本研究旨在發展領導力促進團體教練的方案建構，並透過方案的實際執行，探討團體教練方案對跨領域大學生的領導力促進成效與成員的改變經驗。本研究使用質量混合設計，量化的部分採用準實驗單組前後測設計，以五名跨領域大學生為對象，接受為期八週，每週一單元，每單元1.5小時的領導力促進團體教練方案實驗處理，分別於正式團體教練開始前和八週團體教練結束後以「青年核心領導力量表」施測，所得的量化資料以無母數統計法-Wilcoxon符號等級檢定法進行檢定，研究結果顯示在文化流暢力（Z=-2.032，p<.05）和社會敏覺力（Z=-2.032，p<.05）達到顯著水準，可見團體教練方案對跨領域大學生的「文化流暢力」和「社會敏覺力」具有立即性的正向影響效果；質性的部分以成員於八週團體教練結束後的半結構式訪談資料以及整體回饋表進行內容分析，發現團體氛圍溫暖積極有助於成員的多元發展與人脈擴展；成員在人際互動中支持與信任，楷模觀察與人際學習；成員個人成長與改變則有自我覺察與理解、目標釐清與設定、促進反思形成計畫、轉變與促發行動、習慣養成與行動持續、延伸應用於生活與工作等六項。本研究依成員的團體後訪談逐意稿、整體回饋表及團體帶領者反思紀錄的內容進行方案修改，以建構出促進領導力發展的團體教練方案。本研究根據研究結果提出討論，並對實務工作與未來研究提出建議，大專學務工作者與人才培育工作可應用實施領導力發展團體教練方案，幫助大學生自我探索、發展潛能與促進大學生更有前瞻性的發揮領導力，團體教練方案內容可結合與實施對象學習背景有關的元素設計，規劃需綜合考量整體目標與成員的個人目標，團體教練方案帶領者應有相關的專業訓練與學習，以更好的啟發團體教練成員有不同面向的反思與覺察，進而開展行動計畫與改變。

The purposes of this study were twofold. One was to design a group-coaching program with an attempt to promoting leadership of college students with interdisciplinary majors. The other was to evaluate the program and investigate the changes in leadership of the participating students based on a mixed methodology. A quasi-experiment design with pre- and post-tests was adopted to evaluate the program. Based on the “Youth Core Leadership” survey, quantitative analysis showed significant differences in the sub-scales of “Culture Fluency” and “Social Sensitivity” when compared students’ responses to the survey before and after the program. However, analysis of students’ responses on the sub-scales of “Autonomy Learning”, “Cross Domain and Creativity” and “Future Vision” did not cause significances. The quantitative results indicate that the designed program can greatly improve college students’ leadership in terms of managing the culture in the coach group and being sensitive to the social interactions among the participants. The qualitative analysis of the semi-structured interviews with the students after the program further revealed that the warm and positive atmosphere benefited their development of leadership in diversity and the extension of their social network. College students also pointed out that their changes and growth occurred through the supportive and trusty interactions with each other and the observation of role models. In addition, the growth and changes of the college students identified in the study include (1) improving self-awareness and self-understanding; (2) clarifying personal goals and learning how to set up the goals; (3) formulating plans based on reflection (4) changes in thoughts and learning to initiate actions; (5) developing and sustaining good habits; (6) applying learning experiences from the program to life and work. The group-coaching program was also modified based on the interviews, feedbacks from research team, and the reflection logs from the program leader. Implications for future practices and research are also discussed.

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