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    활동이론에 터한 일터 무형식학습 뿌리내림

    한글로보기

    https://www.riss.kr/link?id=T12114724

    • 저자
    • 발행사항

      서울: 숭실대학교 대학원, 2010

    • 학위논문사항

      학위논문(박사) -- 숭실대학교 대학원 , 평생교육학과 , 2010. 6

    • 발행연도

      2010

    • 작성언어

      한국어

    • 주제어
    • DDC

      370.15 판사항(21)

    • 발행국(도시)

      서울

    • 기타서명

      Settlement of Informal Learning in the Workplace based on Activity Theory

    • 형태사항

      xiv, 257p.: 삽도; 26cm.

    • 일반주기명

      숭실대학교 논문은 저작권에 의해 보호받습니다.
      지도교수:이기성
      참고문헌: p.

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    부가정보

    국문 초록 (Abstract) kakao i 다국어 번역

    한국어
    영어
    본 연구는 일터 무형식학습의 중요성을 인식하고, 업무 활동 속에서 일어나는 무형식학습의 뿌리를 발견하고자 하였다. 이를 위해 일터 무형식학습이 일어나는 맥락을 살펴보고, 어떻게 무형식학습이 일어나는지를 탐구했다. 그리고 일터에 뿌리를 내리는 무형식학습의 문화는 무엇이며, 그것이 구성원에게는 어떠한 의미인지를 탐구했다. 무엇보다 본 연구를 통해, 각 기업이 가진 역사, 문화, 그리고 업무 특성에 의해 형성된 무형식학습의 뿌리를 발견하고, 학습의 문화를 계승하여, 변화하는 환경에 유연하게 대응할 수 있는 일터 무형식학습의 실천적 전략을 제시하는데 목적을 두었다.

    이러한 연구목적을 달성하기 위한 연구문제는 다음과 같다.

    첫째, 무형식학습이 일어나는 일터 맥락은 무엇인가?
    둘째, 일터 무형식학습은 어떻게 일어나고 있는가?
    셋째, 일터 무형식학습의 의미는 무엇인가?

    연구방법론은 구성주의 인식론에 바탕을 두고 상징적 상호주의에서 출발한 문화기술지 방법론을 선정했다. 연구방법은 참여관찰, 문화기술지 면담, 비공식적 면담, 문서자료 해석으로 수행했다. 연구 참여자는 K그룹에서 무역업무를 수행하는 직원을 중심으로 구성했다. 팀 리더 4명, 유닛리더 3명, 신입사원 3명, 행정 지원 여직원 2명, 지원본부 내 전문가 3명 등 총 15명으로 이루어졌다. 자료 분석을 위해 문화기술지 면담과 비공식적 면담, 그리고 참여관찰의 결과를 녹음하여 자료를 지속적으로 코딩해가면서 정교화 작업을 진행했다. 수집된 자료는 로부터 이어져 내려온 문화역사적 활동이론(cultural historical activity theory: CHAT)을 분석 틀로 활용했다. 특히, 상호작용을 설명하고 있는 Engeström을 중심으로 분석했다.

    연구결과는 다음과 같다.

