공공리더십 교육연수 도입에 대한 피교육자 인식연구

A Study on the Recognition of Trainees about the Introduction of Public Leadership Education Training: Focused on Government-Funded Research Institutes Managed by the National Research Council for Economics, Humanities and Social Sciences

본 연구는 그동안 리더십 교육연수에 관한 연구에서, 교육연수제도가 도입될 때의 교육연수 대상자들의인식에 관한 연구가 미흡하다는 점에 주목하여, 향후 경제･인문사회연구회가 소관 출연(연) 구성원 전체를대상으로 도입할 공공리더십 교육연수에 대한 인식을 초점그룹인터뷰를 통한 근거이론으로 분석하였다. 초점그룹은 출연(연)의 조직 및 개인 차원의 특성을 반영하여 직위(직급)별로 선정하였으며, 인터뷰 참여자들은 출연(연)의 조직문화, 업무의 특수성, 리더십 역량 자기진단 및 자기관련성 등의 특수성을 근거로, 공공리더십 교육연수의 도입에 대하여 역설적으로 우려와 기대를 하고 있음이 발견되었다. 그럼에도 연구기관의 특성에 관한선행연구와는 달리 인터뷰 참여자들로부터 교육연수의 당위성과 필요성이 있음을 확인하였으며, 발견된 우려는 출연(연)의 특수성을 고려하지 않거나, 출연(연) 특수성과의 연계성 및 적합도가 낮은 교육연수프로그램을 향한 부분적 인식인 것임을 확인하였다. 또한 자율성 확보를 우선시할 것이라 간주되어 왔던 박사급의 경우 삼각검증 과정에서 교육연수와 자기관련성이 있다는 인식을 가지는 현상이 발견되었다. 본 연구에서 발견한 출연(연) 구성원들의 인식분석은 향후 이들의 자발적 참여를 확보할 수 있는공공리더십 교육연수 프로그램을 설계하는데 있어 중요한 함의를 제공할 수 있을 것이다.

This study analyzes the perceptions of members of the government-funded research institutes managed by “National Research Council For Economics, Humanities And Social Sciences” about public leadership education training to be introduced to these research institutes. Grounded theory, a new research methodology, was used because public leadership education training has not been officially carried out by these research institutes, and because there was little research on trainees perceptions and attitude when the education training system was introduced. The collection of data was conducted through a focus group interview, and the focus group was divided into 5 groups by grade(position), reflecting the characteristics of the research organization (assurance of autonomy) and the characteristics of the individual level belonging to the research organization. The core phenomena were concerns and expectations about the introduction of public leadership education training, and these two paradoxical perceptions were discovered at the same time. The concern discovered was the perception of infringement of autonomy by research institutes in previous studies. Furthermore, the respondents recognized that the educational training would be conducted in a formal manner or in a form that did not take into account the situation of the research institute. Nevertheless, it was also found that public leadership education training is needed to achieve better results both inside and outside research institutions. In particular, Ph. D-level members who have been recognized as having high demand for autonomy guarantees showed a change in the perception that educational training is self-related during the triangulation process. In addition, concerns and expectations depended on securing public leadership education training optimized for research institutes. Recognition analysis of the members of research institutes found in this study may provide important implications in designing a public leadership education training program that can secure their voluntary participation in the future.