다양한 훈련전이모형을 통해 본 훈련전이연구의 동향과 과제

Research direction for transfer of training through theoretical review of the four transfer models

훈련전이는 교육훈련의 효과성 검증에 대한 관심의 증대에 따라 기업교육 현장에서나 학문적으로 주요 연구의 대상이 된 주제이다. 따라서 관련 변인을 밝히고 훈련선이과정을 설명하는 모형들을 제시하는 연구들이 다양하게 시행되어 왔다. 그 중에서도 훈련전이를 설명하기 위해 제안된 다양한 모형들의 변천과정은 훈련전이에 대한 연구동향을 설명해 줄 뿐 아니라 훈련전이 관련 연구들이 나아가야 할 방향을 제시하는데 중요한 정보를 제공해 줄 수 있다. 따라서 이 연구에서는 훈련전이를 설명하기 위해 제안된 네 가지 주요 모형에 대한 비교 분석을 통해 공통점과 차이점을 밝히고, 훈련전이 관련 연구의 과제와 미래 연구방향을 제시하였다. 이 연구에서는 훈련전이 연구 분야가 관심을 가져야 할 연구 과제로 첫째, 표준화된 훈련전이 측정도구와 연구절차의 수립, 둘째, 최신 모형들에 대한 실증 연구의 필요성, 셋째, 훈련전이를 향상시키는데 도움을 주는 구체적인 훈련전략의 효과성에 대한 다양한 연구 수행 등을 제시하였다.

This study reviewed four models proposed to explain factors with relation to transfer of training and its process. The first model reviewed was Baldwin and Ford(1988)’s. This model has been known as the most frequently cited model for transfer of training in the profession. It contained three training inputs such as individual characteristics, training design, and work environment. The other three models have been based on the Baldwin and Ford’s but modified in many ways. Holton(1996)'s evaluation model specified secondary relationships as well as primary relationships between transfer of training and relevant variables and expanded the outcome variables to include learning, individual performance, and organizational results. Holton and Baldwin (2003)’s model is consistent with other existing ones but is different in that it expands the notion of learners to include individual learners and teams and incorporates a temporal dimension into the framework. Lastly, Burke and Hutchins (2008)’s model is notable in that it is based on the review of best practices from the real world and also considered not only learners but also other stakeholders such as trainers, training providers, and supervisors. These four models are not exclusive each other and have been complementarily modified and improved. Based on the review, future research direction has been proposed. First, more research studies need to focus on developing standardized research procedure and instrument to measure transfer of training. Second, further empirical research studies need to be conducted to test and verify the models, particularly the two models recently proposed. Finally, more research studies should be conducted on identifying and testing effective training strategies in order to enhance transfer of training.