    첫째, 일터 활동체계는 초보자, 숙련자, 전문가로 구분할 수 있었다. 이러한 활동체계는 업무 활동을 통해 상호작용이 일어나는데, 이러한 상호작용 속에서 협력과 모순 관계가 발생했다. 특히, 모순 관계를 해결하기 위해 활동주체는 의사소통, 관찰, OJT, 전문가 자문, 함께 일하기, 학습 커뮤니티, 성찰 등의 다양한 형태의 무형식학습이 일어나고 있음을 알 수 있었다. 이러한 무형식학습의 결과로 각 활동체계는 상위 활동체계로 성장하면서 개인 학습에서 조직 학습으로 확대되어 갔다.
    둘째, 초보자는 학교에서 배운 이론적 지식과 일터 업무 활동에 필요한 실천적 지식의 차이 때문에 모순이 발생했다. 이를 해결하기 위해 초보자는 OJT를 통해 ‘사수로부터 학습’하며, 사수의 행동과 업무를 ‘따라하기’ 시작했다. 숙련자는 유닛목표를 달성하기 위해, 거래를 발굴하기 위해 지속적으로 아이템과 시장을 ‘찾아가기’ 시작했다. 이러한 숙련자의 도전은 시행착오를 겪으면서 ‘실수로부터 학습’ 하였다. 전문가는 새로운 시장을 선점하여 사업을 창조해 나가기 위해, 자신의 관계 형성을 ‘확장시키기’를 했다. 이러한 네트워크 확장을 통해 커뮤니티를 구성하였으며, ‘커뮤니티로부터 학습’ 하였다.
    셋째, 활동체계로 성장해 가는 모순 속에서 그들은 활동의 의미를 찾고 자신의 역할을 인식하였으며, 그들만의 학습 문화를 만들어가고 있었다. 초보자는 사수의 활동을 따라하는 ‘따라하기’, 숙련자는 아이템과 시장을 발굴하기 위해 ‘찾아가기’, 전문가는 새로운 시장을 선점하고 사업을 창조하기 위해 ‘확장하기’의 활동에 의미를 가졌다. 이러한 활동의 의미를 통해, 사수로부터 학습하는 문화, 실수로부터 학습하는 문화, 네트워크로부터 학습하는 문화를 형성하고 있었다. 이렇게 그들은 활동체계마다 활동의 의미를 갖고, 동기지향적 활동을 위해 그들만의 고유한 학습 문화를 갖고 있었다. 이러한 그들만의 고유한 학습 문화는 ‘인정과 의리’라는 창업주 정신으로부터 나온 일터 무형식학습의 뿌리였음을 발견할 수 있었다.
    번역하기

    본 연구는 일터 무형식학습의 중요성을 인식하고, 업무 활동 속에서 일어나는 무형식학습의 뿌리를 발견하고자 하였다. 이를 위해 일터 무형식학습이 일어나는 맥락을 살펴보고, 어떻게 무...

    본 연구는 일터 무형식학습의 중요성을 인식하고, 업무 활동 속에서 일어나는 무형식학습의 뿌리를 발견하고자 하였다. 이를 위해 일터 무형식학습이 일어나는 맥락을 살펴보고, 어떻게 무형식학습이 일어나는지를 탐구했다. 그리고 일터에 뿌리를 내리는 무형식학습의 문화는 무엇이며, 그것이 구성원에게는 어떠한 의미인지를 탐구했다. 무엇보다 본 연구를 통해, 각 기업이 가진 역사, 문화, 그리고 업무 특성에 의해 형성된 무형식학습의 뿌리를 발견하고, 학습의 문화를 계승하여, 변화하는 환경에 유연하게 대응할 수 있는 일터 무형식학습의 실천적 전략을 제시하는데 목적을 두었다.

    이러한 연구목적을 달성하기 위한 연구문제는 다음과 같다.

    첫째, 무형식학습이 일어나는 일터 맥락은 무엇인가?
    둘째, 일터 무형식학습은 어떻게 일어나고 있는가?
    셋째, 일터 무형식학습의 의미는 무엇인가?

    연구방법론은 구성주의 인식론에 바탕을 두고 상징적 상호주의에서 출발한 문화기술지 방법론을 선정했다. 연구방법은 참여관찰, 문화기술지 면담, 비공식적 면담, 문서자료 해석으로 수행했다. 연구 참여자는 K그룹에서 무역업무를 수행하는 직원을 중심으로 구성했다. 팀 리더 4명, 유닛리더 3명, 신입사원 3명, 행정 지원 여직원 2명, 지원본부 내 전문가 3명 등 총 15명으로 이루어졌다. 자료 분석을 위해 문화기술지 면담과 비공식적 면담, 그리고 참여관찰의 결과를 녹음하여 자료를 지속적으로 코딩해가면서 정교화 작업을 진행했다. 수집된 자료는 로부터 이어져 내려온 문화역사적 활동이론(cultural historical activity theory: CHAT)을 분석 틀로 활용했다. 특히, 상호작용을 설명하고 있는 Engeström을 중심으로 분석했다.

