상사지원과 학습전이의 관계에서 학습전이의도의 매개효과

현영섭 충남대학교 교육연구소 2020 교육연구논총 Vol.41 No.2

Supervisor’s support influencing on learning transfer have been studied constantly. However, the previous studies did not report consistent results about the relation between supervisor’ support and learning transfer. In order to answering the problem, some researchers discussed theoretical model containing intention to transfer learning as a mediator. Based on the discussions, the purpose of this study was to analyze a structural relations among supervisor’s support, intention to transfer learning and learning transfer of learners participating at A training program of A airline company in South Korea. For the purpose, quantitative data were collected from 374 learners through survey and analyzed according to the procedure of structural equation model. The items of survey were about individual characteristics, supervisor’s support, intention to transfer learning, and learning transfer. The results were as follows. First, the relation between supervisor’s support and learning transfer was mediated by intention to transfer learning. Second, supervisor’s support had an direct influence on learning transfer. Based on the results, conclusions and implications were suggested. 그 동안 상사지원이 학습전이에 영향을 주는 상사지원에 대한 연구는 지속적으로 수행되었다. 그러나 선행연구들은 상사지원과 학습전이의 관계에 대한 일관된 결과를 보고하지는 않았다. 이 문제를 해결하기 위하여 관련 연구자들은 매개변수로서 학습전이의도를 포함하는 이론적 모형을 논의하였다. 이런 논의에 기초한 본 연구의 목적은 국내 A항공사가 운영하는 A교육훈련에 참석한 학습자를 대상으로 상사지원, 학습전이의도, 학습전이의 구조적 관계를 분석하는 것이었다. 연구목적을 달성하기 위해 A교육훈련에 참여한 374명으로부터 설문조사를 통해 양적 자료를 수집하고, 구조방정식모형 분석 절차에 따라 분석되었다. 설문조사 문항은 개인적 특성, 상사지원, 학습전이의도, 학습전이에 대한 문항이었다. 분석결과는 다음과 같다. 첫째, 학습전이의도는 상사지원이 학습전이에 주는 영향을 매개하였다. 둘째, 상사지원은 학습전이에 직접 영향도 주었다. 이상의 분석결과를 토대로 논의와 시사점을 제시하였다.

학습전이 성과에 대한 연구동향 분석: 국내 학술지 게재 논문을 대상으로

현영섭 ( Hyun Youngsup ),신은경 ( Shin Eunkyung ),김준희 ( Kim Junhee ) 한국인력개발학회 2021 HRD연구 Vol.23 No.1

Learning transfer has been a key topic studied in the HRD(Human Resource Development) field. It is because learning transfer was assumed to be linked to individual and organizational performances. However, most studies on learning transfer have focused on the independent variables of learning transfer. The studies dealing with the learning transfer outcomes have been published only recently. Accordingly, the purpose of the current study was to review research trends in learning transfer outcomes by analyzing the articles published in Korean journals. To that end, we collected 289 articles on learning transfer, and analyzed 40 articles that addressed learning transfer outcomes. The findings were as follows: (1) the proportion of the 40 articles dealing with learning transfer outcomes was about 14% of the 289 articles on learning transfer, and 95% (38 out of 40) were published during the recent decade; (2) the foci of the 40 articles were on organizational performance, job performance, and job satisfaction as the learning transfer outcomes; (3) a few articles investigated learner satisfaction, intention to re-participate in training programs, career commitment, psychological wellbeing, knowledge sharing, and mutual communication as the learning transfer outcomes; and (4) the articles reported consistently that the relationships between learning transfer and the outcomes were positive, but implied that a meta-analysis on the relationships was needed. Based on the findings, we provided implications for HRD.

