일학습병행제의 개인, 프로그램 및 조직 특성이 학습전이와 조직몰입에 미치는 영향 = The Effects of Personal, Program and Organizational Characteristics of Work-Learning Dual System on Learning Transfer and Organizational Commitment

국문 초록 (Abstract)

본 연구의 목적은 수도권(서울, 경기, 인천)에 소재하고 있는 기업체 중 일학습병행제에 참여하고 있는 근로자를 대상으로 하여 개인, 프로그램 및 조직 특성 변수와 학습전이, 조직몰입과의 영향관계 등을 규명하는데 있다.
연구의 모집단은 일학습병행제 유형 중 공동훈련센터형에 참여 하고 있는 사람들을 대상으로 하였으며, 일학습병행제의 교육훈련기간이 대부분 6개월 이상인 점과 교육훈련 내용이 현장에서 근로자가 수행할 업무와 긴밀한 연관성을 갖고 있다는 특성을 고려하여 설문 시점에 교육훈련을 받고 있는 사람들을 대상으로 표본을 선정하였다.
조사도구는 개인 특성과 프로그램 특성 및 조직 특성과 학습전이와 조직몰입을 측정하는 항목으로 구성된 설문지를 사용하였다. 각 변수의 조사도구는 선행연구에서 사용된 도구를 기본으로 일학습병행제 목적이나 취지에 맞게 맥락을 수정하거나, 세분화된 항목을 통합하는 등 보완하여 사용하였다. 또한, 본 연구를 위해 추가로 개발한 도구는 선행연구들을 참고하고, 일학습병행제의 목적과 취지를 고려하여 설문문항을 설계한 후, 전문가 집단의 내용 적합성 검토를 거쳐 예비조사를 실시하여 신뢰도 및 타당도를 검증한 후 본조사를 실시하였다.
자료는 2019년 7월 마지막 주부터 8월 셋째 주까지 4주에 걸쳐 서울, 경기, 인천에 소재하고 있는 6개 공동훈련센터를 직접 방문하여 설문을 실시하여 수집하였으며, 300부를 배포하여 300부를 회수하고 이중 불성실 응답자료 9부를 제외한 291부를 분석에 활용(분석율 97.0%)하였다. 자료분석은 SPSS for windows 20.0프로그램을 이용하여 기술통계(평균, 표준편차, 빈도, 백분율)분석과 차이분석, 위계적 회귀분석 및 매개변수 분석을 실시하였다.

다국어 초록 (Multilingual Abstract)

The purpose of this study is to investigate the relationship between the personal, program and organizational characteristics variables of the workers participating in the work-learning dual system among companies located in the metropolitan area(Seoul, Gyeonggi, and Incheon) to learning transfer and organizational commitment.
The study population is those who participated in the co-training center-type work-learning dual system. And samples were taken from those who were receiving training at the time of the questionnaire, considering the fact that the training period of the work-learning dual system is more than 6 months and the characteristics of the contents of the training are closely related to the work to be performed by workers in the field.
The research tool utilized a questionnaire consisting of items that measure personal characteristics, program characteristics, organizational characteristics, learning transfer, and organizational commitment.
The measurement tool for each variable was supplemented by using the tools used in the previous research, such as modifying the context or integrating subdivisions according to the purpose or purpose of the work-learning dual system. In addition, the tools added for this study were referred to the preceding studies, the questionnaire was developed in consideration of the purpose of the work-learning dual system, and after reviewing the content suitability of the expert group, the preliminary investigation was carried out to verify reliability and validity, and the main survey was conducted.
The data were collected from a survey of 6 joint training centers located in Seoul, Gyeonggi, and Incheon for four weeks, from the last week of July to the third week of August. Of these, 300 copies were distributed, 300 copies were recovered, 291 copies were used for analysis(97.0% analysis rate), except for 9 unfaithful responses. For the data analysis, descriptive statistics (mean, standard deviation, frequency, percentage) analysis, difference analysis, hierarchical regression analysis and parameter analysis were performed using SPSS for windows 20.0 program.

