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標題: | 公務人員正向心理資本之學習介入課程成效分析 The Effects of Positive Psychological Capital Learning Intervention Program for Civil Servants |
作者: | 沈祐筠 Yu-Yun Shen |
指導教授: | 洪美仁 Mei Jen Hung |
關鍵字: | 正向心理資本,公務人員,正向心理資本介入,準實驗設計,員工協助方案, positive psychological capital,civil servant,positive psychological capital intervention,quasi-experimental design,employee assistance programs, |
出版年 : | 2023 |
學位: | 碩士 |
摘要: | 在這個社會充滿劇變的時代,政府所面臨挑戰並不亞於私部門,公務人員所承受之壓力自然也不小,公務人員身負執行公共政策的重要角色,更應須具備良好的心理素質、適應內外環境壓力與逆境的能力,以及高度的正向心理資本(positive psychological capital)。正向心理資本是個人所具備的正面心理潛能,能使個人對現在與未來採取正面樂觀的歸因,能幫助個人在逆境中堅韌復原,並且有信心努力完成任務,其對個人及組織帶來的正面效益已獲得研究證實。
因此,本研究針對公務人員設計一門正向心理資本的學習介入課程,並實際測試其成效。研究設計採取前後測量等組(pretest posttest non-equivalent group)的準實驗研究設計(quasi-experimental design),並以本研究設計的正向心理資本學習學習介入課程作為實驗刺激,實驗組接受正向心理資本學習介入課程,對照組則進行另一個無關的課程,兩組均分別在實驗處理前、後以正向心理資本量表(PCQ)進行正向心理資本及其希望、自我效能、復原力及樂觀等四個構面的測量。 本研究先以A地方政府公務人員為對象(實驗組15人、對照組18人)進行前導性實驗,以確認研究方向及可行性,所得結果並作為正式實驗設計之參考。另以B地方政府公務人員為正式實驗之研究對象(實驗組與對照組均為32人),針對正式實驗之實驗組亦於課後施以滿意度調查,並對課程講師及部分學員進行半結構式訪談。 本研究綜合量化資料分析及質性訪談結果,提出結論如下: (一)實驗組與對照組研究對象均有中間偏上程度的正向心理資本。 (二)整體而言,學習介入課程對增進正向心理資本之程度未達顯著水準。 (三)對於正向心理資本程度較高的研究對象,學習介入課程在部分構面有顯著的提升效果。 (四)學員認同學習介入課程能提升正向心理資本,惟其在工作或生活之應用上需要更長時間的潛移默化。 基於上述結論,本研究提出未來研究建議及政策建議如下: (一)未來研究建議: 1、建議加強實驗控制與實驗處理之差異,並可增長介入課程實施時間、增加延宕後測或其他不同研究方法。 2、擴大研究對象之範疇,在介入課程內容設計上可針對不同類型人員實際業務與工作環境的差異,量身打造不同的介入活動方案。 (二)政策建議: 1、目前公務人員常態性培訓中鮮少有與正向心理資本相關者,建議未來公部門可逐步推展相關的培力與促進課程。 2、系統性規劃正向心理資本介入課程的整體方案,針對公部門的制度生態及公務人員的特質進行調整,或將次數與時數加以延伸。 3、現行公部門員工協助方案較為偏向在短期問題解決導向,建議未來可結合正向心理資本相關促進課程與活動,營造正向職場環境。 In this era of drastic changes, the challenges faced by the government are no less than those of the private sector, and the stress that public servants bear is naturally not small. As civil servants play an important role in implementing public policies, they should have good psychological quality, the ability to adapt to internal and external environmental pressures and adversity, and a high level of positive psychological capital. Positive psychological capital refers to an individual's positive psychological potential, which can enable individuals to adopt positive and optimistic attributions for the present and future, help individuals to recover resilience in adversity, and have confidence in completing tasks. Its positive effects on individuals and organizations have been confirmed by research. Therefore, this study designed a positive psychological capital learning intervention course for civil servants and tested its effectiveness. The research design adopts a pretest-posttest non-equivalent group quasi-experimental design, and uses the positive psychological capital learning intervention course designed in this study as the experimental stimulus. The experimental group received the positive psychological capital learning intervention course, while the control group underwent another unrelated course. Both groups were measured using the Positive Psychological Capital Questionnaire (PCQ) before and after the experimental treatment to measure positive psychological capital and its four dimensions: hope, self-efficacy, resilience, and optimism. In this study, local government officials of A and B were taken as the research objects, and the pilot experiment (15 people in the experimental group and 18 people in the control group) and the formal experiment (32 people in both the experimental group and the control group) were carried out respectively; In addition, a satisfaction survey was conducted on the experimental group of the formal experiment, and a semi-structured interview was conducted with the course lecturer and some students after class. This study first conducted a pilot experiment on civil servants who were from A local government (15 participants in the experimental group and 18 participants in the control group) in order to confirm the research direction and feasibility. The results were also used as a reference for the formal experimental design. In addition, civil servants from B local government were selected as the research subjects for the formal experiment (with 32 participants in both the experimental and control groups). A satisfaction survey was conducted on the experimental group of the formal experiment, and semi-structured interviews were conducted with the course instructor and some of the students after the course. Based on the findings of the experiment, the satisfaction survey and the qualitative interview results, this study draws conclusions as follows: 1. Both the experimental and control groups had a moderate level of positive psychological capital. 2. Overall, the learning intervention program did not significantly improve the degree of positive psychological capital. 3. For research subjects with higher levels of positive psychological capital, the learning intervention program had a significant improvement effect on some dimensions. 4. The participants agree that the learning intervention program could enhance positive psychological capital, but it needs more time to be applied in their work or life subconsciously. Based on the above conclusions, this study proposes future research and policy recommendations as follows: 1. Suggestions for future research: (1) Strengthen the difference between experimental control and experimental treatment, increase the implementation time of intervention courses, increase delayed posttests and different research methods. (2) To further expand the scope of the research object, in the content design of the intervention course, we can tailor different intervention activity plans according to the differences in the actual business and working environment of different types of civil servants. 2. Suggestions for public human resources policy: (1) At present, there are few courses related to positive psychological capital in the normal training of civil servants. This study suggests that in the future, public sectors can gradually promote relevant training and promotion courses. (2) Systematically plan the overall program of positive psychological capital intervention courses, adjust according to the institutional ecology of the public sector and the characteristics of civil servants, or extend the number of times and hours. (3) The current employee assistance programs in the public sector are more oriented toward short-term problem solving. It is suggested that in the future, courses and activities related to positive psychological capital can be combined to create a positive workplace. |
URI: | http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/87348 |
DOI: | 10.6342/NTU202300678 |
全文授權: | 同意授權(限校園內公開) |
顯示於系所單位: | 政治學系 |
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