팀역량이 팀효과성에 미치는 영향에 관한 연구

국문 초록 (Abstract)

1990년대 국내 기업 내 본격적인 팀제의 도입 이후 팀의 구조는 경영환경 변화에 맞추어 자생적 변화를 끊임없이 이어가고 있다. 이러한 환경 변화에 맞추어 팀과 관련된 연구가 국내․외 많은 연구자들로부터 진행되어 왔다.
다양한 팀 연구 중 하나의 분야로 팀역량에 대한 연구가 1995년 전․후하여 Cannon -Bowers et al.(1995), Druskat(1996)에 의해 시작되었고, 국내에서도 1998년 이후 팀역량 연구에 대한 지속적인 관심과 연구가 진행되어 오고 있다. 지금까지의 국내 팀역량 연구는 Cannon-Bowers et al.(1995)의 개인역량 분류방법에서 응용한 팀지식, 팀스킬, 팀태도 팀역량 연구에 초점이 맞추어져 왔다. 하지만, 그 이후 국․외 연구자들의 노력에 의해 다양한 소집단 연구가 진행되어 왔음에도 불구하고 이를 반영한 팀역량 연구는 미흡했다고 할 수 있다. 그러므로 현재의 경영환경변화를 이해하고, 미래경영환경의 변화를 예측하기 위한 보다 다양한 팀연구 접근방법의 시도가 필요한 시점이라 생각하여 Cannon-Bowers et al.(1995)의 연구 외 다른 팀 단위 연구를 비교, 분석하였다. 이러한 연구 내용 중 Thomson & Fine(2000)의 사회적 공유의미모델에 초점을 맞추어 팀역량 연구를 진행하였으며, 이에 기반한 인지-정서-행동 팀역량 도구를 구성하고 실증연구를 진행하여 다각적인 팀역량 연구의 방향을 제시하고자 하였다.
이를 위해 본 연구에서는 먼저 인지-정서-행동 팀역량 조사도구가 팀효과성에 미치는 영향에 대한 연구를 진행하여 조사도구로서의 활용성을 검토하고자 하였다. 또한, 두 가지 팀역량 모형이 팀효과성에 미치는 영향에 대한 비교 연구를 진행하였다. 이를 통해 팀효과성에 대한 팀역량 요인별 장점을 이해하고 향후 연구와 현장에서 활용할 수 있는 팀역량 조사도구로서의 설명력을 검토하고자 한다. 이를 통해 기업현장에서의 팀평가 활용도구의 다양성을 높이고, 다각적인 조직개발을 위한 평가 기회를 제공하고자 하였다. 이러한 연구목적을 달성하기 위해 112개 팀을 대상으로 분석에 들어갔다. 본 논문의 연구결과는 다음과 같다.
첫째, 인지-정서-행동 팀역량의 팀효과성에 대한 영향력 관계를 분석한 결과 팀성과, 팀학습효과, 팀혁신행동 모든 요인에 정(+)의 영향력을 미치는 것으로 나타났다. 먼저 팀성과와 팀혁신행동에 대해 팀역량 내 인지영역과 정서영역의 영향력이 크게 작용함을 확인하였다. 이는 팀 내 지식의 공유수준이 높게 형성되고, 팀의 목표달성에 대한 자신감과 팀 잔류의지가 강할수록 팀성과와 팀혁신행동의 효과가 크게 나타남을 확인한 것이다. 또한, 팀학습효과에 대해서는 팀역량 내 행동영역의 영향력이 크게 작용함을 확인하였다. 팀역량 행동역량 수준의 향상이 팀 구성원 간의 상호 학습 효과를 높여 팀학습효과에 유의한 영향력을 나타냄을 확인한 것이다.
둘째, 인지-정서-행동 팀역량과 비교 분석의 대상인 KSA 팀역량 도구의 팀효과성에 대한 영향력 또한 정(+)의 영향력을 미치는 것으로 나타났다. 팀성과와 팀혁신행동에 대해 팀역량 내 팀지식, 팀스킬과 팀태도 모두 영향력을 갖고 있음을 확인하였다. 하지만, 팀학습효과에 대해서는 팀지식만이 큰 영향력이 작용함을 확인하였다.
두 모형의 팀효과성과의 관계 연구를 통해 두 모형 모두 팀역량을 측정하는 도구로서 유사성을 갖고 있지만 결과변인과의 관계에 있어 차별적인 영향력을 보일 수 있음을 알 수 있다.
