교육적 배경 다양성이 의사결정의 효율성과 팀 성과에 미치는 영향에 관한 연구

김문주(Moon-Joo Kim),윤정구(Jeongkoo Yoon) 한국인사조직학회 2012 인사조직연구 Vol.20 No.1

본 연구는 팀을 분석수준으로 현대조직이 당면한 팀 내 교육적 배경 다양성의 증가가 의사결정의 효율성과 팀 성과에 어떤 영향을 미칠 것인가를 분석하고 있다. 우리나라에서 교육이라고 하는 속성은 다른 속성들과 달리 사회이동의 수단이 되고 지위를 구분하는 중요한 요소가 될 수 있다는 점에서 다양성의 효과는 더 크게 나타날 수 있다. 이에 본 연구에서는 지위특성 이론(status characteristics theory)을 기반으로 교육적 배경 다양성을 전공, 학력, 해외교육경험으로 구분하여 지위 다양성 이론(status diversity theory)을 발전시켰다. 지위다양성 이론에 의하면, 학력 다양성과 해외교육경험의 다양성과 같은 확산적 지위(diffusive status)는 지위가 높은 구성원과 낮은 구성원 간 지위격차를 발생시킴으로써 의사결정의 효율성에 부정적인 영향을 미치는 것으로 예측하는 반면 전공 다양성과 같은 특성적 지위(specific status)의 다양성은 지위의 통합에 기여하기 때문에 의사결정의 효율성에 긍정적 영향을 미칠 것으로 예측하고 있다. 또한 본 연구는 과업지식의 공유가 지위다양성에 대한 효과를 조절해 줄 것이라고 예측하고 있다. 마지막으로 이와 같은 외생적 효과가 팀의 효과성에 미치는 영향은 의사결정의 효율성을 통해서 매개될 것이라고 예측하였다. 이를 검증하기 위해 공기업, 금융업, 제조업에서 근무하는 346명의 구성원과 84명의 팀 장 데이터를 바탕으로 구조방정식 모형을 도출하였다. 그 결과, 지위다양성 이론이 예측한대로 확산적 지위의 특성을 가진 학력과 해외교육경험의 다양성은 의사결정의 효율성에 부정적 영향을 보였다. 그러나 이론의 예측과는 달리 특성적 지위로 고려된 전공 다양성도 부정적 영향을 끼치는 것으로 판명되었다. 또한 본 연구에서는 조절효과의 예측대로 공유과업지식이 다양성의 수렴 메커니즘으로 작동하면서 교육적 배경 다양성의 부정적인 영향력을 감소시키는 것으로 나타났다. 마지막으로 의사결정의 효율성은 교육적 배경 다양성과 공유과업지식의 상호작용효과를 매개해줌이 밝혀졌다. 이러한 연구결과를 바탕으로 교육적 배경의 다양성이 우리나라 조직에 갖는 함의점과 관리자에게 주는 시사점에 대해 논의하였다. This study investigates how educational diversity affects decision making effectiveness and team performance on the team level. Educational diversity becomes a salient issue in Korea because education is key to status attainment. Educational backgrounds in Korea are a complicated system in which people collaborate with those with similar backgrounds and discriminate those with dissimilar backgrounds. To analyze the dynamics, we developed status diversity theory built upon the research of status characteristic theory and tested the theory empirically. Status diversity theory distinguishes diffusive status from specific statuses. The theory postulates that diffusive status reduces decision making effectiveness because it activates status competition and relative status ordering among team members, while specific status contributes to decision making effectiveness because it helps status integration by the nature of status aggregation. Instantiating educational level and oversea education as diffusive status and major areas as specific status, this study predicts that the diversity of educational level and oversea education dampen decision making effectiveness in teams, whereas the diversity of major areas enhances decision making effectiveness. The theory also predicts that shared task knowledge among team members will moderate negative or positive effects of educational diversity on decision making effectiveness. It is because shared task knowledge works as a converging mechanism toward team task goals among the team members. Finally, the theory predicts that decision making effectiveness mediate the effects of educational diversity and shared task knowledge on team innovativeness and performance. Consistent with the predictions, the results indicate that diversities of educational level and oversea educational experience dampens decision making effectiveness. Contrary to the prediction, however, the diversity of major areas also reduces decision making effectiveness. The results also support moderating and mediating effects. We discussed implications of confirming and disconfirming findings in details.

