教練(Coaching)訓練於企業中的重要性日益劇增，現今企業中主管很重要的責任之一即為部屬的培育與發展，但訓練成效不彰一直是企業所面臨的問題，過去研究幾乎未針對增強教練訓練移轉之訓練後強化措施(posttraining supplement)做探討。因此，本研究採用準實驗設計，檢驗兩個訓練後強化措施於增強教練訓練移轉的效果，分別是：(1)向上回饋與(2)任務指派。向上回饋過去多作為自我發展工具，此為第二次被當作訓練後強化措施檢驗；任務指派為本研究發展之訓練後強化措施。
本研究以桃園某一大型醫院中43位中、高階主管為研究樣本，將其分成四組：(1)控制組(只有訓練)；(2)訓練加向上回饋；(3)訓練加任務指派；(4)訓練加混合式訓練後強化措施(即向上回饋加任務指派)。研究結果顯示有接受任務指派的訓練後強化措施組的受訓者在部屬(即coachee)績效改善上的效果大於向上回饋組，但向上回饋做為訓練後強化措施的效果並未得到支持。此外，接受混合式訓練的受訓者展現出高於其他三組的面談次數。本研究進一步提出實務上的管理意涵，提供企業增強教練訓練移轉效果之參考方向。

This study examined the effectiveness of two newly hired posttraining supplements – upward feedback and project assignment – for facilitating transfer of coaching training. 43 mid- and high-level managers in a large-size hospital received coaching training and engaged in posttraining supplements. The impact of the posttraining supplements on coaching training transfer was assessed across four conditions in a quasi-experimental framework: (1) classroom training only, (2) classroom training with upward feedback, (3) classroom training with project assignment, and (4) classroom training with upward feedback and project assignment. The results failed to support the effectiveness of upward feedback, but trainees supplemented by project assignment exhibited a more positive effect on coachees’ performance improvement than those supplemented by upward feedback. In addition, trainees in the combined supplement condition demonstrated the largest number of coaching sessions than those in other conditions. Implications of these findings for coaching training transfer and practice are discussed.

一、中文部份
閆緒嫻，2005，如何進行人才測評—職業經理人十萬個怎麼辦，北京：北京大學出版社。
二、英文部份
Baldwin, T.T., & Ford, J. K. (1988). Transfer of training: A review and directions for future research. Personnel Psychology, 41, 63–105.
Barron, B. J. S. (1998). Doing with understanding lessons from research on problem- and project-based learning. The Journal of the Learning Sciences, 7(3&4), 271-311.
Blumenfeld et al. (1991). Motivating project-based learning: sustaining the doing, supporting the learning. Educational Psychologist, 26(3&4), 369-398.
Burke, L. A., & Hutchins, H. M. (2007). Training transfer: an integrative literature review. Human Resources Development Review, 6(3), 263-296.
Burnaska, R. F. (1976). The effects of behavior modeling training upon managers’ behaviors and employees’ perceptions. Personnel Psychology, 29, 329–335.
Cheng, E. W. L., & Ho, D. C. K. (2001). A review of transfer of training studies in the past decade. Personnel Review, 30(1), 102-118.
Ford, J. K., Quinones, M. A., Sego, D. J., & Sorra, J. S. (1992). Factors affecting the opportunity to perform trained tasks on the job. Personnel Psychology, 45, 511-527.
Georges, J.C. (1996). The myth of soft-skills training. Training, 33, 48–54.
Gilley, J. W. (2000). Manager as learning champion. Performance Improvement Quarterly, 13, 106-121.
Gist, M. E., Stevens, C. K., & Bavetta, A.G. (1991). Effects of self-efficacy and post-training intervention on the acquisition and maintenance of complex interpersonal skills. Personnel Psychology, 44(3), 837-861.
Graham, S., Wedman, J. F., & Garvin-Kester, B. (1993). Manager coaching skills: development and application. Performance Improvement Quarterly, 6(1), 2-13.
Graham, S., Wedman, J. F., & Garvin-Kester, B. (1994). Manager coaching skills: what makes a good coach? Performance Improvement Quarterly, 7(2), 81-94.
Holladay, C. L., & Quinones, M. A. (2003). Practice variability and transfer of training: The role of self-efficacy generality. Journal of Applied Psychology, 88(6), 1094–1103.
Heslin, P. A., Vandewalle, D., & Latham, G. P. (2006). Keen to help? Managers’ implicit person theories and their subsequent employee coaching. Personnel Psychology, 59, 871-902.
