隨著這幾年大環境趨勢的變動下，台灣美髮業的產業結構正逐漸轉變中。 首先，民眾在美髮產業的消費型態正產生變化，未來的消費者只會愈來愈趨向 兩種極端的消費模式，意即高單價與低單價的消費型態。這種現象對於採取以 中價位為定價策略的店家而言，顯而易見地，將會是一大威脅。除此之外，在 大環境變遷下，現代消費者對於服務品質的要求已愈來愈挑惕。因此，以服務 為導向的美髮業正是處於一種服務競爭的時代，如何改善消費者服務體驗過程 以提升消費者的感知是現在台灣美髮業者所需致力的方向。 為因應上述大環境下所造成的美髮消費型態改變，本研究將選取現正以中 間路線為發展策略的 L 美髮公司為研究個案。為能深入分析 L 美髮公司目前運 行現況，並提供 L 公司改善方案以有效解決所面臨的顧客價值和服務創新之瓶 頸，本文採用「個案研究法」進行研究探討。藉由「服務創新」與「顧客價值」 文獻並結合 L 公司的經營現狀分析，以擬定出 L 公司基於顧客價值為導向的服 務創新策略，重新挖掘其競爭優勢。 透過本研究針對 L 美髮公司所處的產業環境分析與消費者間的價值落差分 析後，本研究提出「建立個人化服務網站」以及「顧客關係管理系統」來解決 現存的價值落差議題。前者可提供消費者「一對一的個人化服務」；後者利用 資訊科技技術建構顧客關係管理系統，達到顧客及商情收集分析。藉由這兩項 解決方案將可推動 L 公司美髮消費者的個人化服務，以提供差異化的服務提升 顧客價值並達到滿足美髮消費者需求之效，而增進顧客滿意度與忠誠度，建立 「以顧客為中心」的經營模式。

The vision of New Zealand as a 'knowledge society' is a mantra that has opened the twenty-first century. Underpinning any 'knowledge society', however; are people who turn resources into concrete products and who build, maintain and service the technological and social infrastructure essential to society. This thesis examines the skilled trades and, in particular, how people are trained for those trades. Industry training is a crucial component of the wealth-generating capabilities of New Zealand. It is also an essential part of the way that many young people make the transition from school to work and from adolescence to adulthood. The means of training tradespeople has moved over the years from the rigid and prescriptive apprenticeship system, to the more voluntaristic, industry-led 'industry training' strategy, introduced following the Industry Training Act 1992. Regardless of the system used to organise training, however, there have been long-standing problems in New Zealand with achieving the optimum number of skilled workers, possessing the correct 'mix' of skills required. In this research, based upon semi-structured interviews with industry training stakeholders four industry case studies, policy content analysis and an in-depth examination of the Modem Apprenticeships scheme, I ask three key questions. First, what are the things that, as a country, we could or should reasonably expect a 'good' industry training system to contribute to? These may be things like: an adequate supply of appropriately skilled workers, the ability to upskill or reskill these workers as needed, clear transition routes for young people, lifelong learning opportunities, equity goals and foundation skills. Second, I ask how the current system performs against these criteria. The short answer is that the performance is 'patchy'. There are dire skill shortages in many areas. While opportunities for workplace upskilling, reskilling or 'lifelong learning' are available, I argue that they are not yet cemented into a 'training culture'. Workplace-based learning is an important transition route for a small percentage of our young people but the favoured route is some form of tertiary education, which may be an expensive and not necessarily relevant option. Third, I ask why the performance of New Zealand's industry training system is often less than desirable. My argument is that the problems and solutions thereof, of skill formation in New Zealand have been understood largely in terms of the supply-side. That is, we have either critiqued, or looked to reform, whatever system has been in place to train skilled workers. The inadequacy of this approach is evident from weaknesses in the ability of either the prescriptive apprenticeship system or the voluntaristic industry training strategy to deliver an appropriately skilled workforce. Thus, I also examine the demand side of skill formation: the wider influences that impact on employers' training decisions. Training decisions made by individual employers, the aggregation of which represent the level and quality of training for New Zealand as a whole, are influenced by a plethora of factors. At the micro level of the employer or firm, I explore barriers to training and some of the constraints to the demand for skills. I then examine broader influences, such as the changing shape of the workforce, labour market regulation and wider economic factors, all of which impact on training levels.