경영관행의 조직 내 확산과 편향적 조직학습

정동일(Dong-Il Jung) 한국인사조직학회 2013 인사조직연구 Vol.21 No.2

Once an organization adopts a management practice, its members begin to learn how to implement the practice in their business units. Prior research has proposed two scenarios: (1) Tight coupling, where the organization successfully implements the formally adopted practice and integrates it with existing business routines, or (2) Decoupling, where the organization adopts but does not effectively implements the practice. A third scenario is also possible, where the management practice is initially implemented and diffused widely among organizational members / subunits, but winds down rapidly soon after a short period of implementation. While anecdotally this third scenario, which I term ‘faddish coupling’, seems to be a likely outcome for many organizations, little attention has been paid to how such a trajectory comes about. Building on organizational learning theory, this paper argues that biased organizational learning by organizational members and subunits results in faddish coupling of an organizational practice. Organizational subunits can learn from their own experiences and other units’ experiences, but such experiential and vicarious learning may be extremely biased, especially when members / subunits are under pressure to commit to company strategies and newly established organizational goals. When boundedly rational decision makers are faced with such strong pressures but not equipped with related knowledge about novel management practice, they tend to narrow their search scope down to a few salient and easily accessible activities such as the most recent high-performance experiences and examples, thereby carrying out organizational learning on the basis of positively-biased information. Organizational learning from a biased sample often produces positive sentiments and perceptions about the management practice, leading to its organization-wide diffusion. However, such biased learning, together with an elevated aspiration level, is likely to aggravate the quality of decision-making, drive below-aspiration practice performance levels, incur rapidly increasing frustration, and result in the sudden collapse of the adopted practice. Using data from cross-functional process improvement teams of a leading global financial service organization (under the pseudonym Global Financial) which adopted a total quality management program in the first quarter of 1997 and formally abandoned it in the last quarter of 2000, this paper tests several hypotheses regarding the processes and consequences of biased organizational learning involved in quality team formation in 174 organizational units operating in 77 countries. I evaluated the data against the following hypotheses regarding learning bias under conditions of strong organizational pressure: Hypothesis 1: A subunit’s team formation rate will be positively affected by the most recent team performance within that subunit. Hypothesis 2: A subunit’s team formation rate will be positively affected by the most recent team performance of reference units (geographically and operationally similar units). Hypothesis 3: A subunit’s team formation rate will be positively affected by the most salient team performance of reference units. But such biased learning may not last long. As the experience with team activities accumulates, organizational units become aware that biased learning brings about relatively poor outcomes, for example, low team performance and reduced conclusion of team activities. In hypothetical terms: Hypothesis 4: As the experience with team formation accumulates, biased learning from a selected sample will decrease. Hypothesis 5: Learning from a positively biased sample will decrease team performance. Hypothesis 6: Learning from a positively biased sample will decrease the probability of successful completion of team activities. 새로운 경영관행이 조직에 도입되면, 조직의 구성원들이나 구성단위들은 이를 실행하기 위한 학습을 시작하게 된다. 새로운 관행은 기존의 제도적 배열이나 업무 현실과 긴밀히 결합(tight coupling)되어 성공적으로 제도화될 수도 있고, 기존의 기술이나 제도적 배열과는 분리(decoupling)된 채 아예 실행되지 않거나 최소한으로 실행될 수도 있다. 하지만 때에 따라서는 조직 상층부의 강력한 지원 하에 단위부서들 사이에 빠르게 확산되고 광범하게 실행되지만, 머지않아 그 확산의 속도만큼이나 빠르게 소멸되어 가는 소위 ‘유행적 결합’(faddish coupling) 현상이 나타나기도 한다. 이 논문에서는 강한 시간적 압박과 조직적 압력 하에서 진행되는 조직 구성단위들의 편향적 조직학습이 유행적 결합을 만들어내는 한 가지 기제가 될 수 있다고 주장한다. 전사적 차원에서 강하게 추진되고 있는 전략적 지향에 빠르게 승선해야 하는 구성단위들은 폭넓은 탐색과 면밀한 분석에 의존한 조직학습을 수행하는 대신, 소수의 가시적인 성공 사례들에 과도하게 주목하는 편향적 조직학습을 수행할 가능성이 높다. 학습 표본의 편향적인 선정과 더불어 성공에 대한 높은 기대치는 의사결정의 질을 떨어뜨리고 실행의 성과와 그 지속성에 부정적인 영향을 줄 뿐만 아니라, 궁극적으로는 경영관행에 대한 좌절과 광범한 거부를 초래할 수 있다. 이 논문은 1990년대 말 품질경영 프로그램을 도입한 한 다국적 금융기업을 대상으로 다기능팀의 형성과 그 성과에 대한 경험적 분석을 수행 함으로써 이러한 주장을 검증한다. 분석 결과, 높은 조직적 압력 하에 놓인 부서들은 탐색의 범위를 극도로 제한하는 경향이 있었다. 구체적으로 부서들은 시간적으로 근접한 경험, 특히 높은 가시적인 성과를 보인 팀활동을 학습표본으로 선정하여 경험적 학습 및 대리학습을 수행했다. 또한 이러한 편향적 조직학습은 팀활동의 지속성과 그 성과에 부정적 영향을 주는 것으로 나타났다. 편향된 조직학습으로 인한 성과의 하락과 그로부터 형성되는 부정적 피드백은 전사적 차원에서 품질경영 프로그램의 빠른 쇠퇴에 적지 않게 기여한 것으로 판단된다. 이러한 결과를 토대로 이 연구가 어떻게 조직학습이론의 발전과 경영유행 현상의 이해에 기여할 수 있는지 토의한다.

