기업체 인적자원개발 담당자의 학습 방식, 학습 전이, 전이 풍토의 관계 연구
Relationship among Learning Style, Learning Transfer, Learning Transfer Climate for Developing HRD Practitioners' Key Competencies in Korean Companies
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초록
이 연구는 일터 학습 방법으로서 무형식학습에 대한 이해를 도모하고 기업체 인적자원개발 담당자의 역량 학습과 학습 전이 촉진 방안을 모색하는데 목적을 두고 실행되었다. 이를 위하여 「기업체 인적자원개발 담당자 역량 모형」과 조직 내 학습 전이 풍토 측정 도구를 이용하여 기업체 인적자원개발 담당자들이 필요한 역량을 어떻게 학습하고, 학습한 역량을 실제 직무에서 어느 정도 활용하고 있는지, 그리고 학습 전이 풍토에 대한 인식은 어떠한지를 조사 분석하였다. 설문조사 실시 기간은 2007년 4월 16일부터 동년 5월 31일까지였고 430부를 배포하여 240부를 회수, 회수된 설문지 중 응답이 누락되었거나 불성실하다고 판단되는 것 7부를 제외하고 총 233부가 분석에 사용되었다.연구 결과, ‘무형식 학습 수행 정도’와 ‘상사의 지원’, ‘동료의 지원’, ‘직무수행 방식 변화의 기회’는 정적인 상관관계를 보였고, 조직 내 학습 전이 풍토 요인들 모두가 ‘학습 전이 정도’와 정적인 상관관계를 갖는 것으로 나타났다. 또한 ‘무형식 학습 수행 정도’와 ‘학습 전이 정도’ 역시 정적인 상관관계를 보였다. 그리고 중다회귀분석을 통해 학습 방식(무형식 학습 수행 정도)’, ‘동료의 지원’, ‘직무수행 방식 변화의 기회’, ‘조직 보상 인식’이 기업체 인적자원개발 담당자의 학습 전이에 영향을 미치는 요인인 것으로 나타났다.
Abstract
The purpose of this study was to identify the relationship among learning style, learning transfer, learning transfer climate for developing HRD practitioners' key competencies in Korean companies, so that it sought to understand and improve informal learning activity for developing HRD practitioners' key competencies. In doing so, this study have used and developed some survey instruments, including「Competency Model for HRD Practitioners」 and Transfer Climate Survey. The survey lasted from April 16, 2007 to May 31, 2007. 430 pieces of questionnaire were distributed and 240 were collected(55.8%). 7 out of 240 were excluded due to their insincerity and 233 were used for this study(54.2%). The results of this study were as follows: First, HRD practitioners have acquired their competencies through informal learning activities more often than formal learning activities. Second, HRD practitioners' informal learning activities have been facilitated by management and peer support and chance to differently doing their job, resulting in successful learning transfer. Third, informal learning, peer support, chance to differently doing their job, compensation and recognition for learning have affected HRD practitioners' learning transfer.
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