마지막으로, 새로 구성한 인지-정서-행동 팀역량 모형과 KSA 팀역량 모형과의 비교를 통해 팀효과성에 대한 팀역량 내 영향요인들의 강점을 비교하여 결과변인에 따른 팀역량 모형의 유의성을 검증해 보고자 하였다. 즉, 팀효과성의 다양한 요인에 따른 팀역량 요인들이 어떠한 차별적인 특성을 갖는지를 비교 검토하였다. 두 모형의 우열을 가리기 보다는 팀효과성의 다양한 요인들에 대한 팀역량의 설명능력을 검토하여 보다 다양한 팀연구 접근방법을 모색하고, 팀역량 결과의 활용방향을 제시하고자 하였다. 본 연구결과, 어느 팀역량 모형이 팀효과성에 대해 더 잘 설명하고 있느냐에 대해서는 의미 있는 결과를 얻기 어려웠다. 두 팀역량 모형 모두가 팀효과성에 대해 유의한 영향력을 갖고 있지만, 팀성과와 팀혁신행동의 경우는 동일한 설명력을 나타내는 부분도 있었으나, 팀학습효과에 대해서는 서로 다른 팀역량 요인이 다르게 결정되어, 결과변인에 따라 차별적인 영향요인을 나타내고 있음을 알 수 있었다. 이러한 결과를 토대로 향후 팀 특성 개발 방향에 따라 팀역량 도구의 활용을 고려할 수 있는 것으로 기대할 수 있었다.
추가적인 분석으로 인지-정서-행동 팀역량과 팀효과성 간 과업난이도와 과업다양성의 과업특성 조절효과를 분석하였다. 분석의 결과, 과업특성이 유의수준 5% 내에서는 유의한 결과를 나타내지 못하였다. 하지만 과업난이도의 경우 유의성 10% 범위 내에서 팀역량과 팀성과와 팀학습효과에 대한 조절효과가 나타났으며 또한 과업다양성의 경우도, 유의수준범위의 결과는 아니지만, 팀역량과 팀학습효과와 팀혁신행동에 대한 조절효과가 나타났다. 원활한 분석을 위한 충분한 분석자료 확보가 가능하였다면 유의수준 범위 내 명확한 조절효과가 나타났을 것으로 기대할 수 있었다. 본 가설검증을 통해 과업의 특성에 따라 팀역량의 활용방향과 그 강도를 가늠할 수 있고, 그에 따라 팀효과성을 조절할 수 있음을 알 수 있었다.
본 논문의 연구 결과는 다음과 같은 시사점을 도출해 볼 수 있다.
첫째, 팀역량에 대한 개념을 확대하여 국내학계 내 팀역량 연구의 다양성을 제고하였다고 할 수 있다. 지금까지의 팀역량 연구는 Cannon-Bowers et al.(1995)의 KSA 팀역량 모형을 중심으로 진행되어 왔다. 경영학과 심리학 분야에서 보다 세분화되고 다양한 주제로의 소집단 연구가 진행되어 왔으나, 이에 비해 국내의 팀역량 연구는 제한된 연구 분야를 갖고 있었다. 이에 Thomson & Fine(2000)의 사회적 공유의미모델 기반의 팀역량 개념을 소개하고, 관련된 팀역량 도구를 제시하여 향후 팀역량에 대한 연구범위를 확대할 수 있을 것으로 기대할 수 있었다.
둘째, 사회적 공유의미모델 중심의 인지-정서-행동 팀역량 조사도구의 구성과 실증분석 결과의 제시에 있다고 할 수 있다. 연구결과를 통해 기존 팀역량 모형인 KSA 팀역량 모형과의 비교연구를 진행할 수 있었고 이를 통해 팀역량으로서의 활용 가능여부를 검토하였다. 또한 KSA 팀역량 요인과 인지-정서-행동 팀역량 요인이 팀효과성에 어떠한 차별적 특징과 영향력을 갖게 되는지를 분석할 수 있었다. 분석의 결과, 두 팀역량 조사도구의 팀의 특성을 측정하는 도구로서의 유사성을 확인하며, 결과변인에 따라 차별적인 설명력을 가지고 있음이 검증하였다. 이를 통해 현장에서의 팀 개발 방향과 목적에 따라 팀역량 도구를 선택하여 활용할 수 있는 기회를 제공할 것으로 생각한다.
셋째, 그 동안 팀역량과 관련하여 팀효과성을 조명한 연구가 미흡하였다. 본 연구를 통해 팀역량과 팀효과성간의 영향력 관계를 조명해 볼 수 있는 기회를 마련하여 팀효과성 연구에 대한 보다 다양한 연구결과를 제공할 수 있었다. 또한 실증 결과, 팀효과성의 하위 요인에 대해 팀역량의 특성에 따라 다른 결과를 설명 받을 수 있기 때문에 향후 다양한 팀효과성 요인에 대한 연구에 있어 다각적인 검토방법을 제시해 주고 있다 할 수 있다.
하지만 본 연구에서는 팀의 상호의존성에 대한 부분을 고려하지 못한 한계가 있다. 팀 내 구성원간의 상호의존 정도, 조직 내 팀 간 상호의존 정도에 따라 팀의 특성을 달리할 수 있으며, 이를 팀의 고유 특성을 반영한 팀역량의 개념과 조사도구의 연구는 앞으로의 과제라 할 수 있다.

