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지식근로자의 일터학습민첩성 진단도구 개발

The Development of Workplace Learning Agility Assessment Inventory for Knowledge Workers

김진모|박정열
한국인력개발학회 (The Korean Society For Human Resource Development)|2019.11|HRD연구 (The Korean Journal of Human Resource Development Quarterly)|제21권 제4호|pp. 115-152|DOI 10.18211/kjhrdq.2019.21.4.005

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참고문헌

키워드

knowledge workerscontextual approach지식근로자일터학습민첩성맥락적 접근일터학습민첩성 개념모형일터학습민첩성 진단도구workplace learning agilityworkplace learning agility concept model

초록

본 연구는 지식근로자의 일터학습민첩성 진단도구를 개발하는데 있다. 오늘날 새롭고 도전적인 변화가 일상화됨에 따라 일터에서의 민첩한 학습능력이 지식근로자의 핵심역량으로 대두되고 있다. 그러나 이러한 학습민첩성에 대한 기존연구는 학습민첩성을 리더십 전반의 수준으로 광범위하게 바라보거나 반대로 인지적 측면의 학습능력으로만 제한하려 함으로 인해 학습민첩성을 일반적인 학습능력과 명확히 구분하지 못한다는 비판을 받고 있다. 이에 따라 이 연구에서는 이러한 쟁점이 해결된 진단도구 개발을 위해 기저이론으로 자기주도학습이론, 경험학습이론, 민첩성이론을 고찰하였으며 구안된 하위요인과 문항을 델파이조사(전문가 집단 15명)와 안면타당도조사(지식근로자 8명), 예비조사(181명), 본조사(525명)를 통해 타당화 하였다. 그 결과, 개방적 감지(Open Sensing), 전략적 탐색(Strategic Exploring), 실험적 적용(Experimental Applying), 비판적 성찰(Critical Reflecting) 4개 하위요인과 각각 하위요인 별 4개씩 총 16개의 측정문항을 도출하였다. 내적일치도 계수는 전체 0.863, 하위요인의 경우 개방적 감지가 .803, 전략적 탐색이 .815, 실험적 적용이 .806, 비판적 성찰이 .742로 높은 신뢰도를 보였다. 모형 적합도의 경우, RMSEA(.033), NFI(.939), RFI(.920), IFI(.977), TLI(.969), CFI(.977)로 나타나 이 연구에서 개발한 진단도구는 타당성이 높고 문항의 동질성이 상당히 높은 신뢰할 만한 진단도구라 판단할 수 있었다. 이러한 연구결과를 바탕으로 결론 및 향후 연구를 위한 제언도 함께 제시하였다.

Abstract

In the workplace where new and challenging changes are common, the ability of workplace learning agility to learn agilely from experience and link it to valuable results is emerging as a core competency for knowledge workers. For this, in this study the issues of the existing agility study was analyzed and a new perspective to solve it was established to develop and validate the learning agility concept model and assessment inventory. Therefore, in this study, self-directed learning theory, experiential learning theory, and agility theory are considered as base theories for solving agility issues. This approach in this study is called contextual approach and named learning agility through contextual approach as ​​workplace learning agility. This involves following three stages: developing concept model through base theories, validating of the concept model through Delphi research and face validity survey by the group of experts, validating of the modified concept model through preliminary(181 samples) and main survey(525 samples). Finally, this workplace learning agility diagnostic tool consists of 4 sub-factors and 16 questions and it's named by Workplace Learning Agility Assessment Inventory(WLAAI)TM. The internal consistency coefficient was 0.863 overall and 0.742 ~ 0.815 for sub - factors(Open Sensing .803, Strategic exploring .815, Experimental applying .806, Critical reflecting .742). Also it showed a good fit model of WLAAITM RMSEA(.033), NFI(.939), RFI(.920), IFI(.977), TLI(.969), CFI(.977). Based on the results of this study, subsequent research is proposed as follows: Large scale sample study for norm development, and verification of validity with other measurement tools. Concept model in this study can be used as a conceptual framework to develop a tool for workplace learning agility in a variety of knowledge workers.

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