조직 문화와 조직 학습: 조직 학습적 관점에서의 조직문화와 시스템 사고

홍민기 ( Hong Min Kee ) 한국시스템다이내믹스학회 2017 한국시스템다이내믹스 연구 Vol.18 No.1

Recent researches in organizational learning have become increasingly aware of the confidence and impact of organizational culture on management based on learning. Cultural perspective have pervasively proliferated in learning organization, although the discourses of culture have undergone a threadbare remark or the hiatus of theoretical studies due to concentrating of learning organization on managerial practices. This view intends to prioritize learning(culture) rather than stability, short-term financial performance, survival, efficiency in organizational management. This study focuses on identifying the relationship of organizational culture and learning. The ways of describing the organizational culture refer to shared assumptions, values, beliefs, meaning, sense-making and understanding in organization as cognitive and thinking systems. They should construct a process of organizational realities that allow people to see and understand particular events, actions, goals, objects, languages or symbols and also provide a basis for making their behaviors sensible and meaningful. This study embraces to keep these themes to the organizational learning and reviews the cultural factors that affect to the organizational learning. It is necessary to recognize that these factors are intermingled with multi-level dimension in the discourse of organizational learning, therefore to base on system thinking perspective to address the organizational learning no less linearly(analytically) than integrally. It assumes that various many factors have feedback loops to interconnect each other. Such historical experiences result in organizational knowledge to develop into learning.

기술혁신형 중소벤처기업의 기업가적 지향성, 조직학습, 사회적 자본, 성과와의 관계 분석

문혜선 ( Hye Seon Moon ),이상명 ( Sang Myung Lee ) 한국중소기업학회 2016 中小企業硏究 Vol.38 No.1

기업가적 지향성은 기업의 성과 창출에 기여하는 주요 요인 중 하나로서 그동안 기업가정신과 기업 성과와의 관계에 대해 많은 논의들이 이루어져 왔다. 그러나 기업가적 지향성은 성과 창출에 필요한 구체적인 기업의 행동이나 실행과정이 아니라 이를 뒷받침하는 기업의 태도 및 경향성을 의미한다. 따라서 이러한 경향성이 어떤 구체적 실행과정을 거쳐 성과로 실현되는지, 그 경로에 대한 이해가 필요하지만 아직까지 관련 논의가 미흡한 실정이다. 따라서 본 연구는 기업가적 지향성이 어떤 실행과정을 통해 기업 성과로 창출되는지를 조직학습의 매개효과 검증을 통해 논의하였다. 또한 기업이 조직학습을 통해 성과를 창출하는 과정에서 조직학습의 매개효과를 촉진하는 기업 내부의 요인으로서 사회적 자본의 역할을 논의하였다. 기술혁신형 중소벤처기업을 대상으로 실증분석을 수행한 결과 조직학습의 매개효과가 유의하게 나타남으로써 기업가적 지향성은 조직학습 실행과정을 통해 기업 성과로 실현됨을 알 수 있었다. 또한 기업 내부 사회적 자본의 구조적 측면과 관계적 측면이 기업가적 지향성이 조직학습을 매개로 기업성과에 영향을 미치는 과정에 미치는 조절효과를 분석한 결과, 사회적 자본의 관계적 측면은 기업가적 지향성을 바탕으로 조직학습을 통해 성과를 창출하는 과정에서 긍정적 조절효과를 갖지만, 사회적 자본의 구조적 측면은 영향을 미치지 못하는 것으로 나타났다. Entrepreneurial orientation has been considered to be a major factor that contributes to firms`` performances. Therefore, there have been many previous researches on the relationship between entrepreneurial orientation and firms`` performances. However, entrepreneurial orientation is managerial attitude that gives a firm a basis for strategic decisions and it should be differentiated from entrepreneurial actions. In this regard, it is necessary to understand the process on how entrepreneurial orientation contributes to firms`` performance. Hence, this study intends to examine which process mediates entrepreneurial orientation and firms`` performance from the perspective of organizational learning. We also try to discuss which factor moderates the relationship between organizational learning and firms`` performance. Particularly, we focus on internal factors of firms as moderating variables because small and medium enterprises often depends on internal resources and capability in the organizational learning process. So, we discuss internal social capital such as structural social capital and relational social capital as moderating variables. The empirical analysis shows that organizational learning mediate the relationship between entrepreneurial orientation and firms`` performance. It implies that entrepreneurial orientation has no direct impact on performances but impacts on firms`` performance through organizational learning. Entrepreneurial orientation can be implemented and integrated during the process of organizational learning. Firms can also transfer entrepreneurial orientation into action and create new knowledge by the process. So, the performance of a firm depends on how it implements organizational learning actively. Hence, it is recommended that firms focus how to encourage organizational learning as well as how to raise entrepreneurial orientation for their growth and better performance. Specifically, small and medium enterprises whose resources and capabilities are limited need to commit their resources and capabilities to organizational learning for their performance. Next, in terms of the moderating effect of internal social capital, the results show structural social capital which means the pattern of networks between employees and divisions has no significant effect on the relationship between organizational learning and firms`` performance, while relational social capital which includes network strength and trust between employees and divisions has positive impact on the relationship. This result implies that neither the number of employees who attend meeting and internal relationship nor the number of meeting has no impact on the relationship between organizational learning and firms`` performance. On the other hand, relational social capital that includes strong bond and trust between employees showed a positive impact on the relationship between organizational learning and performance. Therefore, the higher relational social capital, it facilitate the relationship between organizational learning and performance. Hence, firms are recommended to focus on strengthen the quality of intra-organizational relationship and trust between employees rather than on increase the number of meeting and employees who attend intra-organizational relationship for better performance from organizational learning.

