| Summary: | 碩士 === 國立彰化師範大學 === 商業教育學系 === 95 === The quality of human resources is the crucial factor to create the competitive advantage within an organization. Therefore, a lot of organizations invest more resources to pursue higher human quality. To make a comprehensive survey of global ecosystem in the 21st century, the most major problem is environment which worsens suddenly, as the global warming result in climate anomaly. It’s the duty for Forestry Bureau to protect forest ecosystem and conserve natural resources. There is no denying that the Forestry Bureau's employees to take part in education training is very important.
The purpose of this study was to examine the relationships among organizational commitment, learning motivation, training effectiveness and work performance. Six hundred and thirty questionnaires were sent to the Forestry Bureau employees by purposive sampling method and 394 useable questionnaires returned, with 62.5% valid return rate. The data were collected and analyzed by using descriptive statistics analysis, t-test, one-way ANOVA, Pearson correlation, multiple stepwise regressions and hierarchical moderator regression.
According to the findings, the results were summarized as follows: 1. There was significant differences on organizational commitment, learning motivation, training effectiveness and work performance among employees’ demographic variables; 2. The higher reaction in learning motivation was result in higher training effectiveness; 3. Learning level of training effectiveness had a direct effect on work performance; 4. Retention commitment had a direct effect on learning level of training effectiveness; 5. Effort commitment moderated the relationship between escape or stimulation learning motivation and reaction level; 6. Value commitment moderated the relationship between learning motivation and learning level of training effectiveness; 7. Retention commitment moderated the relationship between learning motivation and learning level of training effectiveness; 8. Retention commitment moderated the relationship between escape or stimulation learning motivation and learning level of training effectiveness; 9. Retention commitment moderated the relationship between self-development learning motivation and behavior level of training effectiveness.
Finally, the recommendations based on the findings and conclusions of the study were made for the government and the further study.
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