公部門訓練需求評估—以我國海巡機關射擊訓練為例

Abstract

「教育訓練」在公、私部門職場上的重要性是肯定的；然而教育訓練必須考量成本的問題。要如何使投入訓練工作的分毫都能得到最大的報酬率，政府部門必須在訓練需求評估的工作上下功夫。 訓練需求評估為的是要確認與表達組織人力資源發展的過程，是所有訓練發展計劃的開端。因此，本研究專注於訓練需求三層次的「個人層次」，自一般績效的警覺，統計並進行軍、警、海巡機關用槍失誤、槍枝走火的個案分析，並透過文獻回顧方式確定海巡署射擊訓練的績效目標與訓練需求，並擬定訪談大綱，挑選海巡署教育訓練決策人員、執行人員、受訓人員與軍、警射擊訓練專家等各方人士進行深度訪談，並加以綜合討論與分析。 本研究發現，海巡署對於新進的海巡人員仍然必須持續加以訓練，並提高訓練強度，才能將射擊技能深化及內化。此外，海巡署專軍班及海特班手、步槍射擊訓練時數及彈藥數囿於總訓練時數限制偏低，應可酌予增加；而海巡署現有傳統靶場較無法滿足勤務實際需求，建議增加模擬靶場彌補之。最後，是班級學生人數過多，應將師生比控制在1:15為宜。

The importance of education and training in the workplace of the public and private sectors is undoubtable. However, the work of education and training must consider the issue of cost. How to make the maximum rate of return for the training work, the government departments must work hard on “training needs assessment”. Training needs assessment(TNA) is to confirm and express the organization's human resources development process, which is the beginning of all training development plans. This study focuses on the 'personal level' of the three levels of training requirements. Through case analysis of pistol or rifle mistake using of the military, police and coast guard units, also by literature review to confirm the competency and training needs of the marksmanship training of Cost Guard Administration. Then, making In-depth interviews with the supervisor of CGA Education, Training and Test Center, executives, trainees and military and police marksmanship training experts, and doing discussions and analysis. The study found that CGA must continue to train new recruits and improve the intensity of training in order to deepen and internalize the shooting skills. In addition, pistol and rifle shooting training hours and ammunition are low, which should be increased. Besides, the traditional shooting range of CGA is incapable of meeting the actual needs of the service; it is recommended to increase the situational-simulation range to increase the training effectiveness. Finally, there are too many students in the class. It is advisable to control the teacher-student ratio at 1:15.