학습조직의 촉진요인 및 실천요인 분석 : L 정유 사례를 중심으로

국문 초록 (Abstract)

본 연구는 최근까지의 학습조직 연구경향들을 종합적이고 체계적으로 제시해 줄 수 있는 학습조직의 통합적 프레임웍을 설정하고, 이에 기초해서 학습조직을 활성화하는 촉진요인과 학습조직의 고유한 활동에 해당되는 실천요인을 분석하여, 그 분석결과에 기초해서 해당조직에 효과적인 학습조직 요인을 제시하고자 하는 목적으로 실시되었다.
이러한 연구목적을 위해서 본 연구에서 논의하고자 하는 연구문제는 다음과 같다.

1. 조직내의 다양한 집단적 특성에 따라서 학습조직 촉진요인과 실천 요인에 차이가 있는가? 있다면 어떤 집단간에 어떤 학습조직 요인 이 차이가 있는가?

1-1. 업무집단에 따라서 학습조직 촉진요인과 실천요인에 차이가 있 는가?
1-2. 재직기간에 따라서 학습조직 촉진요인과 실천요인에 차이가 있 는가?
1-3. 직급에 따라서 학습조직 촉진요인과 실천요인에 차이가 있 는가?

2. 조직의 다양한 집단적 특성을 반영할 경우 이에 해당되는 효과적인 학습조직 촉진요인과 실천요인은 무엇인가?

3. 해당조직이 전체 조직 차원에서 조치를 취해야 할 학습조직 촉진 요인 및 실천요인은 무엇이며, 조치를 취해야 할 우선순위가 높은 것은 무엇인가?

이상의 연구문제를 밝히기 위해서 L 정유에 소속된 130명을 대상으로 설문조사를 실시하였으며, 분석 결과 밝혀진 결론은 다음과 같다.

첫째, 학습조직 추진 시 다음과 같이 조직 내의 다양한 집단적 특성이나 요구를 반영할 필요가 있다:
① 영업 집단의 경우 촉진요인의 상호신뢰, 개방적 의사소통, 끊임없는 도전, 시스템 사고, 실천요인의 지식창출, 팀학습 요인을 활성화시킬 필요성이 크다.
② 현 소속 부서에 재직 기간이 3-6년 된 집단에게는 촉진요인의 위험감수, 부문간 협력, 보상 시스템, 실천요인의 지식활용, 개인학습 요인에 초점을 둔 다양한 활동기회를 제공해 주는 것이 필요하고, 6년 이상된 집단에게는 실천요인의 환경학습 기회를 제공해 주는 것이 필요하다.
③ 직급에 따라서는 차장 이상 집단에게는 보다 적극적으로 실천요인의 지식활용 기회를 제공해 줄 필요가 있다.

둘째, 바람직한 수준과 현재수준과의 격차의 크기에 따르면서 학습조직 요인 영역간 균형을 맞추어서 학습조직 요인을 선정한다면, 촉진요인의 부문간 협력, 보상 시스템, 실천요인의 지식저장, 개인학습에 초점을 두게 될 것이고, 조직의 강점요인을 활용하면서 영역간 균형을 맞춘다면 촉진요인의 끊임없는 도전, 리더십, 실천요인의 지식공유, 팀학습 요인 등에 초점을 두게 될 것이다.

셋째, 본 연구의 적용 대상 기업인 L정유는 2-3년 동안 꾸준하게 학습조직을 추진해 왔지만, 본 연구에서 제시한 촉진요인 및 실천요인 모두가 조직 구성원들이 바라는 수준에는 도달해 있지 못했다. 이는 학습조직 추진은 단기간에 성과를 볼 수 있는 것이 아니라 장기간에 걸쳐서 꾸준하게 추진해야 한다는 것을 시사한다.

넷째, 조직의 시스템 요인은 촉진요인의 권한위임, 부문간 협력, 비전공유, 실천요인의 지식저장, 지식공유, 조직학습, 고객학습, 타사학습 등의 학습요인들과 직ㆍ간접적으로 밀접한 관련을 가질 수 있다.

다국어 초록 (Multilingual Abstract)

The purpose of this study was to integrate learning organizational factors,and then to analyze learning organizational facilitation and practice factors, and then to suggest effective learning organizational factors .
Problem statement is as following.

