관계적 학습(Connected Learning)에 의한 관계지향적(relational) 리더십 프로그램 개발 연구
‘Connected Learning Approach’ as A Learning Approach for Developing A Relational Leadership Program
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초록
오늘날 기업들은 급변하는 경영환경에 민첩하게 적응하고 경쟁력을 갖추기 위해 기업 인재의 리더십 역량 향상을 강조하고 있으며, 특히 리더와 구성원 간의 소통과 협력 등의 역량이 강조되는 관계지향적 리더십 역량이 조명되고 있다. 그간의 리더십 교육이 지향하는 바와 마찬가지로 관계지향적 리더십 역시 교육 후 높은 현업 전이율은 지향점이 아닐 수 없다. 이에 필요한 학습요소는 맥락적 학습상황과 학습자들의 적극적 참여가 아닐 수 없다. 이에 따라 본 연구는 ‘관계적 학습’, 곧, 비형식교육 활동과 환경에서 익힌 역량을 자연스럽게 형식적 교육에서 요구하는 역량으로 연결시키고자 하는 교육방식을 리더십 교육의 새로운 방법으로 제시하고자 하였다. 이에 따라 국내 K기업의 현장관리자 49명을 대상으로 약 2개월에 걸쳐 ‘관계지향적 리더십 교육 프로그램’을 개발, 적용한 후 그 결과를 관계지향적 리더십의 대표적 역량(적극적 참여, 동료간의 경청, 배려, 소통, 공감)을 중심으로 분석하였다. 이를 위해 다양한 질적 자료를 수집, 분석하였으며, 그 결과로서, 관계지향적 리더십이 추구하는 역량에서 긍정적 효과를 확인할 수 있었다. 이에 따라 관계적 학습은 리더십 교육의 새로운 대안으로서 그 가능성을 보여주었다고 하겠다.
Abstract
While focusing on relational process of people as a way to confront with rapidly changing social needs and environments in the Digital age, the Relational leadership has began to get more attention as a way to build up authentic, empathetic, and collaborative leaders. On the other hand, ‘Connected Learning’, which was recently mentioned as an innovative pedagogy in educational fields, seemed to match well with the Relational leadership in developing the leadership program. The Connected learning is a learning approach to connect both informal and formal learning, activities, and environments together, thus, defined with three distinctive characteristics of interests (personal or informal interests and concerns), relations (interrelationship among and between peers and experts), and opportunities (opportunities connecting or applying informal knowledge and expertise to formal situations). In other words, since both the relationship leadership and the Connected learning emphasize ‘relationship,’ they are well-tuned with each other as a content and a learning method, respectively. In this context, this study developed a relational leadership program of K Company (49 participants during 2 months) based upon the Connected learning approach. And qualitative data collected from interviews and reflective journals of the participants were analyzed according to several competencies of the relational leadership (i.e., active participation, attentive listening, consideration for others, communication and empathy), and resulted in positive effects in all aspects of the competencies. In conclusion, it can be said that the Connected learning approach showed possibility as a learning approach to develop the Relational leadership.
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