스마트폰 태권도 품새 교육 참가자의 교육프로그램, 교육효과, 재등록, 추천의도 간의 인과관계 분석

서영환(Sea, Young-Hwan),하인숙(Ha, In-Sook),김창모(Kim, Chang-Mo),조선하(Jo, Sun-Ha),김공(Kim Kong) 한국체육과학회 2013 한국체육과학회지 Vol.22 No.3

This study aims at presenting the effectiveness on educational aspect related to Taekwondo poomsae learning, with the traits of theories and skills, and administrational aspect in Taekwondo halls re-registration of smartphone-used poomsae educational programs. So, this study leaded to the conclusion as followings. First, the amusement and effectiveness of smartphone-used Taekwondo poomsae educational programs had a significant effect on educational effectiveness. Second, the amusement and effectiveness of smartphone-used Taekwondo poomsae educational programs didn’t have a significant effect on re-registration. The amusement of poomsae educational programs had a significant effect on recommendation intention, but utility didn’t have a significant effect. Fourth, the educational effect through smartphone-used Taekwondo poomsae educational programs didn’t have a significant effect on re-registration and recommendation. But, re-registration had a significant effect on recommendation intention. But, as for the causal relationship among educational programs, educational effectiveness, re-registration, and recommendation of the participants in smartphone-used Taekwondo poomsae education, the anmsement and utility of martphone-used poomsae educational programs had an effect on re-registration through educational effectiveness. The relation with recommendation intention was not effective a little. But, as for the amusement and utility of poomsae educational programs, total effectiveness was higher than directive effectiveness in general relationship among educational effectiveness, re-registration, and recommendation.

