企業安排的職前訓練是為了讓部屬在一開始可以熟悉企業的基本業務。然而，在工作過程中都有可能面臨突發事件，只是靠職前訓練通常不足已解決問題，突發事件的出現使經驗不足的部屬在執行工作的過程中容易犯錯，但即便過程或結果不理想，對員工而言都是一次機會教育的經驗。本研究使用半結構式訪談進行質性研究，蒐集了不同工作場域的主管階層過去給予部屬機會教育的經歷，並且對這些經歷進行分析，從而得知事先已知可能會發生卻無法事先做足準備的突發事件，或者是伴隨著一定風險的危機事件，在職場上都會被視為機會教育。除此之外，本研究觀察到主管會以錯誤是否可以彌補作為標準，衡量該給予犯錯或遭遇危機的部屬什麼形式的機會教育，並且部屬在接受機會教育後的行為是否有改善將會進一步影響主管對於部屬在機會教育受教性的評價與觀感。分析研究案例得出的結果將會於最後和文獻進行比較，兩者具有共同性的部分即可印證機會教育在不同職場環境的存在，而不同之處則可作為補充資訊，使機會教育在職場中的運作得以被深入了解與探討。

Orientation, a formal training arranged by the company, can help to familiarize employees with the basic business knowledge at the beginning. However, it is highly likely that employees would face unexpected emergencies which are difficult to solved with the basic knowledge learned from orientation. In this situation, inexperienced employees can easily make mistakes. From a supervisor’s perspective, this represents itself as a teachable moment. The research adopted semi-structured interviews to collect lived experiences of supervisors in seizing the teachable moment. The results suggest that teachable moments are emergencies that cannot be adequately prepared for. I further identified two different situations where distinct ways of ‘teaching’ emerge. In addition, whether employees' behavior improve after the teachable moments will further influence supervisors’ evaluation of employees’ teachability. The results obtained by analyzing the teachable moments have been compared with the literature, and then found the common parts to confirm the existence of teachable moment in different workplace, as well as the differences can be used as supplementary information to make teachable moment in the workplace. The implications are also discussed.

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