프롤로그: 인더스트리 5.0 시대 인재개발을 생각하며 [정재삼(이화여자대학교)] ···········3

제1부 HRD의 주요 이슈

제1장 인더스트리 5.0 시대의 인재경영 [정재삼(이화여자대학교)] ························15
1. 산업혁명의 의미 ·····································································18
2. 4IR-인더스트리 5.0 시대의 특징 ···················································21
3. 4IR-인더스트리 5.0과 인재경영 ········································································ 29

제2장 적응형 학습 [정재삼/이세영(이화여자대학교)] ··········································45
1. 적응형 학습 개요 ····································································46
2. 적응형 학습과 테크놀로지 ··························································57
3. 적응형 학습의 적용 ··································································70
4. 적응형 학습의 효과 ··································································77

제3장 애자일 퍼포먼스 [정재삼/조은혜(이화여자대학교)] ·····································91
1. 새로운 경영 패러다임의 등장, 애자일(AGILE) ······································92
2. 애자일(AGILE)의 의미 ································································97
3. 애자일 퍼포먼스 향상 ······························································105
4. 애자일 인재관리(AGILE PEOPLE MANAGEMENT) ···································107
5. 애자일 조직을 위한 교육 ··························································114

제4장 뉴리더 온보딩 [최 욱(경인교육대학교)] ···············································121
1. 뉴리더 조기 전력화: 이슈 ·························································124
2. 뉴리더 조기 전력화: 효과성 ·······················································127
3. 뉴리더 온보딩의 실행전략: ‘첫 90일’ ············································129
4. 뉴리더 온보딩의 실행전략: HR의 전략적 제휴 ··································133
5. 뉴리더 온보딩의 실행전략: 실사 면담(DUE DILIGENCE INTERVIEW) ·············137
6. 뉴리더 온보딩의 실행전략: 팀 워크숍(TEAM ASSIMILATION WORKSHOP) ·······144

제5장 코칭과 멘토링 [양은하(코칭클릭)/정재삼(이화여자대학교)] ···························155
1. 코칭의 역사와 정의 ································································156
2. 코칭/멘토링의 철학과 효과 ························································164
3. 코칭/멘토링의 스킬 ·································································171
4. 코칭/멘토링의 프로세스 ····························································178

제6장 학습분석학 [김나리(미국 위스콘신대학교)/김동호(성균관대학교)] ·····················187
1. 서론 ··················································································188
2. 학습분석 ·············································································189
3. 학습분석적 접근의 특징과 HRD에서의 활용 ·····································192
4. 학습분석을 위한 기본 분석방법 ···················································197
5. 학습분석과 미래형 HRD 전망 ·····················································200

제7장 인력분석학 [김상준(이화여자대학교)] ··················································209
1. 서론 ··················································································210
2. 인력분석학의 태동 및 발전 ························································211
3. 인력분석학을 둘러싼 이론 및 쟁점 ···············································215
4. 인력분석학의 활용 사례 ····························································219
5. 인력분석학 방법론 ··································································221
6. 효과적인 인력분석을 위한 제언 ···················································230

제8장 메타버스기반 교육과 인재개발 [정재삼/하지은(이화여자대학교)] ··················237
1. 메타버스 ·············································································238
2. 메타버스 기반 교육 ································································244
3. 메타버스 기반에서의 자기주도학습 ···············································247
4. 메타버스 환경에서 인재개발을 위한 시사점 ·····································251

제9장 AI기반의 교육서비스 현황 [최민선(EBS)/정재삼(이화여자대학교)] ················261
1. 인공지능(AI)의 의미와 역사 ·······················································262
2. 인공지능의 교육적 활용 ····························································268
3. 인공지능(AI)의 활용 현황 ··························································273
4. 교육의 미래 ·········································································282

제10장 HRD 전문가 윤리 [이재영(이화여자대학교)] ·········································289
1. 서론 ··················································································290
2. HRD와 윤리 ·········································································291
3. HRD 전문가 직업윤리 ·····························································297
4. HRD 전문가를 위한 윤리적 의사결정 모형 ······································302
5. 결론 ··················································································305