목차 (Table of Contents)

• 목 차
• 제1장 서 론 ··························································································· 1
• 제1절 연구 필요성···························································································1
• 제2절 연구목적·································································································4
• 제3절 연구방법 및 체계 ··················································································5
• 제2장 이론적 배경 ···················································································8
• 제1절 우리나라의 일학습병행제 ··································································· 8
• 1. 개념 및 도입배경·····················································································8
• 2. 일학습병행제 현황···················································································9
• 3. 공동훈련센터형 일학습병행제 ·····························································19
• 제2절 독일 및 스위스의 듀얼시스템··························································22
• 1. 독 일·······································································································22
• 2. 스위스·······································································································29
• 제3절 조직몰입과 관련변수의 선행연구··················································· 34
• 1. 조직몰입(organizational commitment)의 개념································34
• 2. 조직몰입과 관련변수와의 관계···························································37
• 제4절 학습전이와 관련변수의 선행연구··················································· 39
• 1. 학습전이(learing transfer) ···································································39
• 2. 학습전이와 관련변수와의 관계 ·························································50
• 제5절 학습전이와 조직몰입의 선행연구··················································· 59
• 제6절 기존연구와의 차이점·········································································60
• 제3장 연구설계 ·····················································································63
• 제1절 연구모형·······························································································63
• 제2절 연구가설·······························································································64
• 제3절 변수의 조작적 정의 ··········································································66
• 1. 개인 특성·································································································66
• 2. 프로그램 특성 ·························································································67
• 3. 조직 특성·································································································68
• 4. 학습전이 ···································································································70
• 5. 조직몰입 ···································································································70
• 제4절 연구대상·······························································································71
• 제5절 연구도구·······························································································73
• 1. 개인 특성·································································································75
• 2. 프로그램 특성 ·························································································78
• 3. 조직 특성·································································································81
• 4. 학습전이(현업적용도) ···········································································84
• 5. 조직몰입 ···································································································86
• 제6절 자료수집 및 분석방법·······································································88
• 제4장 실증분석 ···················································································91
• 제1절 기술통계량 분석 ·················································································91
• 1. 연구대상의 일반적 특성·······································································91
• 2. 변수의 기술통계 분석 ·········································································92
• 제2절 신뢰도 분석·························································································93
• 제3절 타당도 분석·························································································94
• 제4절 상관관계 분석·····················································································99
• 1. 변수 간 상관관계 ·················································································99
• 2. 관찰변인의 정규성 및 다중공선성 진단·········································101
• 제5절 연구가설 검정 ·················································································104
• 1. 학습전이의 개인, 프로그램 및 조직 특성의 위계적 회귀분석 ·· 104
• 2. 학습전이와 조직몰입의 관계·····························································109
• 3. 관련변수와 조직몰입의 관계에서 학습전이의 매개효과·············110
• 4. 가설 검정결과의 요약 ·····································································122
• 제6절 추가 분석 ···························································································124
• 1. 조직몰입의 개인, 프로그램 및 조직 특성의 위계적 회귀분석 ·· 124
• 2. 인구통계학적 특성 변수의 학습전이 수준 차이···························126
• 제5장 결 론 ································································································133
• 제1절 연구결과 요약 및 시사점······························································· 133
• 1. 연구결과 요약 ·······················································································133
• 2. 시사점····································································································138
• 제2절 연구한계 및 제언 ·············································································141
• 1. 연구한계 ································································································141
• 2. 제 언·····································································································141
• 참 고 문 헌 ···························································································143
• 부 록 ····································································································· 154
• [부록1] 일학습병행제 참여자의 특성별 수준 측정·······························154
• [부록2] 설문지·······························································································161
• Abstract ································································································ 167
• 감사의 글 ·······························································································175

참고문헌 (Reference)

