The Effects of Learning Organization, Learner's Characteristics on Organizational Knowledge Creation: The Role of Perceived Organizational Support as A Moderator

조직의 지식창출에 대한 학습조직의 구조적 특성 및 학습자 특성의 효과 : 인지된 조직지원의 조절효과

  • 조윤형 (조선대학교 경상대학 경영학부) ;
  • 최우재 ((주)크레듀 HR컨설팅)
  • Received : 2011.02.09
  • Accepted : 2011.03.07
  • Published : 2011.03.01


This paper is aimed at investigating the influence of the learning organization's structural characteristics, learner's characteristics, and perceived organizational support (POS) on organizational knowledge creation. also the POS is tested as a moderator on the relationship between learner's characteristics including learning goal orientation and learning self-efficacy and organizational knowledge creation. the results are as follows. for main effect hypotheses, both connecting the organization to its environment and establishing systems to capture and share learning system representing learning organization's structural characteristics have significant positive impact on organizational knowledge creation. the POS also has a significant impact on organizational knowledge creation. However, learning goal orientation and learning self-efficacy have not significant impact on organizational knowledge creation. for moderating effect hypothesis, POS moderates the relationship between learning goal orientation and organizational knowledge creation, which means if the POS is high then learning goal orientation has more significant positive impact on it. Based on our findings, we conclude that structural characteristics of learning organization provide organizations with an opportunity of knowledge creation. in particular, interconnectedness of organization with environment and organizational knowledge sharing systems determine the ways of behaving that are related to learning within organizations. however, learner's characteristics did not have a significant effect on organizational knowledge creation, which could be interpreted due to the fact that employees are not motivated to create new knowledge if they are rarely required to involve challenging works, generate new knowledge, or share preexisted knowledge with others.



Supported by : 조선대학교