학습민첩성의 수렴 및 판별 타당도 검증 연구
An Examination of the Convergent and Discriminant Validity of Learning Agility
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연구자 및 실무자 사이에서 조직 구성원의 학습민첩성에 대한 관심이 증가하고 있음에도 불구하고 여전히 이 개념의 정의에 대한 합의가 이루어지지 않고 있다. 특히 기존의 변인과 명확하게 차별화되지 않는다는 점에서 학습민첩성의 개념은 비판을 받고 있기 때문에 학습민첩성의 개념을 명료화하고 이 개념을 적용한 후속연구가 원활히 이루어지기 위해서는 학습민첩성의 수렴 및 판별 타당도에 대해서 검증하는 연구가 필요하다. 학습민첩성의 타당도에 대해서 검증한 소수의 연구들에서는 몇 가지 한계가 발견되며, 특히 해외 조직의 구성원을 대상으로 했다는 점에서 국내의 조직 구성원에게 연구결과를 일반화하기는 어려운 상황이다. 본 연구에서는 국내의 조직 구성원을 대상으로 개발된 검사도구를 활용하여 자료를 수집하고 요인분석을 실시하여 학습민첩성이 Big 5 성격특성 및 감성지능의 하위요인들과 차별화되는지 검증하였다. 그 결과, 학습민첩성의 하위요인 중 유연한 사고와 성찰추구가 하나의 요인으로 통합될 수 있고, 자기인식은 감성지능의 하위요인인 자신의 감정인식과 하나의 요인으로 통합될 가능성이 있는 것이 발견되었다, 그리고 학습민첩성의 하위요인은 개방성, 외향성, 성실성, 정서적 안정성 등의 성격특성과 구분이 되는 것으로 나타났다. 본 연구결과를 토대로 학습민첩성의 개념 및 측정방법에 대한 견해를 제안하였다.
Abstract
Despite the growing interest in learning agility among researchers and practitioners, there is still no agreement on the definition of this concept. Because the concept of learning agility is criticized for not being clearly differentiated from the existing variables, it is necessary to clarify the concept by examining the convergent and discriminant validity of learning agility in order for subsequent studies to be carried out. Some limitations are found in a small number of studies that have verified the validity of learning agility, and it is difficult to generalize the findings for domestic organization members because the studies were conducted overseas. In this study, data were collected using a measurement developed for domestic organization members and factor analysis was conducted to investigate whether learning agility can be differentiated from the Big 5 personality traits and emotional intelligence. It was found that among the sub-factors of learning agility, flexible thinking and reflective behavior seeking can be integrated into one factor and that self-awareness can be integrated with self emotional perception, which is a sub-factor of emotional intelligence. In addition, the sub-factors of learning agility could be distinguished from personality traits, such as openness, extraversion, conscientiousness, and emotional stability. Based on the results of this study, the authors proposed opinions on the definition and measurement of learning agility.
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