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팀 학습에 영향을 미치는 요인에 관한 구조분석

A Structural Analysis of Factors Affecting Team Learning

김진모|전영욱
한국성인교육학회 (The Adult & Continuing Education Of Korea)|2009.11|Andragogy Today: Interdisciplinary Journal of Adult & Continuing Education (IJACE)|제12권 제4호|pp. 115-146|DOI 10.22955/ace.12.4.200911.115

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참고문헌

키워드

Team learning팀 학습Team diversity집단효능감Group efficacy팀의 다양성팀의 심리적 안전리더십 행위프로젝트 팀Team psychological safetyLeadership behaviorProject team

초록

이 연구의 목적은 팀 학습과 관련된 주요 변인들 간의 인과모델을 구안하고, 팀 학습에 영향을 미치는 관련 변인들 간의 구조적 인과관계를 밝히는데 있었다. 자료 수집은 우편조사를 통해 이루어졌으며, 수집된 자료 중 불성실하게 응답한 자료를 제외하고, 최종분석에는 총 10개 기업의 100개 프로젝트 팀 288명이 응답한 자료가 사용되었다. 팀 학습과 관련된 변인들의 가설적 인과모델의 적합도를 검증하기 위해 LISREL 8.50을 사용하여 공변량 구조분석을 실시하였으며, 모수추정방법으로는 최대우도법(Maximum Likelihood)이 사용되었다. 적합도 지수로는 χ2, RMSEA, GFI, RMR, NFI, CFI, IFI, PGFI가 사용되었으며, 경로계수의 통계적 유의수준은 0.05였다. 이 연구를 통해 얻은 연구결과는 다음과 같다. 첫째, 팀의 사회심리적 변인(집단효능감과 팀의 심리적 안전)은 팀 학습에 정적인 영향을 미치고 있었다. 둘째, 팀의 구성변인(팀의 다양성, 리더십 행위)은 팀의 사회심리적 변인에 정적인 영향을 미치고 있었다. 셋째, 팀의 구성변인은 팀 학습에 부분적으로 정적인 영향을 미치고 있었다. 즉, 팀 리더의 리더십 행위는 팀 학습에 정적인 영향을 미쳤으나, 팀의 다양성은 팀 학습에 유의미한 영향을 미치지 않았다. 넷째, 팀의 구성변인은 팀의 사회심리적 변인을 매개변인으로 하여 팀 학습에 유의한 간접효과를 가지고 있었다.

Abstract

The purpose of this study is to establish a structural model to identify the factors that affect the learning in a project team. Data were collected by mail. After screening the data, 288 responses from 100 project teams were used in the analysis. The LISREL program was used to analysis the data. The statistical method employed was a covariance structure analysis estimating parameters by maximum likelihood. χ2, RMSEA, GFI, RMR, NFI, CFI, IFI, and PGFI were used to test the fit index of the model. Path coefficients were tested for t-value with a statistical significance level of 0.05. Major findings of the study were as follows: 1.Social and psychological factors (group efficacy and team psychological safety) had a positive effect on learning in a project team. 2.Team composition factors had a positive effect on the social and psychological factors of a project team. 3.Leadership behavior had a positive effect on learning in a project team, but team diversity seemed to have no effect. 4.An indirect effect of team composition factors on the learning in a project team was mediated by social and psychological factors in a project team.

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