隨著產業環境快速變遷與製造流程日益複雜，教育訓練已成為中小型製造業提升人力素質與維持組織競爭力的重要手段，當企業在規劃教育訓練制度時，常面臨制度選擇缺乏系統性依據、訓練資源配置不易，以及不同部門訓練需求差異難以兼顧等問題，導致訓練成效未能充分發揮。過去相關研究多著重於單一訓練制度的探討，較少從整體制度配置角度，分析各教育訓練評估構面於制度選擇中的相對重要性。基於上述背景，本研究以中小型製造業為研究對象，結合理論模型與實務觀點，探討師徒制、模組化訓練與工作指導訓練三種常見教育訓練制度之特性，並比較各項訓練構面於制度配置中的相對權重。
本研究透過文獻探討，建立訓練成效與訓練轉移之理論基礎，並以Kirkpatrick四層次評估模型與Baldwin & Ford訓練轉移模型，歸納出「一致性、可追蹤性、技能深度、完整度、實務成效、成本效益」六項評估構面，作為分析架構；研究方法採用層級分析法（Analytic Hierarchy Process, AHP），設計專家問卷以蒐集不同部門專業人員的判斷意見，並進行構面權重分析。研究結果顯示，不同部門在教育訓練評估構面的重視程度上存在差異，因而影響訓練制度配置的優先順序，各訓練制度於不同構面下亦各具優勢與限制，難以單一制度全面因應所有訓練需求。基於研究結果，本研究提出以「構面權重導向」進行教育訓練制度配置的實務建議，強調企業應依部門特性與訓練目標，進行多元訓練制度的配置與搭配，作為中小型製造業規劃教育訓練制度之決策參考。

With increasing industrial complexity, education and training have become essential for small and medium-sized manufacturing enterprises (SMEs) to enhance workforce quality and maintain competitiveness. In practice, enterprises often lack systematic criteria for training system selection and face difficulties in addressing diverse departmental training needs, which limits overall training effectiveness.
To address this issue, this study examines three commonly adopted training systems—apprenticeship training, modular training, and job instruction training—using the Analytic Hierarchy Process (AHP). Drawing on the Kirkpatrick training evaluation model and the Baldwin and Ford training transfer model, six evaluation dimensions were identified to form the analytical framework, and expert judgments from different departments were collected for weight analysis.
The results indicate that departments exhibit differences in their training priorities, and that each training system has distinct strengths and limitations across evaluation dimensions. Accordingly, this study proposes a dimension-weight-oriented approach that emphasizes configuring a primary training system supported by auxiliary systems based on departmental characteristics and training objectives. The findings provide practical guidance for SMEs seeking to improve training effectiveness under limited resources.

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