系統識別號 | U0002-1507200722311300 |
---|---|
DOI | 10.6846/TKU.2007.00413 |
論文名稱(中文) | 壽險業務員之教育訓練效果探討 |
論文名稱(英文) | The Study of the Training Efficiency of Life Insurance Salesmen. |
第三語言論文名稱 | |
校院名稱 | 淡江大學 |
系所名稱(中文) | 管理科學研究所企業經營碩士在職專班 |
系所名稱(英文) | Executive Master's Program of Business Administration in Management Sciences |
外國學位學校名稱 | |
外國學位學院名稱 | |
外國學位研究所名稱 | |
學年度 | 95 |
學期 | 2 |
出版年 | 96 |
研究生(中文) | 邵日昇 |
研究生(英文) | Jih-Sheng, SHAO |
學號 | 793590356 |
學位類別 | 碩士 |
語言別 | 繁體中文 |
第二語言別 | |
口試日期 | 2007-06-15 |
論文頁數 | 81頁 |
口試委員 |
指導教授
-
黃國隆
委員 - 陳海鳴 委員 - 蔡啟通 |
關鍵字(中) |
壽險業 業務人員 教育訓練 業務績效 甄選 |
關鍵字(英) |
Life Insurance Salesmen Training Performance Selection |
第三語言關鍵字 | |
學科別分類 | |
中文摘要 |
本研究目的主要是希望透過所選擇新光、中國、國華三家壽險業務人員為研究對象,探討壽險外勤業務人員接受教育訓練之成效與業務人員業務績效之關係,對於不同背景業務人員提供更符合業務人員需要的訓練課程,並進一步透過實證調查,了解業務人員未來 最需要接受的是何種課程與訓練方式,並依各種狀況及需要規劃不同的上課時段,提供更適當的訓練課程,進而提高業務人員產能與能力、奠定壽險業經營之基礎。因此綜合以上所述,本研究的研究目的可以歸納成以下數點: 一、探討人口統計變項在教育訓練成效上的反應狀況及差異性。 二、探討教育訓練成效與業務人員業務績效之相關性。 三、探討人口統計變項與業務人員業務績效之相關性。 四、為了提昇業務人員應付未來之挑戰,因此透過實證調查的方式,統計出業務人員未來最想參加的教育訓練課程、最喜歡的受訓方式、最適合的上課時數與時段,如此就可清楚了解業務人員最欠缺的訓練是什麼,進而對這些部分加強訓練,並對公司訓練規劃部門提出建議,以強化這些教育訓練的實施與成效評估。 本研究以新光、中國、國華三家壽險公司業務員為問卷訪問對象,總計收回可用之問卷220 份。本研究結果如下: 一、優秀壽險業務員依教育程度分析,高中、高職程度畢業的佔率較高,大專以上教育程度的壽險業務員比率較低。 二、優秀壽險業務員最想參加的教育訓練課程是財稅、財務分析、投資、投資型商品等專業知識。 三、優秀壽險業務員最喜歡的訓練方式是個案研討、實例解說。 四、優秀壽險業務員多半希望以一般上班日的時間來完成教育訓練。 五、教育訓練之成效與人口統計變項及績效之間皆無顯著之關連性。 六、績效指標中之保費收入與職級呈現顯著低度正相關;佣金收入與年齡、職級與年資呈現顯著低度正相關;再保率與年資之間、佣金收入與婚姻狀況之間則分別呈顯著低度正相關。 七、考績與職級和年資間則皆呈現顯著低度負相關的狀態。 |
英文摘要 |
The research objective of this study is through the selected target, Shin Kong Life Insurance,China Life Insurance, and Kuo Hua Insurance companies to study the relationship between theefficiency of the trainings provided to salesmen in insurance companies and their performance.The results hoped to provide the suitable training programs to the salesmen with differentbackground. Furthermore, through the survey, it helped to understand what kind of training courses, how to delivery the trainings to the salesmen, and based on different situation and needsto arrange the schedules and provide more suitable training courses, to promote the salesmen’capacity, capability, and build-up the fundamental of management in insurance. In the generalbased on above, the objective of the study is summarized as below. 1. Study the training efficiency and the difference by vital statistics factor 2. Study the relationship between salesmen’s training efficiency and their performance 3. Study the relationship between vital statistics and salesmen’s performance 4. To promote the quality of salesmen to against to the challenge in the future, through thesurvey to consolidate what kind of training salesmen would like to take, how to deliverythe training, and what is the suitable time frame and period. Therefore, it is clear tounderstand what kind of training is lack of to the salesmen and provide the suggestion to the training departments where to enhance the training implementation and its evaluation. The study has collected 220 copies of surveys from the target 3 companies. The conclusion are as below: 1. The best life insurance salesmen with high school education background predominate in all, and the salesmen with college are lowest percentage. 2. The best life insurance salesmen most want to attend the training courses, such as tax, finance analysis, investment, investitive product, etc. 3. The best life insurance salesmen prefer case study 4. The best life insurance salesmen prefer using the working hours to attend the training courses. 5. No obvious relationship between the training efficiency and vital statistics. 6. From the performance index, the insurance income and the level of the job title presented lower positive relationship; brokerage income and the age, the level of the job title and seniority presented lower positive relationship; re-insured percentage and seniority, brokerage income and matrimony presented lower positiverelationship. 7. Among Performance, the level of the job title, and seniority presented lower negative relationship. |
第三語言摘要 | |
論文目次 |
本 文 目 錄 誌 謝 ······································································································· I 中 文 摘 要 ······································································································· I I 英 文 摘 要 ······································································································· I I I 本 文 目 錄 ······································································································· V 表 目 錄··············································································································· VII 圖 目 錄··············································································································· VIII 第一章 緒論········································································································· 1 第一節 研究背景····························································································· 1 第二節 研究動機與目的················································································· 2 第三節 研究流程····························································································· 5 第二章 