• 시큐리티연구
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• 제10호
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• pp.79-102
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• 2005

시큐리티 종사자는 많은 고객의 욕구에 대한 전문적 지식을 갖고 있어야 하며, 갖고 있는 전문지식도 고객의 욕구에 따라 적절히 활용되어야 한다. 특히, 현대사회는 안전보호에 대한 욕구의 급상승에 따른 치안 수요가 급격히 증가되고, 또 고객이 요구하는 업무들도 다양해지고 있는 실정에서, 이제 시큐리티 종사자는 업무처리에 능동적으로 대처하는 자질과 능력이 요구된다고 하겠다. 이러한 관점에서 본 연구는 시큐리티 종사자의 조직학습과 조직성과간의 관계를 규명하는데 목적을 두고 있다. 첫째, 사회인구통계학적 특성에 따라 연구변수인 조직학습과 조직성과에 대한 구성원의 인식비율이 다르게 나타났다는 것을 알 수 있었다. 둘째, 시큐리티 종사자들의 조직학습과 조직성과와의 관계에서 조직학습수준이 높을수록 조직만족의 수준이 높은 것으로 나타났다. 셋째, 시큐리티 종사자들의 조직학습과 조직몰입의 관계에서도 조직에서의 조직학습문화의 수준이 높을수록 조직몰입의 수준이 높은 것으로 나타났다. 이러한 결과는 조직학습은 조직성과에 직접적인 영향을 미치고 있는 것으로 분석되었다. 본 연구의 결과를 바탕으로 시큐리티 종사자들의 조직학습과 조직성과의 제고를 위한 시큐리티 조직 발전과 쇄신이 필요하다.

• 간호행정학회지
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• 제13권4호
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• pp.473-480
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• 2007

Purpose: This study was to identify of the relationship of self-directed learning with job satisfaction and organizational commitment of nurses. Method: The subjects were 247 nurses who were working for the 5 of hospitals in Seoul, Daejeon and Kyong Ki. This study was conducted from Sep to Dec 2006. The data was collected by questionnaires and were analyzed using descriptive statistics, pearson correlation coefficients. Result: The self-directed learning was influenced significantly by the last school career, married state and job career. The job satisfaction was influenced significantly by job career. The organizational commitment was influenced significantly by age and job career. The self-directed learning is related with job satisfaction and organizational commitment of nurses. Conclusion: The findings indicated that the self-directed learning of nurses is important factor for improving job satisfaction and organizational commitment. Therefore it may be necessary further to develop the self-directed learning training program for efficiently nurse's education.

• 공학교육연구
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• 제27권1호
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• pp.32-40
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• 2024

This study attempted to develop an efficient management plan that allows both workers and organizations to coexist by analyzing the factors that influence the level of organizational immersion of engineering students. Analysis methods included frequency analysis, t-test, pearson correlation analysis, and hierarchical analysis. Firstly, self-esteem and transfer of learning were influential factors on organizational commitment. Second, self-esteem and transfer of learning were influencing factors of self-efficacy. Third, self-efficacy was an influential factor in organizational commitment. Fourth, self-efficacy appeared as a mediating effect on self-esteem and organizational immersion in learning transfer. Therefore, it is necessary to look for various factors that can increase self-efficacy, and to find opportunities for students to be highly immersed in the organization while studying at the same time.

• 한국병원경영학회지
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• 제9권2호
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• pp.1-22
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• 2004

This study was designed to suggest a learning organization in a medical center by examining the factors to influence effectiveness of the learning organization. We collected the data of 586 persons who participated once or more times in the learning organization managed from 2000 to 2002 by Y Medical Center located in Seoul, and included the data of 285 persons in the final analysis. The results of the study are summarized as follows. First, as the results of examining the regression coefficients to predict the effectiveness of and satisfaction with the learning organization through the learning level, learning method and learning organization constructing level as the general variables, the important influential factors were shown as follows: 1)knowledge creation, knowledge storing, private learning, organizational learning, and learning organization construction of occupational and human levels as the factors to predict the working competency; 2) learning organization construction of the human level as the factors to assume the duty satisfaction; 3) gender, working years, private learning, team learning and organizational construction level for the prediction of the organizational commitment; and 4) medical technical service, knowledge creation, organization learning, and constructing level of the environmental and human levels for the assumption of the satisfaction with experience in the learning organization. Based on the study results of the effects in managing the learning organization, we can conclude the followings. First, the members who are in various working positions and occupations need to continuously participate in the learning organization. Second, to raise the organizational outcome from the management of the learning organization, it is necessary to establish systematic concepts in the constituents of the organizational effectiveness such as working competency improvement, duty satisfaction and organizational commitment, and the experience satisfaction of the learning organization. Finally, the future of the organization depends on the learning competencies of the organization members. To continuously exist and develop the organization, the private learning of the organizational members should be constantly spread and shared over the organizational level, and the usual innovations such as repetitive and habitual organizational learning should be generally tried out throughout the whole field of the management.

