After experiencing the IMF crisis in 1997, the National Competency Standard (NCS) was developed and completed from 2002 to 2014, and by utilizing this, the government implemented a parallel work-learning system from 2014 to reduce the youth unemployment rate and build a flexible labor market. In 2016, quantitative achievements were achieved by introducing IPP work-learning for graduates of 4-year universities.
On the other hand, there were many opinions that the performance was insufficient in terms of quality. Therefore, this study selects important characteristics of the training process from the characteristics of the main elements (learning workers, company field teachers, learning companies, training program, and support for training program) that make up work-learning training, and structurally analyzes the effects between the characteristics. Therefore, it was carried out to suggest implications for improving work learning training performance.
In the study, first, we analyzed whether the personal characteristics of the learning worker (task mastery) and the personal characteristics of the company field teacher (authentic leadership) influence the training performance of the learning workers(organizational commitment, employment) by using the characteristics of the learning enterprises(social integration, social support) as parameters. Next, the purpose of this study was to analyze whether the characteristics of training program support (IT support, field orientation) affect the training performance (organization commitment, employability) of learning workers by taking the systematic training process as a parameter.
The study was conducted by distributing an online questionnaire by Google App to 270 learning workers from 9 universities participating in IPP work-learning, and verifying the significance of the collected 209 responses using a structural equation. As a result of the verification, the relationship of influence among all variables was confirmed except that social integration of the learning company did not significantly affect the organizational commitment of learning workers. In other words, it was confirmed that there was a positive (+) relationship between the personal characteristics of the learning workers (task mastery) and the personal characteristics of the company field teachers (authentic leadership) in the characteristics of the learning enterprises (social integration, social support).
Next, it was confirmed that the social integration of learning enterprises has a positive relationship with the employability of learning workers, and that social support has a positive relationship with organizational commitment and employability. Subsequently, it was found that IT support and field orientation which are the support characteristic of the training program were also positively related to the systematic training process. It was also confirmed that the systematicity of the training process had a positive relationship with the organizational commitment and the employability of learning workers.
It is thought that the results of this study can contribute to the training performance by selecting learning workers, company field teachers, and learning companies as reference materials for the development and operation of training programs. In other words, IPP learning workers select students with high task mastery and conduct task-oriented training in Off-JT for the first semester. The field teacher is appointed as a senior employee with authentic leadership and must include the process of fostering authentic leadership in the field teacher training program. In a learning company, it is necessary to establish an organizational culture in which all members are interested in and support learning workers. Subsequently, it is necessary to build an IT environment so that training can be performed smoothly using LMS, operate the training process centered on the field, and strengthen the systematicity of the training program.
As such, the results of this study, obtained through empirical analysis of the relationship between learning workers and company field teachers, learning companies, and learning programs, are considered to be very meaningful in that they can be directly applied to training sites. Nevertheless, it is compelling to admit that there are some inadequacies in this study. First, it is a survey and analysis of the training program and the business situation, focusing on the perception of learning workers. It is considered that it is more appropriate to examine the opinions of the executives (institution representatives, IPP university managers, corporate HRD officers, etc.) than learning workers regarding IT support for training operations or the nature of training programs (field-oriented). However, it is a pity that the researcher was forced to investigate the study workers due to the spatial and temporal limitations of the researcher himself. In the next study, I think it would be better to conduct an in-depth cross-research with learning workers, field teachers, development experts, and co-center personnel for more objective and fair research.
Second, this study limited the sample that researchers can access, and surveyed only about 18% of the total number of IPP learning workers. As of the end of 2019, about 1,100 students participated in training at 37 IPP work-learning universities, but only 209 (about 19%) of 9 universities (24%) surveyed this study. I think it would be somewhat difficult to apply it to the entire IPP work-learning.
Lastly, the universities and companies surveyed in this study are concentrated in the Seoul and Chungcheong regions (approximately 85% of all respondents), so it seems to be somewhat unreasonable to expand the research results nationwide. I think it would be good to work together to ensure that even regions are sampled equally.

Key words: IPP Work-Learning, Task Mastery, Authentic Leadership, IT Support, Field Orientation, Social integration, Social support, Training Program, Organizational Commitment, Employability