농업전문직 교육훈련 참가자의 현업적용도 영향요인이 직무만족도에 미치는 영향: 현업적용도를 매개로

A Study on the Effects of Training Transfer Variables and Job Satisfaction: The Mediating Effects of Transfer

목적 본 연구에서는 농업전문직 교육훈련 참가자의 현업적용도 영향요인이 직무만족도에 미치는 영향을 파악하고, 교육 후 직장에 복귀하여 그 교육훈련 내용을 현업에 적용하는 현업적용도의 매개효과를 검증하는데 있다. 방법 이를 위하여 2019년 3월부터 2020년 11월까지 농촌진흥청 농촌인적자원개발센터에서 진행 한 현장문제 진단, 현장 문제해결방법 및 처방, 실습, 장기교육 등의 현장 중심형 교육과정을 연구과정으로 선정하고, 교육에 참여한 전국의 농업전문직 종사자 454명을 대상으로 교육 수료 후 업무에 복귀하여 3개월이 지난 시점에 설문을 받고 회귀분석을 실시하였다. 결과 이러한 연구방법으로 규명된 연구결과를 보면, 첫째, 현업적용도 영향요인과 직무만족도의 관계에서 농업전문직 교육훈련 참가자의 자기효능감, 전이동기, 직무관련성, 상사지원, 동료지원이 높을수록 직무만족도가 높게 나타났다. 둘째, 현업적용도 영향요인과 현업적용도의 관계에서 농업전문직 교육훈련 참가자의 자기효능감, 전이동기, 직무관련성, 동료지원이 높을수록 현업적용도가 높게 나타났다. 셋째, 현업적용도 영향요인과 직무만족도의 관계에서 현업적용도의 매개효과를 검증한 결과 현업적용도는 자기효능감, 직무관련성, 상사지원, 동료지원과 직무만족도 관계에서 부분매개효과가 나타났고, 전이동기, 전이설계와 직무만족도의 관계에서 완전매개효과가 나타났다. 결론 이러한 결과에 비추어 볼 때, 농업전문직 교육훈련 참가자들의 직무만족도를 높이기 위해서는 자기효능감과 전이동기를 향상시킬 수 있는 전략 수립, 직무와 관련성이 높은 교육내용 설계, 교육 종료 후 업무에 복귀했을 때 교육훈련을 통해 배운 지식, 기술, 태도를 업무에서 활용할 수 있도록 적극적으로 독려하는 상사지원 및 동료지원의 전이풍토를 증대시킬 필요가 있다. 특히 직무현장에서 적용하고 활용하기에 적합하게 설계된 교육내용과 실제 배운 내용을 행동으로 활용하고 싶은 욕망과 노력인 전이동기는 실제 학습한 지식, 기술, 태도를 현업에 직접 적용하는 현업적용도를 통해서 직무만족도 향상이라는 교육효과가 나타남을 알 수 있다.

Objectives The purpose of this study is to examine the relationship of agricultural professionals’ training transfer variables and job satisfaction in the workplace. In order to achieve this, the following problems were addressed: First, what is the relationship between the training transfer variables and job satisfaction in the workplace of agricultural professionals? Second, what is the relationship between the training transfer variable and training transfer in the workplace of agricultural professionals? Third, what is the mediating effects of training transfer between the training transfer variable and job satisfaction in the workplace of agricultural professionals? Methods For this study, 3 months after participants returned to work, 490 questionnaires were distributed to agricultural professionals participating in job training program of Agricultural Human Resources Development Center for March in 2019 to November in 2020. Participants were limited to those who participated in programs suitable for grasping transfer of training. Out of 490, 454 questionnaires were analyzed. Regression analysis was conducted to examine the relationship between agricultural professionals’ training transfer variables and job satisfaction. Results First, there was the relationship between the training transfer and job satisfaction. Among the training transfer characteristics, Self-efficacy, learning transfer motivation, job-related, learning transfer design, supervisor support and peer support had positive impacts on job satisfaction. Second, there was the relationship between the training transfer variables and training transfer. Among the training transfer characteristics, Self-efficacy, learning transfer motivation, job-related and peer support had positive impacts on training transfer. Third, there was the mediating effects of training transfer between the training transfer variable and job satisfaction. There was a partial mediating effects in the relationship between Self-efficacy, job-related, supervisor support, peer support, and job satisfaction. There was a full mediating effects in the relationship between learning transfer motivation, learning transfer design, and job satisfaction. Conclusions in order for agricultural professionals to increase job satisfaction it is necessary to establish strategies to improve self-efficacy and transfer motivation, design educational content that is highly relevant to the job, and increase the transfer climate of supervisor support and peer support that actively encourages the use of knowledge, skills, and attitudes learned through education and training when returning to work after the end of education. In addition, in order to increase job application, corporate support strategies such as personal efforts to improve self-efficacy and transfer motivation and providing successful learning experiences to maintain faith and confidence in learners themselves are required, and teaching methods to help learning transfer through educational content, various field cases, teaching plans, and teaching tools that are directly related to work. In particular, it can be seen that transfer motivation, which is a desire and effort to use educational content and actual learning as actions that are designed to be applied and utilized at the job site, has an educational effect of improving job satisfaction through job application that directly applies actual learned knowledge, skills, and attitudes to the job.