學習組織知覺度와 組織有效性에 관한 硏究 : 銀行組織의 經營成果 및 職務滿足을 中心으로 = (A) Study on the Relationship between Learning Organization and Organizational Effectiveness

http://www.riss.kr/link?id=T10233178

• 저자 : 전선봉
• 형태사항 : iv, 135p. : 삽도 ; 26cm

• 일반주기 :

  참고문헌: p. 117-126

• 학위논문사항 : 학위논문(박사)-- 명지대학교 대학원 : 경영학과 1997. 2
• KDC : 325.3 4
• DDC : 658.1 20
• 발행국 : 대한민국
• 언어 : 한국어
• 출판년 : 1997
• 주제어 : 학습조직지각도, 조직유효성, 은행조직

• 소장기관 :

  • 단국대학교 퇴계기념도서관(중앙도서관)  

• The purpose of this study is as follows: ① Analysis of learning organizing level and variables affecting learning organizing in Korean banks ② Analysis of relation between learning organizing level and management performance ③ Analysis of rel...
• The purpose of this study is as follows:
  ① Analysis of learning organizing level and variables affecting learning organizing in Korean banks
  ② Analysis of relation between learning organizing level and management performance
  ③ Analysis of relation between learning organizing level and job satisfaction
  Through this study, I tried to contribute to the theoretical and empirical approach of learning organizing.
  1. Theoretical Approach
  Main contents of the theoretical approach that is constructed by the writer on the basis of previous studies are as follows:
  ① I defined learning organizing as the organization that learns continually in each level of the organization and adapt itself efficiently to any environment by accustoming to self-change and control.
  ② I divided learning in organization into learning level and organization level and tried to combine them. I also tried to connect individual learning to organizational learning in organization level and thought that learning organization in organization level could be made based on this. Learning organization, of course, is not the concept of completion but it includes the concept of continuity. Therefore, learning organization constructs a circulation system which affects continually to each learning level.
  ③ I tried to see entire learning in organization as a phenomenon of an organization. This is the viewpoint that the needs for learning comes from recognition to the change of environment and organization responds to it. In the model I created, I used two axes, X and Y. X axis shows behavior level including learning-oriented and non-learning-oriented. Y axis shows recognition level including dynamic and static. As a result, organizations are divided into four types: static/non-learning-oriented habitual organization, static/learning-oriented formative organization, dynamic/ non-learning-oriented onlooking organization, and dynamic/ learning-oriented 'dynamic' organization.
  ④ The steps of construction based on Lewin's theory of three stages in change were set in order to propel learning organization strategically. This results from practical approach based on debaters' opinions about the process, models, and obstacles of learning organization. Overall flow is as follows:
  [environmental factors → public relation and common recognition about needs → diagnosis and problem identification → establishment of master plan → practice of plan → periodical assessment → learning organization]
  In the process of this flow, master plan would be revised as a result of periodical assessment and new goal would be possible to be set by the changed master plan.
  2. Empirical Approach
  Empirical research was made by data that were collected from seven banks: 3 upper level, 1 middle level, and 3 lower level in management assessment..
  The main contents are as follows:
  ① Overall learning organizing level of banking organization was analyzed as 3.20, according to Likert's 5-scale. Among five variables 'empowerment of members' and 'flexibility of organization' affected most and the order of the other three factors was 'dynamics of learning', 'knowledge management, and 'technology application'. The learning organizing is not yet being propelled systematically, but it is shown that a normal-level-basis of it is constructed.
  ② It showed that learning organizing level varied with management performance. According to Scheffe analysis, the level was higher when bank performance was in high level. In organization type, the organizations in upper level were 'dynamic' organization and middle and lower level were in onlooking organization. The organizations that made a good performance were analyzed close to 'dynamic' organizations.
  ③ The management style of CEO was 3.67, according to Likert's 7-scale. The more systematic the management style was, the higher the learning organizing level and management performance were. Upper level group showed systematic style while middle and lower level groups showed mechanical style.
  ④ Overall job-satisfaction level was 3.29 and the higher the learning organizing level was, the higher the job-satisfaction level. When converted to 5-scale, desire for secession(2.70) was 54.0% while job-satisfaction was 65.8% showing double structure was formed.
  ⑤ In relation with learning organizing, the groups of members that responded most passive and negative attitude were college graduates, the age group of below 25, the position of bank clerk, work experience of below 5 years, and below 5 year service period in current position.
  Therefore, some additional ways of motivation or enforcement for these groups are required to be prepared.
  As shown in the results of analysis thus far, the higher the level of learning organizing was, the higher the level of job-satisfaction was. This means that the two goals of organization's performance and member's desire fulfillment could be fostered by propelling learning organizing.
  3. Conclusion
  This study made its effort to contribute to elaborateness of theories in such field as the definition of learning organization and organization types and to verify theories and grasp the point of adaptation effect of them through empirical research. Especially, the results of the empirical research would help adapt learning organizing because empirical research made its effort to verify not only the effect but also various factors affecting learning organizing.
  Future study should consider followings.
  ① In-depth study about organization unit and individual company is needed.
  If the study of units in an organization, comparative study between units, and study of a whole organization, moreover study between organizations were done, theory and its adaptation of learning organization would be developed and contribution level to organization would be lifted to that extent.
  ② Introducing and studying time-series analysis method about a specific organization would suggest what is needed in the process of organization development.
  ③ Nothing is more urgent than constructing the theory of learning organization that fits in with our reality and developing effective variable factors. This effort is required to try in other fields of business administration.
  Learning is a preparation for the future and learning organizing is also today's effort to adapt organization to tomorrow's change of environment. Without saying debaters' opinion that organization can not survive without continual learning, preparing tomorrow with no learning would be meaningless. Learning is not only for individuals but also for organization. Therefore, learning organizing could contribute so much to enhance the value of organization as well as individuals in it.

