校外機構線上諮商工作者之核心職能初探研究－以張老師基金會某分事務所為例

Investigating the Core Competence of 0n-Line Counselors within the Extracurricular Organization: A Case Study on Business Office of Teacher Chang Foundation

10.7040/JGC.200805.0061

黃美珍(Mei-Jen Huang)；鄭瀛川(Yen-Chuan Cheng)

核心職能 ； 義務張老師 ； 工作職能評量 ； core competence ； competency ； voluntary counselor Teacher Chang

輔導與諮商學報

30卷1期（2008 / 05 / 01）

61 - 87

繁體中文

近年來，核心職能的研究與應用越來越受到重視，而諮商工作者之核心職能更關係其個人服務品質與整體組織運作之效能。本研究的目的旨在探討張老師基金會之義務張老師的核心職能。研究歷程參照Spencer與Spencer(1993)提出之「使用效標樣本的古典研究」，並透過行爲事例訪談法，進行資料蒐集與分析，以提供張老師基金會進行有效選才、訓練與發展之實務上的參考。 本研究建構出義務張老師之核心職能分三類，共21個職能項目，包括： 一、自我概念價值：保持彈性、自我期許、正向期待、富有熱誠、自我反思、自信心、自我了解。 二、人際管理能力：同理心、團隊合作、人際EQ、培養他人、眞誠一致、尊重接納、溝通表達、溫暖關懷。 三、工作管理能力：學習能力、專業知識、資訊蒐集、引導思考、決策判斷、專業技術。 最後，本研究分別討論「義務張老師所需職能重要性排序及其影響」、「義務張老師核心職能與過去文獻資料比較」與「義務張老師職能模型和張老師基金會儲訓課程內容之對照」，並對本研究所建構的職能項目在學術研究與實務應用上提出建議。

The researches and applications of core competence have become increasingly important in recent years. The counselor's core competence is considered as even more influential to the quality of personal service and the operational efficiency of the whole organization. The purpose of the study is to investigate what core competence constitutes the essentials of a voluntary counselor ”Teacher Chang” in Teacher Chang Foundation. Based upon Spencer & Spencer's ”criterion samples” (1993), the collected data from Behavioral Event Interview are analyzed accordingly. The results of the findings reveal that core competence could serve as the practical reference point for Teacher Chang Foundation in teacher selection, training and development. This study suggests that to be a ”Teacher Chang,” one must possess the following three main qualities: self-concept value, work management, and interpersonal management. The range of the three competency qualities includes twenty-one skills specified below. 1. The quality of self-concept value has 7 competencies. These skills involve flexible thinking, self-expectancy, positive expectation, work with passion, self-introspection, self-confidence, and self-acquaintance. 2. The quality of work management has 6 competencies. These skills involve learning ability, professional knowledge, information gathering, thinking guidance, decisive judgment, professional adeptness. 3. The quality of interpersonal management has 8 competencies. These items involve empathy, team cooperation spirit, interaction by EQ, cultivating attitude, congruent perceptions, respect upon acceptance, effective communication, and thoughtful regard. This study discusses the essential sequence of core competence to Teacher Chang and its influences, Teacher Chang's core competence compared with previously related literature, and the contrast between Teacher Chang's competence model and Teacher Chang Foundation's reserved training courses. Practical suggestions for scholarly study and practical applications are also provided in this regard.

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