• Educational Technology International
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• 제6권2호
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• pp.43-58
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• 2005

The purpose of this study was to investigate the impact of organizational learning culture on job satisfaction and organizational commitment. Two streams of scholarly work have provided the theoretical foundations for this study. The first stream comes from the literature on learning organization. The second stream of the theoretical foundation comes from an extensive literature on attitude-intention-behavior relationships. In addition, this study was tested three alternative models. Alternative model 1 employed job satisfaction as the mediating commitments variable between learning culture and organizational commitment. Alternative model 2 used organizational commitment as the mediating variable between learning culture and job satisfaction. Finally, alternative model 3 specified a direct impact of learning culture on both job satisfaction and organizational commitment, and reciprocal linkages between these two variables. The results of this study support the hypothesized relations among an organization's learning culture, job satisfaction, and organizational commitment. The findings of this study are various congruent with a widely accepted hypothesis that job satisfaction serves as an appraisal function in evaluating various work environments and determining emotional responses such as organizational commitment. Organizational learning culture is one of the important factors that organizations cannot overlook. Therefore, the findings of this study provide a new direction for researchers seeking to explain the complex relations among these central organizational variables.

• 디지털산업정보학회논문지
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• 제7권2호
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• pp.127-145
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• 2011

According to Klempa(1995), the fit between environmental factors of a company may have the impact on its BPC success. Under this background, this paper empirically examines the effects of the fit between the organizational culture and the organizational learning the success of BPC. Organizational cultures, organizational learning, as well as knowledge sharing are the dominant causes that have impact on the innovation characters of organization. Whether an organization has safety-oriented homogeneous culture or it has the change-oriented heterogeneous culture may have impact on its implementation of BPC. Also the implementation of BPC may be affected by whether an organizational learning type has adaptive-oriented learning is single loop or it has the innovative-oriented learning is double loop. Thus, we analyzed the effect of the fit between the organization's culture and organizational learning type on BPC success by using the survey data collected from the companies that have adopted BPC. The findings presented in this paper show that the organization having heterogeneous culture practicing double loop learning the improvement project resulted in the excellent BPC success. These findings provide the perceptive guidelines for managers of organizations contemplating the implementation of BPC project.

• Journal of Information Technology Applications and Management
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• 제18권2호
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• pp.109-134
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• 2011

This dissertatioionstudied the relation between orientation of learning, marketing, entrepreneurs and organizational culture and organizational performance. This study tried to look out the factors that the peoples of an organization takes part in the organizational culture to be related to the cultural efficiency and organizational performance. Accordingly result of this study, orientation of learning, marketing, entrepreneurs is related to organizational culture and organizational performance. Customer orieatation of marketing orientation showed a positive effect for organizational non-finantial performance according to mission consciousness of organizational culture.

• Educational Technology International
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• 제8권1호
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• pp.17-39
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• 2007

The purpose of this study was to identify the relationships among organizational commitment, job satisfaction, and learning organization culture. This study was conducted in five sub-organizations of one Korean conglomerate company. One thousand employees were randomly and proportionately selected, with 669 useable cases obtained, for a response rate of 67%. The organizational commitment instrument used from the "affective, continuance, and normative commitment" scale (ACNCS) of Allen and Meyer (1990). The "Dimensions of Learning Organization Questionnaire" of Watkins and Marsick (1997) was used to measure learning organization culture. The short form MSQ (Minnesota Satisfaction Questionnaire), developed by Weiss, Dawis, England, and Lofquist (1967), was the third instrument used. Descriptive statistics, correlational statistics, and inferential statistics (ANOVA and t-tests) were used. Organizational commitment (except for continuance) is moderately and positively related to job satisfaction and moderately and positively related to learning organization culture. In addition, learning organization culture is weakly to moderately and positively related to job satisfaction. No differences by age were found. Four-year college graduates are more likely to have higher creating continuous learning opportunities in learning organization culture than graduate school degree holders. Males are likely to have higher affective and continuance organizational commitment than females. Employees working in R&D, Engineering, and Manufacturing (REM) are likely to have higher continuance organizational commitment than do other types of jobs. Employees are more likely to have higher learning organization culture and job satisfaction than assistant managers. Assistant managers have higher continuance organizational commitment than managers. Managers generally have higher organizational commitment, learning organization culture, job satisfaction than assistant managers. They also have higher learning organization culture than employees. Employees who had worked for less than four years in their current job and organization have higher promoting inquiry and dialogue in learning organization culture than those who have worked for ten years or more. Employees in the insurance organization have higher affective organizational commitment, learning organization culture, and job satisfaction than those of the other organizations. Finally, employees of the electronic company have higher continuance organizational commitment in learning organization culture than those of other companies. In summary, this research enables CEOs and HRD and HRM practitioners to view organizational commitment, learning organization culture, and job satisfaction as important variables in exploring diverse ranges of topics related to the workplace. And then, they can diversely apply their management, interventions and practices to fit these diverse characteristics.

