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지속학습활동에 대한 영향요인 고찰: 개인수준 목표지향성과 팀 수준 학습행동

An Investigation of the Factors that Affect Continuous Learning Activity: Individual Goal Orientation and Team Learning Behavior

한태영|김지혜
한국기업교육학회 (Korean society for learning and performance)|2011.12|기업교육과인재연구 (Journal of Corporate Education and Talent Research)|제13권 제2호|pp. 53-78

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참고문헌

키워드

학습목표지향성Learning Goal Orientation지속학습활동Continuous Learning ActivityTeam Learning Behavior팀학습행동증명목표지향성팀갈등관리 풍토Proving Goal OrientationTeam Conflict Management Efficacy
주제분류교육학

초록

본 연구의 목적은 지속학습활동에 영향을 미치는 개인수준 및 팀수준의 영항력을 살펴보는 것이다. 개인은 지속적이고 자발적인 학습활동을 통해 급속도로 변화하는 직무 변화에 대처할 수 있다. 이러한 대처 능력을 통해 조직 구성원들의 직무수행 능력은 보다 향상되어 궁극적으로 조직의 성장에 기여하게 된다. 따라서 조직은 구성원들이 자발적 학습 효과를 높일 수 있도록 학습 방향을 설정해주고 학습 환경을 조성해 주어야 한다. 이에 본 연구에서는 개인수준에서는 지속학습활동에 대한 증명목표지향성과 학습목표지향성이 지속학습활동에 미치는 조절효과를 검증하여 학습목표의 복합성을 파악하였다. 또한 팀수준에서는 개인의 학습을 지원해주는 학습환경을 살펴보기 위해 지속학습활동에 대한 팀학습행동의 영향 및 증명목표지향성과 지속학습활동에 대한 팀갈등관리 풍토의 교차수준의 영향을 살펴보았다. 본 연구는 국내 32개 기업의 66개 팀에서 270명을 대상으로 자료를 수집하였다. 분석 결과 개인수준에서는 증명목표지향성은 개인의 지속학습활동에 정적으로 유의미하게 영향을 미쳤으며, 증명목표 지향성과 학습목표지향성의 조절효과는 지속학습활동에 부적으로 유의미한 효과를 보이는 것으로 나타났다. 팀수준에서는 팀학습행동이 개인의 지속학습활동에 정적으로 영향을 미쳤으나, 증명목표지향성이 지속학습에 미치는 정적인 영향은 팀갈등관리 풍토에 의해 유의미하게 조절되지 않는 것으로 나타났다. 이와 같은 결과를 바탕으로 조직이 구성원들의 지속학습활동을 높이기 위해서는 학습목적이 무엇인지 파악하여 증명목표지향성과 학습목표지향성을 높일 수 있는 조직 환경을 조성해주고, 팀차원의 지원을 제공해야 한다는 점을 제안하였다.

Abstract

The purpose of this study is to identify effects of individual level factors and team level factors on continuous learning activity in the team context. This study examined the goal orientation's complexity in which a moderating effect of proving goal orientation and learning goal orientation on continuous learning activity at the individual level. This study also examined the effect of team learning behavior at the team level on continuous learning activity and the cross-level effect of team conflict management effectiveness on the relationship between proving goal orientation and continuous learning activity. This study conducted a survey research method that collected a data of 270 employees at 66 teams in 32 domestic companies. The study found the positive effect of proving goal orientation on the continuous learning activity at the individual level. It also found the negative moderating effect of learning goal orientation on the relationship between proving goal orientation and continuous learning activity. The study also found the positive effect of team learning behavior on the continuous learning activity at the team level, while it did not find a significant moderating effect of team conflict management effectiveness on the relationship between proving goal orientation and continuous learning activity. From these results the study provided following theoretical and practical implications; In order to develop the employees' continuous learning activity, organizations should identify the learning objectives individual members objective, improve organizational environments to increase the level of goal orientation and learning goal orientation, and provide the assistance at the team level.

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