교육훈련 참가자의 정의적 특성이 교육훈련 유효성에 미치는 영향에 관한 연구

The information-based society requires maximization of effective management and expansion of competitiveness for survival and development of enterprises. It is widely known that enterprises have invested a great amount of expenditure towards educational training to secure and develop their human resources every year. Research conducted on 192 countries identified that human resources occupies 64% of the whole national property, which indicates the proportion of human resource is overwhelmingly high. However, it is not easy to demonstrate the effectiveness of educational training. Educational staff or departments in charge of training have been analysing and researching their effectiveness by identifying those variables that have had an effect on training implemented by enterprises. As most of the previous research has focused on the change in participants knowledge or behavior, two other elements have been overlooked: one involves the affective characteristics, such as motivation and expectation of the participants; the other is a direct relationship between circumstantial characteristics such as the organization or environment that the participants belong to, and their judgement (response and learning) of the effectiveness of the training. As results of this study, there was a statistically significant relationship between the affective characteristics and their evaluation of learning and response, their motivation, their expectation and their self-effectiveness. Two suggestions could be made in relation to the effectiveness of educational training: First, motivation, expectation and self-effectiveness have an impact on the effectiveness of educational training. Second, this study intended to analyse differences dependant on the circumstantial characteristics. As for evaluation of the group with high employer support, there was a difference in motivation, expectation and self-effectiveness. The group with high compensation from organizations, there was a difference in motivation and expectancy. The results indicate that affective characteristics of participants have a greater impact on the effectiveness of the training when higher support is given to circumstantial characteristics. It was demonstrated that if the efforts to improve circumstantial characteristics are accompanied by hiring people with certain affective characteristics, the effectiveness of educational training can be maximized. This study was designed to provide suggestions for staff in charge of corporate training that evaluate the effectiveness of their current training program, and using them, they can reduce the burden of educational training. Finally, limitations and problems of the study include: limited generalization, poor control of circumstantial characteristics, the evaluation was dependant only on the questionnaire and a lack of evaluation from different perspectives. If current educational training is revised and improved or a new program is introduced, more effective educational training can be expected.