訓練的有效性與否，一直以來為教育訓練單位重視的重要議題。近年來Kirkpatrick四階層訓練評估模型為各界廣泛運用，但在影響訓練動機及訓練成效的人格特質因素探討上，卻較少著墨。本研究針對參與103年度勞工在職訓練計畫之342位學員進行三階段問卷發放，共發出342份問卷，三階段皆有回收的樣本共102份，第一階段回收271份問卷，第二階段回收245份問卷，第三階段回收102份問卷，有效問卷共102份，問卷回收率29%。分析結果發現：(1)主動性人格對訓練動機有顯著正向影響；(2)訓練動機對訓練成效有顯著正向影響；(3)主動性人格對訓練成效有顯著正向影響；(4)訓練動機對主動性人格與訓練成效有部份中介作用。最後，本研究根據實證結果提出理論與實務意涵及後續研究之建議。

Whether training is useful or not has been an important issue for the education and training units. In recent years, Kirkpatrick’s Four-Level Training Evaluation Model has been used widely by researchers, but few of them studied the influence of personal characteristics on training motivation and training effectiveness. In this study, trainees of employee training programs were selected as research samples in 2014, a total of 342 questionnaires were distributed in three stages. In stage I, 217 valid questionnaires were returned, in stage II, 245 valid questionnaires were returned, and in stage III, 102 valid questionnaires were returned. Thus, the valid response rate was 29%.
The results indicated that: (1)Proactive personality has significantly positive effect on training motivation.(2)Training motivation has significantly positive effect on training effectiveness.(3)Proactive personality has significantly positive effect on training effectiveness.(4)Training motivation has mediating effect on the relationship between proactive personality and training effectiveness. Finally, the implications and suggestions of the study were also provided for future research.

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