文獻探討································································································· 6 第一節 壽險業務員角色之探討···································································· 6 2.1.1 何謂業務員························································································· 6 2.1.2 什麼是壽險業務員············································································· 9 2.1.3 壽險業務員在業界所扮演的角色與重要性···································· 11 第二節 壽險業務員的教育訓練···································································· 14 2.2.1 教育訓練的意義················································································· 15 2.2.2 教育訓練的目標················································································· 19 2.2.3 教育訓練的內容················································································· 20 2.2.4 教育訓練的執行評估········································································· 32 第三節 影響壽險業務員績效相關因素之探討…………………………… 36 第三章 研究方法································································································· 39 第一節 研究對象····························································································· 39 第二節 研究架構····························································································· 40 第三節 研究假設····························································································· 41 第四節 研究工具····························································································· 44 第五節 研究過程····························································································· 46 第六節 資料分析方法····················································································· 46 第四章 研究結果······························································································· 49 第一節 信度與效度分析················································································· 49 第二節 各研究變項之次數分配···································································· 54 第三節 受測者對教育訓練之看法------------------------------------------------ 58 第四節 相關分析····························································································· 61 第五章 結論與建議····························································································· 64 第一節 結論····································································································· 64 第二節 建議····································································································· 66 參考文獻··············································································································· 73 一 中文部份····································································································· 73 二 英文部份····································································································· 75 附錄 附錄一 研究問卷····························································································· 77 表 目 錄 表2-1 業務員的分類······························································································· 8 表2-2 業務員的三向度分類··················································································· 9 表2-3 教育訓練與發展的分析,針對不同學者之看法······································· 17 表2-4 教育、訓練、發展的比較彙總表······························································· 19 表2-5 效標資料蒐集方法······················································································· 34 表4-1 教育訓練之成效因素轉軸後的樣式矩陣…………………………………52 表4-2 整體量表之Cronbach’s alpha···································································· 53 表4-3 樣本性別分佈表……………………………………………………………54 表4-4 樣本婚姻分佈表··························································································· 54 表4-5 樣本行銷經驗分佈表··················································································· 54 表4-6 樣本年齡分佈表··························································································· 55 表4-7 樣本職級分佈表··························································································· 55 表4-8 樣本年資分佈表··························································································· 56 表4-9 樣本教育程度分佈表··················································································· 56 表4-10樣本執照數量分佈表··················································································· 57 表4-11樣本服務地區分佈表··················································································· 57 表4-12全體受訪者最想參加的教育訓練課程之統計表······································· 58 表4-13全體受訪者對訓練方式統計表··································································· 59 表4-14全體受訪者對教育訓練課程時段統計表··················································· 60 表4-15 全體受訪者對教育訓練課程上課時間長度統計表································· 61 表4-16 皮爾森相關係數之含意············································································· 62 表4-17 教育訓練之成效與人口統計變項間之皮爾森積差相關························ 62 表4-18 教育訓練之成效與績效間之皮爾森積差相關········································ 62 表4-19 績效變數與人口統計變數間之皮爾森積差相關···································· 63 圖 目 錄 圖1-1 本研究之流程圖······················································································· 5 圖3-1 本研究之架構圖······················································································· 41 |
參考文獻 |
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