• 산업진흥연구
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• 제3권1호
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• pp.13-31
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• 2018

본 연구는 공조직의 조직구성원이 인식하는 조직 내 조직문화가 학습조직과 조직성과에 미치는 영향관계를 알아보기 위한 연구로 연구자가 2016년 공조직(지자체, 지자체 산하 재단, 공기업)을 대상으로 연구용역 및 자문을 실시한 350명을 대상으로 하였다. 설문에 대한 응답은 350부 중 최종 313부를 SPSS 20.0의 통계패키지 프로그램과 AMOS 20.0을 이용하여 연구모형에 대한 연구가설을 검증하였다. 연구모형에 대한 연구가설을 검증한 결과 첫째, 연구가설 1인 공조직의 조직문화는 학습조직에 정(+)의 유의한 영향을 미칠 것이라는 결과 공조직의 조직구성원이 인식하고 있는 조직문화는 학습조직에 긍정적인 영향관계를 나타내었다. 즉, 공조직의 조직구성원이 인식하고 있는 조직문화가 학습조직을 구축하는데 주요 영향 요인임을 나타낸 것이다. 둘째, 연구가설 2인 조직문화와 조직성과 간의 영향관계에 대한 결과 공조직의 조직구성원이 인식하고 있는 조직문화는 긍정적인 영향관계를 나타내었으며, 이는 공조직의 조직성과를 향상하기 위해 조직구성원이 인식하고 있는 조직문화에 대한 인식전환과 활성화 방안에 대한 중요성을 의미한다. 셋째, 연구가설 3인 공조직의 조직구성원이 인식하고 있는 조직문화는 조직성과에 영향관계를 나타내었으며, 학습조직을 매개로 한 조직성과에도 정(+)의 영향관계를 나타내었다. 이는 공조직에서 조직구성원이 인식하고 있는 조직문화는 학습조직을 통해 조직성과에 영향관계를 나타내고 있음에 따라, 공조직의 특성에 부합된 조직문화 구축 방안과 학습조직 내실화 및 조직성과 향상에 대한 다양한 실행방안이 요구되었다.

• 한국콘텐츠학회논문지
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• 제6권7호
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• pp.42-49
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• 2006

본 연구는 급변하는 환경 속에서 조직의 생존과 조직성과를 향상시키기 위한 학습조직에 대한 연구로 학습조직을 향상하기 위한 학습조직의 선행요인으로 조직문화를 선정하여 검증하였다. 분석결과 첫째, 학습조직수준이 높을수록 직무만족은 높게 나타났는데, 조직학습을 통한 학습조직수준의 향상으로 축적된 경험과 지식을 바탕으로 직무를 수행하기 때문에 직무만족을 증가시키는 것이다. 둘째, 학습조직수준향상에 조직문화 중 변화지향문화, 과업지향문화가 유의한 영향을 미치며, 관계지향 문화, 위계지향문화는 영향을 미치지 않는 것으로 나타났다. 그러므로 조직학습을 통한 학습조직수준을 향상하기 위해서는 변화지향 문화와 과업지향문화의 특성을 고려하여야 새로운 조직으로의 조직변화가 있을 때 조직유효성이 크게 나타남을 의미한다.