1. Is there difference in the effective learning organizational factors according to the organizational different groups.
2. What is effective learning organizational factors or implemental methods according to the organizational different groups.
3. In the perspectives of entire organization, what are the effective learning organizational factors with higher priority.

For this study L Oil Corporation was chosen, then a survey was conducted to 130 persons. Conclusions in this study are as following.

1. It is needed to consider different group characters as following.

① Marketing group needed facilitation factors such as mutual trust, open communication, continuous challenges, systems thinking, and practicing factors such as knowledge creating, team learning.
② The group of 3-6 years tenure needed facilitation factors such asrisk taking, corporation between divisions, compensation system, reward system, and practicing factors such as knowledge utilization, individual learning. 6 years over group needed practicing factor, environmental learning.
③ According to position level, middle manager, chjang, needed the opportunity to utilize their knowledge.

2. If we choose learning organizational factors according to the gap between desirable level and current level, and according to balance among factor areas, we will focus to facilitation factors such as corporation between divisions, reward system, and practicing factors such as knowledge storing, individual learning.

3. Even though LOil Corporation has made an effort to become a learning organization for 2-3 years, both facilitation factors and practicing factors did not reach to the level organizational members want. This imply that learning organization can not be built within 2-3 years but require long term years.

4. Organizational system factors can be connected to the facilitation factors such as empowerment, corporation between divisions, shared vision, and to practicing factors such as knowledge storing, organizalional learning, learning from customers, learning from other companies.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 필요성 1
• 2. 연구 문제 4
• 3. 용어의 정의 5
• 4. 연구의 제한점 6
• Ⅱ. 이론적 배경 7
• 1. 학습조직 개념에 대한 논의 7
• 1) 실천요인을 강조한 정의 8
• 2) 실천요인을 1차로, 촉진요인을 2차로 강조한 정의 10
• 3) 촉진요인을 1차로, 실천요인을 2차로 강조한 정의 10
• 4) 결과요인을 1차로, 실천요인을 2차로 강조한 정의 12
• 5) 본 연구의 학습조직 정의 13
• 2. 선행 연구 분석 14
• 1) 학습 프로세스에 근거한 연구 14
• 2) 학습조직 촉진요인에 근거한 연구 18
• 3) 조직의 위계적 학습유형에 근거한 연구 23
• Ⅲ. 학습조직의 통합적 프레임웍 26
• 1. 학습조직 촉진요인 27
• 1) 행동특성 요인 27
• 2) 시스템 요인 35
• 2. 학습조직 실천요인 39
• 1) 학습 프로세스 요인 39
• 2) 학습유형 요인 44
• Ⅳ. 연구방법 54
• 1. 연구대상 54
• 2. 진단도구 54
• 1) 진단도구 제작과정 54
• 2) 진단도구 신뢰도 55
• 3) 진단도구의 측정준거 및 척도 57
• 3. 자료처리 및 통계분석 방법 57
• Ⅴ. 결과분석 59
• 1. 업무분야에 따른 집단간 학습조직 요인의 차이 59
• 1) 업무분야에 따른 집단간 학습조직 촉진요인의 차이 59
• 2) 업무분야에 따른 집단간 학습조직 실천요인의 차이 65
• 2. 재직기간에 따른 집단간 학습조직 요인의 차이 70
• 1) 재직기간에 따른 집단간 학습조직 촉진요인의 차이 70
• 2) 재직기간에 따른 집단간 학습조직 실천요인의 차이 75
• 3. 직급에 따른 집단간 학습조직 요인의 차이 80
• 1) 직급에 따른 집단간 학습조직 촉진요인의 차이 80
• 2) 직급에 따른 집단간 학습조직 실천요인의 차이 84
• 4. 전체 집단의 학습조직 요인의 바람직한 수준과 현재수준간의 격차의 차이 89
• 1) 전체 집단의 격차에서 학습조직 촉진요인의 차이 89
• 2) 전체 집단의 격차에서 학습조직 실천요인의 차이 91
• Ⅴ. 논의 및 결론 93
• 1. 요약 93
• 2. 논의 95
• 1) 학습조직 추진 방법의 획일성 대 다양성에 대한 논의 95
• 2) 학습조직 요인의 보편성 대 조직의 특수성에 대한 논의 97
• 3) 시스템 요인이 학습조직 요인에 미치는 영향에 대한 논의 98
• 4) 학습조직 요인 선정시의 집중 대 균형에 대한 논의 100
• 3. 결론 및 제언 103

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