| 摘要: | 輪調式建教合作教育在國內已實施多年，它已培育大量的優秀人才，是一種理論和實務相輔相成的學習方法。尤其在近年來的全球金融海嘯衝擊下，有些弱勢家庭的子弟，因為有建教合作的制度，家庭經濟得以獲得支撐，有助維持社會穩定。
近幾年，在學術界方面的研究，大多偏向在技術生個人特徵與學習環境滿意度或留任意願之相關研究，甚少有雇主對於留任技術生的因素之探討，因此，在當前國際經濟衝擊的環境下，技術生是否能獲得店家留任，不只攸關建教合作制度的成敗，也是弱勢家庭經濟能否獲得支撐的關鍵。
綜合以上，本研究透過文獻探討、專家訪談、AHP層級分析法找出便利商店雇主對建教合作技術生留任因素的四大關鍵分別為：工作績效(技術生的工作態度是否良好、技術生的配合度、技術生出缺席的管理、技術生能有獨立作業能力、技術生能配合門市的教育訓練、技術生需建立創造利潤的觀念學習技能)；服務品質(技術生能有服務的熱誠、技術生能處理門市服務的流程、技術生處理各項業務的效率、技術生櫃檯服務禮貌的招呼、技術生聆聽顧客需求的能力、技術生能提供正確資訊給顧客、技術生要具有服務力(QSCV))；專業素養(技術生認識商品種類的能力、技術生能正確處理商品進退貨、技術生能了解品保作業流程、技術生能了解櫃檯收款的流程、技術生能有防搶劫及竊盜之措施、技術生有正確應變危機的能力)；職業道德(技術生要具有職場品德操守、技術生要有職場倫理的表現、技術生要能遵守公司的組織規章、技術生對公司的相關營業資訊能保守秘密)，以提供學校教育單位在課程規劃及教育訓練之參考。
Rotation-type Cooperative Education has been implemented in Taiwan for many years. It is a vocational education program in which interning students apply profes-sional theories on work during a practical training period that helps nurture them into better-qualified employees. Notably, this program benefits students who come from disadvantaged families during the current global financial crisis, as well as helps to maintain a stable society.
However, recent academic research is focused on the study of the individual characteristics of interning students, the satisfaction of the learning environment, and the willingness of the students to continue working in their workplace after the practi-cal training period. Researchers seldom discuss the factors that affect the employer’s decision to continue employing the interns. Therefore, during the current international economical difficulty, whether or not employers are willing to hire interns after practi-cal training, is not only relevant to the success of the program but also the key that economically assists disadvantaged families.
In summary, the results of the study of continuous employment of interning stu-dents through literature review, expert interviews, and AHP analysis conclude with four key factors that affect employers of convenience stores who are willing to hire the in-terning students:
(1) Performance - includes work attitude, cooperation, attendance, independent working capability, training education, and learning capability.
(2) Service Quality – includes service attitude, familiarity with service procedure, effi-ciency, good mannerisms, willingness to listen, accuracy when relaying information, and service ability (QSCV).
(3) Professionalism – includes recognition of merchandise, inventory control manage-ment, quality assurance procedures, cashier procedures, robbery and theft response, and crisis management capability
(4) Workplace Ethics – includes honesty, morality, compliance of company rules, and secrecy.
Hopefully, my research can help schools in planning better curriculum plans and stronger educational training. |
