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기업 리더십 교육에서 반응과 학습 간의 관계: 개인차 변인의 조절효과를 중심으로

The Relationship Between Reaction and Learning in Leadership Training: Focus on Moderating Effect of Trainee's Difference Variable

신강현|허창구|전복순
한국산업및조직심리학회 (Korean Society for Industrial and Organizational Psychology)|2012.05|한국심리학회지: 산업 및 조직 (Korean Journal of Industrial and Organizational Psychology)|제25권 제2호|pp. 497-519|DOI 10.24230/ksiop.25.2.201205.497

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참고문헌

키워드

개방성openness외향성extraversion숙달목표지향성수행목표지향성goal-orientation학습준거반응준거reaction criterialearning criteria
주제분류심리과학

초록

본 연구는 212명의 관리자가 참여하고 있는 리더십교육을 대상으로, 교육훈련에서의 반응(즐거움, 유용성, 어려움)과 주관적 학습의 관계를 알아보고, 이러한 관계에 미치는 개인차 변인(수행목표지향성, 숙달목표지향성, 외향성, 개방성)의 조절효과를 검증하였다. 연구 결과, 교육훈련의 세 가지 반응차원이 주관적 학습에 영향을 미치고 있었으며, 특히 즐거움 반응과 유용성 반응은 주관적 학습을 높이는 반면, 어려움 반응은 주관적 학습을 낮추는 것으로 나타났다. 주관적 학습에 대한 개인차 변인의 주효과 검증에서 개방성을 제외한 모든 변인이 주관적 학습에 정적인 영향을 미치는 것으로 나타났다. 한편, 반응과 학습의 관계에서 개인차 변인의 조절효과 가설검증결과는 즐거움 반응과 주관적 학습의 관계를 외향성이 정적으로 조절하며, 어려움 반응과 주관적 학습의 관계를 수행목표지향성이 정적으로 조절하는 것으로 나타났으나, 숙달목표지향성과 개방성의 조절효과는 발견되지 않았다. 마지막으로 본 연구의 시사점 및 한계점 및 추후연구를 위한 제안을 논의하였다.

Abstract

This study examined the relationship between ‘reaction’ and ‘learning’ based on the Kirkpatrick's training evaluation model, with an emphasis on the moderating effect of trainee's difference variable(goal-orientation, openness to experience, extraversion). The survey data from a job training class of 212 employees were analyzed. The results of the study are summarized as follows; First, the three dimensions of reaction(enjoyment, usefulness, difficulty) predicted subjective learning significantly. In other words, when trainees felt enjoyment or usefulness about their training program, effect of learning increased. However, learning was decreased as they felt difficulties in training program. Second, the result showed that among trainee's individual difference variables, mastery goal-orientation, performance goal-orientation, and extraversion had positive effect on learning while openness to experience had not any effect. Third, this result proved to have a moderating effect of some trainee's individual difference variables in the relationship between reaction and learning. Specifically, extraversion moderated the relationship between enjoyment and learning positively. Goal-orientation did not moderat the relationship between difficulty and learning. Extraversion had neigher main effect nor moderating effect on learning. Finally, limitation of the study and the direction for future research were discussed.

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