기업 리더십교육 프로그램 참여자의 학습전이와 영향요인

박영용,김진모 한국농업교육학회 2006 농업교육과 인적자원개발 Vol.38 No.4

이 연구는 글로벌 비즈니스 환경에서 기업이 생존하기 위해 필수적인 요소인 조직 구성원의 리더십 역량 향상을 위해 기업이 많은 교육훈련 투자를 하고 있는 리더십교육 프로그램 참여자의 학습전이 수준을 측정하고, 학습전이에 영향을 미치는 요인을 구명하고자 수행되었다. 이 연구의 대상은 국내 P사의 중간계층 리더들의 리더십 역량을 향상시키고자 자체적으로 개발한 리더십교육 프로그램 참여자로 하였다. 조사도구는 종속변인인 학습전이 수준을 측정하기 위하여 리더십교육 프로그램의 학습목표와 학습내용을 중심으로 총 21개의 전이행동 측정지표를 개발하였다. 독립변인인 학습전이 영향요인은 자기효능감, 학습동기, 전이동기, 교육내용, 전이설계, 강사능력, 상사지원, 동료지원 및 변화가능성의 9개 요인에 대해 50개의 문항을 개발하였다. 자료의 수집은 프로그램을 이수한 지 3개월이 경과한 150명을 대상으로 이루어졌다. 이 연구를 통하여 얻어진 결과는 다음과 같다. 첫째, 리더십교육 프로그램 참여자들의 학습전이 수준은 학습전이 행동 측정지표에 대한 총점 평균을 5점으로 환산한 결과, 평균 4.25점으로 학습자들의 학습전이 수준이 높은 편이었다. 둘째, 본 연구대상 프로그램의 경우 학습전이 영향요인에 관한 인식수준에 있어서 학습동기, 자기효능감, 상사지원에 대해 높은 인식수준을 보이는 것은 학습자의 특성에 따라 영향요인에 대한 인식수준이 다르다는 것을 나타낸다고 볼 수 있다. 셋째, 학습전이와 영향요인인의 상관관계 및 영향요인의 설명력을 분석한 결과, 자기효능감과 상사지원이 학습전이에 매우 높은 상관과 설명력을 보이는 것으로 나타난 반면, 교육훈련 내용, 강사능력이 개인적 특성요인과 작업환경 특성요인 보다 낮은 상관과 설명력을 가지는 것으로 나타났다. 넷째, 학습과목 별로 학습전이에 영향을 주는 요인은 일부 차이가 있었다. 따라서 본 연구의 결과 학습전이에 미치는 영향요인이 고정적으로 정형화 된 것이 프로그램의 유형에 따라 다양해질 수 있음을 시사하는 것으로 HRD 전문가들은 학습자들의 학습전이에 영향을 주는 것으로 생각하는 요인들에 대해 전략적으로 확인하고 학습전이 측정시스템을 사전에 점검해야 할 필요가 있음을 의미한다. This research has been conducted in order to investigate the factors affecting the learning transfer, and to measure the level of learning transfer in the participants of the leadership training program. The survey questionnaire was made in order to measure the level of learning transfer, a dependent variable, focusing on the program's learning materials and goals. These are independent variables and they are listed as follows: self-efficacy, motivation to learn, motivation to transfer. content validity, transfer design, trainer's competency, supervisor support, peer support, and openness to change. The results of this research are summarized below. 1) the total average of the learning transfer action measurement index was converted to 5 points. the program's participants' level of awareness of the variable factors influencing learning transfer was above normal in self-efficacy, motivation to learn, motivation to transfer, content validity, transfer design, trainer's competency, supervisor support, peer support, and openness to change. 2) the correlation between influencing factors and learning transfer of all the programs' participants showed a significant relationship in all nine factors. 3) the factors of self efficacy, supervisor support, motivation to learn and trainer's competency showed a direct effect on the learning transfer of the entire participants. 4) according to the learning transfer in each subject and the direct effect of influencing factors, supervisor support displayed the strongest effect only in Understanding Business Environment class and self efficacy showed the most vivid effect in other classes, the influencing factor of self efficacy displayed the highest effect on the learning transfer in the classes of Innovative Mind, Organizational Behavior, Business Ethics, and Fair Evaluation for the team leader group. However, the supervisor support factor showed the strongest effect in Understanding Business Environment and Information Security class.