학습조직의 세 가지 메커니즘

김문주(Moon-Joo Kim),윤정구(Jeongkoo Yoon) 한국인사관리학회 2012 조직과 인사관리연구 Vol.36 No.1

본 연구는 학습조직에서 언급하는 세 가지 메커니즘인 일원학습(single-loop learning), 이원학습(double-loop learning), 그리고 삼원학습(triple-loop learning)이 팀 효과성에 미치는 영향력간의 관계를 다루고 있다. 많은 연구자들이 불확실한 경영환경에서 지속적인 비교우위를 가져올 수 있는 핵심적인 요소로서 지식을 공유하는 일원학습의 메커니즘을 통해 진정한 학습조직(learning organization)이 될 수 있다고 주장하고 있지만 이러한 일원학습과 다른 보다 고차원적 학습에 대한 연구는 활발히 진행되지 못하였다. 이에 본 연구에서는 기업의 구성원들을 대상으로 일원학습을 넘어서 이원학습과 삼원학습의 학습 메커니즘이 의사결정의 질에 대한 매개효과를 통해 팀 성과와 팀 혁신에 미치는 영향력을 알아보았다. 또한 조직의 지원(perceived organizational support)이 이와 같은 학습 메커니즘을 어떻게 강화시켜 줄 수 있는지의 조절효과를 검증해보았다. 그 결과, 일원학습을 가능하게 하는 지식의 공유(knowledge sharing) 뿐만 아니라 이원학습을 가능하게 하는 생산적인 담론(dialogue)과 삼원학습을 가능하게 하는 정체성 공유(identity sharing) 모두 의사결정의 질을 향상시키고 이는 다시 팀 효과성에 긍정적인 영향을 주는 것으로 밝혀졌다. 또한 이원학습을 가능하게 하는 생산적인 담론이 조직지원과의 상호작용을 통해 긍정적인 영향력을 강화시키는 것으로 나타남으로써 조직지원의 조절효과가 규명되었다. 자신들의 약점을 적극적으로 평가하고 과업에 대해 허심탄회하게 이야기하며 실수에 대해 공개적으로 언급하는 생산적인 담론의 영향력이 조직지원을 높게 인지하는 팀에서 더 긍정적으로 작용한다는 것이다. 결국, 팀 제가 정착되고 있는 우리나라 조직에서는 팀 원들 사이에서 지식의 공유를 지지하는 차원을 한 단계 넘어서 생산적인 담론을 적극적으로 권장하고 정체성을 공유하는 것 또한 매우 장려되어야 할 조직학습이 될 수 있음을 보여준다. This study investigates how organizational learning affects decision making quality which in turn affects team effectiveness. Many researchers for organizational learning have emphasized on the single loop learning which focuses on sharing task knowledge as a key to survive in competitive environment. On the top of this mechanism, this study draws research attention to the roles of higher mechanisms for organizational learning: double loop learning and triple loop learning. Specifically, we theorize how the three mechanisms of organizational learning promote team effectiveness through decision making quality. This study also predicts that perceived organizational support will moderate the positive effects of organizational learning on decision making quality. Perceived organizational support works as a supporting mechanism when teams need to challenge the established team norms or standards to attain team’s higher goals. Finally, we predicts that decision making quality mediate the effects of organizational learning on team innovativeness and performance. The results indicate that all three levels of organizational learning increase decision making quality. There also found the significant moderation effects of perceived organizational support by double loop learning only on decision making quality. Dialogue as a double loop learning could be reinforced under the perception of organizational support for the teams. The effects of three learning mechanisms on team performance and innovativeness as well as the moderation effect of organizational support by dialogue were mediated by decision making quality. We discussed implications of findings in details.

