本研究旨在建立企業內基層管理人才訓練課程發展模式，為達此研究目的，首先應用理論分析法，探討有關的文獻，作為分析和建立概念性訓練課程發展模式的依據，並採半結構的深度訪談法，搜集在職訓局及全國工商業總會被表揚職業訓練或人力培訓績優的統一企業、中國石油、南僑化工、宏碁電腦、太平洋崇光百貨、凱悅飯店等六家個案公司在實務上的作法，進而比較、分析理論與實務上的差異，用以驗證此模式。以下僅將本研究的主要結論摘述如后：
一、個案公司的訪談方面
１.背景資料
(1) 自行發展課程的主要考量因素在於符合自己公司所需。
(2) 課程發展組織成員傾向於公司內部人員。
(3) 課程發展的依據傾向於系統化或模式化作業流程。
(4) 課程發展過程中，有虎頭蛇尾現象。
(5) 訓練部門與單位主管的理念不一致。
２.課程需求分析
(1) 調查法與團體討論法在工作分析上最常被使用。
(2) 在學員特性分析上，沒有具體的統計資料。
(3) 師資遴聘以具有領導經驗之單位主管為主，忽略講師應有的專業教學背景。
３.課程設計
(1) 訓練目標著重在概念技能和人際關係技能的培養，缺少組織革新上的功能。
(2) 課程內容著重實用性，忽略了學員學習經驗。
(3) 撰寫教學目標，如其原則，但作法上又無法相互配合。
(4) 教學方法以互動性教學法為主。
４.課程發展
(1) 教材編製者缺乏系統化教材發展能力。
(2) 製造業以投影片及海報為主要教學媒體，服務業則以錄影帶為主。
(3) 課後測驗無法涵蓋整個課程內容、缺乏客觀性教學評量。
５.課程實施與評鑑
(1) 強調教材內容及教學方法之講師講習，忽略了教學目標與行政配合措施的說明。
(2) 不重視實驗教學，立即貢施正式訓練，沒有回修正的機會
(3) 評鑑流於形式，缺乏客觀標準。
二、本研究所建立之模式方面
本研究所建立之模式，依其內涵共分為五個部份，分別為：需求分析、設計、發展、賞施及評鑑階段，各階段下細分工作項目，依研究結果顯示各工作項目均屬重要，且本模式建立在課程理論之下，具有規範性、系統性、完整性。

The purpose of this research was to establish a curriculum development model for elementary manager training within various enterprises. Theoretical analysis and literature review were first initiated as the groundwork for the research. In addition, an in-depth interview approach was applied to collect data from the six target enterprises through semi-structured questionnaires. The data were then sorted, analyzed, and compared regarding the deviations between theoretical principles and practical operations of curriculum development. The comparisons were focused on needs analysis, curriculum design, curriculum development, implementation, and evaluation. Finally, a model for curriculum development was created.
The following conclusions were drawn from the findings of the research:
I. Interviews with Target Enterprises
1. Status Quo of the Enterprises
a. The content of the training courses in each company was chiefly organized according to the needs of the company.
b. The members of the curriculum development task force were mostly current employees of the company.
c. The processes for curriculum development had the tendency of being systemized or modulized.
d. The phenomenon of scale shrinkage was generally found in enterprises.
e. Inconsistency existed between training departments and executives from various units.
2. Currieular Needs Analysis
a. The most popular methods used for job analysis were survey and group discussion.
b. Detailed information regarding trainees' background was not available in most cases.
c. Instructors were mostly unit leaders in spite of their professional qualifications for specific courses.
3. Curriculum Design
a. The objectives for training focused on the promotion of conceptual skills and interpersonal relationship instead of organizational advancement.
b. The content of courses centered at the practicality and immediate use instead of trainees' experiences.
c. In compiling instructional objectives, the principles were well known by the trainers, but seldom carried out satisfactorily.
d. Interactive learning was often used as delivery method.
4. Curriculum Development
a. Course developers lacked of competence in developing course systematically.
b. In terms of instructional media, overhead projector transparencies and posters were most popular in manufacturing trades, while video tapes were often used by service trades.
c. Summative evaluation did not reflect the extent of a course resulting insufficient objectivity.
5. Implementation and Evaluation
a. Seminars were held for instructors stressing upon context and methodology for instruction. The overall instructional objectives and administrative coordination were often ignored.
b. Full scale training projects were implemented without pilot instructions. This led to the lack of feedback and modification.
c. Evaluation was often on the surface lacking sufficient objectivity.
II. The Model
The model developed in this research has been tabulated in terms of five stages including needs analysis, design, development, implementation and evaluation. Under each stage, there were detailed job items. The results of the research revealed the significance of these items. The model may be modified in the future to become more paradigmatic, systematic and efficacious.