Journal of Korean Society of Forest Science (한국산림과학회지)

Korean Society of Forest Science (한국산림과학회)
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Identification of Differences between Importance and Performance of Forest Interpreter Training Programs using the IPA Method

IPA 기법을 활용한 숲해설가 직무교육프로그램에 대한 중요도와 성취도 차이분석

  • Choi, Il-Sun (Forest Welfare Division, Korea Forest Research Institute) ;
  • Ha, Si-Yeon (Forest Welfare Division, Korea Forest Research Institute) ;
  • Son, Ji-Won (Forest Welfare Division, Korea Forest Research Institute)
  • 최일선 (국립산림과학원 산림복지연구과) ;
  • 하시연 (국립산림과학원 산림복지연구과) ;
  • 손지원 (국립산림과학원 산림복지연구과)
  • Received : 2014.06.25
  • Accepted : 2014.08.28
  • Published : 2014.12.31
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Abstract

This study analysed differences between importance and performance of 2014 forest interpreter training program through IPA with the aim to provide suggestions and improvement. First the results of a comparison of the overall average of performance and importance showed importance is higher than performance. Afterwards, the result of IPA showed that confidence of being an interpreter, active involvement, the understanding of the value of forest, expansion of the understanding of forest, the understanding of the mission of interpreter, and the understanding of the qualification of interpreter, those 6 items belong to the I quadrant. In the case of the II quadrant there were interest of the content of education and to learn a lot of things through education. Next, those how to deal with service, planning interpreter programs, clarity of the content of education, accuracy of the content of education, validity of the content of education, appropriate number of participants, and appropriate time of education involved in III quadrant. Finally, concentration in the education and the understanding of the topic of education situated in IV quadrant.

본 연구는 2014년 숲해설가 직무교육프로그램을 대상으로 중요도와 성취도 분석(IPA)을 이용하여 직무교육프로그램을 평가하고 문제점 및 향후방안에 대한 시사점 제공을 목적으로 이루어졌다. 먼저 숲해설가 직무교육프로그램 중요도와 성취도의 전체평균을 비교한 결과 중요도가 성취도보다 높게 나타났다. IPA 분석을 실시한 결과 I 사분면에 해당하는 항목은 해설가로서의 자신감, 적극적 참여, 숲의 가치를 깨달음, 숲에 대한 이해의 폭 고양, 해설가의 임무 이해, 해설가의 자질 이해로 6개 항목이었으며, II 사분면에 해당하는 항목은 교육내용의 흥미성과 교육을 통하여 많은 것을 배우는 것으로 2개의 변수가 추출되었다. 다음으로 III 사분면에 해당하는 항목은 서비스 대처방법, 해설프로그램 직접기획, 교육내용의 명료성, 교육내용의 정확성, 교육내용의 타당성, 적절한 규모의 학생 수, 적당한 교육시간으로 7개 항목이었으며 마지막으로 IV 사분면에 해당하는 항목은 교육내용 청취시의 집중력, 교육주제에 대한 이해로 2개의 항목이 추출되었다.

Keywords

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