제2부 부문별 HRD와 연구 동향

제11장 공공부문 HRD [이현영(인사혁신처)] ·················································313
1. 공공부문 HRD의 이해 ·····························································314
2. 해외 주요 국가의 공무원 인재개발 ···············································322
3. 공무원 인재개발 업무의 실제 ·····················································330

제12장 공적개발원조와 HRD [이유진(EDUD&D)] ···········································341
1. 공적개발원조(ODA) ·································································342
2. 공적개발원조(ODA)와 HRD ························································346
3. 이라크 KRG 공무원교육원 역량강화 사례 ·······································355

제13장 사회적 기업과 HRD [박성훈(사회적가치연구원)] ····································375
1. 여는 글 ··············································································376
2. 사회적 기업 HRD의 특징 ··························································377
3. 사회적 기업 HRD의 특징과 제언 ·················································384
4. 맺는 글 ··············································································390

제14장 이문화와 글로벌 교육 [정재삼/문경림(이화여자대학교)] ·····························395
1. 이문화 이해와 다양성 관리 ························································396
2. 이문화 이해와 문화 차이 ··························································399
3. 글로벌 인재개발 ····································································404

제15장 노년교육과 HRD [한정란(한서대학교)] ···············································415
1. 인구 고령화 ·········································································416
2. 고령 인적자원의 특징 ······························································423
3. 고령 인적자원 개발 프로그램 사례 ···············································431
4. 고령 인적자원 개발의 문제점 및 전망 ···········································435

제16장 조직과 HRD의 연구철학 [정재삼(이화여자대학교)] ·································443
1. 서론 ··················································································444
2. 인재개발 연구와 가치사슬 ·························································445
3. 인재개발의 연구와 실천 ····························································446
4. 조직과 인재개발 연구의 패러다임 ················································452
5. 결론 ··················································································457

제17장 HRD 연구방법론 [오은정(미국 일리노이대학교)] ·····································463
1. 서론 ··················································································464
2. 연구와 연구방법 ····································································465
3. 결론 및 제언 ········································································475

제18장 HRD 연구의 경향과 이슈 [송지훈(한양대학교)] ····································481
1. 사회적 변화와 HRD 패러다임의 변화 ············································482
2. 새로운 패러다임으로의 변화 ·······················································483
3. HRD 연구의 미래 ··································································495

제19장 조직학습 연구 [오석영(연세대학교)] ···················································505
1. 조직학습의 의미 ····································································506
2. 조직학습의 주요 모형 ······························································510
3. 비판적 관점에서의 조직학습 ·······················································519
4. 조직학습의 도전과제 ·······························································522

제20장 비형식 학습의 전이설계 [주영진(삼성전자)/정재삼(이화여자대학교)] ···············529
1. 서론 ··················································································530
2. 이론적 배경 ·········································································531
3. 연구방법 ·············································································535
4. 분석결과 ·············································································537
5. 결론 및 논의 ········································································547

제21장 몰입 연구의 이슈와 방향 [송해덕(중앙대학교)] ·····································559
1. 몰입 출현 배경 ·····································································560
2. 몰입의 개념 ·········································································564
3. 몰입의 이론적 기초 ································································570
4. 국내외 몰입 연구 현황 ·····························································575
5. 결론 ··················································································579

제22장 뇌과학기반 학습 [임두헌(미국 오클라호마대학교)] ···································591
1. 뇌과학 개요 ·········································································592
2. 뇌과학과 학습 ·······································································600
3. 결론 ··················································································613

제23장 긍정심리학과 긍정탐구 [이성흠(지석문화원)] ········································621
1. 긍정심리학과 긍정탐구 개관 ·······················································622
2. 긍정심리학의 이론과 방법 ·························································627
3. 긍정탐구의 실행과 조직개발 ·······················································633
4. 인적자원개발에서 긍정심리학의 시사점 ··········································639

에필로그: 나의 인생 그리고 새로운 HRD [금혜진(백석대학교)] ···························648
찾아보기 ························································································657