• Educational Technology International
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• 제8권1호
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• pp.17-39
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• 2007

The purpose of this study was to identify the relationships among organizational commitment, job satisfaction, and learning organization culture. This study was conducted in five sub-organizations of one Korean conglomerate company. One thousand employees were randomly and proportionately selected, with 669 useable cases obtained, for a response rate of 67%. The organizational commitment instrument used from the "affective, continuance, and normative commitment" scale (ACNCS) of Allen and Meyer (1990). The "Dimensions of Learning Organization Questionnaire" of Watkins and Marsick (1997) was used to measure learning organization culture. The short form MSQ (Minnesota Satisfaction Questionnaire), developed by Weiss, Dawis, England, and Lofquist (1967), was the third instrument used. Descriptive statistics, correlational statistics, and inferential statistics (ANOVA and t-tests) were used. Organizational commitment (except for continuance) is moderately and positively related to job satisfaction and moderately and positively related to learning organization culture. In addition, learning organization culture is weakly to moderately and positively related to job satisfaction. No differences by age were found. Four-year college graduates are more likely to have higher creating continuous learning opportunities in learning organization culture than graduate school degree holders. Males are likely to have higher affective and continuance organizational commitment than females. Employees working in R&D, Engineering, and Manufacturing (REM) are likely to have higher continuance organizational commitment than do other types of jobs. Employees are more likely to have higher learning organization culture and job satisfaction than assistant managers. Assistant managers have higher continuance organizational commitment than managers. Managers generally have higher organizational commitment, learning organization culture, job satisfaction than assistant managers. They also have higher learning organization culture than employees. Employees who had worked for less than four years in their current job and organization have higher promoting inquiry and dialogue in learning organization culture than those who have worked for ten years or more. Employees in the insurance organization have higher affective organizational commitment, learning organization culture, and job satisfaction than those of the other organizations. Finally, employees of the electronic company have higher continuance organizational commitment in learning organization culture than those of other companies. In summary, this research enables CEOs and HRD and HRM practitioners to view organizational commitment, learning organization culture, and job satisfaction as important variables in exploring diverse ranges of topics related to the workplace. And then, they can diversely apply their management, interventions and practices to fit these diverse characteristics.

• 한국콘텐츠학회:학술대회논문집
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• 한국콘텐츠학회 2006년도 춘계 종합학술대회 논문집
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• pp.103-108
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• 2006

본 연구는 급변하는 환경 속에서 조직의 생존과 조직성과를 향상시키기 위하여 학습조직을 통한 조직유효성의 증대를 추구하기 위해 학습조직의 선행요인으로 조직문화를 선정하여 검증하였다. 분석결과 첫째, 학습조직수준이 높을수록 직무만족은 높게 나타났는데, 조직학습을 통한 학습조직수준의 향상으로 축적된 경험과 지식을 바탕으로 직무를 수행하기 때문에 직무만족을 증가시키는 것이다. 둘째, 학습조직수준향상에 조직문화 중 변화지향문화, 과업지향문화가 유의한 영향을 미치며, 관계지향문화, 위계지향문화는 영향을 미치지 않는 것으로 나타났다. 그러므로 조직학습을 통한 학습조직수준을 향상하기 위해서는 변화지향 문화와 과업지향문화의 특성을 고려하여야 새로운 조직으로의 조직변화가 있을 때 조직유효성이 크게 나타남을 의미한다.

• 한국콘텐츠학회논문지
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• 제6권7호
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• pp.42-49
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• 2006

본 연구는 급변하는 환경 속에서 조직의 생존과 조직성과를 향상시키기 위한 학습조직에 대한 연구로 학습조직을 향상하기 위한 학습조직의 선행요인으로 조직문화를 선정하여 검증하였다. 분석결과 첫째, 학습조직수준이 높을수록 직무만족은 높게 나타났는데, 조직학습을 통한 학습조직수준의 향상으로 축적된 경험과 지식을 바탕으로 직무를 수행하기 때문에 직무만족을 증가시키는 것이다. 둘째, 학습조직수준향상에 조직문화 중 변화지향문화, 과업지향문화가 유의한 영향을 미치며, 관계지향 문화, 위계지향문화는 영향을 미치지 않는 것으로 나타났다. 그러므로 조직학습을 통한 학습조직수준을 향상하기 위해서는 변화지향 문화와 과업지향문화의 특성을 고려하여야 새로운 조직으로의 조직변화가 있을 때 조직유효성이 크게 나타남을 의미한다.

