무형식학습을 통한 리더십 역량 개발 = Leadership Competency Development through Informal Learning

다국어 초록 (Multilingual Abstract)

The purpose of this study is to discover the attributes of developmental workplace experiencesand explore what competencies are mainly developed through informal learning. This researchutilized the critical incident technique as its major data collection method. A content analysis ofthe collected interview data was performed, and a thematic analysis was also conducted as amajor technique for pinpointing, examining, and recording patterns within the data. It was foundthat developmental workplace experiences had common attributes such as learning, adjustment,creation and innovation, problem‐solving, and the maintenance of relations. These attributesappeared to play the role of activity goals of developmental workplace experiences and drivingforces for competency development. Based on the attributes, developmental workplaceexperiences were classified into five activity areas: learning activity, adjustment activity,innovation and creation activity, problem‐solving activity, and relation-maintenance activity.
Competencies developed by each type of work experience were identified. It was found that thecompetency developed most through workplace experiences was ‘influence’ competency, whichrepresents desire for power. Workplace experiences developed almost every type of competencyexcept ‘achievement‐orientation’ and ‘transformational leadership’. By experience area, thedeveloped competencies are as follows: ‘Team leadership’, and ‘the development of others’ weredeveloped through adjustment activities, while ‘teamwork and cooperation’, ‘impact and influence’,‘imitativeness’, and ‘conceptual thinking’ were developed through creation and innovationactivities. In addition, ‘consistency of speech and action’, ‘concern for order, quality and accuracy’,‘impact and influence’, and ‘self -confidence’ were developed through problem‐solving activities,and ‘impact and influence’, ‘self-control’, ‘organizational awareness’, and ‘customer serviceorientation’ were developed by relation-maintenance activities. One contribution of this study isthat it identified the five common attributes of developmental workplace experiences andexplained the reason why a specific type of experience promotes competency development morethan other types. Another contribution of this research is that it derived experiential grounds foridentifying the types of workplace experiences promoting specific competencies through revealingcompetencies developed by each type of workplace experience.

국문 초록 (Abstract)

본 연구의 목적은 다른 경험에 비해 역량개발이 잘 일어나는 일터경험의 속성을 밝히고, 기업 관리자의 무형식학습을 통해 어떤 역량이 주로 개발되는지를 탐색하는 것이다. 이를 위해, 중요사건기법을 활용하여 고성과관리자인 임원들에게 면담을 실시하였다. 수집된 자료는 내용분석기법을 통해 분석하였으며, 면담 자료에서 테마를 도출하는 테마분석 기법을 활용하여 개발된 역량을 코딩하였다.
수집된 일터 경험들에 배우기, 적응하기, 창조와 혁신, 문제해결, 관계유지라는 속성이 내재되어 있음을 발견하였는데, 이 속성들이 역량개발의 동인 역할을 하는 것으로 밝혀졌다. 이러한 속성을 기준으로 하여, 이러한경험들을 학습활동, 적응활동, 혁신 및 창조 활동, 문제해결 활동, 관계유지 활동의 다섯 영역으로 분류하였다.
일터경험을 통해서 대부분의 역량이 개발되었으나, 성취지향성과 변화리더십의 두 역량이 개발된 사례는 나타나지 않았다. 일터경험을 통해 가장 빈번하게 개발된 역량은 권력 욕구를 나타내는 역량인 영향력 역량인 것으로 드러났다. 학습활동 영역에서는 코칭, 모델링 등의 ‘내용’과 관련된 역량이 향상되었고, 더불어 자기확신과 자기개발 역량이 공통적으로 개발되었다. 적응활동 영역 중에서 환경변화 적응 사례를 통해서는 유연성, 개념적 사고, 관계형성 역량이 개발되었으며, 직무상의 변화 적응 경험을 통해서는 팀리더십과 타인육성 역량이주로 개발되었다. 창조 및 혁신 활동인 프로젝트 활동을 통해서는 팀웍과 협력, 영향력, 주도성, 개념적 사고가향상되었다. 문제해결 활동 영역에서는 언행일치, 질서･품질･정확성에 대한 관심, 영향력, 자기확신 등이 향상되었다. 관계유지 활동에서는 조직인식, 영향력, 자기조절, 고객지향성이 개발되었다.
본 연구는 무형식학습을 통한 학습내용의 습득을 역량개발이라는 틀로 조망하는 새로운 관점을 제공함으로써 역량기반 인적자원개발의 기반지식을 구축하였다는 학문적 의의가 있다. 또한, 직무설계와 순환 근무 등을통해 핵심 관리자를 육성하고자 하는 조직에 풍부한 경험적 지식을 제공하였다는 실무적 의의가 있다.

