| 摘要: | 美容產業變化大、產品生命週期短，技術需不斷翻新，方能因應大環境之變化。政府近年來積極推出產學合作結合民間與學校團體規劃辦理多元性在職進修課程，針對已進入勞動職場之勞工接受職業訓練進修提升專業知識及技能。而職場勞工在政府大力推動職業訓練課程以及大環境改變之影響下，亦願意在工作之餘參與職業訓練學習第二專長。
本研究旨在瞭解參加美容類職業訓練受訓學員其基本背景變項、學習動機與學習滿意度間之相關性，並藉由研究結果發現，做為日後相關單位辦理美容類職業訓練之招生與課程內容規劃、改進參考之參據。本研究係採文獻分析法、問卷調查法及歸納法來探知美容類職業訓練受訓學員其基本背景變項、學習動機與學習滿意度間之相關性。問卷調查法主要是以職業訓練中心2011年-2012年委辦訓練單位臺北市美容美髮用品器材製造裝修職業工會、社團法人美顏時尚造型協會及社團法人中華美容美髮專業技藝協會等三個單位參加美容類產業人才投資方案職業訓練之學員總人數，合計260人為本研究問卷調查對象。本研究以自編之「美容類職業訓練受訓學員學習動機與學習滿意度調查問卷」作為研究工具。問卷調查資料以SPSS20.0.0中文版統計套裝軟體進行資料分析，統計方式包括描述性統計分析、獨立樣本t檢定、單因子變異數分析、相關分析以及迴歸分析。
依據資料分析的結果，本研究主要發現歸納結論如下：
一、參加美容類職業訓練受訓學員不同個人背景變項在學習動機之差異性上，不同性別、年齡、婚姻狀況、學歷、工作年資之美容類職業訓練受訓學員在學習動機上具顯著差異。
二、參加美容類職業訓練受訓學員不同個人背景變項在學習滿意度之差異性上，不同性別、年齡、學歷、工作年資、子女數之美容類職業訓練受訓學員在學習滿意度上具顯著差異。
三、不同個人背景變項之美容類職業訓練學員在學習動機之預測力上，所有個人背景變項對學習動機的整體解釋力為13％。另所有個人背景變項對學習滿意度的整體解釋力為11.8％。
四、學習動機與學習滿意度呈現中度到高度正相關。
五、學習動機中之「價值」與「執行意志」對於學習滿意度之「課程內容及師資」有13%具預測解釋力。
六、學習動機中之「價值」與「執行意志」對於學習滿意度之「設備(場地)及行政支援」具有18%具預測解釋力。。
本研究針對前述之結果提出以下建議：
一、日後相關單位辦理美容類職業訓練之招生與課程內容規劃應注
美容類職業訓練學員之個人背景，以增加其學習動機與學習滿意度。
二、美容類職業訓練之招生與課程內容規劃應設法提升學員之學習動機，以提升學習滿意度。
三、對實施成效進行評估與檢討，落實課程內容設計更符合業界實務需求。
四.後續研究建議
（一）擴大研究對象範圍
（二）研究方法之拓展
（三）研究變項之拓展
The fact that the changes in cosmetics is quite dramatic, and that its life cycle is extremely short is why its techniques have to be frequently renovated in order to accommodate the variation of the era. In recent years, our government has been promoting the cooperation between the industrial and academic fields so that they can help combine the industrial and academic groups to plan and hold diverse entrance for in-house trainees, who are targeted for taking up on-going training sessions as to enhance their professional skills. For those who are at work, under such governmental promotion of career training and such influence from the great change in the work force environment, it seems that they are more than willing to spend leisure hours on attending these career training and learn a second profession.
This research aims at understanding the background variables, learning motivations, and their learning satisfaction of those who attend the cosmetic career training. The discovery of the study is to fit the need for future references for related institutes to help improve and prepare for future cosmetic career training courses and enrollment programs. This research adopts documentation analysis and questionnaire to explore the relativity among background variables, learning motivations and learning satisfaction of those who attend the cosmetic career training. The questionnaire aims at the research targets who are in the designated training units in the career training center from 2011 to 2012, including Taipei City Union of Appliance Assembly and Manufacturing for Hair Cosmetics, Juridical Persons for Beauty Fashion Stylists Union, and Juridical Persons for Chinese Hair Cosmetic Skill Association. The total number of cosmetic related attendants in this career training investment program is 260, who are included in this research questionnaire. The research tool of this study is an original questionnaire, “the learning motivation and learning satisfaction questionnaire for cosmetic career training attendants.” The resulted data from the questionnaire are analyzed by SPSS14.0 Chinese version for statistics programs, the calculation of which includes descriptive statistic analysis, independent-samples T test, one way ANOVA, correlation analysis, and regression analysis. According to the given result, this research has concluded as follows:
1.There is a significant discrepancy between leaning motivation of individual learning motivation and different gender, age, marital status, education, and working experience of those who attend the cosmetic career training.
2.There is a significant discrepancy between learning satisfaction of individual learning motivation and different gender, age, education, working experience, and number of kids of those who attend the cosmetic career training.
3.Upon predictability of learning motivation for the attendants of cosmetics career training with different background variables, all individual background variables have a 13% total explanatory power toward learning motivation, and all individual background variables have a total 11.8% explanatory power toward learning satisfaction.
4.There is a medium to high positive correlation between learning motivation and learning satisfaction.
5.The “value” and “executing willpower” of the learning motivation has a positive influence on the “content and faculty of the course” of the learning satisfaction.
6.The “value” and “executing willpower” of the learning motivation has a positive influence on the “facilities and administrational support” of the learning satisfaction.
Based on the result mentioned previously, the research led the suggestion as follow:
A.In the future, Vocational training in Cosmetology related classes units should pay attention to personal background of vocational training students, in order to increase their learning motivation and learning satisfaction.
B.The enrollment and curriculum content planning of cosmetology vocational training class should seek to enhance participants' learning motivation in order to enhance learning satisfaction.
C.The evaluation and review of the effectiveness of the implementation of curriculum design to meet with industry practice needs.
D.Follow-up Research Suggestions
1.To expand study scope
1.To expand study scope
2.To develop research variables |