과학기술인력 재교육 프로그램의 학습전이 영향요인, 만족도, 학습, 학습전이 간의 관계 분석 -KI교육원 사례 중심으로-

윤현진,윤관식,이병철 한국기업교육학회 2012 기업교육과인재연구 Vol.14 No.2

The purpose of this research are to identify the relationships between factors influencing transfer of learning, trainees’ satisfaction, learning, and transfer of learning in R&D human resources training and to examine the influences of the factors on satisfaction, learning, and transfer of learning. ‘The main results of this study are as follows:First, as a result of the correlation analysis, factors influencing learning transfer other than ‘possibility of change’ (self-efficacy, learning motivation, transfer motivation, training content, trainer’s competency, transfer design, supervisor’s support I, supervisor’s support Ⅱ and colleague’s support) showed high correlations with satisfaction, learning, and transfer of learning. Possibility of change also showed correlations with satisfaction and learning at the 95% significance level, but showed little correlation with transfer of learning. Second, the regression analysis showed that training design factors such as training content, trainer’s capabilities and transfer design influenced both satisfaction and leaning, and that transfer of learning was influenced by trainer’s capabilities, transfer design, and supervisor’s support I (indirect support). Moreover, it showed that satisfaction and learning had influences on transfer of learning. It is expected that if R&D training programs are designed and developed using the results of this study, the programs will be more effective. 본 연구의 목적은 과학기술인력을 위한 재교육 프로그램의 학습전이 영향요인, 만족도, 학습, 학습전이 간의 상관관계를 실시하여 이들 요인 간의 상호 관련성과 과학기술인력을 위한 재교육 프로그램의 학습전이 영향요인이 만족도, 학습, 학습전이에 정(+)의 영향을 주는지의 여부를 규명하는데 있다. 이에 대한 연구결과로 과학기술인력을 위한 재교육 프로그램의 학습전이 영향요인이 만족도, 학습, 학습전이 간의 상관관계와 정(+)의 영향을 미치는 것으로 각각 확인할 수 있었다. 첫째, 상관관계분석 결과 변화가능성을 제외한 학습전이 영향요인(자기효능감, 학습동기, 전이동기, 교육내용, 강사능력, 전이설계, 상사지원Ⅰ, 상사지원Ⅱ, 동료지원)들은 만족도, 학습, 학습전이와 높은 상관관계를 보였고, 만족도, 학습, 학습전이 간의 상관관계도 매우 높은 것으로 나타났다. 둘째, 다중회귀분석 결과 만족도, 학습에 공통으로 영향을 주는 요인은 교육훈련설계 요인들인 교육내용, 강사능력, 전이설계로 확인되었고, 학습전이는 교육훈련설계 요인 중 강사능력과 전이설계, 업무환경 요인 중 상사지원Ⅰ(간접적인 상사지원)이 영향을 주는 것으로 확인되었다. 그리고 만족도와 학습이 각각 학습전이에 영향을 주는 것으로 나타났다. 이러한 결론을 통해 과학기술인력을 위한 교육훈련에 있어서 무엇보다 교육훈련설계 요인(교육내용, 강사능력, 전이설계)과 업무환경 요인(간접적인 상사지원)이 의미 있게 해석됨에 따라 향후 과학기술인력을 위한 교육과정 설계 및 개발 시 이러한 연구결과를 반영하여 교육훈련을 실시한다면 보다 실효성 있는 교육훈련이 될 것으로 기대할 수 있다.

