體驗學習式企業講師專業發展歷程之研究

Abstract

體驗式學習與體驗教育引入台灣超過二十多年，此教育模式所倡導利用具體活動經驗後產生反思、概念化、應用，是最常執行的過程與教育方法。體驗式學習的原理即創造此一身心環境與過程，讓學員參與其中，此過程包含創造非熟悉環境、觸發身心失衡感受、身心重新調節適應、引出反思對話、整理發現、將此調整經驗遷移回現實生活及工作中，而這樣的模式也被廣泛應用在成人教育及企業教育訓練上。以體驗學習為本的企業教育訓練（EBTD）的發展，在許多研究文獻中發現有其效益與成效之顯現；以體驗學習為本的企業外部講師，其技術知識大部分運用自體驗教育之理念及哲學觀；受聘邀約替企業員工執行教育訓練課程，更需額外學習商業知識、企業語言及面對人力資源部門的成效評估；研究者想探究體驗學習式企業講師經歷那些發展歷程、關鍵轉折，及需要具備何種特質、能力，又其內在的工作價值與信念為何？這是想要探究的地方。綜合上述研究背景與動機，本研究以質性研究方式，訪問五位現職為資深體驗學習式企業講師，透過半結構式訪問大綱進行深度訪談以收集被研究者資料；並使用「主題分析法」整理與分析所收集資料，進行資料的歸納與研究結果與討論；期能更真實地探究體驗學習式企業講師的發展歷程。本研究目的為探究「體驗學習式企業講師發展歷程」，得出具體有建議性的研究結果，可提供有志於企業教育訓練領域之體驗教育引導員參考，並可為體驗教育引導員發展方向之一；本研究依所訪談資料歸納整理後，列出下列結果；「體驗學習式企業講師發展歷程」可如下列五點研究結果及第六點延伸；一、體驗學習式企業講師的發展過程：可歸納為（一）啟蒙階段、（二）扎根階段、（三）進階階段、（四）突破與考驗階段。二、體驗學習式企業講師關鍵發展轉折：（一）個人的失衡與調整失衡、（二）經營公司的挑戰與生存調整、（三）行銷自己、建立品牌進入市場。三、體驗學習式企業講師所需具備的核心能力：（一）體驗學習式企業講師的個人能力、（二）與企業相關的多元學習能力、（三）傾聽表達與體驗活動帶領能力、（四）企業講師的自我反思與修煉進步能力。四、體驗學習式企業講師的特質：（一）保持好奇心、（二）對人有興趣熱忱、（三）喜歡動、（四）正向真誠、（五）客觀與開放的心胸、（六）專注與堅持、（七）企圖心。五、體驗學習式企業講師的工作價值與信念：（一）工作者的相信－體驗學習式教育能改變人、（二）體驗式學習對於企業教育訓練的幫助與效益、（三）工作價值－體驗學習式教育的使命感。六、延伸參考：（一）體驗式學習應用於企業教育前瞻性與隱憂、（二）給未來工作者建議與忠告（三）體驗學習式企業講師的挑戰與限制。

關鍵詞：體驗式學習、企業講師、發展歷程Experiential learning and experiential education have been applied in Taiwan for more than 20 years. This model's most frequently implemented process and educational practice was reflection, conceptualization, and application after the concrete experience. The principle of experiential learning is to create a physical and mental environment and process which facilitate attitudinal and behavioral change. The process includes creating unfamiliar environments, triggering physical and mental imbalance, adjusting and adapting the body and mind, inducing reflection, sorting out discoveries, and transferring this adjustment to daily life and work. This model is also widely used in adult education and corporate training.Extant research found the benefits of experiential learning-based corporate education and training (EBTD). Experiential learning (EL) corporate trainers based most of their technical knowledge on experiential education's concept and philosophy. External trainers hired by the company for corporate training must acquire additional business know-how and corporate language while facing the HR department's assessment against KPIs.This study aimed to explore EL corporate trainers’ development process and key turning points, characteristics and abilities, and intrinsic work values and beliefs. Based on the above research background and motivation, this research aimed to explore how EL corporate trainers developed themselves. The results could also provide EL facilitators interested in corporate training as a career with concrete suggestions and guidance for career development.This study used a qualitative research method. Data were collected based on semi-structured interviews. Five senior corporate trainers using experiential learning approaches were in-depth interviewed. Data were analyzed using thematic analysis.Different themes emerged during the data analysis and led to resultant implications.The thematic analysis results were summarized as follows:The development of EL corporate trainers goes through four stages, including (1) the enlightening stage, (2) the taking root stage, (3) the advancing stage, and (4) the breaking through and put to the proof stage.During this development process, EL corporate trainers encountered several turning points: (1) encountering emotional dissonance and reducing the dissonance, (2) challenges of running a company and adjustment for survival, and (3) personal branding and entering the market.To succeed in experiential learning-based corporate training, EL corporate trainers should process the following core competencies: (1) personal competences for trainers, (2) multiple learning capabilities related to the business, (3) listening, expression, and capabilities of leading experiential learning activities, and (4) self-reflection and self-improvement.The thematic analysis also revealed EL corporate trainers' important characteristics, work values, and beliefs. EL corporate trainers possess the following characteristics: (1) curiosity, (2) keenness to connect with people, (3) being active, (4) being positive and sincere, (5) objectivity and open-mindedness, (6) concentration and persistence, and (7) ambition. Regarding EL corporate trainers' work values and beliefs, the following three emerged from the analysis: (1) the workers' beliefs - experiential learning can change people, (2) experiential learning is beneficial for corporate training, and (3) work values - the sense of mission for experiential learning in education.This study concluded with foresight and worry about experiential learning in corporate training, suggestions for future EL corporate trainers, and EL corporate trainers' challenges and limitations.

Keywords: Experiential Learning, Corporate Trainer, Development Process