A New Developing Curriculum on the
Transition Effects of the Vocational
Training for Adult Learning Program –
A Case Study of the Funeral Mortician
Services
Presented by
Kuei-Chih Chuang 1 Ph.D., Hung-Ju Tsai 2
Graduate School of Vocation & Technological Education
National Yunlin University of Science ＆ Technology
chuangkc@yuntech.edu.tw, g9643215@yuntech.edu.tw
Research Background
 Considerations of adult learning
development and utilization in transition
training
 Aging society increases the possibility of
career transition.
 Funeral Mortician Services (FMS)
Research Motivation
 Demands of adult learning
development
 Self-development experiences
 Effectiveness of career transition
training in FMS industry
Research Objectives
 To examine the variances between
variables and effectiveness of
transition training.
 To examine the relationship between
variables and effectiveness of
transition training
Research Objectives (cont.)
 To examine the correlation between
trainee’s characteristics, teaching course,
career support and effectiveness of
transition training.
 To examine the predictability between
trainee’s characteristics, teaching course,
career support and effectiveness of
transition training.
Research Hypothesis
 Each individual variable of FMS is
independent.
 There is no significant relationship
between variables and effectiveness of
transition training.
Research Hypothesis (cont.)
 Each individual variable of FMS is
interrelated.
 There is a significant relationship
between variables and transition
training effectiveness.
Definition of Terms
 Adults
 Funeral Service Industry
 Transition training
Scope of Research
 Research objects
 Samples
 Selection
Limitations
 Research objects
 Source of samples
 Source of research materials
Literature Review
 Characteristics of adult learners
 Concepts of transition training
 Factors may influence the effectiveness of
transition training
 Relevant study of transition training
 Contents of FMS
Fundamental of adult learning
development
 Characteristics of adult learning
development
 Adult learning principles
Concepts of Transition Training
 Basic concepts
 Meaning
 Theories
Effecting Factors of Transition
Training
 Trainee’s characteristics
 Course design
 Workplace
Relevant Study
研究者
年代
對象
方法
卓雅偵
1996
壽險公司
問卷調查
柯全恆
1997
企業界
問卷調查 、訪談
歐怡君
2001
壽險外勤
問卷調查
王瑞賢
2001
推廣教育
問卷調查
邵孟瓊
2002
公務人員
問卷調查
張瑞芬
2003
失業者
問卷調查 、訪談
張文彥
2003
壽險外勤
問卷調查
Relevant Study (cont.)
研究者
年代
對象
方法
李宜珈
2003 銀行員工
問卷調查
何黛珊
2005 壽險外勤
問卷調查
王玲玲
2005 壽險內勤
問卷調查
魏淳芳
2005 高科技產業
問卷調查
吳進興
2005 飛機維修員
問卷調查
張志長
2006 社福人員
問卷調查
張曉平
2006 觀光旅館員工 問卷調查
Funeral Mortician Services (FMS)
 Definition of FMS
 Job classification
 Job characteristics
Research Approach
 Structure of research
 Research process
 Research objects
 Means
 Data management
Structure of Research
Research Objects
 540 samples
 Received over 280 hrs pre-service training
from Jan. to Dec. 2008
 Qualified trainees who were re-employed.
Research Tools
 Scale of effectiveness
 Personal details
 Learning motivation
 Training course
 Career support
 Effectiveness of transition training
Research Tools (cont.)
 Pre-test analysis:
 77/90 effective questionnaires (85.6%).
 60 questions remained after item, factor
and reliability analysis.
 Sample questionnaire:
 352/450 were collected (78.2%)
 330 of them were effective.
Pre-test Questionnaire
培訓單位 發放數 回收數 無效
問卷
有效
樣本
北區 桃園職業 30
訓練中心
30
1
29
中區 嶺東科技 30
大學
30
3
27
南區 雲林科技 30
大學
30
2
28
Pre-test Analysis(1/3)
 Item Analysis
 Using critical ration and relevant analysis to




process question selection.
