| 摘要: | 本研究旨在建構新娘秘書專業能力指標，透過相關文獻進行探討，以專業能力模式，分析新娘秘書專業能力之內涵。研究方法採用德懷術及層級分析法，邀請15位具熟悉新娘秘書專業領域及從事新娘秘書實務工作的專家學者作為研究對象，經二回合德懷術專家之意見修訂，形成具體專業能力指標；最後再以層級分析法對專家學者進行問卷調查，分析新娘秘書各構面專業能力指標之權重表現。本研究結論如下: 一、新娘秘書專業能力指標架構，包括關鍵目的1項、主要功能3項、次要功能8項及功能單元24項衡量指標；二、具備造型設計專業知能及素養，此三項次要功能之中，以「熟悉造型設計相關知識」權重最高；三、熟悉造型設計相關知識，此三項功能單元中，以「具備整體搭配技巧與應用」權重最高；四、培養流行美學賞析的能力，此三項功能單元之中，以「具備設計創作的能力」權重最高；五、具備行銷策略與應用知能，此三項功能單元之中，以「具備團隊合作的能力」權重最高；六、提供婚禮當天專業技能服務此三項次要功能之中，以「熟悉婚禮造型實作技能」權重最高；七、熟悉婚禮造型實作技能，此三項功能單元之中，以「具備整體造型設計應用的能力」權重最高；八、熟悉婚禮相關服務項目，此三項功能單元之中，以「瞭解顧客需求與服務流程安排」權重最高；九、養成敬業精神與態度以提升服務品質此三項次要功能之中，以「具備職場倫理與道德觀念」權重最高；十、追求自我專業成長能力，此三項功能單元之中，以「具備積極參與學習的精神」權重最高；十一、提供諮詢與解決問題能力，此三項功能單元之中，以「具備職場應變的能力」與「具備主動關懷顧客的精神」權重最高；十二、具備職場倫理與道德觀念，此三項功能單元之中，以「能遵守與顧客的約定」權重最高；十三、主要功能以「養成敬業精神與態度以提升服務品質」指標權重最高；十四、次要功能以「熟悉婚禮造型實作技能」指標權重最高；功能單元以「具備整體造型設計應用的能力」指標權重最高。最後根據研究結論，提出相關建議作為技職教育或職業訓練機構在課程發展及教材編製時之參考。
This study aims at constructing the index of bride secretary’s professional competency, through relevant literature discussions, analyzing the connotation of bride secretary’s professional competency by the professional competency model. The research methods include Delphi Technique and Analytic Hierarchy Process (AHP). 15 specialists and scholars who are familiar with the professional field of bride secretary and working as bride secretary practically are invited to be the research object. After two times of amendments by Delphi Technique experts, the special professional competency index has been formed; at last, do questionnaire investigation by AHP to analyze the weighted performance of the professional competency index of bride secretary’s dimensions. The conclusions of this study are as follows: 1. The index construction of bride secretary’s professional competency includes 1 key purpose, 3 main functions, 8 sub-functions and 24 functional units; 2. Among the 3 sub-functions of possessing professional knowledge and quality of style design, “knowing well about the relevant knowledge of style design” has the highest weight; 3. Among the 3 functional units of knowing well about the relevant knowledge of style design, “possessing the techniques and application of integral matching” has the highest weight; 4. Among the 3 functional units of cultivating ability of appreciating popular aesthetics, “possessing the ability of design creation” has the highest weight; 5. Among the 3 functional units of possessing marketing strategy and application knowledge, “possessing team-working ability” has the highest weight; 6. Among the 3 sub-functions of providing professional skilled service in the day of wedding, “knowing well about the practical skills of wedding style” has the highest weight; 7. Among the 3 functional units of knowing well about the practical skills of wedding style, “possessing application ability of integral style design” has the highest weight; 8. Among the 3 functional units of knowing well about relevant services of wedding, “knowing customers demand and service arrangement” has the highest weight; 9. Among the 3 sub-functions of developing professional spirit and attitude to improve service quality, “possessing work ethic and moral ideas” has the highest weight; 10. Among the 3 functional units of pursuing the self-profession development, “possessing the spirit of actively participating in study” has the highest weight; 11. Among the 3 functional units of providing consultation and solving problem ability, “possessing work adaptability” and “possessing the spirit of caring customers actively” have the highest weight; 12. Among the 3 functional units of possessing work ethic and moral ideas, “keeping the appointment with customers” has the highest weight; 13. Among the main functions, “developing professional spirit and attitude to improve service quality” has the highest index weight; 14. Among the sub-functions, “possessing application ability of integral style design” has the highest index weight. In the end, according to the research conclusions, the study comes up with relevant suggestions to provide reference of the course development and textbook compilation for skill education or vocational training institutions. |