1. 「학위논문과 통계분석」, 김규태, 권민석, 최경민, 양성원, , 2016

2. 일학습병행 성과관리 연구, 한국산업인력공단, 울산: 한국산업인력공단, , 2018

3. 학습전이의 진단도구를 추구하며, 양은하, 정재삼, ⌜기업교육연구⌟, 8(2): 101-122, , 2006

4. 중소기업 교육훈련 전이에 관한 연구, 박준서, 인하대학교 박사학위논문, , 2007

5. 조직 내 교육훈련의 학습 및 전이효과, 이도형, 성균관대학교 박사 학위논문, , 1996

6. 국가경쟁력과 산업교육전략에 관한 고찰, 권대봉, ⌜산업교육연구⌟, 4(11): 29-38, , 1998

7. 논문작성에 필요한 SPSS/AMOS 통계분석방법, 송지준, 파주: 21 세기사, , 2012

8. 판매교육 학습전이와 전이풍토간의 관계, 현영섭, 권대봉, ⌜교육 학연구⌟, 41(1): 299-327, , 2003

9. 기업교육훈련 전이 영향요인에 관한 연구., 정영애, ⌜인력개발연구⌟, 8(2): 89-110, , 2006

10. 기업 교육훈련 전이 촉진을 위한 모형 설계, 이유진, 곽재덕, 김진모, ⌜산업교육연구소⌟, 21: 21-48, , 2010

11. 일학습병행제의 정착을 위한 해외 사례 고찰, 한국산업인력공단, 일학습병행제의 정착을 위한 해외 사례 고찰, , 2014

12. 기업내 교육훈련의 전이 결정요인에 관한 연구, 임효창, 서강대학 교 박사학위논문, , 1992

13. 한국형 도제훈련 정착을 위한 제도화 방안 연구, 한국산업인력공단, 한국형 도제훈련 정착을 위한 제도화 방안 연구, , 2014

14. 리서치. “중소기업 10곳 중 7곳, 구인난 여전해!, 사람인, ”에서 발췌 정리, , 2019

15. 일터학습이 학습전이와 기업성과에 미치는 영향, 김권필, 조선대학 교 박사학위논문, , 2016

16. 교육훈련이 조직성과에 미치는 영향에 관한 연구, 김민경, 인천대 학교 박사학위논문, , 2012

17. 연구소 기술교육훈련 참여자의 학습전이와 영향요인, 최창환, 서울 대학교 박사학위논문, , 2008

18. 서울대학교 직업교육 CEO과정 참여자의 학습전이 수준, 김기용, 나승일, ⌜농업교육과 인적자원개발⌟, 39(4): 111-141, , 2007

19. 중소기업직업훈련컨소시엄 사업성과의 질적 분석 연구, 한국산업인력공단, 중소기업직업훈련컨소시엄 사업성과의 질적 분석 연구, , 2009

20. 기업 교육관련 특성이 직무능력 향상에 미치는 영 향 연구, 김중화, 최보인, ⌜대한경영학회지⌟, 21(1): 347-368, , 2008

21. 기업교육 참가자의 개인적 특성과 교육훈련전이와의 관계, 강두천, 한양대학교 석사학위논문, , 2007

22. 농촌지도리더 교육프로그램의 학습전이와 전이풍토 의 관계, 길대환, 김진모, 이진화, ⌜농업교육과 인적자원개발⌟, 38(1): 27-52, , 2006

23. 미용분야 일학습병행제 참여기업 근로자 만족도에 대한 연 구, 차소희, 성결대학교 석사학위논문, , 2016

24. 학습과제의 실제성 인식수준에 따른 학습동기와 성 취도 변화, 강명희, 김나리, ⌜교육공학연구⌟, 15(1): 25-42, , 1999

25. “기업 리더십교육 프로그램 참여자의 학습전이와 영향요인”, 박영용, 서울대학교 석사학위논문, , 2006

26. 교육 훈련프로그램 구성요소가 교육 훈련 전이 에 미치는 영향, 박경규, 임효창, ⌜인사관리연구⌟, 23(2): 97-117, , 1999

27. 일학습병행 프로그램 특성이 교육훈련전이성과에 미치는 영향, 이병이, 울산대학교 석사학위논문, , 2017

28. 중소제조기업의 교육훈련 투자가 기업 성과에 미치 는 영향 분석, 이영민, 임정연, ⌜인적자원관리연구⌟, 17(2): 139-162, , 2001

