대기업 팀의 응집력과 학습행동, 상사의 리더십행동 및 성과의 관계

국문 초록 (Abstract)

이 연구의 목적은 국내 대기업 팀의 응집력, 학습행동, 상사의 리더십행동 및 성과의 관계를 구명하는 데 있었다. 연구 목적을 달성하기 위하여 첫째, 국내 대기업 팀의 응집력과 학습행동의 관계를 구명한다, 둘째, 국내 대기업 팀의 응집력과 성과의 관계를 구명한다, 셋째, 국내 대기업 팀의 응집력과 성과의 관계에서 학습행동이 갖는 매개효과를 구명한다, 넷째, 국내 대기업 팀의 응집력과 학습행동의 관계에서 상사의 리더십행동이 갖는 조절효과를 구명한다를 연구 목표로 설정하였다.
자료 수집은 e-mail 및 우편조사를 통해 이루어졌으며, 총 16개 그룹사, 29개 계열사의 81개 기능팀, 374명이 응답한 자료가 수집되었다. 이 중 불성실 응답자료, 팀당 최소 응답인원 미달 자료, 집단내 동의도 임계값 미달 자료 등 총 59개의 자료를 제외하고, 최종분석에는 16개 그룹사, 28개 계열사의 70개 기능팀, 팀원 315명(평균 팀원 4.5명)이 응답한 자료가 사용되었다. 팀 응집력, 팀 학습행동, 상사의 리더십행동 및 팀 성과의 관계를 구명하기 위하여 SPSS 19.0을 활용하여 계층적 회귀분석을 실시하였다.
이 연구를 통해 얻은 연구결과는 다음과 같다.
첫째, 국내 대기업 팀의 응집력은 팀 학습행동에 정적인 직접효과를 미치며, 과업 응집력이 사회적 응집력에 비하여 상대적으로 팀 학습행동에 대한 영향력이 더 높은 것으로 나타났다.
둘째, 국내 대기업 팀의 응집력은 팀 성과에 정적인 직접효과를 미치는데, 구체적으로 과업 응집력은 팀 성과에 정적인 직접효과를 미치는 반면, 사회적 응집력은 팀 성과에 유의미한 직접효과를 미치지 못하는 것으로 나타났다.
셋째, 국내 대기업 팀의 응집력은 팀의 학습행동을 불완전 매개변인으로 하여 팀의 성과에 정적인 간접효과를 미치며, 구체적으로 팀의 과업 응집력은 학습행동을 불완전 매개변인으로, 사회적 응집력은 학습행동을 완전 매개변인으로 하여 팀의 성과에 간접적인 효과를 미치는 것으로 나타났다. 이러한 결과는 사회적 응집력이 팀 성과로 연계되기 위해서는 팀 학습행동의 활성화가 필수적으로 요청됨을 의미한다.
넷째, 국내 대기업 팀 상사의 리더십행동은 팀의 응집력과 학습행동의 관계를 조절하지 못하는 것으로 나타났으나, 향후 팀 학습행동에 대한 연구 수행 시 팀 응집력과 상사의 리더십행동을 선행요인 또는 통제변인으로 고려할 필요가 있으며, 실천적으로 팀 학습행동을 촉진하기 위해서는 응집적인 팀을 구축함과 동시에 팀 학습행동에 대한 상사의 개입이 요청된다는 시사점을 제공한다.
이와 같은 연구 결과를 토대로, 다음과 같은 후속 연구를 제안하였다. 첫째, 국내 대기업 팀의 응집력과 상사의 리더십행동, 팀 학습행동의 구조적인 관계를 구명하는 연구, 둘째, 다양한 형태와 특성의 조직 및 팀을 대상으로 팀의 응집력과 학습행동, 상사의 리더십행동 및 성과의 관계가 유사하게 나타나는지 비교하는 연구, 셋째, 국내 대기업 팀의 응집력과 상사의 리더십행동, 개인 및 팀의 학습행동과 개인 및 팀의 업무 성과에 대한 다수준 연구, 넷째, 실제적인 개인 및 성과 점수에 기반한 연구 등을 제안하였다.