초록전체보기

• 목차 = ⅰ
• 第1章 序論 = 1
• 第1節 問題提起와 硏究目的 = 1
• 第2節 硏究의 方法과 構成 = 4
• 1. 硏究의 方法과 範圍 = 4
• 2. 論文의 構成 = 7
• 第2章 理論的 考察 = 9
• 第1節 學習組織과 組織有效性의 槪念 = 9
• 1. 學習 및 學習組織의 槪念 = 9
• 2. 組織有效性의 槪念 = 21
• 第2節 學習組織 및 組織有效性의 接近方法 = 24
• 1. 學習의 觀點 및 領域 = 24
• 2. 學習組織의 形成基盤 = 30
• 3. 組織有效性의 理論的 接近 = 37
• 第3節 學習組織의 類型과 過程 = 41
• 1. 學習 및 學習組織의 類型과 模型 = 41
• 2. 學習過程의 障碍要因 = 57
• 3. 學習過程과 組織有效性 = 62
• 第4節 學習組織의 構築과 管理 = 64
• 1. 基本的 接近方法 = 64
• 2. 學習組織의 構築段階 = 66
• 第5節 先行硏究에 대한 檢討 = 71
• 第3章 硏究의 設計 = 74
• 第1節 本 硏究의 觀點 = 74
• 1. 學習組織의 定義 = 74
• 2. 學習組織의 類型 = 75
• 3. 補完的 前提 = 78
• 第2節 硏究模型의 設計 = 79
• 第3節 硏究假設의 設定 = 80
• 第4節 變因의 操作的 定義 및 測定要素 = 81
• 1. 學習組織知覺度 變因 = 81
• 2. 類型 및 學習水準關聯 變因 = 84
• 3. 最高經營者의 관리스타일 變因 = 85
• 4. 經營成果 變因 = 86
• 5. 職務滿足度 變因 = 86
• 第5節 標本과 測定道具의 設計 = 88
• 1. 硏究調査標本 = 88
• 2. 測定道具 = 88
• 第4章 硏究結果의 分析 및 討議 = 90
• 第1節 人口統計的 特性과 信賴性分析 = 90
• 1. 人口統計的 特性 = 90
• 2. 測定道具의 信賴性 分析 = 92
• 第2節 學習組織 知覺度와 影響變因 = 94
• 1. 學習組織知覺度 = 94
• 2. 影響變因 및 要素 = 96
• 3. 最低知覺階層 = 100
• 第3節 假設檢證 = 101
• 1. 學習組織化 水準과 經營成果 = 101
• 2. 經營成果와 組織類型 = 103
• 3. 學習組織化와 最高經營者의 管理스타일 = 104
• 4. 學習組織化와 職務滿足度 = 107
• 第4節 硏究結果의 討議 = 108
• 第5章 要約 및 結論 = 111
• 〈參考文獻〉 = 117
• ABSTRACT = 127
• 附錄 학습조직 연구에 관한 설문서 = 132

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