기업 이러닝에서 학습전이에 대한 이러닝효능감, 지속학습문화, 전이동기의 관계 분석

이정민,이우정 한국기업교육학회 2012 기업교육과인재연구 Vol.14 No.1

This study explored the predictability of E-Learning efficacy, continuous-learning culture and motivation to transfer on learning transfer in corporate e-learning contexts. In addition, this study examined the mediating effect of motivation to transfer between e-Learning efficacy, continuous-learning culture, and learning transfer. Through this investigations, we suggest useful guidelines for enhancing the effectiveness of corporate e-Learning in Korea. The subjects were 78 learners in A company who participated in corporate e-Learning courses regarding task skills (e.g., computer skills). They responded the following surveys: e-learning efficacy, continuous-learning culture, motivation to transfer and learning transfer. Baron & Kenny (1986)’s mediation analysis approach with correlation and multiple regression analyses were applied to this study. The finding of this study showed statistically significant correlations among e-Learning efficacy, continuous-learning culture, motivation to transfer, and learning transfer; however, no correlation was found between continuous-learning culture and motivation to transfer. In addition, the result showed that e-Learning efficacy, continuous-learning culture and motivation to transfer affected learning transfer. In addition, this study found the mediating effect of motivation to transfer between e-Learning efficacy and learning transfer. Therefore, e-Learning efficacy, continuous-learning culture, and motivation to transfer should be considered to enhance learning transfer in corporate e-Learning. 본 연구는 기업 이러닝에서 학습전이에 대한 이러닝효능감, 지속학습문화, 전이동기의 예측력과 전이동기의 매개효과를 검증하여, 긍정적인 학습전이를 도모할 수 있도록 기초자료를 제공하는데 목적이 있다. 이를 위해 국내 A기업의 기업 이러닝 과정 중 직무과정을 수강한 78명의 학습자를 대상으로 이러닝효능감, 지속학습문화, 전이동기, 학습전이 자료를 수집하여 다중회귀분석과 Baron과 Kenny(1986)가 제안한 위계적 회귀분석을 실시하였다. 연구결과, 기업 이러닝에서 이러닝효능감, 지속학습문화는 학습전이를 유의미하게 예측하였다. 또한 이러닝효능감이 학습전이를 예측하는 데 있어 전이동기가 유의미한 매개역할을 하는 것으로 확인되었으나, 지속학습문화가 학습전이를 예측하는데 있어 전이동기가 가지는 매개효과는 확인되지 못했다. 본 연구는 기업 이러닝을 통해 습득한 내용을 현업에 전이하는데 있어 이러닝효능감, 지속학습문화, 전이동기의 중요성을 확인하고, 특히 학습자가 가지는 동기부여 특성요소가 학습전이에 대해 가지는 효과를 실증적으로 검증했다는 것에 의미가 있다.

학습전이 초기발생과 변화의 영향요인에 대한 잠재성장모형 분석

현영섭 ( Young Sup Hyun ) 한국인력개발학회 2009 HRD연구 Vol.11 No.2

The purpose of this study was to investigate the effects of 5 variables(self efficacy, motivation for learning transfer, contents relevance, supervisor`s supports, and learning transfer burden) on learning transfer. Especially, based on the literature review researcher divided learning transfer into two stage(the initial stage and the following change stage). Latent Growth Model(LGM) was utilized to show the relations among dependent variables(the initial variance and the change rate of learning transfer) and independent variables(self efficacy, motivation for learning transfer, contents relevance, supervisor`s supports, and learning transfer burden). Data were obtained from 196 employees of A insurance company at three times(1 week, 1 month and 2 month from the end of communications skill-up training program) and were analyzed by SPSS 12.0 and LISREL 8.30. The findings were as follows. Firstly, content relevance showed the most powerful effect on the initial variance of learning transfer. And motivation for transfer, transfer burden, self efficacy and supervisor`s supports were followed. Secondly, motivation for transfer showed the most powerful influence on the change rate of learning transfer. And supervisor`s support, self efficacy, and transfer burden were followed. Thirdly, transfer burden had an negative effects on the initial variance and the change rate of learning transfer. Fourthly, the latent growth model showed acceptable level of model fit indexes. Based on the results, some implications and limits of this study were discussed.

