종합적 기업연수모형 개발에 관한 연구 = A Comprehensive Training Model of Business Corporates in Korea

다국어 초록 (Multilingual Abstract)

This study suggested a comprehensive system approach to training development, with many models to represent it. Different authors and organizations in Korea have devised models that differ in wording and degree of detail. Still, the differences among models are usually superficial. A comprehensive model that illustrates the basics of the systems approach was illustrated in Figure 1.
This model has six phases : the purpose of training, need assessment, training content, job analysis, the goal of training , design, and evaluation. The broken lines and arrows show that you may go back and forth between phases during development to make changes as they become necessary. The lines and arrows leading from the evaluation phase to all the other phases mean that if you find a problem in a course during the evaluation phase, you will need to go back in the process to correct the difficulty.
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Figure1. a model of comprehensive training in Business corporates.
Before taking a close-up look at each phase, here's bird's-eye view of the whole system:
1) Purpose of training in this phase the developer gathers and and analyzes information to determine:
(1) whether training is the appropriate organizational response to a problem, issue, or need, and, if so, what kind(s) of training will be needed;
(2) what goals and objectives the training should accomplish;
(3) profiles of the peoples needing training;
(4) what resources are available; and
(5) other information needed to develop a useful training program.
2) Need assessment
This phase involves accurately gathering, analyzing, verifying and reporting date. Critical competencies for the analyst's role include :
(1) understanding organizational structure, power, culture and information systems;
(2) understanding the factors that contribute to and hinder group and individual changes in organizations;
(3) identifying the knowledge and skills necessary to perform jobs, and assessing individuals' abilities;
(4) using computers to assist trining and evaluation;
(5) observing and describing behavior objectively;
(6) developing sound data' collection and analysis methods;
(7) processing, synthesizing and forming appropriate conclusions about the data;
(8) providing constructive feedback; and
(9)designing presentations and communicating information, recommendations, suggestions and ideas.
3) Content and job analysis:
In this phase the program is actually planned out. Typically, this means that classes are held, selfpaced courses are bugun, or on-the-job training(OJT) starts. To do this with success, task analysis is needed.
Task analysis converge at general points; both positions require accurate gathering, analyzing, verifying and reporting of data.
But the major critical competencies for task analysts demand highest level of expertise in identifying the knowledge and skill to perform tasks and objectively observing and describing behavior.
Other critical competencies of role include:
(1) scanning, synthesizing and drawing sound conclusions from data ;
(2) clearly communication opinions, observations and finding so that they can be easily understood;
(3) thinking logically and creatively, free of personal judgment;
(4) using a wide variety of approaches and techniques ; and
(5) effectively gathering information through probing methods such as questionnires and interview.
4) Goal :
This phase prepares the developer for selecting and writing program in detail.
During this phase the developer will :
(1) write lesson/program objectives;
(2) develop test items ;
(3) determine design struture and sequence;
(4) decide what documentation will be needed for the training program; and
(5) plan program evaluation.
Also a developer prepares materials for:
(1) training participants; use;
(2) instuctor use ;
(3) traning documentation;
(4) training participants ;evaluation; and
(5) program evaluation
5) Design :
In this phase training materials to be gathered, created, of designed include :
(1) instructional guides such as : lesson/learning plans that detail introductory material, bridges that lead from one instructional activity to another, and integrators that tie course activates together and link them to participant; prior learning.
(2) administrative aids such as participant rosters, maps, and material/equipment/supplies checklists, and name tags.
(3) evaluation materials
(4) participant guides such texts, workbooks, and hob aids.
(5) activity aids such as checklists, role play scripts, case studies, and lab exercise.
(6) actual equipment and supplies-paper, videotapes and VCRs, films and projector, software and computer, charts and pointers, flipcharts and markers, and spare parts.
6) Evolution :
This phase involves evaluation of the training program itself.
Evaluation of training participation is usually considered as aspect of implementation. Once again, a solo developer may be carrying out the phase, or it may be accomplished by a specialist(s).

목차 (Table of Contents)

• Ⅰ.연구의 필요성
• Ⅱ.기업교육훈련의 모형
• Ⅲ.기업교육훈련의 모형 구성요소
• Ⅳ.맺음말