非營利組織的內部行銷： 以永齡．鴻海台灣希望小學學習扶助方案為例

Abstract

非營利組織常以「理念」作為組織目標，並依據制定相關的管理策略與方法，內部行銷（internal marketing）即是利用行銷的手段與技巧，運用於組織內部，將員工視為內部顧客，以滿足員工需求為目標，並將組織理念傳達給內部員工，進而改善服務品質或顧客滿意度。本研究採質性研究，以深度訪談法搜集永齡・鴻海台灣希望小學的雲科分校與中興分校各1位督導及各3名課輔老師，以了解非營利組織在學習扶助方案中的人力資源管理，是否及如何納入內部行銷概念與策略，以及其與課輔老師的需求與期望間的契合度等問題。研究發現如下： （一）在晉用方面：為吸引有理念之大專生，組織會在招募時期，利用主題式概念包裝組織理念作為宣傳，報名表上也會放上組織介紹等資訊；此外，分校會舉辦招募說明會，並在會中播放影片傳達組織理念。而大專生擔任課輔老師的期待，多希望可以正向影響孩童，幫助他們找到優點與自信，係符合組織需求的目標大專生，但後續是否可讓課輔老師持續理解並內化，則仍有待努力。因此，建議在未來可強化課輔老師與組織理念的連結，以吸引具理念的大專生，並培養願意多為學童付出努力的課輔老師。 （二）在訓練發展方面：希望小學提供完善且多元的認證與訓練課程，且搭配社工團隊與指導員的指引，以協助課輔老師處理教學與班級經營問題。然而，部分課輔老師在教學上仍面臨難以掌握孩童程度、難以轉化孩童聽得懂的語言與教學等障礙。因此，除了既有的訓練課程之外，課輔老師更期待可以多聽到其他課輔老師，或是其他現職教師的實務經驗分享，學習到具體、可實踐且立即可以解決問題的方法。因此，建議未來可提供更符合課輔老師需求的訓練課程內容、形式及協助，並強化團隊對課輔老師的支持，以精進課輔老師清楚掌握學習扶助方案內涵，提供更好的教學品質。 （三）在激勵方面：課輔老師的評鑑制度雖有獎學金制度的搭配，但真正能夠實質激勵到課輔老師的，反而是孩童的正向回饋，如孩童可見的成長，或是課輔老師感受到與孩童建立良好關係與班級默契，以及社工團隊的信任感、自我成就感等。因此，建議可設計活動或情境，以增強課輔老師接收孩童正向回饋的體驗與管道，讓課輔老師受到激勵而更認同組織的使命與願景，更願意持續投入。 （四）在維持方面：專案負責人與督導的專業背景影響，使其重視人的價值，並在管理過程中實踐與運用，追求工作效能的同時，亦關心員工的狀態，並尊重每個人的獨特性與特質。同時，也重視辦公室環境的氛圍營造，辦公室隨時都有社工團隊留守，或是放置小點心餅乾，供課輔老師隨意取用等，吸引課輔老師願意多進辦公室互動，建立彼此的我群感覺，並對組織產生歸屬感。因此，建議未來可建立團隊與課輔老師的關係連結，並營造良好的工作環境與氛圍，建立平等且合作的組織文化。

Non-profit organizations often use "ideals" as their organizational goals and develop relevant management strategies and methods. Internal marketing is the use of marketing techniques and skills within the organization, treating employees as internal customers, aiming to meet their needs, and conveying the organizational ideals to internal staff in order to improve service quality or customer satisfaction. This study adopts qualitative research and uses in-depth interviews to collect data from 1 supervisor and 3 tutors each from Yunke and Zhongxing branches of YongLing TomorrowSchool. The purpose is to understand how non-profit organizations integrate the concept and strategies of internal marketing into their human resource management in learning support programs, and the alignment between the organization's needs and the expectations of tutors. The following findings were discovered: 1. Promotion: To attract idealistic college students, the organization employs thematic packaging of its principles during the recruitment period, incorporating the organizational philosophy into promotions and providing information in application forms. Additionally, branch campuses hold recruitment seminars, featuring videos to convey the organization's ideals. As for the expectations of college students serving as teaching assistants, many hope to positively influence children, aiding them in discovering strengths and confidence. These aligned college students meet the organization's requirements, yet the sustained understanding and internalization by teaching assistants require ongoing efforts. Therefore, it is suggested that in the future, the connection between teaching assistants and the organizational philosophy be reinforced to attract principled college students and cultivate teaching assistants willing to invest more effort for the students' benefit. 2. Training and development: YongLing TomorrowSchool provide comprehensive and diverse certification and training courses, coupled with guidance from social work teams and instructors, to assist teaching assistants in managing teaching and classroom management issues. However, some teaching assistants still encounter difficulties in grasping children's levels of understanding and translating concepts into language that children can comprehend during instruction. Therefore, in addition to the existing training courses, teaching assistants also hope to hear more practical experience sharing from other teaching assistants or current teachers, learning specific, actionable, and immediately applicable methods to address challenges. Hence, it is recommended that in the future, training course content, formats, and assistance should be better aligned with the needs of teaching assistants. The support from the team for teaching assistants should also be strengthened, aiming to enhance their understanding of learning support program content, ultimately leading to improved teaching quality. 3. Motivation: While the evaluation system for teaching assistants includes the complement of a scholarship program, what truly substantively motivates them is the positive feedback from the children. This could be evident in the children's growth, the establishment of strong relationships and classroom rapport with the children, as well as the trust and sense of accomplishment from the social work team. Therefore, it is recommended to design activities or scenarios that enhance teaching assistants' experiences and avenues for receiving positive feedback from the children. This will inspire teaching assistants, fostering a stronger alignment with the organization's mission and vision, and encouraging their continued dedication. 4. Retention: The project leader and supervisor's professional background influences their emphasis on human values, which they practice and apply throughout the management process. While pursuing work efficiency, they also care about employees' well-being, respecting each individual's uniqueness and qualities. Simultaneously, they place importance on creating a positive office environment. The office always has a social work team present or provides snacks and cookies for teaching assistants to freely access. This encourages teaching assistants to engage more with the office, fostering a sense of belonging and camaraderie, and generating a strong connection to the organization.Therefore, it is recommended for the future to establish strong relationship connections between the team and teaching assistants. Creating a positive work environment and atmosphere will further enhance a sense of equality and collaboration, contributing to the development of an organizational culture built on these values.