기술경영 교육만족도, 학습향상도, 현업적용도왿� 교육 순 추천지수(NPS) 간의 구조적 관계 분석 (An analysis of the structural relation equation on Technology Management Training Satisfaction, Learning Increase and Interaction between On-the-Job Application and Training NPS)

이 연구는 교육 순 추천지수(NPS, Net Promoter Score)를 적용해서 교육효��측정 및 교육투자가치를 증명하는 데 필요한 교육효��측정 방법과 측정 요소 간의 인과관계를 증명하는 것을 목적으로 하였다. 주요한 연구 결과는 7개 가설 증명과 구조화 관계식으로 표현하였다. 현업 적용도왿� 교육NPS왿�의 관계는 30일 경과 후 상사의 평가만 유효한 것으로 나타났으며, 학습 향상도왿� 현업 적용도는 30일 경과 후 본인 및 상사의 평가에 영향을 미치는 것으로 분석되었다. 학습자의 교육 필요성 인식 정도왿� 연수원의 교육지원 및 교재품질은 교육 참가자의 학습 향상도왿� 밀접한 상관성이 있는 것으로 나타났으며, 교육만족도는 강사왿� 교육 참가자의 역량 수준에 따라 결정되는 것으로 분석되었다. 교육만족도는 교육 직후 및 30일 경과 후에 교육 참가자왿� 상사의 교육NPS왿� 관련이 있으며, 교육만족도왿� 학습 향상도는 상호작용을 하는 것으로 나타났다. 현재 교육생의 역량 수준은 학습 향상도왿� 관련이 없는 것으로 분석되었다. 마지막으로 교육효과 측정을 위해 설계한 23개 설문항목들의 확인적 요인분석 결과는 자기 효능감, 맞춤형 지원, 교육 만족도 및 상사 효능감으로 분류되고 30일 경과 후 본인의 교육NPS 및 30일 경과 후 본인의 현업 적용도로 구조화 관계식으로 성립되는 것을 알 수 있었다. 또한 본 연구의 의의는 교육NPS를 도입하여 교육 담당자들이 통합적 교육효과 측정 방법을 활용해 교육 투자가치를 증명할 수 있도록 설계하였다는 것이다.

As a part of increasing worker productivity, a variety of scientific training and capability development methods are experimented and implemented by many training managers. However, despite a lot of efforts by training managers, decision makers on a corporate management level are still skeptical about the values training programs are designed to offer and tend to insist on providing verified supporting data about the program outcome. Hence, to get sustaining acknowledgement and support from trainees a training program in both private and public sectors must be thoroughly designed, especially in today's low-growth economy. Therefore this study tries to help training managers understand a new training trend that a training program must go beyond just achieving training satisfaction goals and must be valuable enough to be continuously recommended to trainees' colleagues. Using the training outcome methodology, this study also tries to offer a method to verify training investment values and provide relevant information. To achieve the above goals, this study first describes the goals and necessity of training outcome researches, and secondly introduces a theory on training outcome measurement and thirdly discusses a newly added training outcome measurement method. To wrap up the discussion, this study empirically verifies the validity of the suggested measurement method by offering applied cases and proposes insights and limitations of the study. Major study results are represented by 7 hypotheses and structural relation equations. Correlation between on-the-job application and training NPS shows significance only by superiors' assessment after 30 days from training course completion. Training satisfaction seems to be determined by the capability levels of both trainers and trainees. Training satisfaction shows significance in relationship with both a trainee and his superior's training NPSs 30 days after training completion. It also shows that a trainee's current capability level has no relationship with the trainee's learning achievement revealing that particular organization unit doesn't have a capability-fit training program at all. Hence based on this study's author's own experience, almost all other organizations have a similar problem too. Lastly, a confirmable factor analysis on 23 questions designed to measure training outcomes shows the outcomes are categorized into 4 factors: trainee's self-worthiness, customized training support, training satisfaction and superior's self-worthiness. And these factors are connected with each other by a structured relationship between a trainees's training NPSs after 30 days from training completion and on-the-job application levels after 30 days from training completion. Hence, this study proposes a methodology on how to accurately measure training outcomes especially in a low-growth economy environment. Also this study offers a meaningful value in that training managers can verify training investment values through training outcome measurement methods using training NPSs. However, this study has several limitations in that it studies only one training aspect in one organizational unit and doesn't conduct a long-term research on training outcome. Hence this study calls for more follow-up researches.