29. 중소기업 근로자의 일터학습 참여가 직무능력향상에 미치는 영향., 박윤희, 최우재, ⌜직업능력개발연구⌟, 14(3): 207-231, , 2011

30. 기업교육에서 학습의 직무전이에 영향을 미치는 요인에 관 한 연구, 한안나, 서울대학교 석사학위논문, , 1999

31. 기업의 교육. 훈련 투자가 조직몰입과 이직의도에 미치는 영향 분석, 김지하, 장지연, ⌜교육재정경제연구⌟, 18(4): 29-57, , 2009

32. 교육훈련 참가자의 개인, 조직환경의 특성이 학습동기에 미치는 영향, 성지수, 이화여자대학교 석사학위논문, , 2003

33. 근로자의 일학습병행제 참여가 직무역량 및 조직몰입에 미 치는 영향, 김홍달, 한국기술대학교 석사학위논문, , 2017

34. 훈련전이연구의 새로운 도전: 훈련전이의 하위범주와 전이거리 모형., 현영섭, ⌜인력개발연구⌟, 6(2): 69-94, , 2004

35. 기업의 인적자원 환경이 재직자의 직무만족과 조직 몰입에 미치는 영향, 이영민, 이수영, ⌜기업교육연구⌟, 10(2): 59-78, , 2008

36. 공감신문 시사공감 ⌜역대 최악의 청년실업률, 일자리 늘리기만 답일까?, 공감신문, ⌟에서 발췌 재정리, , 2018

37. “기업 리더 교육훈련의 근전이 및 원전이와 관련 변인간의 인과적 모형”, 이진화, 서울대학교 박사학위논문, , 2009

38. 교육훈련 내용의 직무연관성이 교육훈련 전이에 미치는 영 향에 관한 연구, 최영훈, 경희대학교 석사학위논문, , 2016

39. 중소기업에서의 학습지향성, 학습행동, 조직환경 및 학습 성과의 인과관계, 김강호, 서울대학교 박사학위논문, , 2008

40. 인적자원개발을 통한 직무능력향상이 직무만족 및 조직몰 입에 미치는 영향, 이용탁, ⌜인적자원관리연구⌟, 14(2): 143-160, , 2007

41. 기업 코칭교육 프로그램 참여자의 근전이와 원전이의 영향요 인에 관한 연구, 노동원, 송영수, ⌜노동정책연구⌟, 9(2): 67-93, , 2010

42. 기업 e-Learning 프로그램 참여자가 인식하는 교수 설계수준과 학습전이의 관계., 김진모, 곽지훈, ⌜농업교육과 인적자원개발⌟, 39(3): 183-211, , 2007

43. 대기업 직무교육훈련 참여자의 교육훈련전이와 전이동기 및 업무환경의 관계, 이유진, 서울대학교 석사학위논문, , 2010

44. 중소기업 근로자의 개인학습과 학습동기, 직무특성 및 조 직문화의 인과적 관계, 정두진, 서울대학교 석사학위논문, , 2012

45. 일학습병행제 참여 중소기업 재직자들의 심리적자본이 조 직몰입에 미치는 영향, 가성민, 울산대학교 석사학위논문, , 2016

46. 학습참여 동기와 교수행동 특성이 학습전이에 미치는 영 향: R&D 직군을 중심으로, 이홍석, 연세대학교 석사학위논문, , 2016

47. 리더-구성원간 교환관계가 직무만족과 조직몰입에 미치는 영향(팀웤을 중심으로), 한문성, 석봉인, ⸢글로벌경영학회⸣, 13(2): 155-178, , 2016