• 한국항공운항학회지
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• 제22권1호
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• pp.124-129
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• 2014

The organization's safety culture is strongly tied to the success of its safety learning programme. All personnel must understand the concept and necessity of Safety Management System. In order to settle the culture which they are willing to share the responsibility of safety, it is essential for service provider as the airline company to develop the technique and knowledge which intenses the organization's safety and to perform safety learning programme to be applied. This study has looked into the preceding studies about the learning culture and surveyed how the airmen have acquired the safety lessons learned thru their safety promotion within aviation maintenance organization. Accordingly, it intends to contribute safety promotion by suggestion of the effective and positive learning culture thru the establishment of strategy and the safety learning programme suitable to the organization.

• 산업진흥연구
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• 제3권1호
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• pp.13-31
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• 2018

본 연구는 공조직의 조직구성원이 인식하는 조직 내 조직문화가 학습조직과 조직성과에 미치는 영향관계를 알아보기 위한 연구로 연구자가 2016년 공조직(지자체, 지자체 산하 재단, 공기업)을 대상으로 연구용역 및 자문을 실시한 350명을 대상으로 하였다. 설문에 대한 응답은 350부 중 최종 313부를 SPSS 20.0의 통계패키지 프로그램과 AMOS 20.0을 이용하여 연구모형에 대한 연구가설을 검증하였다. 연구모형에 대한 연구가설을 검증한 결과 첫째, 연구가설 1인 공조직의 조직문화는 학습조직에 정(+)의 유의한 영향을 미칠 것이라는 결과 공조직의 조직구성원이 인식하고 있는 조직문화는 학습조직에 긍정적인 영향관계를 나타내었다. 즉, 공조직의 조직구성원이 인식하고 있는 조직문화가 학습조직을 구축하는데 주요 영향 요인임을 나타낸 것이다. 둘째, 연구가설 2인 조직문화와 조직성과 간의 영향관계에 대한 결과 공조직의 조직구성원이 인식하고 있는 조직문화는 긍정적인 영향관계를 나타내었으며, 이는 공조직의 조직성과를 향상하기 위해 조직구성원이 인식하고 있는 조직문화에 대한 인식전환과 활성화 방안에 대한 중요성을 의미한다. 셋째, 연구가설 3인 공조직의 조직구성원이 인식하고 있는 조직문화는 조직성과에 영향관계를 나타내었으며, 학습조직을 매개로 한 조직성과에도 정(+)의 영향관계를 나타내었다. 이는 공조직에서 조직구성원이 인식하고 있는 조직문화는 학습조직을 통해 조직성과에 영향관계를 나타내고 있음에 따라, 공조직의 특성에 부합된 조직문화 구축 방안과 학습조직 내실화 및 조직성과 향상에 대한 다양한 실행방안이 요구되었다.

• 국제지역연구
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• 제12권3호
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• pp.391-415
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• 2008

본 연구는 중국의 특별한 국정과 기업 성장환경에서 존재하는 조직문화 유형을 법리형 조직문화, 윤리형 조직문화, 발전추구형 조직문화로 구별하여 각각이 개인차원의 학습환경과 조직차원의 학습환경에 어떠한 영향을 미치는 지, 그리고 그러한 학습환경이 학습전이 의도와 직무만족에 어떤 영향을 미치는지를 실증연구 하였다. 이를 위해 선행연구를 검토하여 각 변수들의 정의와 변수들 간의 상관관계를 이론적으로 검토하여 연구모형과 연구가설을 설정하였고, 중국 현지에서 설문조사를 실시하여 얻은 통계적 결과를 구조방정식 모형으로 처리하였다. 가설 검증한 결과 법리형 조직문화는 개인차원의 학습환경과 조직차원의 학습환경에 모두 유의한 영향을 미치는 것으로 나타났다. 뿐만 아니라 학습환경과 학습태도를 통하여 학습전이 의도와 직무만족에 미치는 영향도 윤리형 기업문화나 발전추구형 기업문화의 그것 보다 훨씬 큰 것으로 나타났다. 이는 법리형 기업문화가 다른 두 가지 기업문화보다 조직성과가 높다는 것을 보여주는 것이다.

