본 연구는 조모를 위한 코칭리더십 프로그램을 통하여 손자녀의 긍정적인 상호작용 기술향상과 손자녀를 존중하고 존경받는 리더로서 리더십을 신장시키고 코칭과 리더십의 통합적 접근을 필요로 하고 있다. 따라서 본 연구는 조모를 위한 코칭리더십 향상과 통합적 접근 및 발전을 위하여 프로그램을 개발하고 효과를 분석하는 것에 목적이 있다. 이에 따라 설정한 연구문제는 다음과 같다.

연구문제 1. 조모를 위한 코칭리더십 프로그램을 개발한다.
연구문제 2. 조모를 위한 코칭리더십 프로그램의 효과를 분석한다.

첫 번째 단계로 조모를 위한 코칭리더십 프로그램의 개발을 위해 문헌연구를 통하여 프로그램 목적을 설정하였다. 다음으로 조모 코칭리더십 프로그램의 개발을 위해 조모 코칭리더십 스크립트와 동영상, 놀잇감, 동화 스크립트, 각색동화, 톡톡보물주머니 총 5개의 도구를 개발하였다. 조모 코칭리더십 스크립트는 과잉연습기간에 조모와 손자녀간의 코칭리더십 대화를 활용 할 수 있도록 구성하였고, 동영상은 스크립트를 기반으로 제작되었다. 동영상은 실제 GRAND교육에 참여한 조모를 대상으로 조모-딸-손녀 3대가 함께 살고 있는 집으로 방문하여 편안한 분위기와 라포를 형성한 후, 동영상 연출에 따라 모니터링-재촬영의 반복과정을 거쳐 수정·보완하였다. 편집과 자막처리 등의 과정을 거쳐 TRE-AS-URE 모듈별 코딩규칙이 잘 드러날 수 있도록 동영상 3개를 제작하였다. 코칭리더십 놀잇감은 황금원 모델의 이해를 돕기 위해 교육 시 실제 활용된 것으로써, 순종신발, 자기모자, 섬김장갑, 신호등을 선정하고 활용하여 리더십 함양을 이끌 수 있었다. 코칭리더십 동화 스크립트는 한국영리더십센터(2012)에서 출간된 ‘매일멋진영리더’ 동화책들을 기반으로 코칭과 리더십의 통합으로 개발하였다. TREASURE Talk 모듈별 대화기술에 따라 스크립트를 개발하고 황금원모델을 기반한 리더십, 습관, 구인을 포함되어 통합적 접근이 가능하였다. 이 스크립트를 바탕으로 쉽고 흥미롭게 코칭과 리더십의 통합으로 각색동화를 개발되었다. 프로그램의 도구와 훈련체계를 효과적으로 활용하고 있는지 확인하기 위해 ‘톡톡보물주머니’가 개발되었고, 코칭과 리더십의 통합으로 3개의 보물주머니와 그에 해당하는 각각의 구성품으로 TREASURE 모듈별 명칭카드, 리더십동화명칭카드, 사자성어카드를 개발하였다.
개발된 모든 도구들은 조모 코칭리더십 프로그램의 목적에 맞게 제작되었는지를 파악하기 위하여 해당 전문가를 대상으로 1, 2, 3차에 걸쳐 전문가 타당도를 검증받아 수정·보완하여 최종 확정하였다.
두 번째 단계로는 조모를 위한 코칭리더십 프로그램의 교육·훈련체계를 개발하였다. 훈련체계의 구성은 프로그램의 내용, 교수방법, 목표반영, 대상의 수준 및 적합성에 대한 전문가 내용타당도 과정을 통해 검증하였으며 그 결과 8시간의 조모 교육·훈련 체계가 완성되었다. 교육·훈련체계는 GRAND모델을 활용하였으며 총 8회기이며, 각 회기별 60분씩 총 8시간 GRAND 교육·훈련을 실시하였다. 1회기는 G(Grandmother), 2회기는 R(Respect), 3∼4회기는 A(Always), 5∼6회기는 N(Nice), 7∼8회기는 D(Develop)이다. GRAND는 조모를 위한 프로그램으로 조모와 손자녀간 존중하는 관계를 기본철학으로 매일매일의 보물대화와 생활 속 멋진 리더로서의 조모의 존재가치와 역할 및 조모와 손자녀와의 의미 있는 관계를 알고 손자녀-조모 간 상호 발전하는 코칭리더십 프로그램으로 구성하였다. 이 프로그램에는 조모 18명이 참여하였고, 교육에 앞서 개발한 5가지 도구를 교육·훈련체계별로 활용했다. 총 3회의 8시간 GRAND 교육 후 7일간 가정학습을 실시하도록 하여 과잉연습을 수행하도록 하였다. 과잉연습의 마지막 날에는 C-FT를 통한 텔레코칭을 개별적으로 실시하였다. 이를 통해 조모 18명 모두 정해진 시간 내에 TREASURE Talk 코칭모델의 모듈별 코딩규칙을 사용하였음이 확인되었고, 황금원 모델을 활용한 리더십 내용 또한 과잉연습이 되고 있음을 검증하였다.
