional discrimination teaching through modeling, including measuring the participant s performance during the training phases. These difficulties open avenue for future investigations. / O objetivo do estudo foi o de analisar a aprendizagem de discriminações condicionais por observação e formação de classes de equivalência, em deficientes mentais, envolvendo as estruturas de treino Linear, CaN e SaN. Em geral, os estudos relatados na literatura submeteram cada grupo de participante a uma estrutura de treino diferente para, posteriormente, comparar o desempenho intergrupos. Neste estudo controlou-se a variável dependente participante , sendo o mesmo submetido ao ensino das três estruturas de treino simultaneamente. Foram ensinadas discriminações condicionais por modelação entre três classes de figuras de objetos familiares com três estímulos cada para seis participantes. Cada uma das classes foi ensinada por uma estrutura de treino, sendo A1B1/ B1C1 representando a estrutura de treino Linear, A2B2/ C2B2 representando a estrutura de treino CaN e B3A3/ B3C3 a SaN. O ensino por modelação consistiu-se em o participante observar o demonstrador (experimentador) realizar corretamente tentativas de escolha de acordo com o modelo. Após cada tentativa executada pelo demonstrador, o participante devia executar uma tentativa idêntica, diferindo apenas na disposição dos estímulos de escolha. Em seguida, uma nova tentativa era apresentada ao demonstrador e subsequentemente outra para o participante, seqüência esta que seguia até o término da sessão. Primeiramente foram ensinadas por modelação as relações A1B1, A2B2, B3A3. Após o teste individual destas relações e obtido o critério de desempenho das mesmas pelo participante, foram ensinadas por modelação as relações, B1C1, C2B2, B3C3. Verificado o critério de desempenho dessas relações o participante realizava uma sessão contendo todas as relações ensinadas por modelação anteriormente. Caso o participante obtivesse critério de desempenho, o mesmo executava a sessão de testes de transitividade e equivalência (AC e CA). Todos os seis participantes alcançaram o critério de aprendizagem das discriminações condicionais por observação, definido pelo procedimento, sendo que para três participantes foi incluído um procedimento adicional. Um participante estabeleceu classes de equivalência, enquanto os demais apresentaram relações consistentes com outras classes e/ou relações inconsistentes. Sobre as três estruturas de treino, conforme apresentado nos resultados de cinco participantes, que atingiram o critério de aprendizagem das relações B1C1/C2B2/B3C3 em um mesmo número de sessões, envolvendo portanto as três estruturas de treino, sugere-se a pequena importância desta variável, pelo menos em delineamentos do presente tipo. O estudo mostrou que é possível ensinar discriminações condicionais por modelação para pessoas portadores de deficiência mental, e indica que a implementação de procedimentos de ensino por modelação, utilizando o paradigma da equivalência de estímulos, pode trazer implicações educacionais promissoras para a criança com atraso no desenvolvimento. Porém é preciso, ainda, discutir possibilidades para que esses indivíduos estabeleçam classes de equivalência. Tais possibilidades estão relacionadas às dificuldades encontradas na manipulação direta das contingências presentes no ensino de discriminações condicionais por modelação, inclusive na mensuração do responder do participante durante a fase de ensino, o que abre caminho para futuras investigações.