노인일자리 사업의 교육 만족도가 사업효과성에 미치는 영향 : 일자리 만족도의 매개효과

신계수,권승숙 한국벤처창업학회 2015 벤처창업연구 Vol.10 No.5

This study examined what effect the educational satisfaction level in the grey job project had on the business effectiveness and verified the effect the participant education satisfaction level had on the project business effectiveness ultimately by influencing the job satisfaction. This study utilized the source data of the senior job project old participant status survey of the Korea senior manpower development center which was conducted in 2013, and the non-proportional stratification sample extracting method was used which considered the project type, regional size, and cities/provinces. Sejong City was excluded from the survey target and the survey targeted 2,005 persons except for non-response or response-irrelevant persons concerning this study question. The collected material was analyzed by using SPSS WIN 21.0 program. The frequency and percentage were calculated to apprehend the general characteristic of the study target. Also, the regression analysis was conducted to examine the effect the educational satisfaction level had on the business effectiveness of the senior job project, and the hierarchical regression analysis was conducted in order to examine the mediated effect of the job satisfaction level in the effect the educational satisfaction level had on the business effectiveness of the senior job project. The main result of this study is as follows. First, among the effects the educational satisfaction level had on the business effectiveness, both interest level of educational contents and the job utilization of education had a significant effect on the psychological effect, and the interest level of the educational contents had a significant level on the physical/social effect, and the job utilization of education had a significant effect on the economic effect. Second, in the effect the educational satisfaction level had on the business effectiveness, the job satisfaction level was confirmed the job satisfaction level had a partial mediated effect in the effect the educational satisfaction level had on the psychological/physical/social effect. The job satisfaction level was confirmed the job satisfaction level had a complete mediated effect in the effect the educational satisfaction level had on the economic effect. Also, The job satisfaction level was confirmed the job satisfaction level had a partial mediated effect in the effect the educational satisfaction level had on the business effectiveness. Consequently, the educational contents according with the demand of job participants will have to be developed and the exclusive manpower must be arranged to conduct the education effectively. Also, making participants feel a pride on the job fully will largely contribute to raising the business effectiveness because the job satisfaction level has a positive effect on the business effectiveness. 본 연구는 노인일자리 사업에서의 교육 만족도가 사업효과성에 어떠한 영향을 주는지 살펴보고, 참여자 교육 만족도가 일자리 만족에 영향을 미처 궁극적으로 사업효과성에 미치는 영향을 검증하였다. 본 연구는 2013년 수행된 한국노인인력개발원의 노인 일자리사업 참여노인 실태조사의 원자료를 활용하였으며, 사업유형, 지역규모, 시도 등을 고려한 비비례층화표본 추출방법을 활용하였다. 조사대상에서 세종시는 제외하였으며, 이들 중 본 연구 문제와 관련한 문항에 무응답 또는 응답 비해당자를 제외시킨 2,005명을 대상으로 하였다. 수집된 자료는 SPSS WIN 21.0 프로그램을 이용하여 분석하였다. 분석기법으로는 연구대상자의 일반적 특성을 파악하기 위해 빈도와 백분율을 산출하였다. 또한 교육 만족도가 노인일자리 사업의 사업효과성에 미치는 영향을 알아보기 위해 회귀분석을 실시하였으며, 교육 만족도가 노인일자리 사업의 사업효과성에 미치는 영향에서 일자리 만족도의 매개효과를 알아보기 위계적 회귀분석을 실시하였다. 본 연구의 주요 결과는 다음과 같다. 첫째, 교육 만족도가 사업효과성에 미치는 영향 중 심리적 효과에는 교육내용의 흥미도와 교육의 직무 활용도 모두가 유의미한 영향을 미쳤으며, 신체적·사회적 효과에는 교육내용의 흥미도가 유의미한 영향을 미쳤으며. 경제적 효과에는 교육의 직무 활용도가 유의미한 영향을 미쳤다. 둘째, 교육 만족도가 사업효과성에 미치는 영향에서 일자리 만족도는 교육 만족도가 심리적·신체적·사회적 효과에 미치는 영향에서 부분매개효과가 있음을 알 수 있다. 일자리 만족도는 교육 만족도가 경제적 효과에 미치는 영향에서 완전매개효과가 있음을 알 수 있다. 또한 일자리 만족도는 교육 만족도가 사업효과성에 미치는 영향에서 부분매개효과가 있음을 알 수 있다. 결과적으로 일자리 참여자들의 요구에 맞는 교육 내용을 개발하고, 전담 인력을 배치하여 교육이 효과적으로 진행되어야 할 것이다. 또한 일자리 만족도가 사업효과성에 긍정적인 영향을 미친다는 점에서 참여자 스스로 일에 대한 자부심을 충분히 느낄 수 있도록 한다면 사업효과성을 높이는데 크게 기여할 것이다.

