本研究旨在評鑑合作企業實施主管教導能力訓練之成效。研究者從380位接受主管教導能力訓練的學員中，以便利取樣抽取58位有效樣本，藉由學習滿意度問卷及行為表現檢核問卷，蒐集評鑑所需之量化與質化資料，並以描述性統計、單因子變異數分析、配對樣本T檢定等統計方式分析之。研究結果顯示，學員本身對該訓練結果皆相當滿意，但在受訓前後，學員所屬員工對於學員所展現的教導能力之評分並沒有顯著差異。
根據研究結果，本研究建議合作企業在訓練過後，應持續投入資源，協助學員將教導能力應用到實際工作上。在後續研究方面，應改善研究工具，以對學員的反應與行為表現，做更精確的分析；並繼續蒐集更深入的資料，以瞭解學員在運用教導能力時，所遭遇的困難以及克服之道。

This study aimed to evaluate the effectiveness of a Coaching Skills Training Program adopted by an ODM supplier.  The researcher used the questionnaire-survey method to collect quantitative and qualitative information at the first and third level of Kirkpatrick’s evaluation model.  A convenient sample of 58 trainees was selected from the supervisors participating in the Coaching Skills Training Program.  Then, a reaction questionnaire was given to the sample, and a behavior inspection questionnaire to their subordinates.  Descriptive statistics, one-way ANOVA and paired sample t-test were used to analyze the data.
The conclusions of the study were summarized as follows:
1. The degree of satisfaction toward the Coaching Skills Training Program was high.
2. There was no significant difference in the trainees’ marks for behavior before and after the Coaching Skills Training Program.
The ODM supplier is advised to continue the investment in the program in order to enhance actual practice of the coaching skills.  For further research, improve the research instruments and give a more precise analysis of the trainees’ reaction and behavior.  Subsume more information sources to probe into what effects trainees’ behavior and possible solutions to difficulties.

第一章	緒論	1
第一節	研究背景與動機	1
第二節	研究目的	4
第三節	待答問題	5
第四節	名詞釋義	6
第五節	研究範圍與限制	7
第二章	文獻探討	9
第一節	教導能力	9
第二節	混成學習	16
第三節	模擬教材	23
第四節	訓練成效評鑑	34
第三章	簡介教導訓練	44
第四章	研究方法與設計	51
第一節	研究架構與流程	51
第二節	研究樣本	52
第三節	研究工具	54
第四節	實施程序	57
第五節	資料處理	59
第五章	研究結果	60
第一節	研究樣本個人特性資料分析	60
第二節	學習滿意度資料分析	62
第三節	行為表現資料分析	66
第六章	結論與建議	69
第一節	研究結果摘要	69
第二節	研究結果討論	70
第三節	對合作企業之建議	72
第四節	後續研究方向之建議	74
參考書目	76
附錄一：學習滿意度問卷	83
附錄二：行為表現檢核問卷	85
圖次
圖2- 1 經驗錐	22
圖2- 2 經驗學習圈	29
圖3- 1 Intro單元畫面	45
圖3- 2 Content單元畫面	46
圖3- 3 Simulation單元歡迎畫面	46
圖3- 4 案例選單畫面	47
圖3- 5 Simulation互動畫面	48
圖3- 6 coach功能畫面	48
圖3- 7 案例成績畫面	49
圖3- 8 成績分析畫面	50
圖3- 9 環境設定畫面	50
圖4- 1 研究流程	51
表次
表2- 1 學者對教導能力的定義	10
表2- 2 混成學習定義	17
表2- 3 可能導入混成學習的方法與媒介	18
表2- 4 規劃混成學習之考量因素	21
表2- 5 模擬教材分類	26
表2- 6 評鑑模式	36
表2- 7 Kirkpatrick的四個評鑑層次之關係	37
表2- 8 評鑑層次與資料蒐集方式對照表	43
表4- 1 研究樣本人數分配表	53
表4- 2 建立問卷效度之專家一覽	55
表4- 3教導訓練成效評鑑計畫	58
表5- 1 研究樣本個人特性分析	61
表5- 2 學習滿意度問卷調查結果分析	63
表5- 3 學習滿意度問卷開放式問題結果彙整表	64
表5- 4 行為表現檢核問卷前後測結果配對樣本T檢定摘要表	66
表5- 5 行為表現檢核問卷前後測開放式問題結果彙整表	67

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