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진술기법 교육훈련이 신임 지역 경찰공무원의 직무만족도에 미치는 영향

The Effect of Statement Technique Training on the Job Satisfaction of New Local Police Officials

  • 송상훈 (SONG. SANG HUN, 동신대학교 일반대학원 )

초록/요약

Police officers deal with members of the public at all times. Local police officers, especially, often come into contact with persons directly concerned right at the scene they are dispatched to. Newly recruited officers’(with working experience less than 2 years) level of job performance may vary depending on their competency to elicit a statement from the parties involved, which might affect the officers’ job satisfaction. This ultimately impact on the officers’ job satisfaction. An empirical examination research was conducted to evaluate the effects of statement technique training on new recruits’ job satisfaction. This study aims to answer the following questions; 1. Is there a causal relationship between statement technique training and job satisfaction of newly recruited local police officers? 2. Is there a difference in causality of local police officers’ job satisfaction according to the provision of statement technique training? 3. If the receiving statement technique training is a factor affecting job satisfaction between genders. The data used in this study were collected through a survey administered to police officers working in local precincts in Seoul, Gyeonggi province and Incheon. Of the quantatative data collected, total of 361 that were validly usable were used. Of 361 officers participated in the survey, 239 were male officers and 122 were female officers. The data consisted of 184 new recruits with the statement technique training and 177 without the training. The analysis of the validly collected quantitative data was done through factor analysis, reliability analysis, T-test, multiple regression analysis, moderated regression analysis, and AMOS 22 structural equation utilizing IBM SPSS 25.0. T-test was performed to examine if the gender of officers received statement technique training influenced their level of job satisfaction. No significant result was found(significance probability ranges from 0.0410 to 0.983, P≤0.05). Thus there was no difference in the job satisfaction between male recruits who received the statement technique training and the corresponding female recruits. It was examined that if there is difference in job satisfaction according to whether or not the statement technique training was completed. The result indicated that there was difference in job satisfaction according to receiving statement technique training including (significance probability for each statement technique 0.000, P≤0.05). The following section includes the results of the analysis that were performed on the research question ‘how the provision of statement technique training affect on newly recruited local police officers’ job satisfaction. First, as to probing question technique, there was moderating difference in R² value according to whether or not the training was provided to recruits. There was significant result in the significant probability ranging from 0.000 to 0.050 (p≤0.05). Difference in R² value was not higher than 0.003. Following analysis was performed. Whether or not recruits received the statement technique training was input as the moderating variable. The result indicated that there was no significant difference. Second, the analysis of the empathic statement technique showed moderating differences in R² value according to whether or not the training was completed. (significance probability ranges from 0.000 to 0.025, p≤0.05, with R² value difference at 0.33). It was shown that there was a significant difference in job satisfaction when the analysis was conducted using completion of training as moderating variable. Third, as to scientific content analysis(SCAN) technique, there was controlling difference in R² value according to provision of the statement technique training to recruits (significant probability ranging from 0.000 to 0.027, p≤0.05). Difference in R² value was as much as 0.004. Whether or not the training was provided to the recruits was the input as the moderating variable in the following analysis. The result showed that the moderating variable rather decreased the job satisfaction. Fourth, path analysis was ran on two different groups (recruits without statement technique training and recruits with the statement technique training). Probing question technique and scientific content analysis(SCAN) technique were the input as the independent variables. Empathic statement technique was an intermediate input as an intermediate variable. The dependent variable for this analysis was job satisfaction. The result revealed that the group with the training had higher levels of job satisfaction. Overall, in relation to the statement technique training (including probing question technique, empathic statement technique, and Scientific Content Analysis: SCAN technique) there was no difference of job satisfaction by genders while differences of job satisfaction did exist by whether or not recruits were provided with the statement technique training. Also, there was causality in newly recruited local police officers’ job satisfaction according to statement technique training. However, local police officers are not provided with the adequate statement trainings. Central Police Academy Central Police Academy:　national police academy that provides academic and physical preparation to new recruits below the rank of assistant inspector. and Korea National Police University Korea National Police University：national university for the undergraduate education and training of prospective officers for the Korea National Police Agency. Students are prospective officers-in-training and graduates are commissioned as inspector. need to make an effort to improve current statement technique training programs. Furthermore, Police Human Resources Development Institute where provide in-service local police officers with trainings needs to address improving statement technique education trainings. The improvement of statement technique training will greatly contribute to increasing local police officers’ job satisfaction. When local police officers are content with their job, they will be better able to provide policing service to the public. This will influence positively the public attitudes and views towards the police officers.