    연구결과는 다음과 같다.

    첫째, 일터 활동체계는 초보자, 숙련자, 전문가로 구분할 수 있었다. 이러한 활동체계는 업무 활동을 통해 상호작용이 일어나는데, 이러한 상호작용 속에서 협력과 모순 관계가 발생했다. 특히, 모순 관계를 해결하기 위해 활동주체는 의사소통, 관찰, OJT, 전문가 자문, 함께 일하기, 학습 커뮤니티, 성찰 등의 다양한 형태의 무형식학습이 일어나고 있음을 알 수 있었다. 이러한 무형식학습의 결과로 각 활동체계는 상위 활동체계로 성장하면서 개인 학습에서 조직 학습으로 확대되어 갔다.
    둘째, 초보자는 학교에서 배운 이론적 지식과 일터 업무 활동에 필요한 실천적 지식의 차이 때문에 모순이 발생했다. 이를 해결하기 위해 초보자는 OJT를 통해 ‘사수로부터 학습’하며, 사수의 행동과 업무를 ‘따라하기’ 시작했다. 숙련자는 유닛목표를 달성하기 위해, 거래를 발굴하기 위해 지속적으로 아이템과 시장을 ‘찾아가기’ 시작했다. 이러한 숙련자의 도전은 시행착오를 겪으면서 ‘실수로부터 학습’ 하였다. 전문가는 새로운 시장을 선점하여 사업을 창조해 나가기 위해, 자신의 관계 형성을 ‘확장시키기’를 했다. 이러한 네트워크 확장을 통해 커뮤니티를 구성하였으며, ‘커뮤니티로부터 학습’ 하였다.
    셋째, 활동체계로 성장해 가는 모순 속에서 그들은 활동의 의미를 찾고 자신의 역할을 인식하였으며, 그들만의 학습 문화를 만들어가고 있었다. 초보자는 사수의 활동을 따라하는 ‘따라하기’, 숙련자는 아이템과 시장을 발굴하기 위해 ‘찾아가기’, 전문가는 새로운 시장을 선점하고 사업을 창조하기 위해 ‘확장하기’의 활동에 의미를 가졌다. 이러한 활동의 의미를 통해, 사수로부터 학습하는 문화, 실수로부터 학습하는 문화, 네트워크로부터 학습하는 문화를 형성하고 있었다. 이렇게 그들은 활동체계마다 활동의 의미를 갖고, 동기지향적 활동을 위해 그들만의 고유한 학습 문화를 갖고 있었다. 이러한 그들만의 고유한 학습 문화는 ‘인정과 의리’라는 창업주 정신으로부터 나온 일터 무형식학습의 뿌리였음을 발견할 수 있었다.

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    다국어 초록 (Multilingual Abstract) kakao i 다국어 번역

    영어
    한국어
    This study tried to recognize the importance of informal learning in the workplace and find out the root of informal learning at ordinary activities. For this, I tried to find out in what structure the informal learning happens at work, how they take root at workplace as well as what kind of the informal learning culture takes root at workplace and what it means to the members. Most of all, through this study, I tried to find the roots of informal learning according to the history, culture and work characteristics of each company, transfer the learning culture to next generation and also suggest the actual strategy for informal learning in the workplace in order to cope with the changing environment.

    The issues of study to achieve the objectives are as follows.
    First, what is the motive causing the informal learning in the workplace?
    Second, how does the informal learning in the workplace happen?
    Third, what does the informal learning in the workplace mean?

