| Summary: | 博士 === 國立臺灣師範大學 === 工業教育學系 === 99 === The objective of this study is to understand the condition of insurance education internship at higher technological and vocational institutions (HTVIs), as well as to establish internship competence indicators and analyze their relative weight and sequence of importance. Firstly, literature review and content analysis were utilized to draft internship competence indicators and the appropriateness of each competence indicator was decided through the Modified Delphi Method. Secondly, analytic hierarchy process was employed to grasp the relative weight and sequence of importance. This study may serve as a guide for training property-liability insurance talent, developing internship programs, and planning internship contents to, in turn, develop appropriate and practical internship program contents, reinforce competency cultivation, and shape the characteristics of insurance education at HTVIs. Research findings are summarized in the following:
I. Insurance Education Internship Content at HTVIs
Most internship programs are aimed at life insurance and fieldwork more than at property-liability insurance. The content of internship fieldwork is largely revolved around life insurance marketing; it usually involves professional competence and general competence. In order to meet the trend of insurance and financial service integration, internship includes property-liability insurance, personal insurance and financial instrument practice and operation. Internship also has various marketing channel practices and operations to meet the trend of multi-dimensional insurance marketing channels.
II. Insurance Education Internship Competence Indicators
The internship competence indicators can be classified into two aspects: professional competence and general competence. Professional competence includes four internship competences: insurance, financial management, marketing and law. There are 19 professional competence indicators such as underwriting practices and drills. General competence includes three internship competences: basic skills, personal management and teamwork. There are 16 general competence indicators such as active attitude and behavior.
III. Relative Weight and Importance Sequence of Internship Competence Indicators
(a) Aspect: professional competence is more important than general competence.
(b) Competence: the order for professional competence in sequence is insurance, marketing, financial management and law. The sequence for general competence is teamwork, personal management and then basic skills.
(c) Indicator: the order in sequence for 1. Insurance professional competence: passing insurance association’s representative examination, customer service practice and application, insurance instrument drill and operation, risk management or loss prevention practice and application, underwriting practice and drill, social insurance practice and application (labor and national health insurance), and claim settlement practice and drill. 2. Financial management competence: financial instrument drill and operation, tax planning practice and application, investment and financing practice and application, and trust planning practice and application. 3. Marketing competence: customer development and relationship management practice and application, integrated marketing practice and application, designing marketing tactics drill and operation, and telephone marketing drill and operation. 4. Law competence: insurance law practice and application, claim disputation practice and application, investment-oriented product practice and application, and financial trust law practice and application. 5. Basic skills: thinking and problem solving, listening skill, oral communication skill, computer application, written communication skill, reading skill, and mathematics and applied mathematics. 6. Personal management skills: active attitude and behavior, continuous learning, time management, and innovative problem solving. 7. Teamwork skills: communication coordination, teamwork, work ethics, interpersonal relationship, and activity planning and organization.
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