공공 부문 갈등관리 교육 효과성 연구

강병준(Byoung Jun Kang) 한국인사행정학회 2017 한국인사행정학회보 Vol.16 No.3

한국사회가 발전하면서 정책과정에서 갈등이 증가하고 있다. 정부는 갈등을 완화하고 지속적인 관리를 위해 갈등관리 전문 교육기관을 지정하고 공공 부문 종사자를 대상으로 갈등관리 교육을 실시하고 있다. 그러나 그동안 갈등관리 교육에 대한 실제적인 효과성은 검증되지 못했다. 따라서 본 연구의 목적은 공공 부문 갈등관리 교육이 효과적인지에 대한 영향관계를 밝혀내는 것이다. 분석결과를 살펴보면, 교육 참여 동기 및 기대, 교육 강사 전문성, 교육내용 충실성, 교육환경 적절성, 교육운영 적절성, 소속기관 교육관심 및 기대 등의 독립변수가 종속변수인 교육성과와 교육효과에 통계적으로 유의미한 정(+)의 관계를 나타내었다. 그리고 종속변수인 교육추천에 다른 독립변수들이 정(+)의 영향관계를 나타냈지만 소속기관 교육관 심 및 지지는 통계적으로 유의미한 영향 관계가 나타나지 않았다. 또한 종속변수인 교육훈련 효과성 변수 의 교육성과, 교육효과, 교육 추천의 관계를 분석하기 위해 매개 회귀분석을 실시한 결과는 교육효과가 부 분 매개 효과를 나타내었다. 본 연구는 정책적 제언으로 지속적인 교육 참여 확대를 위한 공공 부문 종사자들의 갈등관리 교육 참여 확대, 갈등관리 교육내용의 충실성 개선을 위한 교육내용의 다양화 및 전문화, 갈등관리 교육 이후 연계 프로그램을 통한 사후관리, 소속기관 교육관심과 지지를 통한 교육 효과성 증진, 갈등관리 교육성과 및 교육효과의 관심을 통한 기관성과 향상 등을 제시하였다. The government has designated conflict management education institutions and implemented conflict management education to alleviate these conflicts and to continuously manage them. However, the effectiveness of conflict management education has not been verified The purpose of this study is to investigate the effectiveness of conflict management education in conflict management education students and to clarify the influence relationship. The results of the analysis show that the motivation and expectation of education, professionalism of education lecturer, enhancement of education contents, appropriateness of educational environment, appropriateness of educational management, educational interest and expectation of affiliated institution are statistically significant positive Respectively. In addition, other independent variables showed a positive (+) influence on education recommendation, but there was no statistically significant relationship between education interest and support of affiliated institutions. In addition, the regression analysis was conducted to analyze the relationship between educational effectiveness, educational effect, and educational recommendation The purpose of this study was to examine the effects of conflict management education on the improvement of the contents of conflict management education, And suggests policy alternatives such as post - management, improvement of educational effectiveness through education and support of affiliated institutions, and improvement of institutional performance through educational achievement and education effect.

구전의 정보원천이 교육서비스 판매에 미치는 영향

강계영,송인암,황희중 한국유통과학회 2011 유통과학연구 Vol.9 No.2

This study is designed to examine the effects of information source effects of the word mouth have on the formed expectations for the private institution and to explore the formed expectations’ effects on the actual sales of the educational service. Moreover, its purpose is in analyzing what medication effects the pre-conceived expectation has on selecting the educational service. After testing hypothesis, the results showed that the source effects of the information from word of mouth had a significant effect on the expectation factors, in terms of expertise, similarity, likability and familiarity expectation factors. However, it was found that effect was not significant for the truthfulness. The significant result was found on the expectation factors before visiting the private institution on selecting educational service, indicating a positive effect. As for the influence of source of the word of mouth information on selecting educational service, the results from the mediation effects of the expectation factors on selecting the educational service showed that for expectation factors, expertise had the partial mediation effect, truthfulness, perfect mediating effect, similarity, partial mediation effect, likability, perfect mediating effect, and familiarity, perfect mediating effect. A test of the mediating role of attribute expectations in the influence of WOM message source attributes on educational services choices showed the following: 1) It was proven that attribute expectations played a partial mediating role in the influence of expertise and similarity, respectively, on educational services choices. 2) On the influence of trustworthiness, likability, and familiarity on educational services choices, respectively, attribute expectations had a full mediation effect. This research differs from the previous ones, which focused only on consumer satisfaction with educational services offered by private educational institutions in that it covers not only the influences of both WOM source attributes and key component factors of educational services on both educational services choices and satisfaction with such services but also the influence of WOM source attributes on attribute expectations prior to the first visit to a particular private educational institutions, and in turn the influence of such attribute expectations on educational services choices. Most particularly, the significance of this study lies in the fact that in an effort to more clearly explain the causal relationship between WOM source effects and educational services choices a test of the mediating role of attribute expectations was conducted. Although the research seems simple, some theoretical implications can be drawn as follows:WOM message source effects on educational services choices were positive and moreover these positive impacts are likely to be reinforced by means of the mediating variable of attribute expectations.

