조직 내에서의 자기주도적 학습에 대한 비판적 접근 = Critical Understanding for Self-directed Learning in the Workplace

다국어 초록 (Multilingual Abstract)

According to the literature in work place learning and human resource development (HRD), self-directed learning (SDL) is viewed as a social practice that is bounded in its organizational context. How SDL is shaped in terms of organizational politics and power is the focus of this inquiry. Each individual's unequal power represented by their position and role status determine his or her different capacity to access and use learning resources and support. The different power and interests of learners and stakeholders of organizations for SDL outcomes are negotiated continuously, from setting objectives to evaluating learning. The self who is acknowledged as the controller over the learning process and outcomes is regarded as a social construct that is formed and bounded by disciplinary power. Hence, learners who are self-disciplined in terms of organizational norms and expectations regulate their own SDL.

국문 초록 (Abstract)

본 논문은 조직 차원에서 수행되는 개인의 자기주도적 학습을 비판적 관점에서 조명해 보았다. 자기주도적 학습이란 고립적인 상황에서 벌어지는 것이 아니라, 학습자가 다양한 교육자료를 활용할 수 있고, 동료 및 상사의 지원이 제공되는 상황에서 성공적으로 이루어질 수 있다. 그러나 이런 자료와 지원에 대한 활용 가능성 및 교육에의 몰입기회는 조직에서 개인이 갖는 역할과 지위 등에 따라서 차별적으로 나타나기 때문에 자기주도적 학습의 수행양상과 결과는 개인이 행사할 수 있는 권한과 밀접한 관련성을 갖게 된다. 또한 학습자는 순수한 개인으로서 갖는 학습요구와 조직구성원으로서 갖는 학습요구를 동시에 가지기 때문에, 자기주도적 학습의 목표는 조직의 다면적 상황 속에서 개인적 요구와 조직이 기대하는 교육적 요구간의 지속적인 협상과정을 통해서 형성되는 가치판단적 속성을 지닌다. 그리고 교육목표의 설정, 학습의 실행, 평가에 이르기까지 주도적인 책임을 갖는 자아란 개인이 속한 문화가 지지하는 가치와 규범에 의해서 조형된 구성체이며, 개인에게 내면화된 조직의 가치와 규범 등은 학습자의 자발적인 학습조절과정 가운데 개입 된다 .
결론적으로 조직 구성원으로서 성인들의 자기주도적 학습이란 조직의 복잡다단한 역학관계와 맥락들과 관련되어 벌어지는 활동이며, 이런 점에서 보았을 때 조직 상황의 성인학습의 보다 종합적인 이해를 위해서 학습자의 내재적 특성으로서 자기주도성 측면과 병행하여 학습자의 상황적 조건의 영향에 대한 연구도 이루어져야 할 것이다. 그리고 교육담당자들은 학습자 자기주도적 학습계획 및 수행과정상에 있어서 개인적 관심과 내용이 조직의 이해와 아울러서 공평하게 포함될 수 있도록 도와주는 적극적이고 의도적인 활동을 수행할 필요가 있다.

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45 "According to the literature in work place learning and human resource development is viewed as a social practice that is bounded in its organizational context How SDL is shaped in terms of organizational politics and power is the focus of this inquiry Each individual's unequal power represented by their position and role status determine his or her different capacity to access and use learning resources and support The different power and interests of learners and stakeholders of organizations for SDL outcomes are negotiated continuously"

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