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초록/요약

경찰의 주된 업무는 사람을 상대로 하는 업무이다. 특히 지역 경찰공무원은 대부분 사건 현장에서 이해 충돌 당사자를 상대하게 된다. 이때 2년차 미만의 신임 지역 경찰공무원이 사건 당사자를 상대로 능숙하게 진술을 끌어내는 대응능력에 따라 업무처리에 차이가 날 것이다. 이로 인해 자존감 향상 등 직무에 대한 만족감에도 차이가 있을 것이다. 그래서 진술기법이 2년차 미만의 신임 지역 경찰공무원의 직무만족에 긍정적인 영향으로 작용하는지를 알아보기 위해 실증적인 연구를 진행하였다. 이 연구는 “진술기법(캐묻기 질문기법, 공감적 진술기법, 과학적 내용분석(SCAN)기법) 교육훈련이 신임 지역 경찰공무원의 직무만족도 간에 인과관계가 있을 것인가”, “진술기법 교육 유무에 따라 신임 지역 경찰공무원의 직무만족도 간에 인과성의 차이가 있는가”, “성별에 따라 진술기법 교육훈련과 직무만족도에 차이가 있을 것인가”를 알아보는데 목적을 두었다. 이 연구에 사용된 통계자료는 서울과 경기도, 인천권에 있는 지구대에서 근무하는 2년차 미만의 신임 지역 경찰공무원을 대상으로 설문조사를 하고, 이때 수집한 데이터 중, 유효하게 사용할 수 있는 총 361매 양적 데이터를 활용하였다. 이때 수집된 데이터를 분석해보니 남경 239명, 여경 122명이었으며, 진술기법 교육훈련을 받은 신임 지역 경찰공무원은 184명, 받지 않은 신임 지역 경찰공무원은 177명으로 확인되었다. 유효하게 수집된 양적 데이터 자료는 IBM SPSS 25.0을 사용하여 요인분석, 신뢰도 분석, T-test, 다중 회귀분석, 조절 회귀분석, AMOS 22 구조방정식을 통한 경로분석을 차례로 진행하였다. 우선 T-test를 통해 ‘성별’에 따른 진술기법 (캐묻기 질문기법, 공감적 진술기법, 과학적 내용분석(SCAN)기법)과 직무만족도 차이를 살펴본 결과 각 진술기법 유의확률이 0.410부터 0.983까지로 나타나 P≤0.05보다 크다는 결과를 나타냈고 이를 통해 직무만족도 차이에 대한 유의미한 결과는 발견되지 않았다. 즉 ‘성별’에 따른 진술기법과 직무만족도의 차이는 나타나지 않았다. 이어서 진술기법 ‘교육 유무’에 따른 직무만족도 차이를 살펴본 결과 각 진술기법 유의확률이 모두 0.000으로 나타나 P≤0.05보다 작다는 결과를 나타냈다. 이를 통해 진술기법 (캐묻기 질문기법, 공감적 진술기법, 과학적 내용분석(SCAN)기법) 교육훈련은 직무만족도에 차이가 있다는 유의미한 결과를 발견하였다. ‘진술기법 교육 유무에 따른 신임 지역 경찰공무원의 직무만족도에 미치는 영향’관계를 다음과 같이 확인해보았다. 첫째, ‘캐묻기 질문기법’에 대해서는 R제곱값이 교육 유무에 따라 조절차이는 나타났으며, 이에 대한 유의확률이 0.000에서 0.050까지로 나타나 P≤0.05보다 작다는 유의미한 결과는 발견되었지만, R제곱값의 차이는 0.003만큼 크지 않았다. 이어서 교육 유무 조절변수를 투입하여 분석을 해보았을 때 직무만족도에 미치는 차이는 크지 않다는 결과를 발견했다. 둘째, ‘공감적 진술기법’에 대해서는 R제곱값이 교육 유무에 따라 조절차이는 나타났다. 이에 대한 유의확률이 0.000에서 0.025로 P≤0.05보다 작다는 유의미한 결과는 발견되었다. R제곱값의 차이가 0.33만큼 나타났다. 이어서 교육 유무조절변수를 투입하여 분석을 해보았을 때 직무만족도에 미치는 차이가 크다는 사실을 발견하였다. 셋째, ‘과학적 내용분석(SCAN)기법’에 대해서는 R제곱값이 교육 유무에 따라 조절차이는 나타났다. 이에 대한 유의확률이 0.000에서 0.027로 P≤0.05보다 작다는 유의미한 결과는 발견되었다. R제곱값의 차이가 0.004만큼 나타났다. 이어서 교육 유무 조절변수를 투입해보니 오히려 직무만족도를 약화시킨다는 결과를 발견했다. 넷째, ‘캐묻기 질문기법과 과학적 내용분석(SCAN)기법’을 독립변수로 하고, 매개변수를 ‘공감적 진술기법’으로 하여 중간에 설정하고 직무만족을 종속변수로 하여 진술기법 교육훈련을 받은 집단과 받지 않은 집단으로 구분하여 경로분석을 하였다. 결과로는 교육받은 집단의 직무만족도가 높다는 결과를 발견하였다. 이 연구를 종합해보면 진술기법 (캐묻기 질문기법, 공감적 진술기법, 과학적 내용분석(SCAN)기법) 교육훈련에 있어 직무만족도 차이에 대해 ‘성별’에는 차이가 없었지만 ‘교육 유무’에 따른 차이가 있었음을 발견하였다. 또한 각 진술기법 교육훈련에 따른 신임 지역 경찰공무원의 직무만족도 간의 인과관계가 있음을 발견할 수 있었다. 그러나 현실은 지역 경찰공무원에게 마땅한 전문적인 진술기법 교육은 이루어지지 않고 있다. 이에 경사 이하 신임 경찰공무원을 교육하는 중앙경찰학교와 신임 경찰관을 교육하는 경찰대학에서 진술기법 교육개선을 위한 노력이 있어야 한다. 아울러 재직 지역 경찰공무원을 대상으로 교육훈련하는 경찰인재개발원에서도 진술기법 교육훈련을 개선할 필요성이 있다. 이러한 진술기법 교육훈련의 개선으로 인해 직무만족도가 높은 지역 경찰공무원의 치안 서비스를 받은 국민도 경찰을 바라보는 대국민 만족도도 함께 증가 할 수 있을 것이다.

