從自我觀點探索員工自願學習行為信念：心理社會工作依賴與工作投入之影響

Abstract

員工的「自願學習行為」(voluntary learning behavior)是組織成長及國際化的主要動力之一；然而，目前仍只有少數研究用以解釋為何員工願意於職場上產生自願學習行為，且僅限於探討組織環境變數，內在因素則未被討論。本研究提出一個理論模式用以探索員工自願學習行為的內在信念，以「心理-社會工作依賴(psycho-social work dependency)」為前因變數，「工作投入(work involvement)」為中介變數，進一步建立與「自願學習行為」之間的關係：當心理-社會工作依賴越高時其工作投入程度也將越高，與自願學習行為間的正向關係亦越高。 基於自我曼陀羅模式，心理-社會工作依賴被重新定義為「個人-相關他人」所共同構成的組合性多維構念，包含「個人導向依賴」、「社會導向依賴」兩個維度，樣本將被區分為高度、低度、直接與間接四種不同類型的工作依賴，人口統計變數對模式的影響亦被納入考量以呈現其輪廓。本研究使用問卷調查取得實徵資料，以台灣員工為樣本，應用結構方程模式對模式進行驗證。 結果顯示，本研究所就建構之心理-社會工作依賴，其量表之信效度良好；其與工作投入、員工自願學習行為間的關係亦受實徵資料所支持。本研究之理論模式及實徵研究結果，除可增加現有理論對於員工自願學習行為的解釋外，實務面上亦可對組織提出相關建議用以促進員工的自願學習行為。

The voluntary learning behavior of employees indicates the momentum of organizational growth and its tendency toward internationalization. Unfortunately, literature focusing on this issue is limited and only extrinsic variables have been considered. This study presents a model of intrinsic factors as it pertains to voluntary learning behavior among employees. We argue that individuals are more likely to pursue voluntary learning activities when they have more acute psycho-social work dependency. This relationship is mediated by the degree of involvement an employee feels toward her/his work. Drawing on the Mandala Model of Self, we have redefined psycho-social work dependency as a profile multidimensional construct (PMC) with two dimensions, individual-directed dependency and social-directed dependency. Psycho-social work dependency is classified into four categories: strong dependency, loose dependency, direct dependency; and indirect dependency. In response to the findings from previous studies, demographic variables were also included to draw the profile of psycho-social work dependency. Empirical data was collected by a survey of employees working in the Taiwan Railway Administration and private enterprise. Structural equation modeling was used to validate the proposed model and psychometric proprieties of Psycho-social Work Dependency Scale (PWDS). The results indicate good reliability and validity of PWDS. The relationships among psycho-social work dependency, work involvement and voluntary learning behavior are also validated. Finally, the theoretical contribution and practical implications of this study are discussed. It is our hope that the results of this study could provide valuable information regarding the voluntary learning behavior of employees and propose practical human resource strategies to organization.