48. 중소기업 재직자의 교육훈련에 대한 참여동기, 학습전이풍 토 및 학습전이의 관계, 이혜인, 전북대학교 석사학위논문, , 2019

49. 셀프리더십이 팀웍과 자기효능감, 직무만족, 조직몰입 및 직무 성과에 미치는 영향, 김연선, 세종대학교 박사학위논문, , 2008

50. 기업 교육훈련 참여자의 학습동기와 자기효능감, 유인가, 직무몰입 및 상사지원의 관계, 곽재덕, 서울대학교 석사학위논문, , 2010

51. 대기업 연구개발 인력의 직무성과와 자기효능감, 개인창의 성 및 조직몰입의 인과적 관계, 이정욱, 서울대학교 석사학위논문, , 2012

52. 학습전이 측정에 대한 국내 연구 분석: 1996~2011 년에 발표된 조직맥락 실증연구를 대상으로, 이지은 , 박아람, ⌜기업교육연구⌟, 14(1): 177-203, , 2012

53. 기업내 조직구성원의 학습에 대한 자기주도성과 조직몰입 의 관계에서 학습전이의 매개효과, 최재광, 고려대학교 석사학위논문, , 2017

54. 중소기업 근로자의 무형식학습과 학습동기, 학습전략, 대인 관계 및 직무특성의 인과적 관계, 문세연, 서울대학교 박사학위논문, , 2010

55. 개인적 특성과 상황적 특성이 역량기반 교육훈련프로그램 유효성에 미치는 영향에 관한 연구, 나영신, 연세대학교 석사학위논문, , 2005

56. 기업의 e-learning 프로그램에서 학습의 근전이(near transfer)와 원전이(far transfer)의 예측 변인 규명, 금혜진, 이화여자대학 교 박사학위논문, , 2004

57. 기업 핵심가치 교육에서 학습기대, 학습동기, 교육내용, 교 육방법이 교육훈련전이에 미치는 영향, 이혜진, 이화여자대학교 석사학위 논문, , 2014

58. 학습전이 측정 동향 및 측정도구 신뢰도 일반화 분석: 1996년~2013년 국내 학술지에 게재된 논문을 대상으로, 신은경, ⌜HRD연 구⌟, 16(4): 51-86, , 2014

59. E-learning의 정서적 반응 및 학습성과가 전이성과에 미치는 영향: 직무몰입과 성취동기의 조절효과를 중심으로, 임효창, ⌜대한경영 학회지⌟, 22(3): 1469-1487, , 2009

60. 사업주 직업능력개발 프로그램 참여 훈련생의 학습전이와 초인지, 자아효능감, 상사지원 및 동료지원과의 관계, 박경란, 서울대학교 석사학위논문, , 2015

61. 온라인 직무교육에서 자기효능감, 조직지원, 직무연관성에 의한 학습전이 예측: 직무몰입의 매개효과를 중심으로, 이진영, 이화여자대 학교 석사학위논문, , 2012

62. 중소기업 실행공동체 참여자들이 인식한 조직성과와 학습 동기, 리더역량, 최고경영층의 지원 및 지식창출의 관계, 장상윤, 서울대학 교 석사학위논문, , 2011

63. 교육훈련과 직무성과의 관계에서 교육훈련전이의 매개효 과와 조직지원 인식의 조절효과: 금융 및 보험을 중심으로, 정완영, 충북대 학교 박사학위논문, , 2016

64. “기업교육에서 개인, 교육프로그램, 조직환경 요인이 직무만족과- 조직몰입에 미치는 영향: 학습전이의 매개효과를 중심으로”, 김한주, 건국대학교 박사학위논문, , 2015

65. 체계적 현장훈련(S-OJT) 특성요인과 기업현장교사의 카 리스마 리더십이 직무만족에 미치는 영향 분석: 일학습병행제를 중 심으로, 김재준, 연세대학교 석사학위논문, , 2016