신입비서의 조직사회화 학습과정에서 일어나는 학습영역, 학습원천 및 학습 성공지표에 관한 질적 연구

권아름(Kwon, Ah-Reum),백지연(Paek, Jeeyon),마크 누펠드(Neufeld, Marc) 한국비서학회 2017 비서·사무경영연구 Vol.26 No.2

이 연구의 목적은 신입비서의 조직사회화 학습과정에서 발생하는 학습영역, 학습 성공지표, 학습원천을 도출하고 이들의 관계를 정립하는 것이다. 이를 위한 세부 연구 목표로는 첫째, 신입비서가 조직사회화의 과정에서 배우고자 하는 학습영역을 도출하고, 둘째, 학습원천을 도출하고, 셋째, 학습 성공지표가 무엇인지 도출하여, 마지막으로 학습영역별로 나타나는 학습 성공지표를 도출하고 성공지표별로 그에 대한 원천이 무엇인지 확인하는 것이다. 연구절차로 문헌연구를 통해 다층적 조직사회화 학습이론을 선정하여 조직사회화 학습과정에 관련 있는 요인들을 도출하였다. 이를 바탕으로 반구조화된 질문을 작성한 후, 총 23명의 신입비서를 대상으로 일대일 심층면담을 진행하였다. 수집된 면담내용은 전사한 뒤, 코딩작업과 범주화 작업을 거쳐 연구결과를 분석하였다. 조직사회화의 학습영역은 직무역할 수행, 동료집단, 조직의 역사․ 목표․ 가치관, 조직의 미래전망으로 확인되었다. 조직사회화의 학습 성공지표는 자신의 역할과 부가적인 역할을 적절하게 수행, 조직과 사회적 융합을 이룸, 내적 안정성의 향상, 조직에 대해 긍정적으로 외부에 묘사하는 것으로 나타났다. 학습원천은 동료, 상사, 멘토, 공식적 사회화, 조직문서, 전임자, 개별학습으로 도출되었다. 이러한 결론을 바탕으로 다음과 같이 제언한다. 첫째, 연구의 신뢰도와 타당도를 높이기 위해 연구 대상자의 선정과정에서 실제 비서직의 종사자와 유사한 산업군의 분포로 진행하는 것이 필요하며, 둘째, 고용형태에 따른 결과를 따로 도출하는 연구가 필요하다. The purpose of this study is to identify the source, area, and success indicators of learning occurring in the process of organizational socialization by reflecting on the specificity of the new secretary and to establishing basic data to help organize organizational socialization. Specific questions of this study are presented as follows: First, what is the learning area that a new secretary tries to achieve in the process of socialization? Second, what is the learning source in the new secretarial organization? Third, what is the indicator that the new secretary succeeded in adapting to the organization through the process of organizational socialization learning? Fourth, what are the success metrics for each learning area achieved through the organizational socialization learning process, and what is the source of the success metrics? In order to solve the research questions, the researcher developed a new semi-structured questionnaire and conducted 23 times interviews based on, a new model for organizational socialization by Cooper-Thomas and Anderson(2006). Twenty-three new secretaries were interviewed, and the interview results were coded, categorized and analyzed. The learning areas for organizational socialization have been identified in four ways. The role of the new secretary, his or her peer group, the organization"s history, goals and values, and the future outlook of the organization. Indicators that showed that the learning of organizational socialization was successful were as follows: successfully fulfilling their role, carrying out additional roles, enhancing social cohesion within the organization, enhancing internal stability within the organization, and positive external descriptions of the organization. Learning sources of organizational socialization are determined by identifying factors from whom they have learned from such as colleagues, supervisors, mentors, formal socialization programs, organizational documents, predecessors, and individual learning. Finally, learning areas, learning sources, and learning success metrics for organizational socialization have the following relationships. If learning the task role and learning a peer group are successful, the individual role and additional roles are performed well. The success of learning about the organization"s history, objectives, and values has resulted in reaching a successful indicator of achievement and social cohesion. Learning about the organization"s future prospects has been confirmed to be met with an indication of its role, internal stability, and an indication of positive external representation of the organization. Sources of learning success indicators are through peers, supervisors, mentors, formal socialization programs, organizational documents, predecessor studies, and individual learning. Social cohesion with the organization is learned through peer, supervisor, mentor, formal socialization programs, organizational documents and predecessor. Social cohesion with the organization is learned through peers, supervisors, mentors, formal socialization programs, organizational documents and predecessors, Internal stability is achieved through peers, supervisors, mentors, formal socialization, and organizational documents. Finally, the success metrics for positive external descriptions are learned through peers, supervisors, mentors, formal socialization and organizational documents. This study has two suggestions based on the conclusion. First, in order to increase the credibility and validity of the research, it is necessary to proceed with a similar industrial distribution of actual secretarial staff to the actual secretary of the research. Second, a study by results of the employment status is necessary.