예비교사들의 교육봉사활동의 교육적 효과 인식에 영향을 미치는 요인 연구

박민정(Park Min jung) 한국열린교육학회 2017 열린교육연구 Vol.25 No.1

본 연구는 교육봉사활동의 교육적 효과 인식에 영향을 미치는 요인들을 실증적으로 검토하기 위한 목적에서 수행되었다. 선행연구를 통해 영향 요인으로 동기요인, 내용요인, 대학요인, 기관요인 등 4개 요인을 선정하여 교육적 효과 인식에 미치는 영향을 살펴보았다. 교육봉사활동 교과목을 수강한 108명의 예비교사들을 연구대상으로 선정하였고, 자료 분석을 위해 t-test, ANOVA, 상관분석, 중다회귀분석을 실시하였다. 교육봉사활동의 교육적 효과 인식에 대한 영향 요인을 검증하기 위해 중다회귀분석을 실시한 결과 대학요인을 제외한 동기요인, 내용요인, 기관요인이 교육봉사활동의 교육적 효과 인식에 통계적 유의성이 있는 것으로 나타났다. 독립변인별 기여도에서는 내용요인, 동기요인, 기관요인 순으로 영향력을 미치고 있음을 확인하였다. 따라서 교육봉사활동의 교육적 효과에 대한 인식을 극대화하기 위해서는 이러한 영향요인들의 질을 지속적으로 관리하고 지원할 필요가 있다. This study aimed to explore the factors influencing pre-service teachers perceptions of educational effectiveness on educational service activities. Through a theoretical review, this study selected four independent factors such as pre-service teachers motivation, curriculum, and the support and management of universities, and educational institutions, in order to analyze the determinants of educational effectiveness. A total of 108 pre-service teachers participated in this study. They were asked to complete an questionnaire. The data collected from the survey was analyzed using t-test, ANOVA, correlation analysis, and multiple regression analysis. The results of this study showed that pre-service teachers motivation, curriculum, and the support and management of educational institutions had a significant effect on pre-service teachers perceptions of educational effectiveness. Specifically, it was found that among the three factors, curriculum had the greatest effect on their perceptions of educational effectiveness. This study suggested that research needs to continue to manage and support the quality of these determinants to maximize pre-service teachers perceptions of educational effectiveness of educational service activities.

교육훈련 전이성과에 따른 조직유효성연구: 체인패밀리 레스토랑중심

최성기,이창기,구본호 한국호텔관광학회 2011 호텔관광연구 Vol.13 No.3

This study is about effect of educational training of transition and organizational effectiveness focused on chain family restaurant. For test of hypothesis it has been selected three factors for educational training and three factors for organizational effectiveness as well as it tested the result of transition between causality and single factor through public acceptability. The result identified,education trainer’s ability is the most significant factor at the educational training also it impact on success of education transition and organizational effectiveness. According to result the factor of education trainer is related to the organizational effectiveness including job satisfaction, organizational vitality and intention of change job. This result indicates that the education trainer is closely influenced on organizational effectiveness therefore quality of education from certain trainer who would deliver organizational benefit also on development of organizational power. Consequently, more study on educational training program could create enhancement of catering industry.

