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기업교육강사 전문성 개발과정에 관한 연구

Title
기업교육강사 전문성 개발과정에 관한 연구
Other Titles
A study on Professionalism Development for HRD Facilitator: Based on Mencius's Four clues of virtue
Author
송춘의
Alternative Author(s)
Song, Choon Ee
Advisor(s)
유영만
Issue Date
2015-08
Publisher
한양대학교
Degree
Master
Abstract
전문성을 구성요소들의 합으로 인식해 온 결과, 그동안 전문성과 관련한 연구들은 구성요소를 밝히는데 치중해왔다. 하지만 전문성은 단순히 구성요소들을 하나하나 획득한다고 해서 전문가가 되는 것이 아니므로 전문성 개발을 위해 실제로 적용하는데 있어서 기존의 전문성 연구들은 한계점을 가지고 있다. 따라서 전문가를 육성하기 위해서 전문성 개발 과정에 대한 연구가 필요한 현실이다. 또한 전문성이란 단순히 기술적 역량이나 지적 능력을 지칭하는 것이 아닌 덕(virtue)을 행위로 표출시키기 위한 목표 지향적 방식으로 모든 시스템이 함께 작용할 수 있도록 일체의 능력을 활용하는 것으로, 도덕성이 내포된 개념이다. 과거부터 현재에 이르기까지 도덕성이 기반하지 않은 전문성은 부정부패를 초래해왔다. 이에 본 연구는 기업교육에서 교육생들과 접점에서 상호작용함으로써 기업교육의 질에 큰 영향을 미치는 기업교육강사 전문성 개발과정에 관한 연구로써, 개인의 이익만을 취하는 것이 아닌 사회적 선(善)을 실현하기 위한 전문성을 개발하고자 한다. 상생(相生)의 전문성을 위해 전문성의 지향점으로 맹자의 사단지심에 기반을 두어 밝히고자 한다. 맹자는 팔다리를 가지고 있는 것과 마찬가지로 누구나 지니고 있는 선한 본성에 대한 단서 즉, 사단지심을 가지고 있으며, 수양(교육)을 한다면, 먼저 스스로에 대한 존중감을 깨닫고, 나아가 이 존중감이 타인에게까지 확장될 수 있다고 믿었다. 따라서 사단지심을 통한 기업교육강사의 전문성 발휘는 단기성과주의를 벗어나 모두가 win-win하는 지속적인 성장을 이루는 토대가 될 것이다. 모두가 win-win할 수 있는 상생의 전문성 개발을 위해 본 연구는 맹자의 사단지심의 관점에서 본 기업교육강사 전문성의 구성요소를 14개로 도출하였고, 이 14개의 요소는 사단지심의 범주에 맞추어 다시 크게 8가지로 함축하였다. 사단지심에 기반한 전문성 구성요소는 측은지심의 구인요소로‘자발성 인정’, ‘업(業)에 대한 가치 인식’으로 누군가에게 도움이 되는 강사라는 업(業)에 대한 가치를 인식하고 교육생에 대한 애정을 바탕으로 자발성을 인정하며 공감커뮤니케이션을 통해 교육생에 대한 애정을 잘 전달하는 것으로 도출되었으며, 수오지심은 ‘자기(自己) 피드백’, ‘동기부여’로 스스로 부끄럽지 않은 강의를 위해 자기반성 후 피드백을 반영하여 지속적으로 자기개발을 하고 교육생들을 참여로 이끌기 위해 동기부여를 제공하는 것으로 도출되었다. 사양지심은‘기본매너’, ‘개방적 태도’로 도움이 되는 강의 제공이라는 핵심범주를 위해 자신의 것을 양보하여 자료를 공유하고 역할부여를 통해 참여 촉진전략을 활용하며 언어적/비언어적 매너가 도출되었으며, 시비지심은 적절한 개입과 질문을 활용하는‘효과적 소통’과 ‘풍부한 경험’으로 도출되었다. 도출된 요소를 근거이론에 비추어 중심현상, 인과적 조건, 맥락적 조건, 중재적 조건, 작용/상호작용 전략, 결과로 살펴보았다. 축코딩을 통해 도출된 패러다임에 의한 범주분석을 바탕으로 모든 범주를 통합하여 기업교육강사의 전문성 개발과정을 제시하였다. 본 연구에서는 기존에 전문성을 특정 상태에 도달해 있는 정지된 상태로 본 것을 비판하며, 전문성을 최고의 상태를 지향하는 역동적 개념으로 보았다. 따라서 맹자의 사단지심이라는 지향점을 향해 가는 과정을 전문성 개발과정으로 봄으로써, 사단지심에 기반한 전문성 개발과정은 순환적이며, 나선형으로 상승하는 구조로 나타났다. 최종적으로 본 연구는 사단지심을 바탕으로 기업교육강사가 접점에서 만나는 교육생들과 동반성장하는 상생의 전문성 개발과정을 제시함으로써, 강사 개인의 발전에서 나아가 사회적 선을 실현하고자 하였다. 또한 질적 연구 방법을 채택함으로써 면담을 통한 질적 데이터를 구체적으로 제시하였다. 이를 통해 기업교육강사가 전문성 개발 방안을 모색하는 데 초석을 마련하고 있으며, 기업에서 기업교육강사의 전문 판단 기준으로 제시될 수 있다. 마지막으로 기업교육강사 전문성 개발과정 속에서 도출된 구성요소 간 관계를 제시한 모형은 향후 기업교육강사의 전문성 개발방안을 밝히는 데 기초자료로서의 의미가 있을 것이다.| As a result of recognizing professionalism as the aggregate of constituents, so-far researches related to professionalism focus on revealing its constituents. However, since mere acquisition of its constituents does not necessarily makes experts, the foregoing researches are limited in actual application to developing professionalism. Henceforth, now is the time to study professionalism development courses that will bring up experts. Besides, professionalism not only refers to technical or intellectual ability but use of the whole ability so that all the systems can work together in a purpose-oriented manner to bring virtues into action. So morality is included in it. From the past until now, professionalism with no morality has brought about injustice and corruption. In this regard, the current study focuses on developing HDR facilitators' professionalism that has much grip on the quality of corporate training through interaction with trainees during corporate training in a try to develop professionalism not just for personal interest but for realization of social good. For professionalism of coexistence, the current study bases itself on Mencius' Four Clues of Virtue to reveal professionalism of coexistence. He believed that just as people have arms and legs, so do they have clues of good nature, that is, four clues of virtue and getting proper training(education), one can have self-respect and further, expand this respect unto others. In this sense, exercise of HRD facilitators' professionalism through four clues of virtue will be a foundation that extricates us out from short-term performance and realize continued growth where everyone wins. To develop professionalism of coexistence where all can win, 14 factors constituting the professionalism of this HRD facilitators seen from Mencius’ Four Clues of Virtue were drawn out and these factors were again divided into 8 to meet the category of the Four Clues of Virtue. among factors constituting professionalism based upon the Four Clues of Virtue, factors constituting natural sympathy include ‘approval of spontaneity’and ‘recognition of the value for occupations,’ with which they realize their job that offers help to someone, approves spontaneity on the basis of their affection for trainees and well conveys their affection for trainees through sympathizing communication while feeling ashamed of wrongdoing includes ‘self-feedback’and ‘motivation’that reflect feedback from self-reflection in their lectures not shameful to themselves so that their self-development might be continued and trainees motivated to participate in their lectures. Another constituent of professionalism based on the Four Clues of Virtue is humble-mindedness; 'basic manners,' 'open