生活照顧在華人組織中是一常見的行為，自家長式領導以來就一直為華人領導概念中一重要的面向，然而實際上生活照顧如何發揮影響效果鮮少被進行獨立的探討，即使曾以量化方式進行討論，但並未從中得知生活照顧具體影響主管及部屬之歷程，因此本研究以質化訪談的方式找尋生活照顧行為並將其分為兩個面向以進行後續影響效果之歸納。訪談對象以相處時間極長而易於觀察非專業面向之關係存在之體育面中的教練與運動員為主軸，藉由運動員之口述來分類教練對其之生活照顧行為，並以sensemaking架構將運動員感受到之生活照顧舉動轉化為對教練行為之詮釋、自身想法改變及雙方關係轉變之歷程。

研究發現當教練執行生活照顧行為時，運動員傾向認為教練對待自己如同親人或摯友般因而樂意回饋教練的照顧，在運動表現上或日常生活上都將表現更為優異；然而當運動員企盼教練在某些關鍵時刻點給予生活照顧但教練卻沒達成運動員期待之事時，雙方關係將一直停留在工具性關係成分較高的混合性關係中。最後亦討論本研究之理論與實務貢獻和研究限制。

Life consideration is a common behavior in Chinese organizations. However, it is seldom being discussed in how it brings influence in practice and how necessary it is in Chinese world. Even though life consideration being quantitative discussed once, it did not reveal that life consideration has a specific impact on the process of the supervisor and the subordinate. Therefore, we focus on using qualitative research to find the life consideration between supervisor and the subordinate and figure out follow-up influence. As for interviewees, we focus on coaches and athletes because they not only interact with each other during training period, but also in the life time. As a result, it is easy to observe life consideration between coaches and athletes. We are going to classify coaches' life consideration behaviors by athletes' oral dictation, using the sensemaking framework to transform the life consideration perceived by athletes into the interpretation of coach’s behaviors, the change of their own ideas, and the relationship between coaches and athletes.

This research found that most of the athletes tend to believe that coaches treat themselves as family or close friends when coach did life consideration behavior to them. Then, athletes are willing to perform better performance than before, they are also willing to give a hand to coach while the coach encountered some trouble.

論文審定書 i
致謝 ii
摘要 iii
Abstract iv
圖次 vii
表次 vii
第一章 研究背景與動機 1
第二章 文獻探討 4
第一節 仁慈領導 4
第二節 Sensemaking 6
第三章 研究方法 10
第一節 研究設計 10
第二節 研究樣本 11
第三節 研究程序及資料收集 13
第四節 資料分析 14
第四章 研究發現 16
第一節 次標籤分類 16
第二節 Noticing 觀察覺知 17
第三節 Interpreting 詮釋 19
第四節 Authoring 創作編寫 24
第五節 Enacting 扮演 25
第五章 討論 29
第一節 Sensemaking理論模型 29
第二節 觀察覺知與自我詮釋 30
第三節 自我詮釋與創作編寫 33
第四節 創作編寫與扮演 35
第六章 結論與建議 37
第一節 理論貢獻 37
第二節 實務貢獻 38
第三節 研究限制與未來建議 39
參考文獻 40
附錄-訪談題目 47

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