목적 본 연구에서는 농업전문직 교육훈련 참가자가 교육 후 직장에 복귀하여 그 교육훈련 내용을 어느 정도 현업에 적용하는지를파악하고 현업적용도에 영향을 미치는 요인들을 검증하는데 있다. 방법 이를 위하여 2019년 3월부터 11월까지 농촌진흥청 농촌인적자원개발센터에서 진행 한 현장문제 진단, 현장 문제해결방법및 처방, 실습, 장기교육 등의 현장 중심형 교육과정을 연구과정으로 선정하고, 교육에 참여한 전국의 농업전문직 종사자 486명을대상으로 교육 수료 후 업무에 복귀하여 3개월이 지난 시점에 설문을 실시하였고, 현업적용도에 영향을 미치는 요인을 검증하기 위하여 회귀분석을 실시하였다. 결과 이러한 연구방법으로 규명된 연구결과를 보면, 첫째, 개인심리특성의 자기효능감과 현업적용동기, 프로그램특성의 직무관련성과 학습전이설계, 전이풍토특성의 상사지원과 동료지원이 현업적용도에 긍정적인 영향을 미치는 것으로 나타났다. 둘째, 현업적용도에 영향을 미치는 요인에 대한 검증 결과는 농업전문직의 현업적용동기, 동료지원, 직무관련성, 자기효능감, 상사지원이 높을수록 현업적용도가 높게 나타났다. 결론 이러한 결과에 비추어 볼 때, 농업전문직 교육훈련 참가자들의 현업적용도를 높이기 위해서는 개인심리특성인 현업적용동기와 자기효능감을 향상시킬 수 있는 전략 수립, 직무와 관련성이 높은 교육내용, 교육 종료 후 업무에 복귀했을 때 교육훈련을 통해배운 지식, 기술, 태도를 업무에서 활용할 수 있도록 적극적으로 독려하는 상사지원 및 동료지원의 전이풍토를 증대시킬 필요가 있다. 또한 문제해결 중심의 직무와 개인역량을 중요시 하는 전문직 종사자를 위해서 현업적용도 영향요인 중 다양한 개인특성변인의연구가 필요함을 시사한다.
Objectives The purpose of this study is to examine the effect of agricultural professionals’ training transfer variables on their training transfer in the workplace. In order to achieve this, the following problems were addressed: First, what is the relationship between the training transfer characteristics and training transfer in the workplace of agricultural professionals? Second, what is the relationship between each training transfer variable and training transfer in the workplace of agricultural professionals? Methods For this study, 3 months after participants returned to work, 486 questionnaires were distributed to agricultural professionals participating in job training program of Agricultural Human Resources Development Center for March to November in 2019. Participants were limited to those who participated in programs suitable for grasping transfer of training. Out of 486, 428 questionnaires were analyzed. Hierarchical regression analysis was conducted to examine the relationship between training transfer variables and training transfer. Results First, there was the relationship between the training transfer characteristics and training transfer. Among the training transfer characteristics, Self-efficacy and learning transfer motivation of personal psychological traits, job-related and learning transfer design of training program, and supervisor support and peer support of transfer climate had positive impacts on training transfer. Second, The effective training transfer variables to training transfer affect training transfer in following order: learning transfer motivation, peer support, job-related, self-efficacy, and supervisor support. Conclusions In order for agricultural professionals to apply training contents to the field, there is a need to examine the effective variables that affect self-efficacy and motivation, make an effort to strengthen motivation, organize training programs related to duties, design the programs reflecting learners’ needs, and provide experience data and action plans. In addition, it is necessary that organization provide opportunities for trainees to apply training contents to the field and there is a need of transfer climate such as continuous peer support and unconstrained communication. It also suggests that for professionals who value problem-solving-oriented jobs and personal competencies, research on various individual characteristic variables among the factors influencing field application is necessary.