일반 논문 : 조직학습 수준과 조직몰입 및 지각된 조직성과의 관계에 관한 연구

이철기 ( Cheol Ki Lee ) 한국중소기업학회 2011 中小企業硏究 Vol.33 No.4

본 연구는 충청지역의 중소기업을 대상으로 조직학습 수준과 조직몰입 및 지각된 조직성과의 관계를 분석하였다. 구체적으로 개인, 집단 및 조직수준 학습과 조직몰입 및 지각된 조직성과 사이의 직접적 관계와 조직학습의 각 수준과 지각된 조직성과 사이에서 조직몰입의 매개효과를 분석하였다. 이를 위해 충청지역의 산업분포를 반영한 150여개 기업의 800명의 응답자로부터 얻은 설문자료에 대해 실증분석을 하였다. 실증분석 결과, 개인 수준학습과 집단 수준학습 및 조직수준 학습 모두 조직몰입 및 지각된 조직성과에 정(+)의 유의한 영향을 미치는 것으로 나타났다. 또한 조직몰입에 대해서는 개인수준, 집단 수준 및 조직수준 학습의 순서로, 영향을 미치며, 지각된 조직성과에 대해서는 개인수준, 조직수준 및 집단 수준학습의 순서로 영향을 미치는 것으로 나타났다. 조직학습은 지각된 조직성과에 대해 직접적인 효과를 갖지만, 조직몰입을 통한 간접적인 효과가 보다 큰 것으로 나타나 조직몰입은 조직학습과 지각된 조직성과를 부분적으로 매개하는 역할을 하는 것으로 나타났다. 마지막으로 실증분석 결과를 요약하고, 연구결과가 중소기업의 조직학습에 미치는 이론적, 실무적 영향과 시사점을 제시하고, 향후 연구방향과 논문의 한계에 대해 논의하였다. Increasing competition, speedy environmental changes, scarce resources and globalization have made organizational learning a critical component for organizational success and a competitive advantage in the long term. As concerns for organizational learning and organizational success increase, researches which examine the relationship between organizational learning and various important organizational variables such as job satisfaction, organizational commitment, short term or long term performance variables (e.g. financial achievement, quality improvement, product service innovation, etc.) attract a lot of attention. The main purpose of this paper is twofold : First, it examines the relationship between the three levels of learning in an organization-individual level learning (ILL), group level learning (GLL), organizational level learning (OLL)-and organizational commitment (OC) and perceived organizational performance (POP) in small and medium enterprises (SMEs) settings. Second, it examines whether there are direct effects of the three levels of learning (ILL, GLL, and OLL) on POP, or mediate effects of OC between the three levels of learning (ILL, GLL, and OLL) and POP. This study refers to the stocks of learning as learning that resides within a level : individual, group, and organization. These stocks can be distinguished from the flow of learning across levels to provide feed-forward and feed-back. The three levels of learning can be defined as follows(Bontis, Crossan, and Hulland, 2002) : Individual learning captures the processes of intuiting and interpreting. It focuses on the generation of innovative insight, taking actions that are experimental in nature, breaking out of traditional mind-sets to see things in new and different ways, scanning the external environment, developing the competency to complete one`s job, having a sense of pride and ownership in one`s work, and being aware of the critical issues that affect one`s work, all at the level of the individual. Group learning captures the process of integrating. It includes elements such as effectively working in groups, having productive meetings, having the right people to address the issues, and communicating key elements of dialogue including being prepared to share both successes and failures, encouraging diversity, and effective conflict resolution. Organizational level learning involves embedding individual and group learning into the non-human aspects of an organization`s systems, structures, procedures and strategy. In this case the stock of learning is referred to as organizational memory. Furthermore, this embedded learning needs to be aligned so that systems, structures, and procedures support a strategic orientation that position an organizational well within its competitive environment. I developed three sets of hypotheses through literature review : The first set of three hypotheses (H1-1, 1-2, 1-3) are related with the direct relationship between learning at each of the three levels and organizational commitment. The second set of three hypotheses (H2-1, 2-2, 2-3) are related with the direct relationship between learning at each of the three levels and perceived organizational performance. The third hypothesis (H3) is related with the mediating effect of organizational commitment between learning at each of the three levels and perceived organizational performance. In order to test the hypotheses, I used measurement instruments of which their reliability and validity were verified through a series of preceding research. The strategic learning assessment map developed by Bontis et al.