이 연구의 목적은 농촌지도공무원들의 역량을 진단하는데 있었다. 이를 위해 김진모(2006)가 제시한 농촌지도공무원의 역량모델을 바탕으로 개별 역량의 정의문을 질문문항으로 개발하였고, 이를 전체 농촌지도공무원이 역량에 대한 숙련도 수준을 참고하여 각 문항별로 자신의 수준을 자기평가하도록 하였다. 이 연구의 주요 결과는 다음과 같다. 첫째, 우리나라 농촌지도공무원의 역량수준은 개발목표 대비 그리 높은 수준은 아니었다. 따라서 현재의 역량수준을 획기적으로 제고할 수 있는 노력이 조직 및 개인 차원에서 시급히 이루어져야 한다. 오늘날 농촌지도사업의 성패는 농촌지도공무원의 역량에 따라 좌우된다고 해도 과언이 아니기 때문이다.둘째, 연령과 근무기간이 많아질수록 역량지수는 상대적으로 낮았다. 이는 신규지도사의 선발 이후 전문성을 체계적으로 개발할 수 있는 조직적 차원의 지원이 필요함을 보여준다. 조직적 차원의 지원으로는 계층별로 맞춤화된 다양한 역량강화 방안 등을 고려할 수 있을 것이다. 셋째, 역량진단을 통해 우선적으로 강화시켜야 할 역량들은 기초직무 역량군에 속하는 여러 역량들과 전문직무 역량군의 기술/주제 전문성 등이었다. 이러한 역량들을 효과적으로 개발하기 위해서는 정규교육만으로는 한계가 많기 때문에 다양한 형태의 육성방안을 모색해야 한다. 이상의 연구결과가 실제적으로 활용되기 위해서는, 우선 농촌지도 공무원의 역량 중심 계층 교육과정을 개발하여 실시해야 한다. 또한, 농촌지도공무원의 경력개발 체계를 수립하여 실시하고, 이들의 부족한 역량을 강화시켜 줄 수 있는 다양한 방법들을 개발하여 실천하려는 노력이 수반되어야 한다.

The purpose of this study was to evaluate the competency levels of rural extension workers in Korea. A survey questionnaire was developed using a Competency Model by Dr. Kim(2006), and a self-test was conducted for all of the extension workers in Korea. Based on the findings of this study, the major conclusions were as follows. First, the competency levels of rural extension workers in Korea were not so high for their development goal. The organizational and personal efforts were urgently made for dramatically raising the present competency level Second, the higher the age and the working period were, the lower their competency index were. It shows that the organizational support is needed for systematically developing the expertise of rural extension workers after being employed as new rural extension workers. Third, the main competencies that should be first strengthened through competency assessment were several competencies in foundational competency cluster and a subject-matter expertise in technical competency cluster. Various forms of strategies for developing these competencies should be sought because the only formal training is not enough to effectively develop these competencies. To practically utilize the result of this study, the following measures should be taken. First, a competency-based curriculum by position level for rural extension workers was developed and implemented. In addition, career development systems for rural extension workers were set up and carried out, and the efforts to develop and apply the various approaches for their insufficient competencies should be made.

The purpose of this study was to evaluate the competency levels of rural extension workers in Korea. A survey questionnaire was developed using a Competency Model by Dr. Kim(2006), and a self-test was conducted for all of the extension workers in Korea. Based on the findings of this study, the major conclusions were as follows. First, the competency levels of rural extension workers in Korea were not so high for their development goal. The organizational and personal efforts were urgently made for dramatically raising the present competency level Second, the higher the age and the working period were, the lower their competency index were. It shows that the organizational support is needed for systematically developing the expertise of rural extension workers after being employed as new rural extension workers. Third, the main competencies that should be first strengthened through competency assessment were several competencies in foundational competency cluster and a subject-matter expertise in technical competency cluster. Various forms of strategies for developing these competencies should be sought because the only formal training is not enough to effectively develop these competencies. To practically utilize the result of this study, the following measures should be taken. First, a competency-based curriculum by position level for rural extension workers was developed and implemented. In addition, career development systems for rural extension workers were set up and carried out, and the efforts to develop and apply the various approaches for their insufficient competencies should be made.

competency, rural extension workers, competency assessment