기업 e-러닝 환경에서 성취도와 전이 간에 미치는 직업적 자기효능감과 교육훈련환경의 조절효과
Moderating Effects of Occupational Self-Efficacy and Training Environment between Learning Achievement-Transfer in Corporate e-Learning Environment
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초록
본 연구는 기업 e-러닝 환경에서 성취도와 전이 간에 미치는 직업적 자기효능감과 교육훈련환경의 조절효과를 실증적으로 검증하기 위한 목적으로 실시되었다. 연구를 위해 금융기관 A사에서 신용카드 관련 e-러닝 과정을 이수한 신입사원 311명을 대상으로 설문과 학습 성취도평가를 실시하였다. 연구 결과, 첫째, Krikpatrick 모형이 제안한 바와 같이, 학습 성취도는 전이를 어느 정도 설명하는 것으로 나타났다. 둘째, 개인의 직업적 자기효능감은 학습 성취도가 전이를 설명하는 효과를 조절하지 못하는 것으로 나타났다. 셋째, 조직의 교육훈련환경은 학습 성취도가 전이를 설명하는 효과를 부적으로 조절(β = -.203, p < .05)하는 것으로 나타났다. 이 결과는 조직 내 교육훈련환경이 우호적일 경우, 공부를 잘 못하는 학습자에게 상대적으로 더 큰 전이 증가 효과를 줄 수 있음을 보여준다. 연구 결과를 바탕으로 도출된 시사점으로는 첫째, 이론적 측면에서 볼 때 Kirkpatrick 모형의 보완이 필요하다는 점이다. 둘째, 실천적 측면에서 볼 때 교육훈련환경 개선의 필요성, 특히 학습 성취도가 상대적으로 낮은 집단에 대한 집중적 지원이 필요하다는 점이다.
Abstract
The present study investigated the moderating effects of occupational self-efficacy and training environment on the main effect of learning achievement to the transfer in corporate e-Learning setting. Three hundred eleven(311) new employees from a large bank in Korea were invited to the research. Step-wise multiple regression analysis results indicated; 1) general directional implication of Kirkpatrick's Model between learning and transfer was confirmed, 2) individual's occupational self-efficacy did not perform as moderator between the two major variables, 3) however, as expected, the moderating effect of training environment was evidenced. These findings imply 1) Kirkpatrick's Model should be more relevant with inclusion of moderator variables, and 2) transfer-supporting training environment should be provided for the lower performing learners.
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