다국어 초록 (Multilingual Abstract)

In the 1990s, after the introduction of team system in domestic firms, team structure is constantly changing to adapt the business environment changes. According to the business challenge, domestic and foreign researchers were doing research for team study.
Team competence research as one of many team researches was started from Cannon-Bowers’s research team in 1995. After that research, researchers in Korea have been carried out in the continuous interests for team competence research. from Shim, Hwa Seop(1998). Until now, domestic team competence researches have been focused the Cannon-Bowers’s team competence definition and concept based on a competence system of knowledge, skill and attitude. After that research, the various researches for subgroup have been studied in the business administration and psychology. But domestic team competence study has shown the limits for reflect the various team research ways. Therefore, for understanding of the business environment changes, and predicting future changes in the management environment, A variety attempts of team research approaches have a important implications. And so, this study got the chance of other subgroup and team researches. And this study suggested a cognition-affect-behavior team competence measurement based on the socially shared meanings model researched by Thomson & Fine(2000) and proposed a wider variety way of team research approach.
So the purpose of this study is as follows: First, this paper introduces is cognition-affect-behavior team competence model based on Thomson & Fine research. Second, this paper is to verify a validity of cognition-affect-behavior team competence model as a team competence measurement. Third, this paper is to compare and analyze the relationship between cognition-affect-behavior team competence and team effectiveness with Cannon-Bower’s knowledge-skill-attitude team competence.
A total 112 teams in a large enterprise were surveyed for the data collection. The results of analysis can be summarized as follows: First, the analysis results of the relationship between cognition-affect-behavior team competence based on Thomson & Fine research and team effectiveness is positively related to team performance, team learning effect and team innovative behavior. Cognition factors and affect factors in team competence are positively related to team performance and team innovative behavior. this means that more communize team’s knowledge between team members and more gain confidence to team’s performance purpose achievement and strongly feel with team members in team are better highly the effects of team performance and team innovative behavior. Behavior factors in team competence are positively related to team learning effect. this means that more improve team behavior factors like leadership, communication, interpersonal, cooperation etc are better highly the effects of team learning effect.
Second, the analysis results of the relationship between knowledge-skill-attitude team competence based on Cannon-Bowers research and team effectiveness is positively related to team performance, team learning effect and team innovative behavior. Team knowledge factors, team skill factors and team attitude factors are positively related team performance and team innovative behavior. but, team learning effect are related to team knowledge factor. Through these results of analysis, cognition-affect-behavior team competence model and knowledge-skill-attitude team competence are together with the similarity measurement as a tool, but two models can be seen a differently influence with relationship between team competence factors and team effectiveness factors.