attitude,' with which facilitators yield theirs for the core category of providing helpful lectures to share data, use facilitation strategies by giving roles out and draw out verbal/nonverbal manners. Another constituent of professionalism based on the Four Clues of Virtue is the heat telling good from wrong; As a result of recognizing professionalism as the aggregate of constituents, so-far researches related to professionalism focus on revealing its constituents. However, since mere acquisition of its constituents does not necessarily makes experts, the foregoing researches are limited in actual application to developing professionalism. Henceforth, now is the time to study professionalism development courses that will bring up experts. Besides, professionalism not only refers to technical or intellectual ability but use of the whole ability so that all the systems can work together in a purpose-oriented manner to bring virtues into action. So morality is included in it. From the past until now, professionalism with no morality has brought about injustice and corruption. In this regard, the current study focuses on developing HDR facilitators' professionalism that has much grip on the quality of corporate training through interaction with trainees during corporate training in a try to develop professionalism not just for personal interest but for realization of social good. For professionalism of coexistence, the current study bases itself on Mencius' Four Clues of Virtue to reveal professionalism of coexistence. He believed that just as people have arms and legs, so do they have clues of good nature, that is, four clues of virtue and getting proper training(education), one can have self-respect and further, expand this respect unto others. In this sense, exercise of HRD facilitators' professionalism through four clues of virtue will be a foundation that extricates us out from short-term performance and realize continued growth where everyone wins. To develop professionalism of coexistence where all can win, 14 factors constituting the professionalism of this HRD facilitators seen from Mencius’ Four Clues of Virtue were drawn out and these factors were again divided into 8 to meet the category of the Four Clues of Virtue. among factors constituting professionalism based upon the Four Clues of Virtue, factors constituting natural sympathy include ‘approval of spontaneity’and ‘recognition of the value for occupations,’ with which they realize their job that offers help to someone, approves spontaneity on the basis of their affection for trainees and well conveys their affection for trainees through sympathizing communication while feeling ashamed of wrongdoing includes ‘self-feedback’and ‘motivation’that reflect feedback from self-reflection in their lectures not shameful to themselves so that their self-development might be continued and trainees motivated to participate in their lectures. Another constituent of professionalism based on the Four Clues of Virtue is humble-mindedness; 'effective communication,' 'rich experience,' with which facilitators are proven to have timely intervention and use questions. Drawn out factors were looked into based on the grounded theory to find core phenomena, causal conditions, contextual conditions, intermediatory conditions, action/interaction strategies and outcomes. On the basis of category analysis to the paradigm drawn through axial coding, all categories were integrated to present HRD facilitators' professionalism development. This thesis criticizes the view of foregoing studies that sees professionalism as having reached a certain static state and regards it as a dynamic concept oriented to a supreme state. In this context, by taking Mencius' Four Clues of Virtue as a professionalism-developing process on the way to supremacy, it revealed that professionalism-developing process based on his Four Clues of Virtue is cyclical in an upward-spiraling structure. Conclusively, the current study attempted to realize not only facilitators' personal development but social good as well by presenting professionalism development of coexistence where they meet trainees on the basis of the four clues of virtue. By opting a qualitative research method, it presented qualitative data gained through interviews in a concrete way. This helps lay the foundation for exploring ways to develop HRD facilitators' professionalism and the current study may be presented as a standard assessing the facilitators' professionalism. Lastly, its model presenting relation among constituents drawn out in the process of developing HRD facilitators' professionalism can be meaningful as basic material with which to reveal how to develop HRD facilitators' professionalism in the coming researches.
URI
https://repository.hanyang.ac.kr/handle/20.500.11754/128264http://hanyang.dcollection.net/common/orgView/200000427219
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GRADUATE SCHOOL OF EDUCATION[S](교육대학원) > MAJOR IN EDUCATIONAL TECHNOLOGY(교육공학전공) > Theses(Master)
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