경찰 학습조직의 운영실태 및 발전방안 연구 - 정보경찰의 학습조직 활동에 대한 인식을 중심으로 -

Abstract

This study is focused on the effect of Learning Organization Activities on Job Performance of Korean Intelligence Police Officers. That is to say, the purpose of this study is to assess current status such as participation level, learning satisfaction and practical application of Police Learning Organization and to find the relation between Learning Organization and Job Performance based on intelligence police officers’ perception as users. In the study, several relevant policy suggestions were proposed through the analysis of the perception of the Intelligence Police Officers on Learning Organization. Learning satisfaction and practical application from learning organization were measured as independent variables. Dependent variables were divided into ‘Self-esteem for Job Performance’ and ‘Duty Performing Ability’ for an in-depth analysis. Survey results were summarized as following. Intelligence police officers were participated in learning organization moderately or lower(2.92). Overall satisfaction and practical application of learning organization was less than medium. Specifically satisfaction of learning organization was 2.72 and practical application of learning organization was 2.71. Meanwhile, self-reported job performance of intelligence police was relatively high. That is, self-esteem for job performance was 3.91 and duty performing ability was 3.59. Practical application of learning organization had a positively, significant effects on self esteem for job performance while learning satisfaction had no effect on job performance statistically. Based on these implications, policy alternatives are as following. First, regarding intelligence police officers, learning environment needs to be set for ‘real’ case studies and on-the-job training through activating learning organization. Second, doing more active promotion about the system of learning organization and supporting more budget and incentives are necessary. Third, promoting learning contents and providing more incentives to active learning are needed. In addition, strengthening the supporting system for learning organization is needed.