| 摘要: | 本研究主要為修正勞資爭議調解人職能基準，並依此發展成勞資爭議調解人之職能導向課程，提供未來欲建構勞資爭議調解人訓練課程之參考依據。勞資爭議調解人之職能基準的修正是根據勞動部2018年12月所公布之職能基準表，利用職能分析法中的行為事例訪談，了解勞資爭議調解人的主要中做職責與所需具備之職能。
訪談前經過文獻探討的蒐集與整理，統整出訪談題綱初稿，也經過職能專家、產業專家與課程專家討論後修改訪談題綱。訪談了五位具備取得中央主管機關核發之勞資爭議調解人認證證書的現職調解人。將訪談資料經逐字稿整理與歸納，再與勞動部公布之職能表進行比對與修正，最後產出修正後勞資爭議調解人之職能基準。
職能導向課程規劃，依據修正後職能基準，利用ADDIE教學設計模型，進行課程的分析、設計與發展，並將學習成果評量工具規劃出來。分析部分先將職能進行重組、行為指標的難易度區分，規劃出課程地圖；設計部分，利用分析出的課程地圖進行課程的設計，包括教學/訓練目標與課程內容；發展部分，將教學方法、授課講師學經歷限制、教材與教學資源與學習成果評量規劃。
研究結果規劃出四門職能導向課程，分別為基礎的法制課程包含勞動法令相關法規與勞資爭議處理程序與法制；進階課程為勞資協商與談判技巧和個案研討。
希望透過本研究結果規劃出之職能基準表與職能導向課程，使欲從事勞資爭議調解職務之人，能補強本身之職能，有利政府使用或開設課程。
This study is mainly to revise the Occupational Competency Standard of the Labor Dispute Mediators, and accordingly develops into a Competency-Based Program for Labor Dispute Mediators, providing a reference for future training courses for Labor Dispute Mediators. The revision of the Occupational Competency Standard of the Labor Dispute Mediators is based on the Occupational Competency Standard table published by the Ministry of Labor in December 2018. It uses the Behavior Event Interview in the functional analysis method to understand the main responsibilities and functions of the Labor Dispute Mediators.
Before the interview, through the collection and collation of the papers, the first draft of the interview topic was integrated, and the interview questions were revised after discussion by functional experts, industry experts and course experts. Interviewed five current Labor Dispute Mediators who have obtained the certificate by the central competent authority. The interview data will be collated and summarized by interview transcript, and then compared with the Occupational Competency Standard published by the Ministry of Labor. Finally, the Occupational Competency Standard of the Labor Dispute Mediators after the amendment is output.
The Competency-Based Program for planning, based on the revised Occupational Competency Standard, uses the ADDIE instructional model to conduct the analysis, design and development of the curriculum, and to plan the learning outcome assessment tools. The analysis part first reorganizes the functions, distinguishes the difficulty of competency, and plans the course map; the design part uses the analyzed course map to design the course, including the teaching/training objectives and course content; the development part, the teaching method, The lecturer's academic experience limits, teaching materials and teaching resources, and learning outcomes are planned in detail.
The results of the study plan four Competency-Based Program courses. The basic legal courses include labor laws and regulations and labor dispute handling procedures and legal systems. The advanced courses are labor-management negotiation and negotiation skills and case studies.
It is hoped that the Occupational Competency Standard and Competency-Based Program planned through the results of this study will enable those who wish to engage in Labor Dispute Mediators to reinforce their competency and for government to offering courses. |