Finally, for what’s the more impact team competence factor to relate with team effectiveness, two team competence models are compare and analyze the relationship between team effectiveness. This analysis is to investigate what’s the impact factor of team competence if team competence factors have any distinctive characteristics to team effectiveness factors. Not to classify the superiority of the two models, this analysis is to examine that any team competence factor in two team competence models is more influencing to the factors of team effectiveness and to improve team research skills through a variety of approaches. The results of analysis were not significant to team effectiveness except that cognition factor in team competence have a little more influencing effects to team performance than knowledge-skill-attitude team competence. Namely, because cognition -affect-behavior team competence model and knowledge-skill-attitude team competence are gotten very similar character, two models have sinilar influence to team effectiveness. But two models have differential impact of factors depending on whether one criterion variables. So, depending on the direction of team development, team competence is that you can consider the use of tools.
Based on these results, the contribution of this study is as follows: First, this study expanded the concept of team competence and performed the empirical studies. Until now, domestic team competence research has focused the knowledge-skill-attitude team competence model based on Cannon-Bowers research. This study presented the new concept of team competence based Thomson & Fine’s socially shared meaning model and through this concept, expanded the range of team competence research.
Second, this study configured a cognition-affect-behavior team competence measurement and presented the results of empirical studies. Through the results, new team competence measurement verified the significance as team evaluation measurement with knowledge- skill-attitude team competence and the characters of two measurements that had differential impact of factors depending on whether one criterion variables. So, depending on the direction of team development, team competence is that you can consider the use of tools.
Finally, Existing research has lacked the relationship researches between team competence and team effectiveness. Through this study, the chance of empirical studies had to verify the relationship between team competence and team performance, team learning effect and team innovate behavior. Depending on what team effectiveness factors, team competence factor’s influence is applied differently in team. In other words, depending on what direction and purpose of organization development, any team competence measurement was that you can decide whether to take advantage of. According to research on a variety of team competence factors, the subsequent studies will be able to fine the various team competence’s effects.
This results of this study is to contribute the activation of team research and to provide the basic data and utility tools as team development and training plan in the field.

keywords :
Team competence, Team effectiveness, team performance, team learning effect, team innovative behavior

목차 (Table of Contents)

• 제1장 서론 1
• 제 1 절 연구의 배경 및 목적 1
• 제 2 절 연구의 절차 및 구성 6
• 제2장 이론적 배경 8
• 제 1 절 팀과 역량에 대한 이해 8
• 제 2 절 기존 팀역량에 연구에 대한 개관 15
• 제 3 절 인지-정서-행동 모델기반의 팀역량 연구에 대한 개관 34
• 제 4 절 팀효과성과의 관계 62
• 제3장 연구모형과 가설설정 76
• 제 1 절 연구모형의 설정 76
• 제 2 절 가설의 설정 80
• 제4장 연구조사방법 86
• 제 1 절 조사도구의 구성 86
• 제 2 절 자료수집 및 연구방법 93
• 제5장 실증분석결과 105
• 제 1 절 실증분석방법 105
• 제 2 절 상관분석결과 105
• 제 3 절 가설의 검증 108
• 제6장 결론 127
• 제 1 절 연구결과 및 시사점 127
• 제 2 절 연구의 한계와 향후 연구 방향 131
• 참고문헌 133
• 부록 160
• Abstract 173

참고문헌 (Reference)

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