第五章 結論與建議
第三節 研究限制與後續研究建議
一、研究限制
本研究之研究限制將從內、外在效度威脅進行探討，在內在效度方面，由於 認知風格屬於獨立型/依賴型之兩分法，故在問卷使用上採用語意差異量表，其填 答方式不同於其它構面所採用 Likert 五點量表之方式，可能造成填答者在填答上 出現偏差之情況以影響到測量結果，此一部分牽涉測量工具 (instrumentation)之問 題；另外，本研究並無特別針對接受教育訓練之時間長短進行探究，由於參與教 育訓練之時間長短亦會影響員工之學習意願及參與度，故可能造成其對訓練過程 及訓練結果之反應不同，因此可能牽涉到員工本身之個人成熟 (maturation)之問
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題。在外在效度部分，本研究以補教師為研究對象，由於母群體樣本數過大，無 法確切取得母群體清單，因此在資料蒐集上採立意抽樣方式進行，可能致使研究 結果缺乏全面地適用性，此一部分亦為本研究之限制之一。
另外，在樣本數方面，由於總樣本數為 126 份，故將總樣本分為獨立型與 依賴型兩類別進行分析，其樣本數分別為 60 份及 66 份，僅超過 Hayduk (1987) 所提出在使用結構方程模式進行分析時，樣本數至少大於 50 以上之最低標準，故 在進行獨立型及依賴型模式分析時，可能受到樣本數大小之限制及影響，造成分 析結果之誤差，以致於造成獨立型和依賴型模式在訓練成效上無差異。
二、研究建議 (一) 研究樣本方面
由於本研究採立意抽樣取得，致使研究結果可能缺乏全面的適用性，且本研 究僅針對台中市及南投縣之英文及數學補教師進行研究，並未考慮到其他教學科 目之樣本，故本研究無法推論其他教學科目之補教師在相同模式之下研究結果是 否相同，建議後續研究可採取不同之取樣方式或選擇本研究之外的樣本進行分析 比較。
(二) 教育訓練之方式
教育訓練之方式依張基成與蔡靜芳 (1998)提出之觀點可分為三種，分別為課 堂學習、在職訓練及學習者自發性的進行學習。本研究僅針對接受教育訓練者為 研究對象，並未區分教育訓練之類別，然而各訓練方式之訓練模式不一，可能造 成填答上之落差，因此建議後續研究可針對特定之訓練方式進行驗證，或針對不 同訓練方式進行比較。
(三) 專業發展之方面
孫本初 (2003)提到在全球化之趨勢下，人力資源的訓練與發展所強調的核心 能力應注重相關的專業能力。由於教學者從事教學之專業內容、對象、方式及範 圍，不斷地變化，以至於教學者不僅需要在短暫的職前教育中學習，亦需接受長
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期在職教育以達成教育專業發展 (梁福鎭，2006)，此外，陳育亮與鄭淑慧 (2010) 提出在職進修應包含：(1) 教學者個人之自我成長；(2) 教學者參與組織內舉辦之 教學相關活動；(3) 教學者參與組織外短期或長期之在職進修活動，可看出教學者 在進行專業發展過程中，不僅需追求個人內在之成長，亦需藉由組織內、外之訓 練課程進行輔助學習，然陳育亮與鄭淑慧 (2010)對教學者在專業發展行為上之分 析發現，教學者之性別對其在專業發展上亦有差異，後續研究亦可針對教學者之 培養專業發展之管道以及針對教學者本身之特質進行探究與討論。
三、管理意涵
本研究之結果發現組織支持確實會影響員工之學習動機，進而影響員工自我 規範能力與訓練成效，並證實組織支持確實會間接影響訓練成效。員工的學習動 機亦是影響訓練成效之主因，然而，在探討學習動機時，又以求知興趣之影響最 為顯著，可知當員工在進行學習時，會以自我本身之興趣為最主要之考量，故建 議在進行教育訓練之前可先了解哪些能力項目是企業所需，並將員工個人之需求 及學習意願納入訓練課程之考量，以提升員工學習之意願和動機，在訓練中也應 不定期追蹤及協助學習以確保學習者能進行有效之學習，藉由積極督導員工確實 學習以解決訓練成效不彰之現象；另一方面，研究結果發現，不論員工認之風格 為何，在訓練成效上皆無差異，由上述可知訓練成效並不會因為員工本身之任之 風格差異而有所不同，反之訓練成效則是會受到組織給予之支持與幫助進而有所 影響，當員工認為組織是支持且願意給予協助時，亦會積極提升自我能力且追求 自我成長以回饋組織，故企業在進行教育訓練時，可使用內增強理論來激勵員工 進行學習，並透過鼓勵之方式或提供員工精神上之支持，甚至可進一步補助員工 教育訓練之費用，提升員工願意自我進修之意願，並進一步提升訓練成效。
此外，企業在進行教育訓練課程規劃時，不僅可以員工面之考量和需求為出 發點，亦可將相關理論與實務作結合，以規劃出最符合組織之所需課程，以達到 訓練之最大效益。
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附錄一 認知風格理論整理表
風格型態 內容敘述
整體-分析型 1. 獨立型/依賴型
(Field dependent/independent)
個人在分析空間中的架構時，在知覺上
(Converging-diverging thinking)
以聚焦、具邏輯性的思考方式或以廣泛 的思考方式解決問題
5. 整體與序列思考型 (Holist-serialist thinking)
學習或解決問題時採逐步處理或以整 體考量之方式
6. 具體/抽象依序、整體/抽象隨機 (Concrete/Abstract sequential、
Concrete/Abstract random
透過具體或抽象的經驗，以隨機的方式
(Intuitive active-contemplative
(Intuitive active-contemplative