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목표지향성 및 사회적 지원과 교육훈련 전이 간 관계에서 교육훈련 동기의 매개효과에 대한 연구

The Mediating Effects of Training Motivation on the Relationships between Goal Orientation, Social Support, and Training Transfer

김승호|배성현|안성익|정남군
한국인적자원관리학회 (Korean Academy Of Human Resource Management)|2013.12|인적자원관리연구 (Journal of Human Resource Management Research)|제20권 제5호|pp. 85-114|DOI http://dx.doi.org/10.14396/jhrmr.2013.20.5.85

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참고문헌

키워드

social support동료지원goal orientationsupervisor supportlearning transfercoworker support교육훈련 전이준실험설계목표지향상사지원교육훈련 동기training motivationquasi-experimentatl design
주제분류경영학

초록

지금까지 교육훈련 연구는 크게 두 가지 흐름이 있다. 하나는 교육훈련을 실시하는 기업의 관점에서 교육훈련 성과를 높이기 위해 교육과정, 방법, 강사, 내용과 같은 시스템적 접근이 있고, 또 하나는 피훈련자의 관점에서 교육훈련 성공을 위한 연구의 흐름이 있다. 후자는 주로 피훈련자의 교육훈련 동기가 교육훈련 성과를 좌우 할 수 있다는 가정 하에 이를 잘 설명할 수 있는 다양한 변수들에 대한 연구가 있다. 본 연구는 후자의 관점에서의 연구이고 지금까지 연구된 바로는 교육훈련 동기를 설명하는 변수를 크게 나누면 인적특성변수와 상황특성 변수로 구분할 수 있다. 그 가운데 교육훈련 동기를 설명하는 인적특성변수의 연구의 중요성이 강조되고 특히 이 가운데 목표지향의 개념이 학습에 매우 중요한 개념이므로 교육훈련에 적용 연구할 필요성이 특히 강조된다. 그러나 우리나라에서는 이와 관련한 연구가 매우 적다. 또한 사회적 지원이 교육훈련 동기에 미치는 영향에 대한 연구는 상이한 관점이 존재하고 규명되어야 할 부분이 존재한다. 이와 같은 관점에서 본 연구는 피훈련자의 인적특성인 목표지향과 조직의 상황적 특성인 사회적 지원이 교육훈련 동기에 미치는 영향과 교육훈련 동기가 교육훈련 성과변수인 교육훈련 전이와의 관계를 연구하였다. 그리고 목표지향 및 사회적 지원과 교육훈련 전이와의 관계에서 교육훈련 동기의 매개효과를 연구 하였다. 나아가 교육훈련 연구는 조사방법의 한계가 항상 존재한다. 본 연구는 독립변수와 매개효과가 종속변수에 미치는 효과를 보다 엄격하게 검증하고 설문지법의 한계인 동일방법편의를 줄이기 위해, 준실험설계 방식으로 설계하여 교육훈련 전과 교육훈련 후로 나누어 2번에 걸쳐 자료를 수집하였다. 이와 같은 방법으로 622명을 대상으로 자료를 수집하여 분석한 결과 다음과 같은 결과를 얻었다. 첫째 학습목표 지향과 과시성과목표 지향은 교육훈련 동기와 정의 관계, 동료지원은 교육훈련 동기와 정의 관계를 얻었다. 그러나 회피성과목표 지향과 상사지원은 교육훈련 동기와 관계가 없었다. 교육훈련 동기는 교육훈련 성과변수인 교육훈련 전이를 잘 설명해주고 있다. 그리고 학습목표지향과 과시성과목표 지향 및 동료지원과 교육훈련 전이와의 관계를 교육훈련 동기가 유의하게 매개역할을 하였다. 이러한 결과는 교육훈련 동기의 선행변수로서 학습목표 지향, 동료지원이 매우 중요할 뿐만 아니라 교육훈련 동기가 교육훈련 성과를 위해 매우 중요하다는 것을 의미한다. 상사지원이 교육훈련 동기를 설명하지 못하는 것은 매우 주목되는 결과다. 본 연구는 이러한 결과의 의미를 논의할 것이다. 그리고 본 연구결과는 교육훈련 동기 연구의 중요성을 다시한번 확인해 주는 결과라고 할 수 있다.

Abstract

In the global competitive environment, most firms agree that the investments on human capital are the core of competitive strategy. For the development of human capital in firms, proper and intensive employees training are indispensable. Most firms believe that effective employee training will enhance employees’ KSA (knowledge, skill, and Attitude) and employees’ KSA enhanced through training will strengthen their competitive advantages. In this vein, firms pay a lot of interest to employee training and actually invest on employee training. Nonetheless, still remains the doubt that the employees who finished the training course and return to their job will really perform better than before. Only when managers have the confidence that employee training has effects on employees’ job performance, they will continue the investment on employee training. Against this backdrop, we investigated the antecedents of learning transfer. Previous studies on the antecedents of training effective mainly adopted the training motivation as dependent variable. It is true that trainees’ training motivation is really important. However, what matters for managers who should take care of organizational performance is whether the training program may help employees’ performing jobs. To investigate the actual training effectiveness not in educational institute but in the fields, we adopted learning transfer. Furthermore, we collected data two times; we collected the data about antecedents and mediators before the training program and the data about the consequence (that is, learning transfer) from the same raters. The first reason to collect data twice is to investigate more precisely the influence of the antecedents on the learning transfer. The second reason is to prevent the possibility of common method bias that is caused when the same raters answer the antecedents and consequences at the same time. On the base of previous studies on employee training, we adopted goal orientations (learning goal orientation, performance prove goal orientation, and performance avoidance goal orientation) and social supports (supervisor support and coworkers support) as antecedents. We expected that goal orientations as trainees’ characteristics and social supports as organizational context will influence the learning transfer. Reflecting on the previous studies, training motivation plays very important role in the training effectiveness. Even though training providers and training media are good, the trainees without training motivation neither can absorb the training nor can achieve learning transfer. Hence, we expected that training motivation will mediated the relationship between two antecedents and learning transfer. For the empirical test, we collected data from 692 raters who were participating in actual employee training programs. As said previously, data were collected twice. The data of goal orientation, social supports, and training motivation were collected before training program and the data of learning transfer were collected after training program. Excluding the insincere answers, we included 622 answers for analysis. For the hypothesis tests, we adopted the structural equation model and used AMOS 16.0 for statistical package. The results of structural equation model analysis are as followings. First, training motivation showed significant effect on learning transfer. Second, only Learning goal and performance prove goal orientation out of the 3 sub-dimensions of goal orientation showed significant effects on training motivation. Third, only coworker support out of 2 kinds of social supports showed significant effects. Fourth, training motivation mediated the relationship between learning goal orientation and learning transfer and the relationship between performance prove goal orientation. Fifth, training motivation mediated the relationship between coworker support and learning transfer. Overall, the results supported our predictions. But what seems exceptional and worth discussion is that only the effects of coworkers support was supported but the effects of supervisor was not. In general, supervisors in higher positions have more influence on their followers. Therefore, we can expect the effects of supervisors are larger than those of coworker. But, the result is the reverse of our expectation. We discussed the reason of the result in detail. We combined each result and made overall conclusions. First, goal orientation as individual characteristics and social support as organizational context are related with training motivation and learning transfer. Second, learning motivation plays the role of mediator in the relationship between antecedents and learning transfer. Third, only coworker support but supervisor support influence on training motivation and learning transfer. With the results, we suggested theoretical and practical implications of our study.

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