초록 열기/닫기 버튼
학습조직은 조직구성원들이 진정으로 원하는 결과를 창출하기 위해 지속적으로 능력을 확장시키고, 새롭고 혁신적인 사고유형을 양성하며 총체적인 열망이 이루어짐과 동시에 다른 구성원들과 함께 학습하는 법을 배워나가는 이상적인 조직을말한다. 그러나 최근 Garvin et al.(2008)은 학습조직의 중요성에도 불구하고 여전히 많은 조직들이 이상적인 학습조직으로 실현되지 못함을 지적하면서 새로운 학습조직을 평가하는 진단도구를 제안하고 있다. 본 연구의 목적은 첫째, Garvin et al.(2008)이 새롭게 제안하는 진단도구를 기반으로 학습조직을 평가하고자 한다. 둘째, 많은 연구자들에 의해 학습조직과 지식경영활동과의 관계가 제안되고 있는 가운데, 3가지의 모형비교를 통해 학습조직, 지식경영활동, 업무성과간의 관계를 살펴보고자 한다. 본 연구의 내용타당성을 확보한 후 총 271의 설문지가 SPSS 14.0과 AMOS 5.0의 분석도구에 의해 분석되었다. 분석결과 첫째, 3차 요인으로 이루어진 학습조직이 학습과정과 실행, 리더십을 포함하는 2차 요인의 연구모형으로 확정되었다. 둘째, 모형비교 분석결과에서 독립, 매개모형에 대한 적합도는 전반적으로 제안기준을 따르고 있으나 지식경영활동의주효과(main effect)는 상대적으로 영향력이 약한 것으로 나타났다. 조절효과를 수행한 결과 독립이나 매개보다 모형적합도가 더 향상되는 결과를 보였으며 학습조직의 영향력도 아울러 향상되는 결과를 보였다. 이러한 분석결과가 나타난 이유에 대한 토론과 함께 본 연구의 시사점과 한계점이 제시되었다.
A learning organization refers to organizations where organizational employees continually expand their capabilities to create the outcomes they truly desire, where new and innovative patterns of thinking are nurtured, where collective aspiration is set free, and where organizational employees are continually working to learn together. However, Garvin et al. (2008) indicate that the ideal of the learning organization has not yet been realized in spite of the importance of the learning organization, thus they suggest the new diagnostic tool of evaluating the learning organization. The purposes of this study are as follow: Firstly, this study evaluates the learning organization by using the new diagnostic tool proposed by Garvin et al.(2008). Previous research is largely based on the study of Watkins & Marsick(1996). As Garvin et al.(2008) indicated, organizations might overlook important factors because of the lack of evaluation criteria and tools used to evaluate the learning organization. From determining the level of the learning organization, quantitatively or qualitatively, organizations will know whether they are better learning organizations or not. Secondly, based on suggestions from the previous research on the relationships between learning organization and knowledge management, this study analyzes three comparative models of relationships among learning organization, knowledge management activity, and work performance. Through this comparison, this study figures out whether both managers and members in organizations focus on their knowledge management activities without knowing that their organizations are truly the learning organization. This study also shows how to integrate two factors, learning organization and knowledge management. This is to enhance work performance in organizations and thus this study provides implications for enhancing organizational competitiveness by examining the interaction effects of two factors in the holistic view. The results of the data analysis using SPSS 14.0 and AMOS 5.0, based on 271 employee cases are as follow: Firstly, learning organization is finally composed of two factors (learning processes and practices, leadership) instead of original three factors. Secondly, through a comparative analysis of models, while both the independent model and the mediating model show in general goodness of fits, the main effect of knowledge management activity indicates a relatively weaker factor. The moderating model shows better goodness of fit rather than both the independent model and the mediating model, and further indicates a stronger factor of learning organization. Some implications and limitations arisen in the course of the research, and suggestions for future research directions are also discussed.
키워드열기/닫기 버튼
learning environment, learning process and practice, leadership, learning organization, knowledge management activity, work performance