(2002) and Crossan, Lane, and White(1999) is used for analyzing the relationship between the three levels of learning and perceived organizational performance. The Organizational Commitment Questionnaire (OCQ) developed by Mowday, Steers, and Porter(1979) is used to measure organizational commitment. About 150 SMES in the ChungCheong region voluntarily agreed to take part in this research. Finally data was gathered from a total of 800 respondents and used in statistical analysis to test the hypotheses. I tested for the reliability and validity of all measurements relating to the five constructs in two stages. In the first stage, exploratory factor analysis of all items using the principal component analysis (PCA) was examined. All the items were loaded into the five constructs with relatively high values as expected. In the second stage, results of confirmatory factor analysis using structural equation modeling yielded an adequate model fit for the proposed factor structure (X2 = 926.591, df = 259, p = .000, RMR = .060, RMSEA = .057, NFI = .937, CFI = .954). All items were loaded on their respective constructs and were statistically significant. Furthermore, I computed the composite reliability of each construct. The composite reliability for each construct is above the .70 suggested by Nunnally(1978) which indicates adequate reliability. I checked the convergent and discriminant validity of each construct. The standardized CFA loadings present evidence of convergent validity. The square root of the average variance extracted was greater than all corresponding correlations indicating adequate discriminant validity. To test the hypotheses relating to the direct effects of organizational learning multiple regression analyses including organizational commitment and perceived organizational performance as dependent variables respectively were analyzed. The results suggested that all the hypotheses relating to the direct effects were verified. All the three levels of learning (ILL, GLL, and OLL) are positively associated with organizational commitment as stated in H1.1-H1.3 (p < .001). Also all the three levels of learning (ILL, GLL, and OLL) are positively associated with perceived organizational performance as stated in H2.1-H2.3 (p < .001). To test the mediating effect of organizational commitment, I followed the procedure suggested by Baron and Kenny (1986). The results show that the effects of the levels of learning on perceived organizational performance is partially mediated by organizational commitment. Therefore the hypothesis that the relationship between the three levels of learning and perceived organizational performance would be mediated by organizational commitment was only partially verified. The results of this study suggest valuable meaning and various implications at the academic and practical level for SMEs. First, all three levels of learning are positively associated with organizational commitment and perceived organizational performance. This result suggests that as verified in Western studies, organizational learning in SMEs can be the most critical element to transforming an existing traditional organization to a performance oriented organization (Gilley and Maycunich, 2000). To intensify individual, group and organizational level learning would make important contributions to the organization in achieving sustainable competitive advantages as well as demonstrating strong financial performance. Therefore, it is the duty of the CEO and senior management in SMEs to devote effort to continually strengthen the three levels of learning and enhance the level of organizational commitment and effectiveness in the long term. Contrary to expectation, the results of regression analysis suggest that individual level learning has a greater effect than group level learning or organizational level learning. I had expected organizational level learning to make organizational members share the mental model of the organization and align with the organizational strategy, system and operating procedures to enhance the level of organizational commitment and performance. I believe that this discrepancy in expectation is caused by the perception of respondents of the organizational learning level in their own organizations. Respondents can be biased that the individual level learning is more important than the other levels of learning. If so, organizations have to focus on the individual level learning to get the desired results such as organizational effectiveness. On the other hand, it can be caused by the perception of respondents in overestimating the value of individual level learning more than reality assuming the condition that group and organizational level learning is relatively less activated than individual level learning. Organizational commitment has a partial mediating role between the level of organizational learning and perceived organizational performance. This result suggests the importance of the role of organizational commitment to enhance organizational performance. In conclusion, I recommended future research to examine more mediating variables such as the effect of human resource management systems and organizational trust on organizational commitment and performance, and the effects of inter-organizational learning level between SMES or SMEs and large scale organizations. Other further research directions are suggested. Finally several limitations to be aware of in this study are presented. Especially the possibility of measurement errors incurred when measuring invisible phenomena such as organizational learning, limitations in employing only survey questionnaires and self reporting errors are pointed out.

