ISSN : 1229-0696
본 연구는 조직구성원의 역량개발 활동을 공식적 역량개발 활동과 비공식적 역량개발 활동으로 구분하고, 각각의 역량개발 활동 참여에 있어서 조직수준의 학습풍토와 개인의 학습목표지향성이 어떤 역할을 하는지 살펴보았다. 총 11개의 연구개발 조직에 근무하는 1,087명의 연구참여자들의 설문응답 자료에 대한 다수준적 분석 결과, 조직의 교육훈련 예산을 통제하고도 학습풍토가 높은 조직에 근무할수록 그리고 개인의 학습목표지향성이 높을수록 보다 활발하게 역량개발 활동을 수행하는 것으로 나타났다. 또한, 기대했던 바와 같이, 조직의 학습풍토는 공식적 역량개발 활동과, 개인의 학습목표지향성은 비공식적 역량개발 활동과 보다 밀접하게 관련되어 있는 것으로 나타났다. 이러한 연구결과가 가지는 시사점 및 향후 연구 방향에 대해 논의하였다.
The study examined the relationships between organizational learning climate and individual's learning goal orientation and employee's participation in training and development activities and whether the relationships differ between informal versus formal training and development activities. Multi-level analyses on survey data from a total of 1,087 employees of 11 R&D organizations showed that learning climate and learning goal orientation were positively related to participation in training and development activities even after organizational training budget was controlled for. Further, organizational learning climate was more closely related to formal training and development activities while individual's learning goal orientation was more closely related to informal training and development activities. The theoretical and practical implications as well as directions for future research were discussed.
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