다국어 초록 (Multilingual Abstract)

The purpose of this study is to investigate the relationship among cohesiveness, learning behavior, leadership behavior, and performance of teams in large corporations. The specific objectives are to examine the relationship between team cohesiveness and team learning behavior and to investigate the relationship between team cohesiveness and team performance. In addition, the mediating effect of team learning behavior on the relationship between team cohesiveness and team performance and the moderating effect of leadership behavior on the relationship between team cohesiveness and team learning behavior were examined.
Data was collected via online and offline mail, and 374 questionnaires were returned from 81 teams of 29 corporations. After screening the data, 315 responses from 70 teams were used for statistical analysis. Hierarchical multiple regression analysis was conducted using SPSS 19.0 to analyze the relationship among cohesiveness, learning behavior, leadership behavior, and performance of the teams.
Main findings of the study are as follows:
1. Team cohesiveness had a positive, direct effect on team learning behavior, and the effect of task cohesiveness on team learning behavior was stronger than that of social cohesiveness.
2. Team cohesiveness had a positive, direct effect on team performance. More specifically, task cohesiveness had a positive, direct effect on team performance, while the effect of social cohesiveness on team performance was not statistically significant.
3. Team learning behavior partially mediated the relationship between team cohesiveness and team performance. More concretely, team learning behavior had a partial mediation effect on the relationship between task cohesiveness and team performance and a full mediation effect on the relationship between social cohesiveness and team performance. This result indicates that team learning behavior is an essential element for social cohesiveness to have connection with the team performance.
4. Leadership behavior did not moderate the relationship between team cohesiveness and team learning behavior. In subsequent studies on team learning behavior, team cohesiveness and leadership behavior should be considered as antecedent or control variables. Also, leaders should implement interventions to build cohesive teams and to facilitate team learning behavior.
Based on findings of the study, the following recommendations have been made for further research:
1. The structural relationship among team cohesiveness, leadership behavior, and team learning behavior should be analyzed.
2. The relationship among team cohesiveness, team learning behavior, leadership behavior, and team performance should be examined and compared in other types or forms of teams and organizations.
3. A multi-level analysis on the relationship among team cohesiveness, leadership behavior, team learning behavior, and individual performance should be conducted.
4. Performance should be assessed by other methods, such as observation, performance appraisal scores, or 360-degree feedback in subsequent studies.

목차 (Table of Contents)

• I. 서 론 1
• 1. 연구의 필요성 1
• 2. 연구의 목적 3
• 3. 연구의 가설 4
• 4. 용어의 정의 6
• 5. 연구의 제한 7
• II. 이론적 배경 9
• 1. 팀의 개념 및 유형 9
• 2. 팀 응집력 14
• 3. 팀 학습행동, 상사의 리더십행동 및 팀 성과 21
• 4. 팀의 응집력과 학습행동, 상사의 리더십행동 및 성과의 관계 37
• III. 연구방법 47
• 1. 연구 모형 47
• 2. 연구 대상 48
• 3. 조사 도구 52
• 4. 자료 수집 63
• 5. 자료 분석 68
• IV. 연구 결과 75
• 1. 변인의 일반 현황 75
• 2. 팀의 응집력과 학습행동의 관계 80
• 3. 팀의 응집력과 성과의 관계 81
• 4. 팀의 응집력과 성과의 관계에서 학습행동의 매개효과 84
• 5. 팀의 응집력과 학습행동의 관계에서 상사의 리더십행동의 조절효과 89
• 6. 연구결과에 대한 논의 101
• V. 요약, 결론 및 제언 109
• 1. 요약 109
• 2. 결론 111
• 3. 제언 113
• 참고 문헌 115
• [부록 1] 도구 번안 과정 134
• [부록 2] 설문지 138
• [부록 3] 팀별 rwg에 대한 검증결과 144

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