세 번째 단계로는 조모를 위한 코칭리더십 프로그램의 효과를 분석하였다. 실험처치는 실험통제집단 사전-사후-추후검사로 설계되었으며, 대상은 실험집단 조모 18명, 통제집단 조모 18명이다. 효과검증에 사용된 측정도구는 CICAIO(Coaching Inventory Child-Adult Interaction Thurough Observation), ACNIS(Adult-Child Negative Interaction Scale-base on CCTV model), 황금원 모델에 대한 KP지필테스트(Knowledge-Practice)이며, 사후검사와 추후검사에서는 TTCS(TREASURE Talk Coding System) 모델에 의한 톡톡보물주머니 일치도와 합격률을 추가로 실시하였다. 분석은 척도의 하위요인에 대한 평균과 표준편차를 살펴보고, 독립표본 t-검증과 대응표본 t-검증을 실시하였다. 동질성 확보를 위해 사전검사로 실험집단과 통제집단 간 독립표본 t-검증을 실시한 결과 유의한 차이를 보이지 않았다.
사전-사후검사 간 대응표본 t-검증을 한 결과 관찰을 통한 아동-성인 상호작용코칭척도(CICAIO)에서 사전검사와 사후검사 간의 차이가 통계적으로 유의미하게 나타났다. CCTV모델에 기반으로 한 성인-아동 부정적 상호작용척도(ACNIS)에 대하여 명령하기, 비난하기, 꼬리표달기, 잔소리하기, 전체 부정적 상호작용에서 통계적으로 유의하게 낮아졌다. 황금원 모델에 대한 지필테스트(KP) 결과 사전검사의 평균보다 사후검사의 평균이 높아졌으며, 사전검사와 사후검사 간의 차이가 통계적으로 유의미하게 나타났다. TTCS모델에 의거한 톡톡보물주머니 검사결과 전문가 2명의 일치도는 94.4%였고 18명 중 15명이 통과하여 합격률이 83.3%였다.
프로그램 처치 후 한 달 뒤 사전-추후 검사간, 사후-추후 검사간 대응표본 t-검증의 결과 아동-성인 상호작용 코칭척도 중 TRE는 사전에 비하여 프로그램 후 높게 향상되었고 프로그램 처치 한 달 후에 더욱 향상되었으며 통계적으로 유의미하게 나타났다. URE는 사전에 비하여 프로그램 후 높게 향상되었고 프로그램 처치 한 달 후에 더욱 향상되었으며 통계적으로 유의미하게 나타났다. TRE, URE 전체에서도 사전에 비하여 프로그램 후 높게 향상되었고, 프로그램 처치 한 달 후에 긍정적인 상호작용이 더욱 향상되었으며 이는 통계적으로 유의미하게 나타났다. 따라서 아동-성인 상호작용 수준은 프로그램 전에 비하여 프로그램 후 높이 향상되었고 프로그램 이후에는 프로그램 직후보다도 향상되어 아동-성인 긍정적 상호작용은 가정 내에서 활발하게 연습되고 습관화됨을 확인할 수 있었다.
성인-아동 부정적 상호작용 수준에 대한 실험집단 사전-사후-추후 차이검증 결과 하위범주별로 살펴보면 명령하기, 비난하기, 꼬리표달기, 잔소리하기는 사전에 비하여 추후 검사가 통계적으로 유의미하게 낮게 나타났으며 사후-추후 검사에서는 통계적으로 차이가 없었다. 따라서 성인-아동 부정적 상호작용의 하위영역은 프로그램 처치 전에 비하여 프로그램 후 매우 낮아졌으며 그 효과는 프로그램 이후에도 유지되는 것으로 나타났다. 전체 부정적 상호작용은 프로그램 직후에 비하여 오히려 더 낮아져 효과가 지속될 뿐 아니라 습관화, 체내화 되었음을 확인할 수 있었다. TTCS(TREASURE Talk Coding System) 모델에 의거한 톡톡보물주머니의 전문가 일치도는 사후검사와 추후검사가 각 94.4%였으며 합격률은 사후검사가 83.3%에서 추후검사가 72.2% 다소 낮아졌으나 전반적으로 높은 합격률을 보였다.
