UNESCO Regional Center Project(2007): Global Workplace based HRD Expert Education Program Development

인적자원개발에 대한 관심의 제고와 함께 조직 내에서의 인적자원개발의 대상, 내용, 방법이 변화하면서 이를 효과적으로 지원할 수 있는 인력양성 체계에 대한 관심도 높아지고 있다. 본 연구는 국내·외에서 활용되고 있는 다양한 HRD 전문가 양성과정들을 분석·검토하여 현업의 HRD 전문가의 역량을 제고할 수 있는 HRD 전문가 양성체계를 개발하기 위해 수행되었다. 연구 결과, 현장의 HRD 전문가들은 현업에서 전문성을 발휘할 수 있는 수준의 HRD 전문가를 양성하는 양성체계를 바라고 있었으며, 과정이수와 현업경험, 시험통과 등 고도의 전문성을 검증한 후에 HRD 전문가 자격증을 부여하는 제도의 도입을 바라는 것으로 밝혀졌다. □ 주요내용 - HRD 전문가의 개념 - 국내·외 HRD 전문가 양성과정 - HRD 전문가 양성체계The purpose of this study was to develop an educational system to bring up HRD experts who can effectively and creatively conduct HRD tasks including analyzing the needs of employees and organizations, designing, developing, and implementing HRD curricula and programs, and evaluating HRD programs and students of their organizations. To accomplish this research purpose, the researchers looked into various educational programs and educational systems designed to develop HRD experts in Korea and overseas. A survey questionnaire was administered to identify which competencies and expertise HRD specialists want and need to competently conduct their tasks in the field. Based on the survey results, a pilot education program was developed to test the validity and effectiveness of the pilot program and to derive implications for the development of a high-quality HRD expert education system. The pilot program was operated for one day(7 hours) a week for 8 weeks(from 2008. 11 1～2008. 12. 20), that was a total of 56 course hours. Thirty HRD practitioners from 24 organizations participated in the program. The study found that most of existing education programs for HRD practitioners of commercial vendors often run for short time(usually 1 day to 5 days), which is not enough for the participants to develop needed knowledge, skills, and methods. Moreover, the contents of those programs differ from vendors to vendors because the programs are usually developed based on a vendor’s educational purposes and experiences without considering holistic approach to systematically bring up HRD experts. The competencies that HRD practitioners most want to equip with were found to be ‘Development’ and ‘Evaluation’ competencies. Most of the HRD practitioners wanted to develop a higher level of competencies and asked for higher level education programs which can provide appropriate skills, knowledge, and methods to the level of HRD experts. HRD practitioners requested to develop a national HRD Expert Certificate program with a high standard to be authorized as an expert. The HRD practitioners also suggested that the Certification program should require a certain amount and level of educational course work, field experiences, practices as well as a certification test. In order to develop the national HRD Expert Certification program, this study suggested that the authority should first develop a competency model for HRD practitioners. Based on the competency modeling, each educational vendor and HRD department of organizations will be able to develop educational programs for the HRD practitioners. For the educational programs, the researchers of this study defined 5 levels of competencies for general HRD experts in each area of Analysis, Design, Develop, Implement, and Evaluation(i.e. ADDIE). The education program to certificate the first level experts in Analysis area should include Level 5 of confidence in Analysis, Level 3 in Design, Develop, and Implement area, and Level 4 in Evaluation area. The education program for the second level experts in Analysis should provide Level 4 of confidence in Analysis, Level 2 in Design, Develop, and Implement area, and Level 3 in Evaluation area. Likewise, the education program to certificate the first level experts in Evaluation area should include Level 4 of confidence in Analysis, Level 3 in Design, Develop, and Implement, and Level 5 in Evaluation area. The education program for the second level experts in Evaluation should provide Level 3 of confidence in Analysis, Level 2 in Design, Develop, and Implement area and Level 4 in Evaluation area. It is also suggested that the authority needs to systematically assess the educational needs of HRD practitioners and should provide educational programs to develop HRD experts based on the competency modeling. In addition, the authority needs to develop various degree programs for HRD experts such as Master's and Ph. D. programs through the cooperation between universities, industries and research institutes. This study found that the level of skills and knowledge that HRD practitioners possess is not high enough to apply their skills and knowledge to their tasks in order to satisfy their superiors and clients. Therefore, the authority needs to provide long term intensive educational programs or courses so that participants can have enough time to equip with from the basic to the high level of knowledge and skills and learn how to apply those skills and knowledge in the field.요 약 제1장 서론 제1절 연구 필요성 및 목적 1 제2절 연구내용 3 제3절 연구방법 5 제2장 HRD 전문가의 개념과 역량 제1절 HRD 전문가의 개념과 역할 11 제2절 HRD 전문가의 핵심역량 21 제3절 ADDIE 28 제3장 국내 HRD 전문가 양성과정 분석 제1절 전문교육기관의 HRD 전문가 교육과정 31 제2절 국내 대기업 사내강사 양성과정 50 제3절 HRD 관련 자격 교육과정 61 제4절 요약 및 시사점 70 제4장 해외 HRD 전문가 양성 교육과정 분석 제1절 북미의 HRD 전문가 양성 교육과정 75 제2절 유럽의 HRD 전문가 양성 교육과정 89 제3절 요약 및 시사점 93 제5장 EU와 덴마크의 성인교육 전문가 양성과정 분석 제1절 EU의 성인교육 전문가 양성과정 95 제2절 덴마크의 성인교육 전문가 양성과정 99 제3절 요약 및 시사점 105 제6장 국내 HRD 전문가 양성 교육과정 분석 결과 및 전문가 설문조사 결과 제1절 국내 HRD 전문가 양성 교육과정 영역별 분석 107 제2절 HRD 담당자 설문 조사 결과 114 제7장 교육ㆍ훈련 담당자 대상 파일럿 과정 운영 제1절 교육ㆍ훈련 담당자 대상 파일럿 과정 개발 개요 155 제2절 교육ㆍ훈련 담당자 대상 파일럿 교육과정 개발 156 제3절 파일럿 과정 운영 165 제4절 파일럿 과정 운영결과 및 시사점 166 제5절 HRD 전문가 양성 교육과정(안) 171 제8장 결론 및 제언 제1절 요약 177 제2절 제언 185 SUMMARY 185 <부록 1> 성인교육 전문가 교육과정 개발을 위한 설문 조사지 195 참고문헌 20