Ilgen, D. R., Fisher, C. D., & Taylor, M. S. (1979). Consequences of individual feedback on behavior in organization. Journal of Applied Psychology, 64, 349-371.
King, P., & Eaton, J. (1999). Coaching for results. Industrial and Commercial Training, 31(4), 145-152.
Leifer, M. S., & Newstrom, J. W. (1980). Solving the transfer of training problem. Training & Development Journal, 34(2), 42-46.
Locke, E. A., & Latham, G. P. (1984). Goal setting: A motivational tool that works! Englewood Gliffs, N.J.: Prentice-Hall.
Longenecker, C.O., & Neubert, M. J. (2005). The practices of effective managerial coaches. Business Horizons, 48, 493-500.
Mathieu, J. E., Martineau, J. W., & Tannenbaum, S. I. (1993). Individual and situational influences on the development of self-efficacy: Implications for training effectiveness. Personnel Psychology, 46, 125–147.
Marsh, L. (1992). Good manager: good coach? What is needed for effective coaching? Industrial and Commercial Training, 24(9), 3-8.
Marx, R. D. (1982). Relapse prevention of managerial training: a model for maintenance of behavior change. Academy of Management Review, 7, 433-441.
Noe, R.A., Sears, J., & Fullenkamp, A.M. (1990). Relapse training: does it influence trainees’ post training behavior and cognitive strategies? Journal of Business and Psychology, 4(3), 317-328.
Orth, C. D., Wilkinson, H. E., & Benfari, R.C. (1987). The manager’s role as coach and mentor. Organizational Dynamics, 15(4), 66-74.
Peterson, D.B., & Little, B. (2005). Invited reaction: development and initial validation of an instrument measuring managerial coaching skill. Human Resource Development Quarterly, 16(2), 179-83.
Redshaw, B. (2000). Do we really understand coaching? How can we make it work better? Industrial and Commercial Training, 32(3), 106-8.
Ree, M. J., & Earles, J. A. (1991). Predicting training success: Not much more than g. Personnel Psychology, 44, 321–332.
Richman-Hirsh, W. L. (2001). Posttraining interventions to enhance transfer: The moderating effects of work environments. Human Resource Development Quarterly, 12, 105–120.
Robertson, I., & Downs, S. (1979). Learning and the prediction of performance: Development of trainability testing in the United Kingdom. Journal of Applied Psychology, 64(1), 42-50.
Russell, J. S, Wexley, K.N., & Hunter, J. E. (1984). Questioning the effectiveness of behavior modeling training in an industrial setting. Personnel Psychology, 37, 465–481.
Seifert, C. F., Yukl, G.A., & McDonald, R.A. (2003). Effects of multisource feedback and a feedback facilitator on the influence behavior of managers towards subordinates. Journal of Applied Psychology, 88, 561–569.
Smither, J.W., London, M., & Reilly, R. R. (2005). Does performance improve following multisource feedback? A theoretical model, meta-analysis, and review of empirical findings. Personnel Psychology, 58, 33–66.
Tannenbaum, S. I., & Yukl, G. (1992). Training and Development in Work Organizations. Annual Review of Psychology, 43, 399-441.
Taylor, P.J., Russ-Eft, D.F., & Chan, D. W. L. (2005). A meta-analytic review of behavior modeling training. Journal of Applied Psychology, 90, 692–709.
Tews, M. J., & Tracey, J. B. (2008). An empirical examination of posttraining on-the-job supplements for enhancing the effectiveness of interpersonal skills training. Personnel Psychology, 61, 375–401.
Tziner, A., Haccoun, R., & Kadish, A. (1991). Personal and situational characteristics influencing the effectiveness of transfer of training improvement strategies. Journal of Occupational Psychology, 64, 167–177.
Wexley, K. N., & Baldwin, T.T. (1986). Post-training strategies for facilitating positive transfer: an empirical exploration. Academy of Management Journal, 29, 508–520.
Wexley, K.N., & Nemeroff, W. (1975). Effectiveness of positive reinforcement and goal-setting as methods of management development. Journal of Applied Psychology, 60, 446–450.
Yammarino, F., & Atwater, L. E. (1993). Understanding self-perception accuracy: implications for human resources management. Human Resource Management, 32, 231-249.
Schwarzer, R., & Jerusalem, M. (1995). Generalized Self-Efficacy scale. In J. Weinman, S. Wright, & M. Johnston, Measures in health psychology: A user’s portfolio. Causal and control beliefs (pp. 35-37). Windsor, England: NFER-NELSON.