회계교육 참여자들의 회계교육 유용성과회계교육만족도와의 매개효과분석

오희화 한국경영교육학회 2018 경영교육연구 Vol.33 No.5

[Purpose] The purpose of this study is to examine whether there is a difference in educational satisfaction in terms of demographic variables among the students in an accounting principle course which is the basic subject of accounting education. and to analyze the effect of school education environment and teaching environment on educational satisfaction. [Methodology] This study aims to analyze both the mediating effect of the usefulness of educational environment and accounting education on educational satisfaction, and the mediating effect of the usefulness of the teaching environment and accounting education on educational satisfaction. [Findings] As a result of the analysis, first, there is no difference between male and female students. Second, there is no significant difference in educational satisfaction among grades. Third, there is no significant difference in education satisfaction among majors. Fourth, teaching environment has a positive(+) effect on educational satisfaction. Fifth, educational environment has a positive(+) effect on educational satisfaction. Sixth, in the regression analysis with ‘educational environment’ as an independent variable, ‘usefulness’ as a parameter, and ‘educational satisfaction’ as a dependent variable, a dependent variable ‘usefulness’ can be considered to have a mediating effect. Seventh, the ‘usefulness’ parameter has a mediating effect in the mediated regression analysis in which ‘teaching environment’ is an independent variable, ‘usefulness’ is a parameter, and ‘educational satisfaction’ is a dependent variable. [Implications] Therefore, since the perception that the usefulness of accounting education will be a source of competitiveness after graduation or in the planning of future career affects educational satisfaction. [연구목적] 본 연구는 회계교육의 기초과목인 회계원리 교과목의 수강생들을 대상으로인구통계학적 변인이 회계교육만족도에 차이가 있는지 살펴보고, 학교 교육환경 및 교수여건이 회계교육만족도에 영향을 미치고 있는가를 분석하는데 있다. [연구방법] 또한 교육환경과 회계교육 유용성이 회계교육만족도에 미치는 매개효과 그리고교수여건과 회계교육 유용성이 회계교육만족도에 미치는 매개효과를 분석하여 회계교육에대한 개선방향을 모색하고자 하였다. [연구결과] 첫째, 성별 간 교육만족도의 차이를 분석한 결과, 남녀 간 차이가 없었다. 과거 선행연구에서는 특정의 방향으로 일관되지 않은 다양한 결과들이 있지만 본 연구의 결과에서는 유의미한 차이가 없었다. 둘째, 학년 간 교육만족도도 유의미한 차이가 없었다. 셋째, 전공 간 교육만족도 또한 유의미한 차이가 없었다. 넷째, 교육환경은 교육만족도에정(+)의 영향을 미쳤다. 다섯째, 교수여건은 교육만족도에 정(+)의 영향을 미쳤다. 여섯째, 교육환경과 교수여건은 회계교육 유용성에 정(+)의 영향을 미쳤다. 일곱째, ‘교육환경’ 을 독립변수로 ‘유용성’은 매개변수로 하여 종속변수를 ‘교육만족도’로 한 매개 회귀분석에서 ‘교육환경’ 요인의 경우 ‘유용성’ 매개변수는 매개효과가 있다고 판단할 수 있었다. 여덟째 ‘교수여건’을 독립변수로 하고 ‘유용성’을 매개변수로 종속변수를 ‘교육만족도’로한 매개 회귀분석에서 ‘유용성’ 매개변수는 매개효과가 있다고 판단할 수 있었다. [연구의 시사점] 그동안 회계학을 대상으로 한 회계교육 유용성에 대한 매개역할효과에대한 논문은 전무하다고 할 수 있다. 본 연구의 공헌하는 바는 취업과 관련성이 높고 사회적으로 수요가 높은 회계교육이 유용하다고 느낄수록 교육만족도가 높아지므로 이를 통해회계가 지니는 특수성으로 어렵고 복잡하다는 부정적인 이미지를 탈피하여 보다 질 높은실용적인 회계교육이 전개되어야 할 것으로 보인다.