• 한국콘텐츠학회:학술대회논문집
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• 한국콘텐츠학회 2006년도 춘계 종합학술대회 논문집
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• pp.103-108
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• 2006

본 연구는 급변하는 환경 속에서 조직의 생존과 조직성과를 향상시키기 위하여 학습조직을 통한 조직유효성의 증대를 추구하기 위해 학습조직의 선행요인으로 조직문화를 선정하여 검증하였다. 분석결과 첫째, 학습조직수준이 높을수록 직무만족은 높게 나타났는데, 조직학습을 통한 학습조직수준의 향상으로 축적된 경험과 지식을 바탕으로 직무를 수행하기 때문에 직무만족을 증가시키는 것이다. 둘째, 학습조직수준향상에 조직문화 중 변화지향문화, 과업지향문화가 유의한 영향을 미치며, 관계지향문화, 위계지향문화는 영향을 미치지 않는 것으로 나타났다. 그러므로 조직학습을 통한 학습조직수준을 향상하기 위해서는 변화지향 문화와 과업지향문화의 특성을 고려하여야 새로운 조직으로의 조직변화가 있을 때 조직유효성이 크게 나타남을 의미한다.

• Journal of Information Technology Applications and Management
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• 제16권1호
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• pp.137-148
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• 2009

Knowledge management becomes the key point for organizations to survive and maintain competitive advantages in the knowledge economy era. E-learning plays a vital role for the organizational learning. How to share the experience of knowledge and the success of the knowledge management has great connection with the organizational culture. This study focuses on the factors of effective E-learning as well as its relation to the organizational culture. A successful e-learning system should not only aim at different statistical variables but emphasize on : course contents, variety of teaching methods and establishes a stable network environment. A stable E-learning platform and speedy bandwidth is a must to achieve the non-barrier communication and built an interactive learning environment. To achieve success in E-learning, it is not necessary to divide the organizational culture to strengthen the course content multiplication and plans the E-learning supervisory work by the sole responsibility unit. It should establish an ample teaching frequency width and platform and also must establish the appropriate study network frequency width and hardware equipment to achieve the best E-learning effect. The interaction in different organizational culture in adapting E-learning, those Ad-hoc and Marketing Culture, are mostly influence by the external environment and have more interactive content. Those in Clan and Hierarchy Culture are affected by traditional conception and lack of interaction. Meanwhile, under the cost consideration, Clan and Ad-hoc Culture on the dynamic side prefer to spend more cost on E-Learning while the stable side, Hierarchy and Marketing culture are willing to pay more expenses on E-Learning.

• 유통과학연구
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• 제15권1호
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• pp.43-49
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• 2017

Purpose - This study is to integrate organizational factors into UCD process. For this research purpose, we investigated the organizational factors which influence people behaviors in the context of user-centred design practice(UCP). And this study presents organizational culture, organizational learning and change management as the organizational factors. Especially, this study is to investigate how change management influences the relationship between the organizational culture/learning and UCD performance. Research design, data, and methodology - Using the survey methodology with a questionnaire, this study distributed the questionnaire to the experienced 112 practitioners of user-centred design practice in 52 Korean small and medium companies. The organizations differed in range and size from medium-scale, which is under 100 of employees, and to small-scale, which is from 100 to 500. Results - Organizational culture and organizational learning have positive effects on user-centred design practice performance as expected. And change management strengthens the positive relationship between organizational learning and user-centred design practice performance but has no effect on the relationship between organizational culture and user-centred design practice performance. Conclusions - This is the first empirical study of investigating and demonstrating some key organizational factors' relationships and UCD performance of an organization, which will support to institutionalize UCD within an organization, providing theoretical foundations.

• 경영과정보연구
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• 제27권
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• pp.71-99
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• 2008

This study investigates the relationships between three BSC communication attributes(support of organizational culture, message valid, and knowledge sharing) and organizational learning and how that translates into relationship organizational performance in public organization. In this paper, first, past studies on BSC communication and organizational learning that identify the attributes of effective communication and organizational learning in organizational performance are reviewed. Second, a research model, key variables, and three hypotheses tested by PLS(partial least squares) are presented. The data was collected from BSC champions and managers of 53 public organizations in Korea. The results indicate, first, BSC communication (except for support of organizational culture) have not significant related to organizational performance. Therefore, H1 was not supported. Second, the structural path coefficient between support of organizational culture and message valid and organizational learning are statistically significant and in the hypothesized direction. But the knowledge sharing has not significant relationship with organizational learning. Therefore, H2 was partially supported. Third, organizational learning was significantly positively related to organizational performance. H3 was supported. Finally, organizational learning play a significantly positive role in mediating the relationship between BSC communication and organizational performance. The theoretical contributions, limitations, as well as future research directions are discussed at the end of the paper.