    As the research method, I adopted the ethnography method based on the constructive epistemology and symbolic interactionism. The study was conducted using participant observation, questionnaires, informal interview and document and data interpretation. The respondents were 15 employees working at foreign trading department of K Group who include 4 team leaders, 3 unit leaders, 3 new recruits and 3 female administrative staff members and 3 experts from support head office. For the correct data analysis, I have conducted the questionnaire and informal interviews as well as recorded the result of participant observation, thereby recording the data for more correct data collection. To analyze the collected data, I used the cultural historical activity theory (CHAT) as an analysis tool. Especially, I have analyzed the data focusing on Engeström which explains the interaction.

    The results of research are as follows.

    First, the activity system at work can be classified into one for novices, experienced workers and experts. This kind of activity system induces the interaction between workers through work and causes the cooperation and contradiction to happen in this interaction process. To solve this contradiction, the group is found to have the various kinds of informal learning such as communication, observation, OJT and advice from expert, working together, learning community and reflection. The resulting informal learning helps to make the action system to grow to upper level and expand the learning system from individual learning to organizational learning.
    Secondly, the difference between the theoretical knowledge learned at schools and the actual knowledge required in the workplace confused the novices. To solve this problem, the novices started to learn the work from their superiors through OJT and imitate the superiors' action and work. The experienced workers started to search and look for the items and market to create the transactions. Thus, the experienced workers learned from trial and error in the workplace. On the contrary, the expert started to expand his or her networking to preempt the new market and create the businesses. Through this kind of networking expansion, he or she tried to construct a community and also learned a lot from this community.
    Thirdly, while they are growing into activity system under the contradiction, they tried to look for the meaning of their activities and recognize their roles while making their own learning culture. Each group has its own meaning in that the novices follows their superiors in work, the experienced members search and go out to look for items and market while the experts put emphasis on the networking expansion to preempt new market and create the businesses. Through these kind of learning, the learning culture of "learning from superior, learning from trial and error and learning from networking". They have their meaning of action for each action system and have their own learning culture to get the motive oriented action. Their own learning culture was found to be the roots of informal learning and it is likely to be derived from the founder's philosophy of "emphasis on human feeling and righteousness"
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    This study tried to recognize the importance of informal learning in the workplace and find out the root of informal learning at ordinary activities. For this, I tried to find out in what structure the informal learning happens at work, how they take ...

    This study tried to recognize the importance of informal learning in the workplace and find out the root of informal learning at ordinary activities. For this, I tried to find out in what structure the informal learning happens at work, how they take root at workplace as well as what kind of the informal learning culture takes root at workplace and what it means to the members. Most of all, through this study, I tried to find the roots of informal learning according to the history, culture and work characteristics of each company, transfer the learning culture to next generation and also suggest the actual strategy for informal learning in the workplace in order to cope with the changing environment.

    The issues of study to achieve the objectives are as follows.
    First, what is the motive causing the informal learning in the workplace?
    Second, how does the informal learning in the workplace happen?
    Third, what does the informal learning in the workplace mean?

    As the research method, I adopted the ethnography method based on the constructive epistemology and symbolic interactionism. The study was conducted using participant observation, questionnaires, informal interview and document and data interpretation. The respondents were 15 employees working at foreign trading department of K Group who include 4 team leaders, 3 unit leaders, 3 new recruits and 3 female administrative staff members and 3 experts from support head office. For the correct data analysis, I have conducted the questionnaire and informal interviews as well as recorded the result of participant observation, thereby recording the data for more correct data collection. To analyze the collected data, I used the cultural historical activity theory (CHAT) as an analysis tool. Especially, I have analyzed the data focusing on Engeström which explains the interaction.

    The results of research are as follows.