Use of Digital Educational Resources in the Training of Future Specialists in the EU Countries

Plakhotnik, Olga,Zlatnikov, Valentyn,Matviienko, Olena,Bezliudnyi, Oleksandr,Havrylenko, Anna,Yashchuk, Olena,Andrusyk, Pavlo International Journal of Computer ScienceNetwork S 2022 International journal of computer science and netw Vol.22 No.10

The article proves that the main goal of informatization of higher education institutions in the EU countries is to improve the quality of education of future specialists by introducing digital educational resources into the education process. The main tasks of informatization of education are defined. Digital educational resources are interpreted as a set of data in digital form that is applicable for use in the learning process; it is an information source containing graphic, text, digital, speech, music, video, photo and other information aimed at implementing the goals and objectives of modern education; educational resources on the Internet, electronic textbooks, educational programs, electronic libraries, etc. The creation of digital educational resources is defined as one of the main directions of informatization of all forms and levels of Education. Types of digital educational resources by educational functions are considered. The factors that determine the effectiveness of using digital educational resources in the educational process are identified. The use of digital educational resources in the training of future specialists in the EU countries is considered in detail. European countries note that digital educational resources in professional use allow you to implement a fundamentally new approach to teaching and education, which is based on broad communication, free exchange of opinions, ideas, information of participants in a joint project, on a completely natural desire to learn new things, expand their horizons; is based on real research methods (scientific or creative laboratories), allowing you to learn the laws of nature, the basics of techniques, technology, social phenomena in their dynamics, in the process of solving vital problems, features of various types of creativity in the process of joint activities of a group of participants; promotes the acquisition by teachers of various related skills that can be very useful in their professional activities, including the skills of using computer equipment and various digital technologies.

