公部門訓練應用「問題導向學習法」之成效評估：以二○一○年地方行政研習中心地方機關科（課）長班為例
陳敦源、吳祉芸、許耿銘
《摘要》
台灣公務人員的教育訓練，目前正進入一個硬體改變到軟體轉換的時代，面對外在民主多元社會的諸多行政效能的要求與解決問題的挑戰，從訓練發展的方法上求取突破，成為台灣主要訓練機構近年所追求的一條變革之路；本研究以行政院人事行政局地方行政研習中心於二○○九－二○一○年所舉辦，應用「問題導向學習法」（Problem-based Learning, PBL）教學在地方政府科長班的機會，針對這些來到中心接受一週訓練的學員們，以「蚊子館」的問題導向個案所進行的PBL教學，在完成教學最終的個案小組報告之後所進行的問卷評量為基礎，討論以PBL進行教學的成效評估。
本研究得到下面四點結論，第一，學員對於課程各面向的綜合滿意度，對於他們給與PBL學習法的評價是有正面的關係，學員越滿意課程的「運作架構」（logistics），將會影響到他們對於PBL學習效益的評估；第二，學員對於課程知覺效益的評估，對於學員對PBL學習效益的評估是有正向影響；第三，前面兩項獨立變數對於PBL學習效益的影響，知覺效益是比滿意度來得明顯與更重要；最後，參與的程度對於PBL學習效益是有單獨的影響，但是，一旦將參與程度與滿意度及知覺效益放在一起分析，參與程度的影響力消失了。
前面四點結論導引到本文提出推動PBL教學的建議：其一，教學評量應該從「滿意度」為核心，轉向以評估「學習效益」為核心，其二，擴大上課參與似乎是近年政府推動非傳統教學法的核心價值之一，但是，訓練機構不應只在形式上擴大參與，而必須在開法課程內容上，要花更多的資源或是研究，了解學員工作環境中可以被用來增加學員知覺效益的因子，如重要的實務問題、相關可能的解決辦法等，讓參與式的學習方法可以真正具備實質的學習效益。
[關鍵字]： PBL教學、地方行政研習中心、教育訓練、成效評估、人力資源發展
An Evaluation of Problem-based Learning in Public Service Training: The Case of 2010 Mid-Level Managers Training Course in the Regional Civil Service Development Institute, DGPA
Don-Yun Chen, Chih-Yun Wu, Keng-Ming Hsu
Abstract
Because of democratization, the training and development of Taiwanese civil servants have gone through a transformational stage in the past decade. Not only has the structure of training organizations changed drastically, the methods used to train civil servants have also been altered. Many experiments of adopting new training methods other than traditional lecturing have flourished. However, not enough attention has been paid to how these changes have impacted training effectiveness.
In this paper, the authors use a new program initiated by the Regional Civil Service Development Institute, Central Personnel Agency from 2009 to 2010 to implement a training evaluation. The program installs a 12-hour Problem-based Learning (PBL) session into a week-long training course for middle managers from local governments. Four results are presented. First, the logistics of the training course has a positive impact on how trainees evaluate the PBL effectiveness. Second, the trainees found that the utility of the PBL has an obvious impact on their effectiveness evaluation. Third, the perceived utility is more importantly related to effectiveness evaluation than satisfactory ratings. Lastly, the rate of participation has an independent impact on the effectiveness, but, an analysis of perceived utility and satisfactory rating shows that the participatory influence was minimal.
Two suggestions can be derived from this research. First, in the era of changing training method from traditional lecturing to trainee-centered PBL, training evaluation should be focused on learning effectiveness rather than trainee satisfaction. Second, quality improvement of training courses should be focused on increasing perceived utility of the course rather than the quantity of participation.
Key words: Problem-based Learning (PBL), The Regional Civil Service Development Institute, DGPA, training and development, outcome evaluation, public sector human resource development