組織氣候左右著組織成員的認知，除了影響其心理層面，也進而影響組織成員的行為。身處在這變遷快速的時代?堙A人與人的競爭已由單一國家擴展至全世界，為了保有個人的競爭優勢，學習是必要的。而個人的學習成果，對企業的運作具有一定的影響力，也造就了今日的成人學習風潮。然而企業如何運用此學習潮流，透過學習強化員工工作投入，並透過員工對組織氣候認知影響員工對工作的投入，是本研究的研究方向。本研究分別將組織氣候分為領導型態、形式結構、人際關係、責任風氣四構面，探討此四構面對員工自我導向學習及工作投入的影響，並了解自我導向學習在員工的組織氣候認知對工作投入的中介影響程度為何。本研究經由問卷實證分析，得到發現如下：
（一） 個人變項的不同在組織氣候認知、自我導向學習與工作投入上有部份顯著差異。
（二） 組織氣候認知對員工工作投入有顯著的影響。
（三） 自我導向學習對工作投入具有部份影響。
（四） 員工組織氣候認知對員工自我導向學習具有部份影響。
（五） 員工自我導向學習對組織氣候認知與工作投入具中介效果

The Study of the Relationship among Organizational Climate Awareness, Self-directed Learning, and Job Involvement – Taking One International Express Corporation as Example
Abstract
Organizational climate has an influence on the awareness of organization personnel, and its not only affect their mind, but also behavior. In the changing world, the competition between people has been expanded from one country to the whole world. Learning is necessary for people to keep their competition advantage, and the result of learning will affect the corporation operations, and also bring up the adult learning atmosphere. However, the study is focus on how does the corporation use this learning atmosphere to reinforce employees’ job involvement, and use the organizational climate awareness affect employees’ job involvement. The four types of organizational climate are leadership, organization structure, people relationship and responsibility which is this study trying to discuss the influence on self-directed learning and job involvement, also understand the self-directed learning mediating effect the relationship between organizational climate awareness and job involvement. After statistic analyzing, the results are summarize as following:
1. The different individual variables to organizational climate awareness, self-directed learning and job involvement come out a partly remarkable discrepancy.
2. Organizational climate awareness was positively significant to job involvement.
3. Self-directed learning was affected job involvement partly.
4. Organizational climate awareness was affected employee self-directed learning partly.
5. Self-directed learning was found to have a significant mediating effect between organizational climate and job involvement.

目錄
第一章 緒論…………………………………………………. 1
第一節 研究動機………………………………………………… 1
第二節 研究目的………………………………………………… 4
第三節 研究流程………………………………………………… 5
第二章 文獻探討…………………………………………… 6
第一節 組織氣候………………………………………………… 6
第二節 自我導向學習…………………………………………… 15
第三節 工作投入………………………………………………… 34
第三章 研究方法…………………………………………… 41
第一節 研究架構………………………………………………… 41
第二節 變項之操作性定義與測量工具………………………… 42
第三節 研究假設………………………………………………… 43
第四節 資料分析方法…………………………………………… 47
第五節 樣本特性分析…………………………………………… 48
第四章 研究結果…………………………………………… 51
第一節 差異性分析……………………………………………… 51
第二節 組織氣候認知與員工自我導向學習對工作投入之相關

性及影響性分析………………………………………………… 60
第三節 檢定結果………………………………………………… 67
第五章 結論與建議………………………………………… 69
第一節 結論……………………………………………………… 69
第二節 建議……………………………………………………… 72
參考文獻……………………………………………………… 74
一、中文部份……………………………………………………… 74
二、英文部份……………………………………………………… 75
附錄：本研究問卷………………………………………………… 83

表 目 錄
表2-2-1 自我導向學習的定義……………………………………… 19
表3-5-1 問卷回收情況……………………………………………… 48
表3-5-2 個人變項描述性統計分析………………………………… 49
表4-1-1 「領導型態」在個人變項上的差異性分析……………… 52
表4-1-2 「人際關係」在個人變項上的差異性分析……………… 52
表4-1-3 「形式結構」在個人變項上的差異性分析……………… 53
表4-1-4 「責任風氣」在個人變項上的差異性分析……………… 53
表4-1-5 「效率學習」在個人變項上的差異性分析……………… 55
表4-1-6 「喜愛學習」在個人變項上的差異性分析……………… 56
表4-1-7 「學習動機」在個人變項上的差異性分析……………… 56
表4-1-8 「主動學習」在個人變項上的差異性分析……………… 57
表4-1-9 「獨立學習」在個人變項上的差異性分析……………… 57
表4-1-10 「創造學習」在個人變項上的差異性分析…………… 58
表4-1-11 工作投入在個人變項上的差異性分析………………… 59
表4-2-1 Pearson相關分析表……………………………………… 61
表4-2-2 組織氣候對工作投入的迴歸分析……………………… 62
表4-2-3 自我導向學習對工作投入的迴歸分析………………… 63
表4-2-4 組織氣候對自我導向學習的迴歸分析……………………64
表4-2-5 自我導向學習對組織氣候與工作投入的層級迴歸分析…65
表5-1-1 研究假設驗證彙總表………………………………………67

圖 目 錄
圖1-3-1 研究流程圖………………………………………………….. 5
圖2-1-1 組織行為之動機與氣候模式………………………………. 12
圖2-2-1 Keith的自我增強模式……………………………………… 24
圖2-2-2 Pilling-Cormick的自我導向學習歷程模式………………… 26
圖2-2-3 Brockett & Heimstra個人責任取向模式…………………… 28
圖2-2-4 Garrison的自我導向學習模式……………………………… 29
圖2-2-5 Long自我導向學習的要素………………………………… 31
圖3-1-1 研究架構…………………………………………………… 41

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