Assessment and strategy of organizational learning of small and medium sized enterprises

황석 한국기업교육학회 2012 기업교육과인재연구 Vol.14 No.2

Organizational learning program for small and medium sized enterprises (SMEs) presumes that the longer they stay and have more groups and activities in the program, the better in the assessment of organizational learning. This study seeks to assess organizational learning and preferred strategic factors of the program. Also it examines the relationships between each of those perceptions and the program involvement characteristics of SMEs. The result shows that the appropriate combination of the number of group and the number of activity improves the assessment of organizational learning. The perception on preferred strategic factors shows some significant differences among characteristics of firms. As firms increase the number of activities, to some extent, they would demand more supports. However, when they attain some equilibrium of the number of activity and supports, then their demand for support seems to be declined. When the firm is settled in the program and exerts its efforts for the organizational learning, selected and differentiated strategic factors should be ready to use. Evaluation of the organizational learning in the program should adopt rigid methods to provide prescriptive measures to the SMEs located in various levels in their organizational learning endeavors. The findings of the study will provide which characteristics are influential for the organizational learning efforts and the validity of the strategies used in the program.

여성인력이 인지한 조직문화유형이 조직학습에 미치는 영향연구: 감성역량의 매개효과를 중심으로

장은진,백지연 한국기업경영학회 2013 기업경영연구 Vol.20 No.5

The purposes of this study are to analyze the effects of women workforce’s perceived organizational culture types on organizational learning, and to analyze moderating effect of emotional competency on that relation. The research questions are aimed as follows. First, to investigate the effects of women workers’ perceived organizational culture types on organizational learning. Second, to investigate the effects of emotional competency on the relation above. The data for the research was collected via Internet survey, and no demographic-statistical limitations except for sex distinction were applied in order to collect participants having various characteristics of their own. Out of the collected questionnaires, 298 were used in statistical analysis by SPSS 18.0 program. According to the results of this study, organizational learning shows different statistical significances by types of organizational culture. Clan culture, adhocracy culture and market culture had positive effects on knowledge creation out of organizational learning process and among them; clan culture had the greatest influence on knowledge creation. Clan culture had positive effect on knowledge sharing out of organizational learning process. Clan culture, adhocracy culture and hierarchy culture had positive effects on knowledge storage out of organizational learning process and among them; hierarchy culture had the greatest influence on knowledge storage. Clan culture and market culture had positive effects on knowledge utilization out of organizational learning process and between them; market culture had greater influence on knowledge utilization. In the investigation of the research question for control effects of emotional competency, emotional competency had control effect on the positive effect of market culture on knowledge creation. Emotional competency had control effects on the negative effect of hierarchy culture on knowledge sharing, and the negative effect of market culture on knowledge sharing. Emotional competency did not have control effect on the influence of organizational culture types on knowledge storage. Emotional competency had control effect on the positive effect of market culture on knowledge utilization. The significance of this study focused only on female office workers is that this study could be utilized as basic material to compare and analyze with other existing studies about organizational learning in which a large number of male objects were involved and also this study suggests that emotional competency has meaningful effects on relation between organizational culture and organizational learning. 본 연구의 목적은 여성인력이 인지하는 조직문화유형이 조직학습에 영향을 미치는지 검토해 보고 감성역량이 이러한 영향관계에서 조절변수의 역할을 하는지 알아보는 것이다. 연구결과 여성인력이 인지하는 조직문화의 유형에 따라 조직학습은 유의미한 차이가 나타났다. 관계지향문화, 혁신지향문화, 시장지향문화는 조직학습의 과정 중 지식창출에 긍정적 영향을 미치는 것으로 나타났으며 그 중에서도 관계지향문화의 영향력이 가장 큰 것으로 나타났다. 관계지향문화는 조직학습의 과정 중 지식공유에 긍정적 영향을 미치는 것으로 나타났다. 관계지향문화, 혁신지향문화, 위계지향문화는 조직학습의 과정 중 지식저장에 긍정적 영향을 미치는 것으로 나타났으며 그 중에서도 위계지향문화의 영향력이 가장 큰 것으로 나타났다. 관계지향문화 및 시장지향문화는 조직학습의 과정 중 지식활용에 긍정적 영향을 미치는 것으로 나타났으며 그 중 시장지향문화의 영향력이 더 큰 것으로 나타났다. 여성인력이 인지하는 조직문화유형이 조직학습이 미치는 영향에 대한 감성역량의 조절효과를 살펴보면, 시장지향문화의 정도가 높아져 지식창출에 긍정적 영향을 미치는 데 있어 조절효과가 있었다. 위계 지향문화의 정도가 높아져 지식공유에 부정적 영향을 미치는데 있어 조절효과가 있었으며, 시장지향문화의 정도가 높아져 지식공유에 부정적 영향을 미치는데 있어서도 조절효과가 있었다. 조직문화유형이 지식저장에 영향을 미치는데 있어서는 조절효과가 나타나지 않았으며 시장지향문화의 정도가 높아져 지식활용에 긍정적 영향을 미치는데 있어 조절효과가 있었다.

질문한다, 조직학습

김영규(Young-Kyu Kim),박상찬(Sangchan Park),배종훈(Jonghoon Bae) 한국인사조직학회 2015 인사조직연구 Vol.23 No.4

본고는 “조직학습이론의 과거, 현재, 그리고 미래”(이무원, 2015)에서 제시된 조직학습 이론이 나아가야 할 방향 세 가지, 즉 타 이론과의 통합을 통한 내적 확장, 조직학습이론 발전과정에 대한 성찰적 고찰, 새로운 방법론 및 인식론을 통한 조직학습이론의 재조명 등의 과제에 관해 살펴보고, 조직학습이론의 발전방향에 대한 질문과 제언을 공유하는 것을 목적으로 한다. 먼저, 필드 간 확장 및 통합을 위한 이론의 발전에 관해서 연결망이론 관점에서 살펴보았다. 통합적 연구가 주로 이루어지는 분야가 좁은 의미의 학습에 한정적이라는 점이 지적되었으며, 그럼에도 향후 두 이론간 소통 가능성은 높을 것으로 평가되었다. 둘째, 조직학습이론의 발전과정을 살펴보고 새로운 틀을 제시하기 위해 신제도주의이론 관점에서 이론이 ‘제도화’된 것이 아닌가 하는 문제 제기를 통한 성찰과 타 이론과의 개방적 대화의 필요성을 제기하였다. 셋째, 조직학습 본연의 가치, 즉 조직학습의 고유 메커니즘으로서 ‘조직다움’을 이론에서 회복할 수 있는 방안에 관해 논의해 보았다. 이러한 논의를 바탕으로 타 조직이론과 통합에 선행하는 타 학습이론과의 개방적 대화, 조직학습이론이 조직이론으로서 위상을 갖기 위해 이론적 설명을 제공할 수 있고, 또 해야 하는 문제로서 조직구조와 전략의 미시적 기초, 그리고 조직학습이 다루었다고 주장하나 실제로는 다루지 못한 주제로서 학습과 권력에 대해 토론하였다. 이를 통해 조직학습이론이 더 완성도 있는 조직이론으로 발전하기를 기대한다. This paper reviews and shares our feedback on the three directions of the organizational learning theory suggested by “The Past, Present, and Future of Organizational Learning” (Rhee, 2015) – a theoretical elaboration by integrat-ing with other organization theories, introspective examination on theoretical development, and reillumination of the organizational learning theory using new methodology and epistemology. First, we examine the issue of theoretical development through an expansive integration with other theoretical fields from the perspective of network theorists. Although the issue of learning in a narrow sense has practically been the only subject that the network theory and the organizational learning theory are integratively applied to, we also foresee good chances of fruitful integrative research efforts between the two theories. Second, employed from the new institutional theory, we suggest the need for open conversation with other theories by asking if the organizational learning theory has been “institutionalized.” Third, to restore the original value of the organizational learning theory, we discuss how to recover the theory’s “organizationality” as a unique mechanism in organizational learning. Based on these points, we discuss the necessities of more interactions with other learning theories, more considerations on organization structure and the micro-foundation of strategy, and some underdeveloped key concepts, such as learning and power. Through this paper, we aspire to help scholars take the organizational learning theory to the next level.