결론적으로, 본 연구는 조모를 위한 코칭리더십프로그램을 개발하고 효과를 분석하는 것에 그 목적이 있고, 이를 위해 조모를 위한 코칭리더십 스크립트 1개와 동영상 3개, 코칭리더십 놀잇감 4개, 코칭리더십 동화스크립트 18개, 코칭리더십 각색동화 18개, 코칭리더십 톡톡보물주머니와 3회기 8시간의 GRAND 교육·훈련체계가 개발되었다.
또한, 조모 코칭리더십 프로그램의 효과는 관찰을 통한 아동-성인 상호작용코칭척도(CICAIO), CCTV모델에 기반으로 한 성인-아동 부정적 상호작용척도(ACNIS), 황금원 모델에 기초한 지필테스트(KP), TTCS(TREASURE Talk Coding System) 모델에 의거한 톡톡보물주머니를 통해 이루어졌으며, 사전-사후-추후 검증의 단계를 거쳐 분석되었다. 그 결과 실험집단 조모에게 유의미한 효과가 있음이 확인 되었다.

키워드: 조모, 손자녀, 코칭, 리더십, GRAND모델, TREASURE Talk 코칭모데, 황금원 모델

This study through a coaching leadership program for grandmothers, it needs to improve their positive interaction skills, to enhance their leadership as respected leaders, and to approach coaching and leadership in an integrated manner. Therefore, the purpose of this study was to develop a program and analyze its effectiveness for improving coaching leadership and developing an integrated approach and skill improvements for grandmothers. To achieve this purpose, the research questions set up as follows.

Research questions 1. Develop a coaching leadership program for grandmothers.
Research questions 2. Analyze the effectiveness of the coaching leadership program for grandmothers.

As a first step, the purpose of a coaching leadership program for grandmothers was set through the literature study. Next, five tools were invented for the development of a coaching leadership program for grandmothers: Coaching leadership script and video for grandmothers, playthings of coaching leadership, scripts of fairy tales, adapting fairy tales, and a Tok-Tok treasure bag. The coaching leadership script for grandmothers was designed to utilize coaching leadership conversation between grandmothers and grandchildren during over-practice period, and the video was based on the script. The video was modified and supplemented through the repetition process of monitoring and re-shooting according to the video production after visiting the house where grandmothers, daughters and granddaughters, who participated in the actual GRAND education, lived together and formed a comfortable atmosphere and rapport. Three videos were produced to facilitate the presentation of the coding rules by the TRE-AS-URE module through editing and subtitling. The playthings of coaching leadership were actually used in education to help understanding of the Golden Circle model, and they were able to lead leadership cultivation by selecting and utilizing obedience shoes, self-hats, serving gloves, and traffic lights. The script of fairy tales for coaching leadership was developed through the integration of coaching and leadership based on the fairy tales book titled by "Everyday Wonderful Young Leader" published by the Korean Young Leadership Center (2012). According to the TREASURE Talk modules, the script was developed, and an integrated approach was possible by including leadership, habits, and job creation based on the Golden Circle model. Based on this script, adapting fairy tales were developed with easy and interesting integration of coaching and leadership. To verify whether the program was effectively utilizing the tools and training system, a ‘Talk-Talk treasure bag’ was developed. With the integration of coaching and leadership, three treasure bags and corresponding components were developed, including name cards for each TREASURE module, name cards for fairy tales of leadership, and four-character idiom cards. All the developed tools were finally confirmed by the validity of the experts through the first, second, and third tests to determine whether they were designed for the purpose of coaching leadership program for grandmothers.
The second step was to develop a teaching and training system of the coaching leadership program for grandmothers. The composition of the training system was verified by experts on the contents of the program, teaching method, reflection of the goal, target level and suitability, and as a result, the eight-hour teaching and training system for grandmothers was completed. The GRAND model was used for the teaching and training system, and the GRAND teaching and training was conducted for a total of eight hours in the eighth session, 60 minutes for each session. The first session was G(Grandmother), the second session was R(Respect), the third and fourth sessions were A(Always), the fifth and sixth sessions were N(Nice), and the seventh and eighth sessions were D(Develop). GRAND was a program for grandmothers, and it was composed of basic philosophy that respected the relationship between grandmothers and grandchildren. It consisted of daily treasure conversation, the existence value and role of a grandmother as a wonderful leader in life, and the coaching leadership program that facilitated mutual development between grandmothers and grandchildren. 18 grandmothers participated in the program, and five tools mentioned above were used by each steps of the teaching and training system. After three times of eight hours GRAND training, home learning was conducted for seven days to perform over-practice. on the last day of over-practice, tele coaching through C-FT was conducted individually. Through this, it was confirmed that all 18 grandmothers used the module-specific coding rules of the TREASURE Talk coaching model within a fixed time, and the leadership contents using the Golden Circle model were also over-practice.