Using t ratio to determine the question
differences through the group of the highest 27%
and the lowest 27% of effective questionnaires.
Significance level must reach .01 and the
absolute value of critical ration must be higher
than 3.0.
The standard of question selection: absolute
value: higher than .30 with .01 significance
level.
1-6, 2-12, 3-1,3-16,3-19 were cut out.
Factor Analysis(2/3)
 The KMO value of learning motivation
is .818; teaching course .906, career
support .871; transition training
effectiveness .862
 KMO>.80
 3-8, 4-2 were cut out.
Pre-test Analysis(3/3)
 Reliability Analysis
量表
學習動 課程教 職場支 訓練移 整體
機
材
持度
轉成效
Cronb .897
ach α
.877
.927
.948
.973
題數
13
19
20
67
15
Sample Questionnaire
培訓
單位
北區
宜蘭縣產業技能訓練
發放 回收 無效
數
率
問卷
30
23
2
有效
問卷
21
推廣協會
北區
華梵大學
30
26
0
26
桃園職
訓中心
桃園職
訓中心
桃園職
訓中心
職業訓練中心
30
25
1
24
職業訓練中心
30
24
2
22
職業訓練中心
30
25
1
24
Sample Questionnaire (cont.)
培訓
單位
南區
發放 回收 無效
數
率
問卷
中華殯葬教育 30
23
3
學會
有效
問卷
20
台北市 華梵大學
30
24
1
23
台北縣 華梵大學
30
23
2
21
30
24
2
22
30
25
2
23
苗栗縣
苗栗縣
苗栗縣殯葬教
育學會
苗栗縣殯葬教
育學會
Sample Questionnaire (cont.)
培訓
單位
南投縣
台中縣
發放 回收 無效
數
率
問卷
社團法人台灣 30
23
4
就業輔導協會
中州技術學院
有效
問卷
19
30
23
4
19
高雄縣
中華殯葬教育
學會
30
23
3
20
高雄縣
中華殯葬教育
學會
30
24
2
22
屏東縣
大仁科技大學
30
27
3
24
Research Process
Research Methodology
 Questionnaire survey research
 Interview
Data Management
 Quantitative analysis
 Qualitative interview survey
Findings & Discussion
參訓學員性別
180
170
人
160
數
150
140
1
2
男性
女性
Findings & Discussion (cont.)
學員年齡統計
100
80
人 60
數 40
20
0
1
2
3
4
5
30以下 31-40 41-50 51-60 61-65
Findings & Discussion (cont.)
學員教育程度
140
120
100
人
數
80
60
40
20
0
1
初中以下
2
高中職
3
專科
4
大學
5
研究所
Findings & Discussion (cont.)
學員婚姻狀況
250
200
人
數
150
100
50
0
1
未婚
2
已婚
3
其他
Findings & Discussion (cont.)
家庭經濟責任
250
200
人 150
數 100
50
0
1
父母親
2
本人
3
配偶
Findings & Discussion (cont.)
受訓前就業狀況
250
200
人 150
數 100
50
0
1
待(失)業中
2
就業中
Findings & Discussion (cont.)
受訓後到就業時間
200
150
100
50
0
1
1
2
2-3
3
4
4-6
7-12
(單位：個月)
5
13以上
Findings & Discussion (cont.)
受訓經費分擔比例
200
150
100
50
0
1
政府
2
3
公司
公司與員工
4
自費
Analysis of Variances – Background
Variables
 There is no significant difference in
trainee’s characteristics (P>.05).
 There is a significant difference in
employment situation (P=.000<.001)
 H null is partially accepted.
Analysis of Variances – Background
Variables (Cont.)
 There is no significant difference in
training course (P>.05).
 There is a significant difference in
employment situation (P=.000<.05)
 H null is partially accepted.
