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중소기업 근로자의 무형식학습과 관련 변인

Variables Associated with Informal Learning of Workers In Small and Medium-Sized Enterprises

나승일|문세연
한국성인교육학회 (The Adult & Continuing Education Of Korea)|2011.08|Andragogy Today: Interdisciplinary Journal of Adult & Continuing Education (IJACE)|제14권 제3호|pp. 111-138|DOI 10.22955/ace.14.3.201108.111

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키워드

근로자직무특성학습동기대인관계Interpersonal relationship중소기업Learning strategy일터학습Workers학습전략Informal learningJob characteristicsLearning motivation무형식학습Workplace learningSmall and Medium-sized Enterprises (SMEs)

초록

이 연구의 목적은 우리나라 중소기업 근로자의 무형식학습과 관련 변인의 영향관계를 구명하여 어떻게 효과적인 무형식학습이 이루어질 수 있는지를 설명하고자 하였다. 구체적으로는 근로자들의 학습동기, 학습전략, 대인관계 및 직무특성이 무형식학습에 직접적으로 정적인 영향을 미치는지, 학습동기와 무형식학습의 관계에서 학습전략과 대인관계가 매개효과를 가지는지, 직무특성과 무형식학습의 관계에서 학습동기와 대인관계가 매개효과를 가지는지를 검증하였다. 이 연구의 모집단은 우리나라 중소기업 근로자로 중소기업청에서 주관하는 중소기업현황정보시스템(http://sminfo.smba.go.kr)에 등록된 중소기업을 대상으로 조사하여 534부를 분석에 사용하였다. 자료분석은 AMOS 7.0 통계프로그램을 이용하여 공변량구조분석을 실시하였다. 이 연구의 결과는 첫째, 중소기업 근로자의 무형식학습과 학습동기, 학습전략, 대인관계 및 직무특성의 인과모형에 대한 적합도는 적합하게 나타났다. 둘째, 중소기업 근로자의 무형식학습에 대하여 학습동기는 경로계수 β=0.814, 학습전략 경로계수 β=0.301, 대인관계 경로계수 β=0.107로 유의미하게 영향을 미치는 것으로 나타났으나, 직무특성은 유의미하지 않았다. 셋째, 중소기업 근로자의 무형식학습과 학습동기 관계에서 학습전략과 대인관계는 간접효과를 가지며 매개하는 것으로 나타났다. 넷째, 중소기업 근로자의 무형식학습과 직무특성 관계에서 학습동기와 대인관계는 유의미한 매개효과를 가지지 않았다.

Abstract

The purpose of this study was to identify a causal relationship among informal learning, learning motivation, learning strategy, interpersonal relationship, and job characteristics of workers in small and medium-sized enterprises. The population for this study was workers in small and medium-sized enterprises (SMEs). Though the Small and Medium Businesses Information System (SMINFO), 534 questionnaires were used for analysis. The covariance structure analysis was performed using AMOS 7.0 version. The findings of the study were as follows: First, the fit index of causal model among informal learning, learning motivation, learning strategy, interpersonal relationship, and job characteristics were identified suitably. Second, factor loading of learning motivation to informal learning was β=0.814, learning motivation was β=0.301 and interpersonal relationship was β=0.107. The factor loading of job characteristics was not significant. Third, in relationship between informal learning and learning motivation, learning strategy and interpersonal relationship had moderating effect. Forth, in relationship between informal learning and job characteristic, both learning motivation and interpersonal relationship had not significant moderating effect.

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