초기 경력자의 학습동기가 무형식학습을 매개로 조직사회화에 미치는 영향

국문 초록 (Abstract)

본 연구는 학습동기가 무형식학습을 매개로 조직사회화에 미치는 효과를 실증적으로 검토하였다. 이를 위한 연구문제는 다음과 같았다. 첫째, 초기 경력자의 학습동기는 무형식학습에 어떠한 영향을 미치는가? 둘째, 초기 경력자의 학습동기와 조직사회화와의 관계에서 무형식학습이 매개하는가?
연구문제를 검토하기 위해 편의표본추출을 사용하여 근로자 300명 이상인 대기업에 근무하는 근무자 중 경력 6개월 이상 5년 이하의 초기 경력자를 대상으로 2015년 12월 20일부터 2016년 2월 19일까지 두 달 동안 온라인과 오프라인을 병행하여 수집하였다. 600부의 설문지를 배포하여 총 401명으로부터 자료를 수집하였고 이 중 불성실한 응답자를 제외하고 349부를 분석하였다.
독립변수에 해당하는 학습동기는 성과지향성, 학습지향성, 과제가치, 학습효능감을 분석하였다. 매개변수인 무형식학습은 타인과의 학습, 자기성찰, 외부탐색이었다. 종속변수인 조직사회화는 조직차원 학습결과, 부서차원 학습결과, 개인차원 학습결과로 정의하였다. 통제 변수로 개인 특성 변수는 성별, 학력, 경력기간, 직무를, 조직 특성 변수는 업종, 규모를 포함하였다. 본 연구는 이러한 변수들을 포함하는 매개모형의 검증하기위해 Baron & Kenny(1986)가 제시한 단계적 회귀분석을 실시하였다.
먼저 학습동기가 무형식학습에 미치는 효과를 분석하였다. 학습동기의 첫 번째 하위요인인 성과지향성은 타인과의 학습, 자기성찰에 긍정적인 효과를 미치는 것으로 나타났다. 하지만 외부탐색과는 유의한 관계가 나타나지 않았다. 학습지향성은 무형식학습의 모든 하위변인에 유의한 효과를 미쳤다. 과제가치 또한 무형식학습에 유의미한 효과를 미쳤다. 마지막으로 학습효능감 또한 무형식학습에 모두 긍정적인 효과를 미치는 것으로 나타났다. 경력기간은 모든 모형에서 외부탐색에 정의 효과를 보이는 것으로 나타났다.
다음으로 학습동기와 조직사회화 간의 관계와 무형식학습의 매개 역할을 살펴보았다. 그 결과는 다음과 같았다.
첫째, 성과지향성과 조직사회화의 간의 관계를 무형식학습이 부분매개하였다. 즉, 성과지향성은 조직사회화와 직접적 관계도 있지만 타인과의 학습, 자기성찰을 통한 간접인 영향도 미치는 것으로 나타났다. 하지만 외부탐색은 성과지향성과 조직사회화를 매개하지 못했다.
둘째, 학습지향성과 조직사회화 간의 관계 무형식학습이 부분매개하였다. 즉, 학습지향성은 조직사회화와 직접적 관계도 있지만 무형식학습의 모든 하위구성요인인 타인과의 학습, 자기성찰, 외부탐색을 통한 간접적 영향도 미치는 것으로 나타났다.
셋째, 과제가치와 조직사회화 간의 관계를 무형식학습이 부분매개하였다. 즉, 과제가치 또한 조직사회화와 직접적인 관계가 있으나 무형식학습을 통한 간접적 영향도 미치는 것으로 나타났다.
넷째, 학습효능감과 조직사회화 하위구성요인의 부서,직무차원 학습결과 간의 관계를 무형식학습이 부분매개하였다. 즉, 학습효능감은 부서,직무차원 학습결과와 직접적 관계도 있지만 무형시학습의 모든 하위구성요인을 통한 간접적 영향도 있음을 확인하였다. 하지만 무형식학습 중 외부탐색은 조직차원 학습결과를 매개하지 못하였다.
마지막으로 개인의 특성에 따른 차이를 확인하였다. 남성은 여성에 비해 조직차원 학습결과 높은 수준을 보였으며 경력 기간이 길수록 더 높은 수준의 외부탐색을 하고 있었으며 직무차원의 학습결과 수준이 높았다.
이러한 결과를 토대로 연구의 시사점 및 후속연구를 위한 제언을 하였다.

다국어 초록 (Multilingual Abstract)

This study empirically examined an effect that learning motivation had on organization socialization through the mediation of informal learning. Research questions for this are as follows. First, what effect does early-career employees' learning motivation have on informal learning? Second, does informal learning mediate the relationship between early-career employees' learning motivation and organization socialization?
In order to examine the research questions, early-career employees having 6-month or more and 5-year or less work experience among workers who worked in large company having 300 or more employees were surveyed online and offline at the same time by using convenience sampling for 2 months from 20 December 2015 to 19 February 2016. 600 questionnaires were distributed. And data were collected from a total of 401 persons. And among them, respondents whose response was insincere were excluded. And 349 questionnaires were analyzed.
With regard to learning motivation that corresponded to independent variable, the performance orientation, learning orientation, task value and learning self-efficacy was analyzed. Informal learning, mediating variable, was categorized into learning with others, self-experimentation and external scanning. Organization socialization, dependent variable, was defined as learning achievement at organization level, learning achievement at department level and learning achievement at individual level. Control variables included gender, learning background, period of work experience and job for individual characteristic variables and category of business and size for organizational characteristic variables. This study made a stepwise regression analysis proposed by Baron & Kenny(1986) in order to test a mediation model including these variables.
First of all, an effect that learning motivation had on informal learning was analyzed. It was shown that performance orientation, the first sub-factor of learning motivation, had a positive effect on learning with others and self-experimentation. However, no significant relationship with external scanning was shown. Learning orientation had a significant effect on all sub-factors of informal learning. Task value also had a significant effect on informal learning. Finally, it was shown that learning self-efficacy also had a positive effect on all of informal learning. It was shown that period of work experience had a positive effect on external scanning in all models.
Then, this study examined informal learning's role in mediating the relationship between learning motivation and organization socialization. The results are as follows.
First, informal learning partially mediated the relationship between performance orientation and organization socialization. In other words, though performance orientation had a direct relationship with organization socialization, it was shown that an indirect effect was also produced through learning with others and self-experimentation. However, it was not possible for external scanning to mediate the relationship between performance orientation and organization socialization.
Second, informal learning partially mediated the relationship between learning orientation and organization socialization. In other words, though learning orientation had a direct relationship with organization socialization, it was shown that an indirect effect was also produced through all sub-factors of informal learning: learning with others, self-experimentation and external scanning.
Third, informal learning partially mediated the relationship between task value and organization socialization. In other words, though task value also had a direct relationship with organization socialization, it was shown that an indirect effect was also produced through informal learning.
Fourth, informal learning partially mediated the relationship between learning self-efficacy and learning achievement at department and job level, sub-factor of organization socialization. In other words, though learning self-efficacy had a direct relationship with learning achievement at department and job level, it was verified that there was also an indirect effect through all sub-factors of informal learning. However, in informal learning, it was not possible for external scanning to mediate the relationship with learning achievement at organization level.
Finally, a difference was checked according to individual characteristics. It was shown that score on learning achievement at organization level was higher in men than in women. As the period of work experience increased, external scanning score increased, and score on learning achievement at job level increased.