실천학습에서의 전이 수준과 전이 촉진 요인 규명에 관한 연구

노혜란 ( Hye Lan Roh ),류완영 ( Wan Young Ryoo ) 한국교육공학회 2004 교육공학연구 Vol.20 No.3

The purposes of this study are the development of the conceptional framework of transfer level in Action Learning, within this framework, the occurrence degrees of questioning, action and reflection by each transfer level, key components of Action Learning and the facilitating factors of transfer on questioning, action and reflection were inspected on the scene of action. The results are as follows: First, a conceptual framework of transfer was developed through putting together 3 types of learning by Bateson(1972), Habermas(1971), & Yang(2003). On the basis of this framework, the transfer levels of questioning, action, and reflection are divided into 3 stages in Action Learning. The 1st level(far transfer level) is no-context learning; the 2nd level(near transfer level) is contextual learning; the 3rd level(criss-cross transfer level) is poly-contextual learning. Second, analysis on questioning in Action Learning showed that the 1st level of questioning done only for the right answer was ranked top, and followed by the 2nd level and the 3rd level. The frequency of the 3rd level was very low. This was caused by insufficiency of understanding the purpose of questioning, and by lack of modeling opportunity on the questioning technique of facilitator. Third, in the level of action, the 2nd level marked top and followed by the 1st and 3rd. It shows that the action is focused on producing the outcome. To facilitate transfer in Action Learning, too much theoretical approach should be avoided. And the planner should be the actor of Action Learning. While changing the context from preparing the alternative to adapting to the field, learners get to be able to make the poly-contextual transfer. Fourth, in the level of reflection, the 1st level was top, followed by the 2nd and the 3rd level. The factors facilitating the transfer are reflection on ``trial and error`` and conflict. And not only objective reflections which are analytic, logical, and valid but also subjective reflection which are experienced, interpretive, problematic, and intersubjective reflection which enables learners to know themselves better through others perspectives. The conclusions are as follows: First, Action Learning with focus not on theory but on practice should be emphasized. Second, the balance in questioning, action, and reflection which are basic factors of Action Learning is important. Third, the person who suggests alternatives should be the man who directly actions the alternatives in Action Learning. Transfer can be facilitated in the process of using entirely different thinking to implement self-made alternatives in various contexts.

학습동기, 전이설계, 학습전이와 학습지속의향의 구조적 관계: KIRD 연구윤리 교육 수강자를 중심으로

신준석,김경환,김지영 학습자중심교과교육학회 2024 학습자중심교과교육연구 Vol.24 No.23

Objectives This study aims to empirically analyze the relationship between learning motivation, transfer design, learning transfer, learning persistence. Methods An empirical analysis was conducted by a survey with 309 graduates of the Cyber Research Ethics Education program, verified the model fit, relationships among latent variables, and mediation effects using SPSS and MPlus software within the framework of structural equation modeling (SEM). Results The following results were derived: First, the study found that learning motivation and transfer design had a positive impact on learning transfer. Second, although learning motivation affected learning persistence, transfer design did not directly affect learning persistence. Third, learning transfer had a statistically significant impact on learning persistence. Fourth, we found that learning transfer mediated the influence of learning motivation and transfer design on learning persistence. Conclusions This study identified the importance of designing educational content that considers learning moti vation and transfer design to enhance the transfer of learning in research ethics education. Additionally, learning motivation and transfer design through learning transfer are necessary to increase learners' intention to continue learning.