다양성이 팀 프로세스 활성화와 효과성에 미치는 영향

권석균(Seog-Kyeun Kwun),최보인(Boin Choi) 한국인사조직학회 2012 인사조직연구 Vol.20 No.2

본고에서는 두 개의 연속 연구를 통해 팀 내 사회적 범주 다양성(social category diversity)과 과업관련 다양성(task-oriented diversity)이 팀 프로세스 활성화 및 효과성 정도에 미치는 영향에 대하여 알아보았다. 사회적 범주 다양성으로 성별, 연령 다양성과 과업관련 다양성으로 전공, 근속 다양성 등의 네 가지 다양성 변수를 채택하였다. 다양성의 영향을 살펴보기 위하여 Study 1에서는 팀 프로세스 활성화 변수로 협동, 팀 효과성 변수로는 팀 만족, 학습·성장, 팀 성과 등을 채택하였다. 그리고 Study 2에서는 팀 프로세스 활성화 변수로 협동, 의사소통, 갈등, 신뢰 등을 채택하였고 팀 효과성 변수는 동일하게 팀 만족, 학습·성장, 팀 성과 등을 채택하였다. 우선 Study 1은 생활제품리스업, 출판업, 그리고 두 개의 건설업 등 4개 기업의 협조를 얻어 41개 팀의 320명으로부터 자료를 수집하였다. 분석 결과 사회적 범주 다양성 중에서 성별 다양성은 가설과 같이 협동, 학습·성장 등에 부정적 영향을 미치고 있으나, 연령 다양성은 가설과는 반대로 학습·성장에 긍정적 영향을 미치는 것으로 나타났다. 한편 과업관련 다양성으로서 전공 다양성은 팀 만족에 긍정적 영향을 미치는 것으로 나타났으나, 근속 다양성은 모든 팀 프로세스 및 효과성 변수에 유의한 영향을 보여주지 못하였다. 다음으로 Study 2는 IT벤처기업의 전수조사를 통해 37개 팀의 417명으로부터 자료를 수집하였다. 다양성 변수는 100% 객관성을 확보할 수 있는 내부 인사자료를 이용하여 산정하였다. 분석 결과 성별 다양성이 모든 팀 프로세스 및 효과성 변수에 부정적 영향을 미치는 것으로 나타났다. 그 밖에 근속 다양성이 협동, 정서신뢰, 팀 성과 등에 긍정적 영향을 미치고 있었고 전공 다양성은 학습·성장에 부의 영향을 미치고 있었으며 연령 다양성은 유의한 영향이 없었다. Study 1과 2의 실증분석 결과에는 다소 차이가 있었으나, 성별 다양성의 부정적인 영향은 일관되게 나타나고 있었다. 성별은 사회적 범주 중 가장 현저성(salience)이 높게 고려될 수 있는 변수이므로, 성별 다양성이 팀 프로세스 활성화 및 효과성 정도에 가장 크게 영향을 준다는 점을 알 수 있었다. 또한 연령, 전공, 근속 등의 차이로 인한 다양성은 아주 강하지는 않지만 대체로 유의한 영향들을 미치고 있음을 알 수 있었다. 이상의 실증 결과에 의거하여 연구의 시사점과 향후 연구를 위한 과제를 제시하였다. This study examines the relationship between work group diversity and team process and effectiveness in Korean work groups. Traditionally, Korean work groups have been homogeneous in terms of gender, age, and other social and task-related aspects because of the clear distinctions within society as well as the collectivist-oriented HR practices and system. Thus, the paucity of diversity research is attributable to these reasons. Nonetheless, diversity in teams has been significantly and consistently increasing within the last two decades, especially since the IMF crisis of 1997. This research is composed of a series of two empirical studies which investigate the effects of social category and task-oriented diversity in team process and effectiveness. The diversity-performance relationship in group settings has resulted in mixed results (positive, negative, and non-significant). Therefore, this study seeks more convincing findings by adopting diversity, process, and outcome variables such as social category variables (gender and age) and task-oriented variables (education and tenure). In Study 1, we adopted cooperative behavior as a team process variable and team performance, learning, and satisfaction as team effectiveness variables. In Study 2, team process variables consisted of cooperative behavior, communication, trust, and conflict. Trust within the group consisted of cognitive and affective trust. Conflict within the group consisted of task and relational conflict. The three effectiveness variables in Study 1 remained the same for Study 2. Following social categorization theory, the hypotheses for testing the effects of social category variables are as follows: H1-1 : Gender diversity will be negatively associated with team process variables. H1-2 : Gender diversity will be negatively associated with team effectiveness variables. H2-1 : Age diversity will be negatively associated with team process variables. H2-2 : Age diversity will be negatively associated with team effectiveness variables. Following information/decision-making theory, the hypotheses for testing the effects of task-oriented diversity variables are suggested below. H3-1 : Educational diversity will be positively associated with team process variables. H3-2 : Educational diversity will be positively associated with team effectiveness variables. H4-1 : Tenure diversity will be positively associated with team process variables. H4-2 : Tenure diversity will be positively associated with team effectiveness variables. In Study 1, the survey data were collected from 320 employees in 41 teams from four organizations within the printing, construction, and rental service industries. In order to test the hypotheses, gender and education diversity variables were calculated by using the function below: Diversity = -∑s i=0[Pi×ln(Pi)] Age diversity was defined as a standard deviation of age distribution within the group while tenure was calculated as the coefficient of variation (i.e., the standard deviation divided by the group mean). To create team level process and effectiveness measures, we aggregated the individual level data to group level data after testing intraclass correlation coefficients (ICC(1) and ICC(2)) and within-group agreement measure (r_wg). Regression analyses of the 41 teams showed that gender diversity was negatively related with within-group cooperative behavior and team learning while age diversity was positively related with team learning, as opposed to the hypothesized relationships. With regard to task-oriented diversity variables, educational diversity was significantly positively associated with team satisfaction only. Tenure diversity was not significantly associated with any team process and effectiveness variables. In Study 2, the survey data was collected from 417 employees in 37 teams from an IT venture company.