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본 연구의 목적은 국내 대학생을 대상으로 팀웍 역량에 대한 구성요인을 탐색하고 역량 수준을 진단하기 위한 측정도구를 개발하는 것이다. 또한 팀웍 역량의 구성요인과 수준에서 성별에 따른 차이가 있는지 검증하고자 한다. 이를 위해 국내 A대학에서 팀 활동을 경험한 학생 33명을 대상으로 FGI(Focus Group Interview)를 실시하여 팀웍의 구체적 행동들을 파악하고, 이를 바탕으로 104개의 행동기술문을 작성하였다. 그 후, 415명의 대학생을 대상으로 각각의 행동기술문에 대한 중요도와 자기평가 설문을 실시하였다. 중요도 분석결과를 통해 상대적으로 중요도가 낮은 15개를 제외한 89개의 행동기술문이 팀웍 역량 진단도구의 문항으로 선정되었다. 415명 중 무선으로 선정한 215명의 자기평가점수에 대한 탐색적 요인분석 결과, 총 13개의 팀웍 역량 요인(즉, 배려성, 정서지능(경청 및 감정조절), 효과적 의사전달, 창의성, 피드백, 협조성, 조정력, 책임감, 적극성, 공유성, 공정성, 자료활용 및 분석, 친화성)이 도출되었다. 나머지 200명의 대학생을 대상으로 확인적 요인분석을 실시했는데, 부합도 지수가 만족할 만한 수준으로 나타나 13개 팀웍 역량의 구성요인 구조가 지지되었다. 그 외에도, 조사대상자 중 팀 활동 경험이 있는 집단이 팀 활동이 처음인 집단보다 13개 팀웍 역량 요인 모두에서 높은 점수를 보여 본 연구에서 개발된 팀웍 진단도구의 구성개념 타당도가 검증되었다. 다음으로, 성별에 따른 팀웍 역량의 요인구조 차이를 파악하기 위해 남녀(남자:n=220, 여자:n=195)로 나누어 요인분석과 을 실시한 결과 요인구조상의 차이가 발견되지 않았다. 남녀의 팀웍 역량 수준 차이를 분석하기 위해 구조방정식을 이용한 잠재평균 분석을 실시한 결과에서도 성별 요인구조의 동질성이 다시 한 번 지지되었고, 창의성, 적극성, 친화성, 책임감, 배려성, 조정력, 및 피드백의 7개 하위요인에서 남학생이 여학생보다 높은 수준을 나타냈다. 마지막으로 연구의 제한점과 의의 및 추후 연구 과제를 논의하였다.
The purpose of the present study was to (1) investigate the structure of teamwork competency, (2) develop a teamwork competency scale to appraise the competency level of college students, and (3) examine gender differences in terms of the structure as well as the level of teamwork competency. The list of 104 behavioral descriptions extracted through FGI and literature review was administered to a sample of 415 college students in order to evaluate the importance of each behavior for teamwork competency as well as their own level of each competency behavior. 89 behavioral descriptions were found important for teamwork among college students. The results of exploratory factor analysis indicated that the competency model of teamwork consists of 13 factors(consideration or caring, emotional intelligence, effective communication, creativity, feedback, cooperativeness, mediation, responsibility, activeness, information sharing, fairness, ability of data analysis, sociability), and this structure was confirmed by the confirmatory factor analysis. The college students with more experiences were higher in their level of 13 competencies than those with less experiences, supporting the construct validity of the teamwork competency scale. The results of factor analysis performed on each gender group indicated that there was no gender differences on the factor structure. However, the results of latent means analysis demonstrated that male students showed higher level of competencies than female students on 7 factors(creativity, activeness, sociability, responsibility, consideration, mediation, feedback). Finally, the limitations and future direction of the present study sere discussed.
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