직장인의 평생학습역량에 대한 탐색적 실증 연구
Exploratory Empirical Study on Enterprise Workers’ Lifelong Learning Competence as Lifelong Learners
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초록
본 논문의 목적은 지식사회의 맥락 속에서 강조되고 있는 직장인의 평생학습역량을 실증적으로 조사하고 분석하는 것이었다. 이를 위한 구체적인 연구목표는 다음과 같았다. 첫째는 직장인의 특성변인별 평생학습역량의 수준 차이를 확인하고, 둘째는 직장인의 특성변인별로 평생학습역량의 하위영역별 수준 차이를 분석하며, 셋째는 평생학습역량의 수준에 의해 직장인을 군집별로 유형화 하고 이들의 평생학습역량의 속성을 탐색하는 것이었다. 연구결과는 다음과 같이 밝혀졌다. 첫째는 평생학습역량과 관련하여 특성 변인 중에서 학력, 평생학습경험, 학습비지출정도, 평생학습자 유형 변인이 유의미한 관련변인으로 확인되었다. 둘째는 직장인의 평생학습역량 하위영역 중에서 행함을 위한 평생학습역량이 상대적으로 가장 높은 경향을 보이는 것으로 확인되었으며, 이와 관련된 변인 중에서 평생학습자유형 변인은 모든 평생학습역량의 영역에 유의미한 것으로 확인되었다. 셋째는 평생학습역량의 영역 수준에 의해 조사에 응답한 직장인이 평생학습역량의 영역별로 3개의 군집집단으로 각각 유형화되었으며, 각 군집집단은 평생학습역량의 영역과 구성요소에 따라 해당되는 속성에 유의미한 차이가 있는 것으로 확인되었다. 이렇게 밝혀진 결과는 다음과 같은 시사점을 갖는다. 첫째, 직장인 각자의 평생학습역량을 향상시킬 수 있도록 관련 교육프로그램을 개발할 필요가 있음을 시사한다. 둘째, 인적자원개발 차원에서 평생학습역량이 지식사회의 맥락 속에서 직장인에게 필수적인 역량임을 재인식할 필요가 있음을 시사한다. 셋째는 평생학습역량과 생활의 질의 관계를 의미있게 검증하기 위한 후속연구가 필요함을 시사한다.
Abstract
The purpose of this study was to analyze empirically enterprise workers’ lifelong learning competency has been more important in the context of the knowledge society. The specific objectives were to identify empirically the gaps of lifelong learning competency by the variables related with enterprise workers’ characteristics, to analyze the gaps of lifelong learning sub-competency, to classify for enterprised workers into the clustered groups, and to explore the selected attributes of lifelong learning competency needed for the enterprise active workers. The findings of this study were as follows. First, it was identified statistically that the significant variables were schooling, experience of lifelong learning, degree of learning expenditure, kinds of learner. Second, it was tested that the lifelong learning competency for learning to do was the highest tendency of the other lifelong learning sub-competency. Especially, the variable related with the kinds of lifelong learners out of the selected variables was tested as significant variable to all domains of lifelong learning competency. Third, the respondents were classified into three clustered groups which had statistically the significant difference to the characteristics of the domains and components of lifelong learning competency. Based on the above findings. It should be suggestion for the better study as followings. First, it should be considered to developing the related educational program for improving of lifelong learning competence. Second, it should be recognised that lifelong learning competency is enterprise workers’ essential competency in the context of knowledge society in terms of human resource development. Third, it should be requested a follow-up study to explore the significant relationship between lifelong learning competence and quality of living.
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