本研究旨在深入探討半導體產業員工在高度競爭環境中，如何透過組織學習與自主學習維持職場競爭力。研究場景聚焦於新竹科學園區，園區自1980年設立以來，已發展成為全球半導體產業最密集的區域之一，在2024年預估將達到5.3兆元的產值。隨著半導體產業的全球化趨勢，對員工學習需求與動機的探討愈加重要。
本研究以自我決定理論為理論框架，採用立意取樣及滾雪球取樣的方法，對四位半導體
設備商的員工進行半結構式訪談，旨在探討員工在組織學習與自主學習過程中的動機形成、動機調節及其影響因素。研究問題包括：1. 半導體設備商的組織學習運作機制為何？ 2. 員工的學習行為及動機對自主學習型態、動機形成及其心智調節的影響為何？ 3. 知識管理與交流在企業內部的實踐現況及其對員工與企業的影響為何？ 4. 半導體產業職場競爭優勢所需的關鍵能力為何？5. 組織學習與自主學習互動如何有效支持企業的培訓與發展策略？
研究結果顯示，半導體設備商的組織學習運作機制涵蓋多層次的培訓架構和多元學習平台，這些機制不僅提供必要的專業知識和技能訓練，還促進了員工之間的知識共享與交流。此外，員工的自主學習行為受到多種因素的影響，包括個人的內在動機（如自我成長和職業發展）、外部環境的支持（如企業文化和同儕影響）以及組織對學習的重視程度。根據自我決定理論，當員工感受到組織對其自主學習的支持時，其內在動機會得到增強，進而促進學習行為的發展。
進一步而言，組織內部的知識交流情況對員工的學習行為和職場競爭力亦有顯著影響。研究顯示，良好的知識共享氛圍能夠促進員工之間的合作與學習，從而提升整體的組織效能。此外，員工在學習過程中所經歷的心智調節過程也是影響其學習行為及職場表現的重要因素。
本研究的結論不僅為半導體產業的員工學習、能力發展與組織競爭力提升提供具體建議，還為培訓機構在設計課程時考量員工的自主學習需求提供了實證依據。自我決定理論解釋了員工學習動機的來源，並提供了提升學習效果的策略，強調滿足員工基本心理需求的重要性，這對企業在培訓和發展策略上的應用具有實證意義。因此，企業應重視創造一個支持自主學習的環境，以促進員工的學習和發展。此外，對未來研究的建議是深入探討不同產業類型的企業員工其學習行為、動機變化及其對組織效能的影響。

關鍵字：自主學習、組織學習、自我決定理論、動機調節

This study aims to explore how employees in the semiconductor industry maintain workplace competitiveness through organizational learning and self-directed learning in a highly competitive environment. The research focuses on the Hsinchu Science Park, which has developed into one of the most concentrated areas of the global semiconductor industry since its establishment in 1980, with an estimated output value of 5.3 trillion NT dollars by 2024. As the semiconductor industry continues to globalize, understanding employees' learning needs and motivations becomes increasingly important.
Using Self-Determination Theory as the theoretical framework, this study employs purposive sampling and snowball sampling methods to conduct semi-structured interviews with four employees from semiconductor equipment companies. The aim is to investigate the formation of motivation, motivation regulation, and influencing factors during the processes of organizational learning and self-directed learning. The research questions include: 1. What are the operational mechanisms of organizational learning in semiconductor equipment companies? 2. How do employees' learning behaviors and motivations affect the types of self-directed learning, motivation formation and mental regulation? 3. What is the current state of knowledge management and exchange practices within organizations, and how do they impact employees and companies? 4. What are the key competencies required for competitive advantage in the semiconductor industry? 5. How do the interactions between organizational learning and self-directed learning effectively support corporate training and development strategies?
The findings indicate that the operational mechanisms of organizational learning in semiconductor equipment companies encompass multi-layered training structures and diverse learning platforms. These mechanisms not only provide essential professional knowledge and skills training but also facilitate knowledge sharing and communication among employees. Additionally, employees' self-directed learning behaviors are influenced by various factors, including intrinsic motivations (such as self-growth and career development), external environmental support (such as corporate culture and peer influence), and the organization's emphasis on learning. According to Self-Determination Theory, when employees perceive organizational support for their self-directed learning, their intrinsic motivation is enhanced, thereby promoting the development of learning behaviors.
Furthermore, the state of knowledge exchange within the organization significantly impacts employees' learning behaviors and workplace competitiveness. The study shows that a positive knowledge-sharing atmosphere can foster collaboration and learning among employees, thereby enhancing overall organizational effectiveness. Additionally, the mental regulation processes that employees experience during learning are crucial factors influencing their learning behaviors and workplace performance.
The conclusions of this study provide concrete recommendations for employee learning, capability development, and enhancing organizational competitiveness in the semiconductor industry. They also offer empirical evidence for training institutions to consider employees' self-directed learning needs when designing courses. Self-Determination Theory explains the sources of employees' learning motivation and provides strategies to enhance learning outcomes, emphasizing the importance of meeting employees' basic psychological needs, which has empirical significance for corporate training and development strategies. Therefore, companies should prioritize creating an environment that supports self-directed learning to promote employee learning and development. Additionally, future research is recommended to further explore the learning behaviors, motivational changes, and their impacts on organizational effectiveness among employees in different industry areas.

Key words: Self-Directed Learning, Organizational Learning, Self-Determination Theory, Motivation Regulation

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