The third step was to analyze the effect of coaching leadership program for grandmothers. The experimental treatment was designed as pre-post-follow up tests for the experimental and control group, and the subjects were 18 grandmothers in the experimental group and 18 grandmothers in the control group. The measurement tools used for the effect verification were CICAIO (Coaching Inventory Child-Adult Interaction Through Observation), ACNIS (Adult-Child Negative Interaction Scale-base on CCTV model), and Knowledge-Practice written test based on the Golden Circle. In the post-test and the follow-up test, the consistency and acceptance rates of a Tok-Tok treasure bag based on the TTCS (TREASURE Talk Coding System) model were further examined. The average and standard deviation of the sub-factors of the scale were analyzed, and independent sample t-test and paired sample t-test were conducted. In order to guarantee homogeneity, independent sample t-test between the experimental group and the control group was conducted as a pre-test, so that there was no significant difference.
As a result of paired sample t-test between the pre-test and the post-test, the difference between the pre-test and the post-test was statistically significant in the Coaching Inventory Child-Adult Interaction Through Observation(CICAIO). As for the Adult-Child Negative Interaction Scale (ACNIS) based on CCTV model, commanding, blaming, tagging, nagging, and overall negative interactions were statistically significantly lower than others. The results of the written test (KP) based on the Golden Circle model showed that the average of the post-test was higher than the average of the pre-test, and the difference between the pre-test and the post-test was statistically significant. As for the examination of a Talk-Talk treasure bag based on the TTCS model, the consistency of two experts was 94.4%, and 15 out of 18 grandmothers passed the test, which the acceptance rate was 83.3%.
Over one month after the program ended, paired sample t-test between the pre-follow up test and the post-follow up test was conducted. The TRE among the child-adult interaction coaching scales was improved higher than before, and it was improved more over one month after the program ended, which was statistically significant. The URE among the child-adult interaction coaching scales was also improved higher than before, and it was improved more over one month after the program ended, which was statistically significant. After the program ended, even one month later, the overall TRE and URE were improved higher than before, and positive interactions had been further improved, which had been statistically significant. Thus, the level of child-adult interaction was improved higher after the program ended compared to before the program started, and one month later after the program ended, the level of child-adult interaction was improved higher than immediately after the program ended, so it was confirmed that child-adult positive interactions were actively practiced and made habituation at home.
As a results of pre-post-follow up tests for the experimental group about adult-child negative interaction level, the follow-up test was statistically significantly lower than the pre-test in commanding, blaming, tagging, and nagging, and there was no statistically difference in the post-follow up tests. Therefore, the sub-factors of adult-child negative interactions were significantly lower after the program ended than before the program started, and the effect was maintained after the program ended. The overall negative interactions were lower than immediately after the program ended, confirming that not only continued the effect but also became habitual and internalized. As for the examination of a Talk-Talk treasure bag based on the TTCS (TREASURE Talk Coding System) model, the consistency of experts was 94.4% for the post-test and the follow-up test, and the acceptance rate was 83.3% for the post-test and 72.2% for the follow-up test, but overall the acceptance rate was higher.
In conclusion, this study was aimed at developing a coaching leadership program for grandmothers and analyzing its effectiveness. For achieving this purpose, one script for coaching leadership and three videos, four playthings of coaching leadership, 18 scripts of fairy tales for coaching leadership, 18 adapting fairy tales for coaching leadership, a Talk-Talk treasure bag, and the GRAND teaching and training system, which consisted of 3 sessions for 8 hours were developed.
In addition, the effectiveness of the coaching leadership program for grandmothers was examined by Coaching Inventory Child-Adult Interaction Through Observation (CICAIO), Adult-Child Negative Interaction Scale (ACNIS) based on CCTV model, the written test (KP) based on the Golden Circle model, and a Talk-Talk treasure bag based on the TTCS (TREASURE Talk Coding System) model, and it was analyzed through pre-post-follow up tests. As a result, it was confirmed that there was a significant effect on grandmothers of the experimental group.
Keyword: grandmothers, grandchildren, coaching, leadership, GRAND model, TREASURE Talk coaching model, Golden Circle model