참고문헌 (Reference)

1 김도연, "일터경험과 역량개발의 관계 연구" 서울대학교 대학원 2008

2 김현주, "역량기반인적자원관리(CBHRM)의 도입과 발전: 한국기업을 위한 상황론적 접근법" 3 (3): 120-158, 2003

3 이재경, "역량 기반 교육과정 개발 방법론에 대한 고찰:마케팅 역량 강화 교육과정 체계 개발 사례를 중심으로" 한국교육공학회 18 (18): 25-56, 2002

4 한준상, "수행 중심 패러다임으로의 변화에 따른 기업 인적자원개발 담당자의 역할과 역량에 대한 인식 조사 연구" 한국직업교육학회 27 (27): 137-159, 2008

5 차배근, "사회과학연구방법" 세영사 2004

6 주인중, "기업체에서의 역량모델 개발과 활용실태 분석" 한국직업교육학회 29 (29): 309-334, 2010

7 김진모, "기업의 인적자원 개발을 위한 역량 중심의 교육과정 개발" 한국직업교육학회 20 (20): 109-128, 2002

8 김지영, "기업에서 학습지원이 개인의 학습참여와 조직학습에 미치는 영향 분석" 한국직업교육학회 29 (29): 133-156, 2010

9 박혜영, "기업내 HRD 역할 재정립" 한국평생교육학회 8 (8): 155-175, 2002

10 Varga, K., "Who gains from achievement motivation training?" 2 : 187-200, 1997

11 Boyatzis, R. E., "Transforming qualitative information : Thematic analysis and code development" Sage Publications 1998

12 Marsick, V. J., "Toward a theory of informal and incidental learning in organization" 11 (11): 287-300, 1992

13 Education Development Center, "The teaching firm: where productive work and learning converge" Center for workforce development 1998

14 McCall, M. W., "The lessons of experience" Free Press 1988

15 Norman, S. B., "The effect of training managers to gain employee trust on employee work-related attitudes and emotional well-being" Stanford University 2003

16 Miron, D., "The effect of ahievement motivation training on small business" 21 (21): 13-28, 1979

17 Gorard, S. F., "The apparent decline of informal learning" 25 (25): 437-456, 1999

18 Brush, D. H., "The Impact of Skill Learnability on the Effectiveness of Managerial Training and Development" 9 (9): 27-39, 1983

19 Zemke, R., "The Honeywell studies : how managers learn to manage" 22 (22): 46-51, 1985

20 Boyatzis, R. E., "The Competent manager : A model for effective performance" John Wiley & Son Publishing 1982

21 McClelland, D. C., "Testing for competence rather than for intelligence" 28 : 1-14, 1973

22 Cseh, M., "Re-conceptualizing Marsick and Watkins' model of informal and incidental learning in the workplace" Academy of Human Resource Development I : 349-356, 1999

23 Hewitt Associates LLC, "Raising the bar: Using competencies to enhance employee performance" American Compensation Association 1996

24 McCauley, C. D., "On-the-job development : A conceptual model and preliminary investigation" 1 (1): 142-158, 1989

25 White, R., "Motivation reconsidered : The concept of competence" 66 : 279-333, 1959

26 Heckhausen, H., "Motivation and Society" Jossey-Bass 1977

27 McClelland, D. C., "Motivating economic achievement" Free Press 1971

28 Cseh, M., "Managerial learning in the transition to a free market ecomomy in Romanian private companies" The University of George 1998

29 Waters, J. A., "Managerial Skill development" 5 (5): 449-453, 1980

30 Marsick, V. J., "Learning in the workplace" Croom Helm 1987

31 Marsick, V. J., "Learning in the workplace" Croom Helm 171-198, 1987

32 Seligman, M., "Learned optimism" Knopf 1991

33 Cook, K. W., "Job/role competency practicies survey report" DDI 1988

34 Wick, C. W., "How people develop : An in-depth look" 6 (6): 1-3, 1989

35 Broderick, R., "How Honeywell teaches its managers to manage" 20 (20): 18-23, 1983

36 Campbell, J. P., "Handbook of industrial and organizational psycho logy, 2nd ed., Vol. 1" Consulting Psy chologists Press 687-731, 1990

37 Hellervik, L. W., "Handbook of Industrial/Organizational Psychology, Vol.3. 2nd ed." Consulting Psychologists Press 823-895, 1992

38 Swanson, R. A., "Foundations of human resource development" Berrett-Koehler 2001

39 Gibbons, A. M., "Developmen tal assessment centers dimensions: A Korean investigation" 2005

40 Strebler, M. T., "Competence-Based Management Training" Study supported by the IES Co-operative Research Programme 1996

41 Spencer, L. M., "Competence at Work:Models for Superior Performance" PSI컨설팅 1998

42 Spencer, L. M., "Competence at Work : Models for Superior Performance" Willey & Sons, Inc 1993

43 Spencer, B., "Changing questions of workplace learning researchers" 94 (94): 31-40, 2001

44 McCauley, C. D., "Center for Creative Leadership" 1999

45 Snyder, L. A., "An examination of the developability of dimensions in DACs" Developmental Assessment Centers: Special Considerations for Researchers and Practitioners 2005