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목차

제 1 장 서론 ····························································· 1
1. 연구의 목적 ························································· 1
2. 연구방법과 범위 ··················································· 3

제 2 장 이론적 배경과 선행연구 검토 ··························· 6
제 1 절 진술기법의 내용 ············································ 6
1. 진술기법의 의의 ················································· 6
2. 진술기법의 적용 ·················································· 7
제 2 절 진술기법 교육훈련과 직무만족 ························ 18
1. 진술기법의 교육훈련 ··········································· 18
2. 경찰관의 직무만족 ··············································· 20
제 3 절 진술기법 교육훈련과 직무만족도간의 관계 ········ 23
1. 이론적 맥락 ························································· 23
2. 실질적 맥락 ····················································· ··· 24
제 4 절 선행연구 검토와 가설추정 ···························· ·· 26
1. 선행연구 검토 ····················································· 26
2. 가설의 추정 ························································ 35

제 3 장 연구의 설계 ·················································· 37
제 1 절 분석모형과 가설 설정 ······································ 37
1. 분석모형 ······························································ 37
2. 가설설정 ······························································ 38
제 2 절 변수의 조작적 정의, 측정과 척도 ························ 41
1. 각 변수의 조작적 정의 ············································· 41
2. 측정과 척도 ·························································· 43
제 3 절 자료 수집과 응답자 특성 ·································· 46
1. 설문지 구성 ·························································· 46
2. 통제 및 조절변수인 성별과 교육유무에 대한 자료의 특성 ··· 47

제 4 장 분석과 실증 ·················································· 49
제 1 절 신뢰도와 타당도 ·············································· 49
1. 측정도구의 신뢰도 분석 ············································ 49
2. 측정도구의 타당도 분석 ············································ 53
제 2 절 직무만족도에 대한 각 요인간 인과관계와 차이 검정·· 58
1. 요인별 직무만족도에 미치는 인과관계 ······················· 58
2. 각 요인에 대한 변수(성별, 교육 유무)의 차이 검정 ······ 61
제 3 절 각 인과관계에 대한 교육 유무의 조절효과 ··········· 65
1. 회귀조절분석을 통한 조절효과 ···································· 65
2. 공감적 진술기법을 매개한 교육 유무의 조절효과 ·············· 73

제 5 장 분석결과의 해석과 정책적 제언 ······················ 76
1. 분석결과의 해석 ···················································· 76
2. 정책적 제언 ························································· 78


참고문헌 ·································································· 80
Abstract ··································································· 85
설문지 ····································································· 89

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