기업 교육훈련 참여자의 학습동기와 자기효능감, 유인가, 직무몰입 및 상사지원의 관계
The Relationship among Motivation to learn, Self-efficacy, Valence, Job involvement and Supervisor support of Participants in Corporate Training Programs
0
조회
0
다운로드
35
인용
0
참고문헌
키워드
초록
이 연구의 목적은 기업 교육훈련 참여자의 학습동기와 자기효능감, 유인가, 직무몰입 및 상사지원의 관계를 구명하는 데 있었다. 이를 위하여 전문적인 교육훈련 프로그램을 제공하고 있으며 교육훈련 시작 전 측정이 상대적으로 용이한 대기업 연수원 5곳과 중소기업을 중심으로 교육훈련을 제공하는 연수기관 3곳을 포함하여 총 8개 기관을 먼저 선정하였다. 그 후 이들 기관에서 제공하는 교육훈련 프로그램에 참여한 310명을 유의표집 하였으며 최종분석에서는 218명의 응답 자료를 사용하였다. 자료의 분석은 기본적으로 빈도와 백분율, 평균, 표준편차 등의 기술통계 방법을 사용하였고, 인과모형의 검증을 위해 경로분석 방법을 사용하였다. 이 연구를 통해 얻은 연구의 결과는 다음과 같다. 첫째, 기업 교육훈련 참여자의 자기효능감, 직무몰입, 상사지원은 학습동기에 정적인 영향을 직접적으로 미쳤다. 또한 기업 교육훈련 참여자의 자기효능감은 유인가에 정적인 영향을 직접적으로 미쳤으나, 유인가가 학습동기에 미치는 영향은 통계적으로 유의미하지 않았다. 둘째, 기업 교육훈련 참여자의 직무몰입은 자기효능감을 매개로 학습동기에 정적인 영향을 간접적으로 미쳤다. 셋째, 기업 교육훈련 참여자의 상사지원은 자기효능감을 매개로 학습동기에 정적인 영향을 간접적으로 미쳤다. 넷째, 기업 교육훈련 참여자의 상사지원과 학습동기의 관계에서 유인가의 매개효과는 통계적으로 유의하지 않았다. 이와 같은 연구결과를 토대로 첫째, 후속 연구에서는 교육훈련 전, 중, 후 단계마다 학습동기를 측정하고 이에 영향을 미치는 요인을 구명할 필요가 있으며, 둘째, 유인가를 측정하는데 있어서 측정 방법을 개선하는 방안이 필요하며. 셋째, 기업 교육훈련 프로그램의 유형에 따라 학습동기에 영향을 미치는 요인이 어떻게 달라지는지를 구명할 필요가 있음을 제언하였다.
Abstract
The purpose of this study was to identify the relationship among motivation to learn, self-efficacy, valence, job involvement and supervisor support of participants in corporate training programs. Data were collected by mail and direct survey and Total questionnaires of 257 from eight selected training institutes were returned. After screening the data, 218 responses were used in the analysis. The statistical method employed was a path analysis. Based on the findings of the study, the major conclusions of this study were as follows: First, self-efficacy, job involvement and supervisor support had the direct effect on motivation to learn while valence of the participants statistically had the least effect on the motivation to learn. Self-efficacy had the direct effect on valence. Second, job involvement had the indirect effect on motivation to learn with the partial mediation effect of self-efficacy. Third, supervisor support had the indirect effect on motivation to learn with the partial mediation effect of self-efficacy. Forth, the direct and indirect effects on the relation between the motivation to learn and supervisor support statistically had the least effect. Based on the results of the study, the following recommendations have been made:First, it is necessary to measure the motivation to learn at the early stage, middle stage and late stage, and to identify the factors that have the positive effect and negative effect on the motivation to learn at each stage. Second, when it comes to measurement of valence, not only the plan which divides valence into internal valence and external valence but also the plan which improves the measurement method is needed. Third, it is necessary to identify how the factors has changed according to the types of the corporate training programs.