• 직업교육연구
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• 제29권3호
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• pp.133-156
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• 2010

이 논문은 기업에서 학습지원이 개인의 학습참여와 조직학습에 어떠한 영향을 미치는 지를 분석하였다. 구체적으로, 기업에서 학습지원이 개인의 학습참여에 미치는 영향을 살펴보았고, 기업에서의 학습지원과 개인의 학습참여가 조직학습에는 어떠한 영향을 미치는지를 검토하였다. 이를 위해 한국고용정보원과 연세대학교가 공동으로 실시한 '대졸 청년층 직장생활 적응능력 향상 연구'의 설문조사 자료를 분석하였다. 통계 분석을 위해서 위계적 선형모형을 적용하였다. 분석 결과, 기업에서 형식학습과 무형식학습의 지원여부는 개인의 형식학습 참여와 공식적 관계학습참여에 유의미한 영향을 미쳤다. 또한, 기업의 학습지원과 개인의 학습참여는 조직학습의 각 요소(수용력, 조직기억, 학습능력, 환경적응)에 긍정적인 영향을 미치는 것으로 나타났다.

• 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.

• 한국정보시스템학회지:정보시스템연구
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• 제17권3호
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• pp.1-24
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• 2008

This study empirically investigated the relationships among inter-organizational contextual factors(assets specificity, long-term orientation and interdependence), information exchange between trading partners, inter-organizational loaming and trust, and inter-organizational performance. In this study, types of information exchanged between trading firms are classified into two broad kinds: transaction information and management information. from empirical results, we found that inter-organizational contextual factors have a greater positive impact on the exchange of management information. It is also observed that the exchange of information positively influences inter-organizational trust and loaming. finally, the results of this study showed that inter-organizational trust and teaming have positive effects on the improvement of inter-organizational performance. Thus, it is concluded that the amount of information exchanged according to the conditions of inter-organizational contextual factors gives rise to inter-organizational teaming and high levels of trust, and high levels of trust and learning contribute to the increase of inter-organizational performance.

• Journal of Information Technology Applications and Management
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• 제16권3호
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• pp.113-124
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• 2009

How can action learning program promote organizational learning performance and especially project based team performance in Web-based small and medium-sized enterprises (SMEs)? This article discusses the association between project based team in action learning program and the performance of Web-based SME to be learning organization. In the case of ALPACO, action learning program that promote employee communication behavior, knowledge sharing, and organizational learning are found to be positively associated with the project based team performance and organizational learning, The results indicate that action learning program in SMEs indeed associated with greater knowledge sharing, learning communication skills and changing organizational culture. Learning organization can be, in turn, positively developed by project based team through action learning program for creating competitive advantage, Also, this study offers further support for the practical perspective on learning organization performance. The evidence from this case study suggests that the project team in action learning program playa significant role in team performance and the development of learning organization of the firm. Therefore, in the future, Web-based SMEs should consider making investments in action learning program that encourage project team's effective management in decision making, knowledge sharing, and organizational learning.

• 한국산학기술학회논문지
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• 제18권11호
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• pp.381-389
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• 2017

최근 경영환경이 지속적으로 변화되고 과열 경쟁이 이루어지게 되면서, 기업은 시대에 대처하기 위하여 지식경영을 도입하여 기업의 가치 증대 및 경쟁력 강화를 유도하고자 하고 있다. 지식경영은 새로운 지식을 창조하고, 창조된 지식을 조직 전 영역에 확산시키고 이를 통해 상품이나 서비스, 시스템으로 형상화하는 것으로 지식을 기반으로 하는 기업운영방식을 말하는데, 본 연구에서는 구조방정식모형을 바탕으로 지식경영 핵심성공요인이 직무충실도 및 조직성과에 미치는 영향과 그 관계에서 조직학습의 매개효과에 대해 알아보았다. 또한 지식경영에 미치는 주요 핵심요인으로 조직문화, 정보기술, 프로세스를 활용하였으며, 조직학습은 실험학습, 간접학습, 공유학습으로 유형화하여 분석하였다. 그 결과에 의하면, 지식경영은 직무충실도 및 조직성과에 긍정적인 영향을 미치는 것으로 나타났으며, 조직학습을 매개로 하여 직 간접적으로 직무충실도와 조직성과에 긍정적인 영향을 주는 것으로 분석되었다. 따라서 기업에서 지식경영 활용의 중요성을 확인할 수 있었으며, 기업이 지식경영 및 조직학습을 적용하는데 있어 적절한 적용범위를 제시할 수 있었다.

• 간호행정학회지
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• 제9권1호
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• pp.19-30
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• 2003

Purpose : The concept of organizational socialization has been regarded as an abstract concept of organizational learning process and it has been used as strategy for the organizational goal attainment. New graduated nurses' organizational socialization has been a very important process for learning knowledge, skills and behaviors in hospital setting. This study was to analyze and clarify the meaning of the concept of Organizational Socialization. Method : This study use the process of Walker & Avant's concept analysis. Results : The critical attributes of organizational socialization were identified as : 1) Internalization of Value and belief of organization; 2) Learning of organizational rules and modes of living; 3) Improvement of job performance; 4) Maintenance of supportive relationship; 5) Formation of occupational identity. The antecedents of organizational socialization consist of those facts that 1) negative feeling of role; 2) difficulties of interpersonal relationship; 3) unskilled work performance. And the consequences of organizational socialization consist of those facts that 1) organizational commitment; 2) job satisfaction; 3) intention of leave work setting; 4) improvement of job performance; 5) improvement of decision making; 6) maintenance of supportive relationship. Conclusion : Through this concept analysis, the concept of organizational socialization is defined as internalization of value and belief of organization, learning of organizational rules and modes of living, improvement of job performance, maintenance of supportive relationship and formation of occupational identity.