野生新生訓練活動對首次領導指導員其領導發展之研究

The Influences of Instructor’s Leadership Development after Leading Adventure Education Activity at The First Time-From the Perspective of Leadership Identity Development Theory

10.6783/JAAEE.201612_(10).0004

侯昌佑；葉怡矜

領導認知發展階段理論 ； 冒險教育指導員 ； 領導經驗 ； rookies outdoor orientation trip ； adventure education instructor ； leading experience

體驗教育學報

10期（2016 / 12 / 31）

59 - 82

繁體中文

本研究目的為探討野外新生訓練活動對首次領導指導員其領導發展之影響，研究方法採質性研究之文獻探討、實地觀察與訪談，研究對象為首次領導新生訓練營:野外新生訓練(ROOT)之指導員共5 名。研究發現：本研究對象領導認知發展僅進展至探索、覺察、領導者認知前三階段，而對於之後的領導觀改變、傳承與整合階段三階段的發展是尚未完全發展整合，透過文獻發現從領導初期到最後的整合，推論影響領導認知發展的因素為：過去經驗、衝突、反思學習、目標設定、明確細節、團隊文化、後續檢討、個人主觀意識、領導模式與領導風格；此外，在首次領導活動後，對於指導員本身與領導經驗的影響為：時間管理提升、增加自信心、增加情緒控制、增進戶外活動特定知識與技能、以及個人成長等。在對未來發展影響部分，指導員們透過帶領ROOT 活動後，確認自身興趣與能力皆與戶外領域相關，未來也會朝戶外相關領域發展。本研究對未來研究建議為加入情境領導模式以及團隊發展相關理論探討，希冀能分析出影響領導經驗發展歷程的重要因素。

The influences of instructor’s leadership development after leading adventure education activity at the first time, from the perspective of Leadership Identity Development Theory. The researchers found that the instructors’ leadership development path stayed in the Awareness, Exploration and Leader Identity stages, only the first three stages, and was unable to complete six stages. Corollary factors affecting were related to the past experiences, conflicts, reflective learning, goal setting, clear details, team culture, the subsequent review, subjective consciousness, leadership and leading style. After leading the ROOT, the instructors built up time management improvement, self-confidence, emotional control, specific knowledge and skills of outdoor activities, and personal growth; For future development was that instructors confirmed their interests and abilities were associated with outdoor field after leading the ROOT. They will also look for outdoor field as their future career. The study suggests that it would be possible to explore important factors that influence leading development by adopting Situational Leadership Theory and Team Development Model.

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