師徒制（Mentoring system）係由較具經驗、較資深者向經驗較少或較資淺者分享知識、技能及經驗的一種較為密切的互動關係，自1983年起，即有學者開始討論師徒制在組織內的實務運用（Kram, 1982），而後陸續有學者開始討論師徒制帶來的好處，在師徒制的作用下，徒弟得以更快地適應新環境及勝任工作。師徒制的成效會受到師父及徒弟個人特性的影響，包括師父的溝通方式、師徒的人格特質及其配適度、師徒共同點的多寡皆會影響師徒制成效，此外，師徒制的關係模式會影響雙方的關係品質，徒弟對關係滿意度越高，其學習效果也越好。好的師徒制會使徒弟有較佳的工作表現與較高的知識分享意願，對組織社會化也有正向的影響效果，師徒制讓徒弟更快適應環境及勝任工作，提升其工作滿意度、自信心，使其對組織有更高的組織承諾，也會有更多的組織公民行為。由於目前國內尚未有師徒制的統合分析研究，故本研究蒐集目前已完成的研究成果，使用統合分析法探究各種可能影響師徒制的因素及其造成的影響，釐清變項間的關係，以獲得較明確的結果。
本研究旨在統合國內在2023年7月前與師徒制相關之18篇文獻，其中包含10篇期刊及8篇論文，採用Rosenthal（1991）統合分析方法驗證下列研究假設：一、探討師徒制與個人特性之關聯；二、探討師徒制與關係模式之關聯；三、探討師徒制與員工效能之關聯；四、探討師徒制與組織效能之關聯。分析結果發現：同質性檢定呈現達顯著水準的條件下，「個人特性」效果值為0.263，「關係模式」效果值為0.312，「員工效能」效果值為0.277，「組織效能」效果值為0.170；且經檢驗皆無出版偏差。本研究結果顯示：師徒制與個人特性、關係模式、員工效能及組織效能皆為正相關。
最後，根據研究結果提出實務建議參考：師父應增加溝通的精確性、摒除性別意識、以同理心為出發點；徒弟應保持開放、積極的態度學習、與師父保持良好關係，此外，組織應將溝通風格及人格特質列為選派師父的考量、規劃師父培訓課程並建立人才庫、建立查核點評估師徒關係並適時給予調整或支持、營造良好師徒氛圍、將成效列入考核標準、建立獎勵制度、將師徒制列為教育訓練的方式之一，透過師徒雙方及組織的努力增加師徒制成效，進而提升員工及組織效能。

The mentoring system is a relatively close interactive relationship in which the more experienced and senior with the less experienced or junior staffs. Since 1983, some scholars have begun to discuss application of the mentoring system in organizations (Kram, 1982), and the benefits of it. Under the influence of the mentoring system, the apprentice can adapt to new environments more quickly and become competent at work. The effectiveness of the system will be affected by the personal characteristics of the master and the apprentice, including the master's communication style, the master's and apprentice's personality traits and their compatibility, and the amount of common ground between the master and apprentice. In addition, the relationship model of master and apprentice will affect the quality of the relationship between both parties. The higher the apprentice is satisfied with the relationship, the better the learning effect will be. A good mentoring system will enable apprentices to have better work performance and higher willingness to share knowledge, and also have a positive impact on organizational socialization. The mentoring system allows apprentices to adapt to the environment more quickly and become competent at work, improving their job satisfaction, and self-confidence, so that they have higher organizational commitment to the organization and more organizational citizenship behaviors. Since there is currently no domestic integrated analytical study on the mentoring system, this study aims to collect the research results that have been completed so far, using the integrated analysis method to explore various factors that may affect the mentoring system and their effects, and clarify the relationship between variables.
This study aims to integrate 18 domestic documents related to the mentoring system before July 2023, including 10 journals and 8 papers, and use Rosenthal (1991) integrated analysis method to verify the following research hypotheses: First, to explore mentoring relationship between mentoring and personal characteristics. Second, to explore the relationship between mentoring and relationship models; Third, to explore the relationship between mentoring and employee effectiveness; Forth, to explore the relationship between mentoring organizational effectiveness. The analysis results found that: under the condition that the homogeneity test reaches a significant level, the effect value of "Personal Characteristics" is 0.263, the effect value of "Relationship Model" is 0.312, the effect value of "Employee Effectiveness" is 0.277, and the effect value of "Organizational Effectiveness" is 0.170; and there is no publication bias after testing. The results of this study show that mentorship is positively related to personal characteristics, relationship patterns, employee effectiveness and organizational effectiveness.
Finally, practical suggestions are put forward based on the research results: the master should increase the accuracy of communication, eliminate gender awareness, and use empathy as the starting point; the apprentice should maintain an open and positive attitude towards learning and maintain a good relationship with the master. In addition, the organization should List communication style and personality traits as considerations for selecting masters, plan master training courses and establish a talent pool, establish checkpoints to evaluate the master-disciple relationship and provide timely adjustments or support, create a good master-disciple atmosphere, include effectiveness in assessment criteria, and establish rewards The system includes the mentoring system as one of the methods of education and training. Through the efforts of both the master and the apprentice and the organization, the effectiveness of the mentoring system is increased, thereby improving employee and organizational effectiveness.

中文摘要…………………………………………………………………………………..….ⅰ
Abstract...…………………………………………………………………………………..…ⅱ
目錄…………………………………………………………………………………………..ⅲ
表目錄………………………………………………………………………………………. iv
圖目錄………………………………………………………………………………………. iv
第一章 緒論……………………………………………………………………………… 01
第一節 研究背景與動機…………………………………………………………… 01
第二節 研究目的…………………………………………………………………… 04
第三節 名詞解釋…………………………………………………………………… 04
第二章 文獻探討………………………………………………………………………… 08
第一節 師徒功能…………………………………………………………………… 08
第二節 個人特性層面……………………………………………………………… 14
第三節 關係模式層面……………………………………………………………… 20
第四節 員工效能層面……………………………………………………………… 24
第五節 組織效能層面……………………………………………………………… 26
第六節 統合分析法………………………………………………………………… 32
第三章 研究設計與實施………………………………………………………………… 35
第一節 研究流程…………………………………………………………………… 35
第二節 研究實施程序……………………………………………………………… 36
第三節 資料蒐集與分析…………………………………………………………… 38
第四章 研究結果………………………………………………………………………… 43
第一節 結果分析…………………………………………………………………… 43
第二節 結論………………………………………………………………………… 54
第五章 討論與建議……………………………………………………………………… 57
第一節 討論………………………………………………………………………… 57
第二節 研究建議…………………………………………………………………… 62
參考文獻…………………………………………………………………………………… 70
附錄………………………………………………………………………………………… 88

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英文部分
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