    First, the activity system at work can be classified into one for novices, experienced workers and experts. This kind of activity system induces the interaction between workers through work and causes the cooperation and contradiction to happen in this interaction process. To solve this contradiction, the group is found to have the various kinds of informal learning such as communication, observation, OJT and advice from expert, working together, learning community and reflection. The resulting informal learning helps to make the action system to grow to upper level and expand the learning system from individual learning to organizational learning.
    Secondly, the difference between the theoretical knowledge learned at schools and the actual knowledge required in the workplace confused the novices. To solve this problem, the novices started to learn the work from their superiors through OJT and imitate the superiors' action and work. The experienced workers started to search and look for the items and market to create the transactions. Thus, the experienced workers learned from trial and error in the workplace. On the contrary, the expert started to expand his or her networking to preempt the new market and create the businesses. Through this kind of networking expansion, he or she tried to construct a community and also learned a lot from this community.
    Thirdly, while they are growing into activity system under the contradiction, they tried to look for the meaning of their activities and recognize their roles while making their own learning culture. Each group has its own meaning in that the novices follows their superiors in work, the experienced members search and go out to look for items and market while the experts put emphasis on the networking expansion to preempt new market and create the businesses. Through these kind of learning, the learning culture of "learning from superior, learning from trial and error and learning from networking". They have their meaning of action for each action system and have their own learning culture to get the motive oriented action. Their own learning culture was found to be the roots of informal learning and it is likely to be derived from the founder's philosophy of "emphasis on human feeling and righteousness"

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    목차 (Table of Contents)

    • 國文抄錄 ix
    • 英文抄錄 xii
    • 제 1 장 서론 1
    • 1.1 연구 필요성 1
    • 國文抄錄 ix
    • 英文抄錄 xii
    • 제 1 장 서론 1
    • 1.1 연구 필요성 1
    • 1.2 연구목적 5
    • 1.3 연구문제 6
    • 1.4 용어정의 7
    • 제 2 장 문헌고찰 9
    • 2.1 구성주의로 본 학습과 활동 9
    • 2.1.1 구성주의로 본 학습 9
    • 2.1.2 구성주의로 본 활동 17
    • 2.2 일터에서의 학습 26
    • 2.2.1 일터학습의 개념 26
    • 2.2.2 일터학습의 모형 32
    • 2.2.3 일터학습의 유형 41
    • 2.2.4 일터학습 영향요인과 제한점 47
    • 2.3 일터에서의 무형식학습 54
    • 2.3.1 일터 무형식학습의 개념 54
    • 2.3.2 일터 무형식학습의 특징 60
    • 2.3.3 일터 무형식학습의 유형 74
    • 2.3.4 일터 무형식학습의 사례 79
    • 제 3 장 연구방법 87
    • 3.1 연구의 설계 87
    • 3.2 연구 참여자 89
    • 3.3 자료 수집기간과 방법 94
    • 3.3.1 비공식 면담 94
    • 3.3.2 참여 관찰 95
    • 3.3.3 문화기술지 면담 97
    • 3.3.4 문서해석 99
    • 3.4 자료 분석 99
    • 3.5 윤리적 고려 100
    • 3.6 타당성과 엄격성 101
    • 제 4 장 연구결과 및 논의 103
    • 4.1 낯선 곳으로 들어가기 103
    • 4.2 일터 들여다보기 108
    • 4.2.1 인정과 의리의 문화 108
    • 4.2.2 학습문화 111
    • 4.3 일터 이해하기 116
    • 4.3.1 일터 활동 엿보기 116
    • 4.3.2 일터 활동체계의 구조 133
    • 4.3.3 일터 활동체계의 분류 138
    • 4.3.4 일터 활동의 의미와 역할 152
    • 4.4 일터 알아가기 155
    • 4.4.1 활동요소의 상호작용 155
    • 4.4.2 활동체계의 상호작용 179
    • 4.5 논의: 일터 무형식학습 204
    • 4.5.1 일터 활동이론 모델 204
    • 4.5.2 일터 무형식학습의 특징 210
    • 4.5.3 일터 무형식학습의 맥락 216
    • 4.5.4 일터 무형식학습의 과정 218
    • 4.5.5 일터 무형식학습의 의미 219
    • 제 5 장 결론 및 제언 223
    • 5.1 결론 223
    • 5.2 제언 225
    • 참고문헌 227
    • 부록 1. 연구 질문 253
    • 부록 2. 전사하기 254
    • 부록 3. 분석하기 256
    • 부록 4. 연구 참여 동의서 257
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