[ 摘要 ]

本研究以台東縣山地原住民鄉國民中、小學教育服務役為範圍，從人力資源規劃與配置、工作安排與訓練、生活管理、服勤管理等4個面向進行探討。本研究採質性研究，以半結構式方式進行，針對服勤單位行政主管與業務承辦人、服勤學校校長、管理人員及役男等5種對象進行深入訪談。研究發現如下：

一、人力資源資源規劃與配置方面：囿於政策及法令尚欠周延，致未被核定為「焦點閱讀300學校」，不能申請教育專長役男，役男分發以受訓成績排序選填服勤學校，役男專長未符合服勤學校實際需求，人力分配計算基準，未照顧到偏遠地區。

二、工作安排與訓練方面：新進役男勤務分配與訓練，均由服勤學校負責，服勤單位辦理管理人員研習，唯參與度不高，服勤學校違規指派役男單獨服勤或未依專長派遣工作，造成人力浪費，加以役男素質偏低，交付任務未達服勤學校期待。

三、生活管理方面：役男皆於服勤學校個別住宿，上課期間由服勤學校負責役男生活管理，夜間則由認輔教官與役男管理幹部協助；部分學校校舍不足，未能申請役男，宿舍設施老舊，無預算經費修繕，寒暑假期間飲食不便及役男生活適應不良與心緒不穩等問題。

四、服勤管理方面：管理人員未能專注役男管理工作及推動事務性工作，役男自恃甚高、工作態度消極、現行獎懲與考核制度對役男不具嚇阻及規範作用，役男角色認知偏差，過度介入行政運作等困境。

根據以上研究發現，研究者分別對教育服務役主管機關、需用機關、服勤單位及服勤學校與未來研究者提出具體建議，作為未來教育服務役人力運用及管理策略之成效參考。



[ 英文摘要 ]

Abstract

The study, ranged from duty service units, schools to the draftees of alternative service in primary and junior high schools of Taitung mountain areas, explores from four aspects: manpower planning, jobs arrangements and training, life management, and management of duty service. The study uses qualitative research and qualitative interviewing, preceded in the semi-structured way, and the 5 kinds of interviewees include supervisors and undertakers of Taitung education service units, principals, management staffs and draftees of the service schools, for in-depth interviews. The study leads to the following conclusions:



1. The arrangement and planning of manpower: due to the insufficiency of current laws, Haiduan Primary school was not be listed on “Reading Focus 300 Schools,” so draftees with education specialty will not be allotted to it. Draftees’ training performance and ranking decide the distribution to the service schools, and thus, draftees’ specialties will not necessarily meet the schools’ needs. So, the ratio standard of manpower does not consider the remote areas.

2. The training and arrangement of work: newcomers’ assignments and trainings are all held by service schools. Service units will hold conferences for management staffs; however, they do not have high participation and cooperation. For example, some schools send service men as bus security guards alone, rather than assign work duly based on their skills. In this case, it leads to the waste of labors and draftees’ discontent, lowers the quality of education service, and disappoints the schools.

3. The management of life: substitute draftees all live in individual lodging provided by service schools. The service schools will take responsibilities of draftees’ life in daytime, while guidance drill masters and management staffs will help guide draftees’ life at night. It is found that part of schools has too few school buildings for service draftees, dorms are old and repair budgets are lack, eating in summer and winter vacation is inconvenient, or draftees cannot adapt themselves well and have mental problems.

4. The management of duty services: service units may confront difficulties, such as management staffs are not responsible and uncooperative for the job; draftees are arrogant, passive and lack of discipline, and rewarding and punishing assessment system is ineffective; or, the role of draftees is impropriate, who intervenes school administration too much, etc.



Based on the above research results, the researcher will offer suggestions for competent authorities and requisition agency of education service, service units, and schools as reference resources of manpower planning and management strategies in alternative service of education.





Keywords: aboriginal mountain regions, alternative service of education, manpower planning,