사내교육 실태 및 개선방안 : I기업사례를 중심으로 = A study on the IBM Korea's in-house training program

다국어 초록 (Multilingual Abstract)

The purpose of this study is to examine the necessity of the connection of in-house corporate education program and lifetime education by understanding the level of connection between the requirements of in-house education program and lifetime education. The content of this study to achieve such purpose is as follows.
Firstly, the realties and effects of the in-house education program are analyzed. Secondly, the requirements of the in-house education program and lifetime education program for participation are analyzed. Thirdly, the possibility of the connection of the in-house education program with lifetime education program is searched.
The major methods used by this study are the examination of literature and surveys and the object of the survey was the I company, a leader of Korean IT industry which is equipped with a systematic in-house education course. I company has about 2,500 employees and about 10% (250 employees) of the total employees were selected for the survey of this study. For the sampling, the proportional stratification sampling method was used which selects the samples considering the number of each sex and the workers in each department. The ratios of men and women in I company are 80% and 20% each, but in this study they are set as 70% and 30%, and the number in each department was allocated as per the samples of men and women. The numbers of each department were 70 in the administrative department, 120 in the sales departments, and 60 in other departments. The respondents of the questionnaire were 200 out of 250 (80% of the sample).
The content of the questionnaire produced for this study is composed of the items on in-house education course and the items on the participation status and requirements of the lifetime education.
The items on the in-house education course are again divided into the status of in-house education course and the direction of improvement. First, the items on the status of in-house education course are composed of; the degree of the understanding of in-house education course, the degree of the participation in the in-house education, the sufficiency of the structure and operation of the in-house education, the influence of the in-house education on personal growth and the increase in productivity, the degree of the provision of education opportunity according to the position role, the influence of the in-house education on compensation and promotion, the influence of mentoring on job improvement, the in-house education program in which employees want to participate and the sufficiency of the support for learning organization. And the items on the direction of the improvement for the in-house education are composed of; the necessity to introduce the mileage system for the in-house education, the appropriate objects as a mentor, methods to activate the learning organization, effective methods for the education of employees, the degree of consultation with seniors on the education plans, etc. Next, the status of the participation in lifetime education and the requirements are; the organizations that want participation in lifetime education, the time range for the operation of the desired education program, the types of the education program desired for participation.
The object of this study, the I company, was established in 1967 by the 100% investment of the global I company and now it employs 2,500 Korean workers and has 7 joint-venture businesses and is maintaining 200 partner companies. I company is providing information technology services in all the field from hardware, software, service and consulting.
I company sets up the career development plan in consideration of the characteristics of the workers' jobs and the management system of the job groups. The Career Develop Plan (CDP) is being designed and operated by establishing the system of career development for each job groups and major duties and by considering the operation of the expert system to reinforce specialties.
The in-house education programs in I company are comprised of; global education program, specialty reinforcement education program, IT job capability general course, IT common capability general course, and online education course. In addition, the in-house education program is composed of the common capability/leadership course, manager training course, IT course, marketing and sales course, etc. The training team in the human resources department is in charge of the operation of the education, and the careers are managed by the immediate boss through IT system. In addition, an integrated procedure and Individual Development Plan is provided for the development of human resources capabilities which is supported by an Intranet. The IDP performance is reflected to the evaluation of employees together with the job performance.
The status of the in-house education for the employees of I company and the direction of improvement and the results of the survey of the requirements for the participation in the lifetime education are summarized as follows.
The results of the analysis of the questions on the status of the in-house education are; firstly, the understanding of the in-house education course is very high. Secondly, the average degree of participation in the in-house education is once a quarter or once a half year. Thirdly, the in-house education program is not sufficiently arranged for operation. Fourthly, while the in-house education contributes both to individual growth and the increase on productivity, the external education is recognized to be more effective than in-house education for individual growth. In addition, the degree of the provision of educational opportunity according to job performance was somewhat unsatisfactory. Fifthly, the connection of the in-house education with compensation and promotion appeared very low. Sixthly, mentoring had a positive influence on the job performance. Seventhly, the in-house education program that had a high participation preference was the leadership course. Eighthly, the support for the learning organization was not sufficient. Ninthly, the employees generally consulted with their seniors for their education plan and guidance.
Next, to look at the results of the survey on the direction of the improvement in the in-house education; firstly, the introduction of the mileage system for the in-house education had 62% level of consent, and thus a more careful approach seemed necessary. Secondly, it was recognized that the mentor who took charge of the mentoring should be the senior. Thirdly, the methods for the activation of the learning organization were the financial support and the preparation of team rooms. Flourthly, external education, workshop and seminar, and the collective education were preferred as effective methods for employee education.
Finally, to look at the results of the survey related to the participation in the lifetime education; firstly, the long-distance education institution, private institutes and universities are preferred as the desired institutions for lifetime education. Secondly, as desired programs for the participation in lifetime education, the non-degree cultural and professional courses, leisure/culture, degree courses are preferred. Thirdly, regarding the time range of the participation in the lifetime education, there were various opinions including before and after the weekday working hours, weekends, anytime, etc.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구의 목적과 내용 = 3
• 3. 연구방법 = 4
• 4. 연구의 제한점 = 6
• Ⅱ. 이론적 배경과 선행연구 분석 = 7
• 1. 이론적 배경 = 7
• 2. 선행연구 분석 = 21
• Ⅲ. IT기업 사내 교육프로그램 운영 사례 = 27
• 1. IBM 기업운영 개관 = 27
• 2. IBM 사내 교육프로그램 = 33
• 3. 인사고과 연계성 = 42
• Ⅳ. I기업 평생교육 실태 및 요구 조사 분석 = 44
• 1. 사내교육에 대한 직원요구분석 = 44
• 2. 사내교육의 개선에 대한 인식 = 55
• 3. 사내교육을 통한 평생에 대한 기대 = 59
• Ⅴ. 요약 및 결론 = 64
• 1. 요약 = 64
• 2. 결론 = 67
• 참고문헌 = 69
• ABSTRACT = 73
• I기업의 사내 교육에 관한 실태 및 요구 조사 = 79