K 기업의 학습전이 요인 탐색

이병철,윤관식 한국기업교육학회 2010 기업교육과인재연구 Vol.12 No.1

Competency and performance improvement are the key factors for organizations' sustainable development and survival under conditions of severe competitiveness. Indeed, many companies, which have invested lots of money on training, are interested in whether the training really pays off for organizations and individuals. When personal performance is a prerequisite for an organization's high performance, an examination of the transfer process is absolutely necessary for individual performance improvement. Also, it offers criteria to organizations for evaluating the value of training and education. The purpose of the study is to examine direct and indirect effects on “transfer of learning” by using LTSI in order to figure out the transfer process. The target population was employees of “K-company”. There were 650 LTSI(translated into Korean) distributed and 532 responses collected. Among them, 499 were valid for this study. In study, confirmatory factor analysis and structural equation modeling were used for relations between independent variables(“working environment”, “content”, “transfer ability”, “learning”, and “transfer motivation”) and dependent variable(“transfer of learning”). First, “working environment” had more impact on “transfer of learning” directly than other independent variables. In addition, it had a positive indirect effect on “transfer of learning” mediated by “content” and “transfer motivation.” Second, “content” and “transfer ability” had a positive indirect effect on “transfer of learning” mediated by “learning” and “transfer motivation”. Third, “learning” and “transfer motivation” directly effected on “transfer of learning” positively. Also, they had an indirect effect on “transfer of learning” respectively. 본 연구의 목적은 Holton 등(1998)에 의하여 개발된 Learning Transfer System Inventory를 활용하여 특정조직의 학습 전이 요인을 규명하는데 있다. 확인적 요인분석과 구조방정식모형을 활용한 연구결과, 전이에 영향을 주고 있는 요인은 “전이환경”, “전이동기”, “전이능력”, “컨텐츠”, 그리고 “학습”으로 나타났다. 전이에 가장 큰 영향을 주고 있는 요인은 “전이환경”으로 나타났다. “전이환경”의 개선을 위하여는 “상사의 지원”, “피드백과 성과코칭”, 그리고 “동료의 지원”과 같은 요소가 수반되어야 하는 것으로 분석되었다. “전이동기”는 자신의 의지로 성과를 변화시키기 위한 능력에 대한 일반적인 믿음으로 정의되는 “성과-자아효능감”과 학습결과에 대한 현업적용 노력이 업무성과의 변화를 가져올 것이라는 기대감을 나타내는 “전이노력-성과기대”가 중요한 요소로 나타났다. 학습은 새로운 지식의 습득을 통한 전문성의 향상과정을 의미하며, 학습의 성공여부는 “전이”및 “전이동기”에 직접적인 영향을 주며 “전이환경”, “컨텐츠”, “전이능력” 등이 학습의 성공에 직, 간접적인 영향을 주는 것으로 분석되었다. “컨텐츠”는 실제 업무 환경에서 사용되는 것과 유사한 학습도구를 사용하도록 설계되어 있는지의 여부와, 강사(교수)의 역할에 대한 중요성, 즉, 교수(강사)가 학습자들이 습득한 지식과 스킬 등을 어떻게 업무에 적용할 것인가에 대하여 명확한 이해를 할 것 등이 전이의 중요한 요소로 규명되었다

목표지향성 및 사회적 지원과 교육훈련 전이 간 관계에서 교육훈련 동기의 매개효과에 대한 연구

배성현(Bae, Seung Hyun),안성익(Ahn, Seong Ik),김승호(Kim, Seung Ho),정남군(Jung, Nam Goon) 한국인적자원관리학회 2013 인적자원관리연구 Vol.20 No.5

