評鑑中心係一套標準化的評鑑工具，可支持企業人力資源管理與發展功能，
並確保人力資源運用效率及人力資源素質的提升。評鑑中心的效度建立於準確的
職能分析與貼近真實工作情境的模擬演習，此外，評鑑員亦扮演重要角色。稱職
的評鑑員必須具備觀察、紀錄、分類與評估受評者行為之能力，評鑑中心須確保
評鑑員能產出準確的評鑑結果，做為企業執行人才甄選、訓練、晉升等參考依據，
讓優秀管理人才發揮能力，帶領企業成長。
　　本研究目的為補充國內評鑑中心評鑑員訓練相關文獻，以及探討不同的評鑑
員訓練對評比準確度及誤差之影響，並透過上述探討結果建立評鑑員訓練之完整
流程，供企業實務應用，以協助企業確實評鑑人才職能。
　　在本研究中，研究者檢視參考架構訓練及行為觀察訓練對增進評比準確度的
效用。實驗對象為隨機分配至控制組、參考架構訓練組、合併參考架構訓練與行
為觀察訓練組。實驗對象評估四位受評者其兩項職能構面之行為，且實驗對象之
評分會透過多種的準確度測量予以比較，測量方式包含 Cronbach's 準確度分數、
距離準確度、Borman's 差異準確度、月暈效果準確度及寬容測量。
　　研究結果指出，相較於控制組，參考架構訓練僅增進評分者之 Borman's 差異
準確度。然而，與本研究不符預期之處為，訓練組別之差異與 Cronbach's 準確度
分數、距離準確度、月暈效果準確度及寬容測量之間，各組結果並無顯著差異，
因此無法證實訓練是否能有效改善評分者之評比準確度。

Assessment Center is a set of standardized assessment technique supporting
various human resource management and development functions of business, and
ensuring the effectiveness of human resource utility and the enhancement of human
resource quality.
The validity of assessment center is based on precise competency analysis and
simulation exercises, and assessors also occupy importance positions. A qualified
assessor has the ability to observe, record, and classify and rate assesse's behaviors in dimensions. Assessment center must train assessors to make reliable judgments about the behaviors of assesses.
The purposes of the research are (a) supplying related reference of assessor training, (b) investigating the influence of different assessor trainings on rating accuracy and error, (c) setting complete procedures of assessor training for practical application and assisting businesses to assess accurately the competency of the talent.
In this Study, the researcher examined the utility of frame-of-reference (FOR)
training and behavioral observation training (BOT) for enhancing rating accuracy. 90
participants were randomly assigned to either (a) control training, (b) FOR training, or
(c) FOR training + BOT. Participants evaluated the behaviors of four ratees in two
dimensions. The rating of participants were compared on various measurements of
accuracy, including Cronbach's accuracy scores, distance accuracy, Borman's
differential accuracy, halo-type accuracy and leniency measures.
Results indicated that compared with control training, FOR training only led to
significant enhancements in Borman's differential accuracy. However, contrary to
predictions, the training group did not have significant difference among each other in
Cronbach's accuracy scores, distance accuracy, halo-type accuracy and leniency
measures. Hence, it cannot be effectively proved that the influence of assessor training on rating accuracy.

論文審定書........................................................................................i
誌謝................................................................................................ ii
中文摘要......................................................................................... iii
英文摘要............................................................ .............................iv
目錄................................................................................................ v
圖次................................................................................................vi
表次.............................................................................................. vii
第一章 緒論................................................................................... 1
第一節 研究背景與動機................................................................... 1
第二節 研究目的............................................................................. 2
第三節 研究流程............................................................................. 3
第二章 文獻探討............................................................................. 4
第一節 評鑑中心............................................................................. 4
第二節 評鑑員訓練........................................................................... 18
第三節 評比準確度之測量.............................................................. 26
第三章 研究方法........................................................................... 31
第一節 研究架構........................................................................... 31
第二節 實驗設計........................................................................... 32
第三節 實驗對象........................................................................... 33
第四節 實驗流程........................................................................... 35
第四章 研究結果........................................................................... 39
第一節 描述性統計........................................................................ 39
第二節 依變項之同質性檢定........................................................... 40
第三節 依變項之變異數分析........................................................... 41
第五章 結論與討論........................................................................ 43
第一節 研究結論........................................................................... 43
第二節 研究建議與實務應用........................................................... 45
第三節 研究限制與未來研究建議.................................................... 46
參考文獻....................................................................................... 50
附錄............................................................................................. 54

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吳復新，1993，管理人才的評鑑與考選（中），人事月刊，98：28-35。
吳復新，1993，管理人才的評鑑與考選（下），人事月刊，99：4-13。
吳復新，1997，評鑑中新法之評鑑工具的選擇與模擬演習的設計，空大行政學報，7：1-39。
李俊明、張裕隆，2001，同儕提名法在團體活動中評鑑初中階主管之應用，應用心理研究，10：97-133。
李嵩賢，2003，評鑑中心法的基本概念及其在公務人力發展的應用，T&D飛訊，14：1-7。
林燦螢，2005，管理職能評鑑暨發展中心，T&D飛訊，37：1-18。
張裕隆，1996，領導才能之評量，國魂，612：72-74。
黃一峰、鄭怡君，2005，評鑑中心應用於國家考試之探討：以美國外交人員口試為例，國家菁英，1(1)：79-98。
黃佳純、謝慧賢，2007，評鑑中心未來的發展趨勢及其在高等教育上之應用，T&D飛訊，62：1-13。
溫金豐、謝孟蓉，2012，建立以能力為基礎的管理人才培育制度─評鑑中心的應用，游於藝電子報，第133期（八月號），行政院人事行政總處公務人力發展中心發行。
蘇冠華，2001，以「評鑑中心法」選取管理人才，就業與訓練，19(6)：83-86。
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