학군장교(ROTC)후보생의 양성교육 프로그램분석을 통한 리더십 향상방안 연구

A Study on Improving Leadership thorough analizing the Educational Program for the Reserve Officers’ Training Corps(ROTC) Cadets

본 연구의 목적은 학군장교 후보생 과정에서 교육중인 학군장교 후보생들의 리더십을 향상시키는 데 목적이 있다. 이를 위해 학군장교 후보생 교육 과정에 관한 문헌분석과 학군장교 후보생의 리더십에 직, 간접적으로 연관된 4개의 그룹에 대한 실증분석을 실시하였다. 분석결과 학군장교 후보생과정은 육군사관학교나 3사관학교, 미국 ROTC 과정에 비해 훈련시간이 부족하고 리더십 수준, 소통능력과 사회성 등에서 낮게 나타나 학군장교 후보생 교육과정에 대한 개선이 필요한 것으로 나타났다. 개선방향으로 첫째, 학군장교 후보생 교육과정의 양성기간을 현재의 2년에서 3~4년 과정으로 확대하는 것이다. 둘째, 학군장교 후보생 교육기간 중에 후보생들에게 임관 전에 야전부대 이해를 위해 병 체험 훈련이나 야전부대 지휘실습을 통해 적응능력을 배양시켜줄 필요가 있다. 셋째, 학군초급장교들의 리더십분석결과 개인적이고 소통능력이 부족한 경향이 분석되므로 후보생 교육을 통하여 단체의식을 함양하고 병사들과의 소통능력을 배양시키는 것이 필요할 것으로 보인다.

The purpose of this research is to enhance the leadership of ROTC cadetswho are training at ROTC courses. The aim is to check whether the currentROTC training program provides proper education for ROTC cadets to getthe proper leadership applied to young soldiers of new generations and themodern surroundings of military units. First, qualitative analysis on ROTCcadets education program was carried out. Then four major groups that aredirectly and indirectly related to ROTC junior officer's leadership wereselected through quantitative analysis. Survey, SPSS descriptive statistics,frequency analysis, cross analysis on these four groups were carried out aswell. As ROTC training program provides too short of an education tocadets compared to KMA , KAA and US ROTC training program, scores lowon ROTC junior officers’ leadership, and produces ROTC junior officers wholack in both communication and social skills, it has been concluded thatimprovements should be made to ROTC training program in order to raisethe leadership skill of ROTC junior officers. Following solutions areproposed. The first proposed solution is extension of the training period. Developing the officers’ military expertise is important for leadershipimprovement. It is thus recommended that ROTC training period should be increased from the current two years to four years. This extension can allowfurther diversification of education subjects, giving cadets an opportunity tolearn proper military education, leadership education, military spiritualeducation, and moral education in more depth. Secondly, cadets need directexperiences as enlisted soldiers and command exercises in order to fullycomprehend before their commissions in the real fields. Finally, ROTC juniorofficers tend to be individualistic, frequently running into conflicts duringcommunication with their soldiers. This raises the need to reinforce teachingcadets the importance of team-spirit, and communication skill with soldiers