지금까지 교육훈련 연구는 크게 두 가지 흐름이 있다. 하나는 교육훈련을 실시하는 기업의 관점 에서 교육훈련 성과를 높이기 위해 교육과정, 방법, 강사, 내용과 같은 시스템적 접근이 있고, 또 하나는 피훈련자의 관점에서 교육훈련 성공을 위한 연구의 흐름이 있다. 후자는 주로 피훈련자의 교육훈련 동기가 교육훈련 성과를 좌우 할 수 있다는 가정 하에 이를 잘 설명할 수 있는 다양한 변수들에 대한 연구가 있다. 본 연구는 후자의 관점에서의 연구이고 지금까지 연구된 바로는 교육훈련 동기를 설명하는 변수를 크게 나누면 인적특성 변수와 상황특성 변수로 구분할 수 있다. 그 가운데 교육훈련 동기를 설명하는 인적 특성변수의 연구의 중요성이 강조되고 특히 이 가운데 목표지향의 개념이 학습에 배우 중요한 개념이므로 교육훈련에 적용 연구할 필요성이 특히 강조된다. 그러나 우리나라에서는 이와 관련한 연구가 매우 적다. 또한 사회적 지원이 교육훈련 동기에 미치는 영향에 대한 연구는 상이한 관점이 존재하고 규명되어야 할 부분이 존재한다. 이와 같은 관점에서 본 연구는 피훈련자의 인적특성인 목표지향과 조직의 상황적 특성인 사회적 지원이 교육훈련 동기에 미치는 영향과 교육훈련 동기가 교육훈련 성과변수인 교육훈련 전이와의 관계를 연구하였다. 그리고 목표지향 및 사회적 지원과 교육훈련 전이와의 관계에서 교육훈련 동기의 매개 효과를 연구 하였다. 나아가 교육훈련 연구는 조사방법의 한계가 항상 존재한다. 본 연구는 독립변수와 매개효과가 종속변수에 미지는 효과를 보다 엄격 하게 검증하고 설문지법의 한계인 동일방법편의를 줄이기 위해, 준실험설계 방식으로 설계하여 교육훈련 전과 교육훈련 후로 나누어 2번에 걸쳐 자료를 수집 하였다. 이와 같은 방법으로 622명을 예상으로 자료를 수집하여 분석한 결과 다음과 같은 결과를 얻었다.첫째 학습목표 지향과 과시성과목표 지향은 교육훈련 동기와 정의 관계 동료지원은 교육훈련 동기와 정의 관계를 얻었다. 그러나 회피성과목표 지향과 상사지원은 교육훈련 동기와 관계가 없었다. 교육훈련 동기는 교육훈련 성과변수인 교육훈련 전이를 잘 설명해주고 있다. 그리고 학습목표지향과 과시성과목표 지향 및 동료 지원과 교육훈련 전이와의 관계를 교육훈련 동기가 유의하게 매개역할을 하였다. 이러한 결과는 교육훈련 동기의 선행변수로서 학습목표 지향 동료 지원이 매우 중요할 뿐만 아니라 교육훈련 동기가 교육훈련 성과를 위해 매우 중요하다는 것을 의미한다. 상사지원이 교육훈련 동기를 설명하지 못하는 것은 매우 주목 되는 결과다. 본 연구는 이러한 결과의 의미를 논의할 것이다. 그리고 본 연구 결과는 교육훈련 동기 연구의 중요성을 다시 한번 확인해 주는 결과라고 할 수 있다. In the global competitive environment, most firms agree that the investments on human capital are the core of competitive strategy. For the development of human capital in firms, proper and intensive employees training are indispensable. Most firms believe that effective employee training will enhance employees' KSA (knowledge, skill, and Attitude) and employees' KSA enhanced through training will strengthen their competitive advantages. In this vein, firms pay a lot of interest to employee training and actually invest on employee training. Nonetheless, still remains the doubt that the employees who finished the training course and return to their job will really perform better than before. Only when managers have the confidence that employee training has effect on employees' job performance, they will continue the investment on employee training. Against this backdrop, we investigated the antecedents of learning transfer. Previous studies on the antecedents of training effective mainly adopted the training motivation as dependent variable. It is true that trainees' training motivation is really important. However, what matters for managers who should take care of organizational performance is whether the training program may help employees' performing jobs. To investigate the actual training effectiveness not in educational institute but in the field', we adopted learning transfer. Furthermore, we collected data two times; we collected the data about antecedents and mediators before the training program and the data about the consequence (that is, learning transfer) from the same raters. The first reason to collect data twice is to investigate more precisely the influence of the antecedents on the learning transfer. The second reason is to prevent the possibility of common method bias that is caused when the same raters answer the antecedents and con sequences at the same time. On the base of previous studies on employee training, we adopted goal orientations (learning goal orientation, performance prove goal orientation, and performance avoidance goal orientation) and social supports (supervisor support and coworkers support) as antecedents. We expected that goal orientations as trainee' characteristics and social supports a organizational context will influence the learning transfer. Reflecting on the previous studies, training motivation plays very important role in the training effectiveness. Even though training provider and training media are good, the trainees without training motivation neither can absorb the training nor can achieve learning transfer. Hence, we expected that training motivation will mediated the relationship between two antecedents and learning transfer. For the empirical test, we collected data from 692 raters who were participating in actual employee training programs. As said previously, data were collected twice. The data of goal orientation, social supports, and training motivation were collected before training program and the data of learning transfer were collected after training program. Excluding the insincere answers, we included 622 answers for analysis. For the hypothesis tests, we adopted the structural equation model and used AMOS 16.0 for statistical package. The results of structural equation model analysis are as followings. First, training motivation showed significant effect on learning transfer. Second, only Learning goal and performance prove goal orientation out of the 3 sub-dimensions of goal orientation showed significant effects on training motivation. Third, only coworker support out of 2 kinds of social supports showed significant effects. Fourth, training motivation mediated the relationship between learning goal orientation and learning transfer and the relationship between performance prove goal orientation. Fifth, training motivation mediated the relationship between coworker support and learning transfer.