• 디지털산업정보학회논문지
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• 제7권2호
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• pp.127-145
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• 2011

According to Klempa(1995), the fit between environmental factors of a company may have the impact on its BPC success. Under this background, this paper empirically examines the effects of the fit between the organizational culture and the organizational learning the success of BPC. Organizational cultures, organizational learning, as well as knowledge sharing are the dominant causes that have impact on the innovation characters of organization. Whether an organization has safety-oriented homogeneous culture or it has the change-oriented heterogeneous culture may have impact on its implementation of BPC. Also the implementation of BPC may be affected by whether an organizational learning type has adaptive-oriented learning is single loop or it has the innovative-oriented learning is double loop. Thus, we analyzed the effect of the fit between the organization's culture and organizational learning type on BPC success by using the survey data collected from the companies that have adopted BPC. The findings presented in this paper show that the organization having heterogeneous culture practicing double loop learning the improvement project resulted in the excellent BPC success. These findings provide the perceptive guidelines for managers of organizations contemplating the implementation of BPC project.

• Educational Technology International
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• 제6권2호
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• pp.43-58
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• 2005

The purpose of this study was to investigate the impact of organizational learning culture on job satisfaction and organizational commitment. Two streams of scholarly work have provided the theoretical foundations for this study. The first stream comes from the literature on learning organization. The second stream of the theoretical foundation comes from an extensive literature on attitude-intention-behavior relationships. In addition, this study was tested three alternative models. Alternative model 1 employed job satisfaction as the mediating commitments variable between learning culture and organizational commitment. Alternative model 2 used organizational commitment as the mediating variable between learning culture and job satisfaction. Finally, alternative model 3 specified a direct impact of learning culture on both job satisfaction and organizational commitment, and reciprocal linkages between these two variables. The results of this study support the hypothesized relations among an organization's learning culture, job satisfaction, and organizational commitment. The findings of this study are various congruent with a widely accepted hypothesis that job satisfaction serves as an appraisal function in evaluating various work environments and determining emotional responses such as organizational commitment. Organizational learning culture is one of the important factors that organizations cannot overlook. Therefore, the findings of this study provide a new direction for researchers seeking to explain the complex relations among these central organizational variables.

• 한국디지털정책학회:학술대회논문집
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• 한국디지털정책학회 2007년도 춘계학술대회
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• pp.377-384
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• 2007

This paper is about how to establish the strategic teaming organization in digital age. Through the case study of action teaming, this research can give some implications to small-sized organizations who want to establish teaming culture and positive activities in their own companies. The case site was S-steel, which belongs to the steel industry. To improve and drive teaming activities, I made use of skills: action learning, fishbone analysis, creative thinking, brainstorming, creative discussion skill, and organization diagnostic method.

• 품질경영학회지
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• 제37권3호
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• pp.54-64
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• 2009

This study conducts an empirical analysis of how the suggestion activity, most widely used in quality control activities, interacts with the dimensions of learning organizations. The study also attempts to analyze the results of Six Sigma based on sub-dimensions of learning organizations, which are infrastructure, culture and system. In order for learning and innovation to take place in implementing a Six Sigma program, the organizational infrastructure and culture are created and sustained and then, a learning organization system would become effective. In this study, a empirical model is used to demonstrate such an association. The sample consists of 134 organizations who have implemented a Six Sigma program for more than three years. Using the version 16.0 of AMOS for structural equation modeling, the study estimates the structural equation model that has a Six Sigma organization's infrastructure, culture and system as independent constructs, the suggestion system as a mediator, and the performance of Six Sigma projects as a dependent construct.