참고문헌 (41)
- 김정생, "학습동기의 영향요인 : 서울지역 농협 근로자를 중심으로", 석사, pp.2008
- 김진모, "직무교육훈련의 유효성과 그 영향요인", 박사, pp.1997
- 김진호, "성인교육프로그램 참여자의 학습몰입 영향요인에 관한 구조분석", 박사, pp.2003
- 기업내 인적자원개발 실태와 정책과제 : 사례 연구를 중심으로, "노용진", 한국노동연구원, ~ (2001)
- 손지연, "교육훈련 모티베이션의 영향변수에 관한 연구", 석사, pp.1994
- 이만표, "중소기업 근로자의 핵심직무능력 향상교육의 학습동기 요인 분석", Andragogy Today: Interdisciplinary Journal of Adult & Continuing Education (IJACE), 12(2), pp.123~151 (2009), 한국성인교육학회
- 채규옥, "교육훈련이 조직구성원의 동기유발에 미치는 영향에 관한 연구", 인적자원개발연구, 2(1), pp.87~113 (2000)
- Al-ammar, S. A., "The influence of individual and organizational characteristic on training motivation and effectiveness", 박사, pp.1994
- Al-Eisa, A. S., "An empirical examination of the effects of self-efficacy, supervisor support and motivation to learn on transfer intention", Management Decision, 47(8), pp.1221~1244 (2009)
- Bandura, A., "Self-efficacy: Toward a unifying theory of behavioral change", Psychological Review, 84(2), pp.191~215 (1977)
- Battistelli, A., "The influence of the organizational context on training motivation", Journal of e-Learning and Knowledge Society, 4(1), pp.199~209 (2008)
- Birdi, K., "Correlates of perceived outcomes of four types of employee development activity", Journal of Applied Psychology, 82(6), pp.845~857 (1997)
- Brown, S. P., "A meta-analysis and review of organizational research on job involvement", Psychological Bulletin, 120(2), pp.235~255 (1996)
- Chiaburu, D. S., "What predicts skill transfer? An exploratory study of goal orientation, training self-efficacy and organizational supports", International Journal of Training and Development, 9(2), pp.110~123 (2005)
- Chiaburu, D. S., "Individual and contextual influence on multiple dimensions of training effectiveness", Journal of European Industrial Training, 29(8), pp.604~626 (2005)
- Chuang, A., "An Investigation of individual and contextual factors influencing training variables", Social Behavior and Personality, 33(2), pp.159~174 (2005)
- Cohen, D. J., "What motivates trainees?", Training & Development Journal, 44(11), pp.91~94 (1990)
- Colquitt, J. A., "Conscientiousness, goal orientation and motivation to learn during the process: A longitudinal study", Journal of Applied Psychology, 83(4), pp.654~665 (1998)
- Colquitt, J. A., "Toward an integrative theory of training motivation: A meta-analytic path analysis of 20 years of research", Journal of Applied Psychology, 85(5), pp.678~707 (2000)
- Cunningham, G. B., "Self-efficacy of part-time employees in university athletics: The influence of organizational commitment, valence of training, and training motivation", Journal of Sport Management, 18(1), pp.59~73 (2004)
- Facteau, J. D., "The influence of general perceptions of the training environment on pretraining motivation and perceived training transfer", Journal of Management, 21(1), pp.1~25 (1995)
- Hansen, T., "A study examining the factors affecting training motivation", 박사, pp.2001
- Lent, R. W., "Toward a unifying social cognitive theory of career and academic interest, choice, and performance", Journal of vocational behavior, 45, pp.79~122 (1994)
- Lodahl, T. M., "The definition and measurement of job involvement", Journal of Applied Psychology, 49(1), pp.24~33 (1965)
- Machin, M. A., "Predictors of motivation to learn when training is mandatory", Australian Psychological Society Annual Conference, 통권 : 39 (2004)
- Mathieu, J. E., "Influences of individual and situational characteristics on measures of training effectiveness", academy of management journal, 35(4), pp.828~847 (1992)
- Noe, R. A., "Trainees' attributes and attitudes: neglected influences on training effectiveness", The Academy of Management Review, 11(4), pp.736~749 (1986)
- Noe, R. A., "Employee training & development(4th ed.)" (2008), Mcgraw Hill
- Noe, R. A., "The influence of trainee attitudes on training effectiveness", Personnel Psychology, 39, pp.497~523 (1986)
- Orpen, C., "The influence of the training environment on trainee motivation and perceived training quality", International Journal of Training and Development, 3(1), pp.34~43 (1999)
- Porter, L. P., "Motivation and work behavior(7th ed.)" (2009), Mcgraw Hill
- Quinones, M. A., "Pretraining context effects: Training assignment as feedback", Journal of Applied Psychology, 80(2), pp.226~238 (1995)
- Scaduto, A., "Leader influences on training effectiveness: motivation and outcome expectation processes", International Journal of Training and Development, 12(3), pp.158~170 (2008)
- Smith, R., "Exploring the role of goal theory in understanding training motivation", International journal of Training and Development, 12(1), pp.54~72 (2008)
- Switzer, K. C., "The influence of training reputation, managerial support, and self-Efficacy on pre-training motivation and perceived training transfer", Applied H.R.M. Research, 10(1), pp.21~34 (2005)
- Tannenbaum, S. I., "Training and development in work organizations", Annual Review of Psychology, 43(1), pp.399~441 (1992)
- Tracey, J. B., "The influence of individual characteristics and the work environment on varying levels of training outcomes", Human Resource Development Quarterly, 12(1), pp.5~23 (2001)
- Tziner, A., "Effects of trainee characteristics on training effectiveness", International Journal of Selection and Assessment, 15(2), pp.167~174 (2007)
- Vroom, V. H., "Work and Motivation" (1965), Willey
- Werner, J. M., "Human Resource Development(7th ed.)" (2009), South-Western
- Wiethoff, C., "Motivation to learn and diversity training: Application of the theory of planned behavior", Human Resource Development Quarterly, 15(3), pp.263~278 (2004)