Analysis of Variances – Background
Variables (cont.)
 There is no significant difference
in career support (P>.05).
 There is a significant difference
in employment situation
(P=.000<.05).
 H null is partially accepted.
Analysis of Variances – Background
Variables
 There is no significant difference
btw background variables and
transition training effectiveness.
 Gender, education, employment,
expenses in the period between pre
and post training shows there is a
significant difference (P<.001).
Analysis of Variance – Background
Variables versus Training
Effectiveness
 H2-1：There is no significant
difference between genders and
training effectiveness. – Accepted
Analysis of Variance – Background
Variables versus Training
Effectiveness (cont.)
 H2-2：There is no significant
difference btw age and training
effectiveness. – Rejected.
Analysis of Variance – Background
Variables versus Training
Effectiveness (cont.)
 H2-3：There is no significant
difference btw education level and
training effectiveness. – Rejected.
Analysis of Variance – Background
Variables versus Training
Effectiveness (cont.)
 H2-7：There is no significant
difference btw martial status
and training effectiveness.Accepted
Analysis of Variance – Background
Variables versus Training
Effectiveness (cont.)
 H2-8：There is no significant
difference btw family financial burden
and training effectiveness - Accepted
Analysis of Variances – Background
Variables versus Training
Effectiveness (cont.)
 H2-6：There is no significant
difference btw pre-training employment
status and training effectiveness. Rejected
Correlation Analysis
 H3-1：There is a significant
relationship between trainee’s
characteristics and training
effectiveness. – Accpeted
 r=.484;P=.000＜.05
Correlation Analysis (cont.)
 H3-2：There is a significant
relationship btw training course
and training effectiveness. Accepted
 r=.594;P=.000＜.05
Correlation Analysis (cont.)
 H3-3：There is a significant
relationship btw career support and
training effectiveness. – Accepted
 r=.645;P=.000＜.05
Regression Analysis
 Trainee’s characteristics versus
Training effectiveness
 F＝44.409, p=.000＜.001
 Positively related
 Better trainee’s characteristics =
better training effectiveness
 H null - accepted
Regression Analysis (cont.)
 Training course versus training
effectiveness
 F＝178.999, p=.000＜.001
 Positively related
 Better training course = Better training
effectiveness
 H null – accepted
Regression Analysis (cont.)
 Career support versus training
effectiveness
 Positively related
 F＝234.241 ，p=.000＜.001
 Better career support = better training
effectiveness
 H null- accepted
Conclusion
1.
Trainee’s characteristics and training
effectiveness are correlated.
2.
Living and employment pressures are the
sources of learning motivation.
3.
Higher the education level, higher the
training effectiveness
4.
Combination of organization goals and
career planning could improve training
effectiveness.
Conclusion (cont.)
5. Creating a positive learning
environment could improve the
training effectiveness.
6. The satisfaction of training course
and the awareness of career support
could significantly increase the
predictability of training
effectiveness.
Recommendations
 Council of Labour Affairs
 To held the examination of
professional FMS license.
 Improve transition training
effectiveness by combining both
public and private resources in the
society.
 Government assistance and
supports
Recommendations (cont.)
 Training Center
 To establish trainee verification
mechanism.
 To establish HR database and
improve the diversity of teaching
strategies.
Recommendations (cont.)
 Companies
 To create a more interactive working
environment for employees
 To provide internal training class for
employees and strengthen the core
competency.
 To adopt TTQS to improve the quality
control management.
 To take advantage of internet
resources and improve the internal
training effectiveness
Recommendations (cont.)
 Companies
 To improve the integration of
employee training plans and the
needs of learning.
 To seek for strategic alliance
Recommendations (cont.)
For researchers
1. Trainee’s managers or co-workers could be
incorporated in the research survey.
2. More focus on longitudinal study
3. Freelancers shows higher level of
effectiveness than in-position trainees during
transition training.
End of Presentation
Thank you for
listening !