대기업 대졸 초기 경력자의 자기주도학습능력과 조직학습의 관계: 의사소통능력의 매개효과와 직속상사의 변혁적 리더십의 조절된 매개효과

이지혜,이찬 한국직업교육학회 2016 職業 敎育 硏究 Vol.35 No.5

The purpose of this research was to prove the mediating effect of communication competence between the relationship of self-directed learning ability and organizational learning, and find the moderating effect of transformational leadership of the relationship among self-direct learning ability, communicational competence, and organizational learning. The target population was college graduates with early careers in large corporation. The survey was undertaken with 316 participants. The data were analyzed through hierarchical regression analysis and bootstrapping, and the result of the research is as follows. First, self-direct learning ability had a positive effect on organizational learning. Second, both communication competence for effectiveness and communication competence for appropriacy had an mediating effect in the relationship of self-directed learning ability and organizational learning. Third, transformational leadership had a moderating effect on the relationship of self-directed learning ability and organizational learning mediated by communication competence of appropriacy. Thus, not only does the person with an ability to actively learn directly affect the organizational learning by trying to obtain and utilize information for organizational learning, but also communication competence for appropriacy when interacting with others, effects the organizational learning indirectly. Also, as the level of transformational leadership of the supervisor decreases, the mediating effect of communication competence for appropriacy in the relationship between self-directed learning ability and organizational learning increases. This result proves the mediating effect of communication competence as well as the effect of the moderating mediation through transformational leadership of supervisor. The following result was used to discuss literature reviews and recommendations. 이 연구는 대기업 대졸 초기 경력자를 대상으로 자기주도학습능력이 조직학습에 미치는 영향을 밝히고 두 변인 관계에서 의사소통능력의 매개효과를 검증하며, 이러한 매개효과를 조절하는 변혁적 리더십의 조절된 매개효과를 검증하는 것을 목적으로 하였다. 이를 위해 대기업 대졸 초기 경력자를 유의 표집하여 316개의 자료를 분석에 활용하였다. 이에 위계적 회귀분석과 부트스트래핑 분석을 실시한 결과는 다음과 같다. 첫째, 자기주도학습능력은 조직학습에 정적 영향을 미치는 것으로 나타났다. 둘째, 자기주도학습능력과 조직학습과의 관계에서 목적달성 의사소통능력, 관계유지 의사소통능력은 각각 부분매개 하는 것으로 나타났다. 셋째, 자기주도학습능력이 관계유지 의사소통능력을 매개하여 조직학습에 간접적으로 미치는 영향을 직속상사의 변혁적 리더십이 조절하는 것으로 나타났다. 즉, 학습을 적극적으로 수행해나가는 능력이 높은 학습자일수록 조직의 내외부로부터 받은 지식이나 정보를 활용하고 창출하는 조직학습이 효과적으로 발생할 수 있도록 직접적으로 영향을 미칠 뿐 아니라, 이러한 상호작용 과정에서 관계유지를 위한 의사소통능력을 통해 간접적으로 조직학습에 영향을 미치는 것을 알 수 있었다. 또한, 직속상사의 변혁적 리더십의 수준이 낮을수록 자기주도학습능력이 관계유지 의사소통능력을 매개하여 조직학습에 미치는 영향이 상대적으로 높았다. 이러한 연구결과는 자기주도학습능력과 조직학습 간의 관계를 매개하는 의사소통능력의 역할을 확인했다는 점과, 관계유지 의사소통능력의 매개효과가 직속상사의 변혁적 리더십에 따라 달라질 수 있다는 것을 실증적으로 검증했다는 측면에서 의의를 가진다. 이와 같은 결론을 토대로 본 연구의 이론적 의의와 시사점에 대해서 논의하였다.