23 research outputs found
κ³ μ ν¨ν· μ€μμΉλ₯Ό μνμ¬ νμ΄νλΌμ΄λκ³Ό 2λ¨κ³ μ°μ μμ λΉνΈλ§΅μ μ΄μ©ν μ°μ μμ ν
Thesis (master`s)--μμΈλνκ΅ λνμ :μ κΈ°Β·μ»΄ν¨ν°κ³΅νλΆ,2002.Maste
λΈλ‘κ·Έλ₯Ό λμμΌλ‘ νμ£Όμ μ€μ¬ μΉ λ¬Έμ μμ§ κΈ°λ²
νμλ
Όλ¬Έ(μμ¬) --μμΈλνκ΅ λνμ :μ κΈ°. μ»΄ν¨ν°κ³΅νλΆ,2008.8.Maste
ν¨ν· λ€νΈμν¬μμ λμ μλΉμ€μ μ§μ μ 곡νλ κ°κ²© λ μ±λ₯λΉκ° μ’μ λ°©λ²λ€
Thesis(doctor`s)--μμΈε€§εΈζ ‘ 倧εΈι’ :ι»ζ°£Β·μ»΄ν¨ν°ε·₯εΈι¨,2007.Thesis(doctor`s)-
The Relationships Between the Exploration Learning and the Exploitation Learning and Organizational Performance
μ‘°μ§κ΅¬μ±μμ νμ΅μ ν΅ν κ³ μ©λ₯λ ₯ μ κ³ λ° μμ°μ± ν₯μμ΄ μ€μκΈ°μ
μ κ²½μλ ₯ κ°ν μΈ‘λ©΄μμ κ°μ‘°λκ³ μλ νμ€μμ νν λ° νμ©νμ΅ μ°κ΅¬λ μ€μκΈ°μ
μ νμ΅ μ λ΅ μΆμ§μ ν° μμλ₯Ό κ°λλ€. λ³Έ μ°κ΅¬λ νννμ΅ λ° νμ©νμ΅μ κ΄κ³, νννμ΅ λ° νμ©νμ΅κ³Ό μ‘°μ§μ±κ³Όμ κ΄κ³λ₯Ό λΆμνμλ€. λΆμκ²°κ³Ό, νννμ΅κ³Ό νμ©νμ΅μ μνΈ λ³΄μμ μ±κ²©μ κ°λ κ²μΌλ‘ λνλ¬λ€. μ΄λ νννμ΅κ³Ό νμ©νμ΅μ΄ μ‘°μ§μμ λμμ νμ±νλ μ μμμ μλ―Ένλ€. νννμ΅κ³Ό νμ©νμ΅μ λμμ μΆκ΅¬νλ μ‘°μ§μ΄ νλμ νμ΅μ λ΅μ μ§μ€νλ κΈ°μ
λ³΄λ€ λμ μ‘°μ§μ±κ³Όλ₯Ό κ°μ§ κ²μΌλ‘ μμΈ‘λμμ§λ§ μ€μ¦λΆμ κ²°κ³Ό μμΈ‘κ³Όλ λ¬λ¦¬ μ‘°μ§κ²½μλ ₯ κ°νμλ νννμ΅μ΄, μΈλΉ 맀μΆμ‘ μ¦κ°μλ νμ©νμ΅μ΄ κ°κ° μ (+)μ μ μν μν₯μ λ―ΈμΉλ κ²μΌλ‘ λνλ¬λ€. λν νννμ΅κ³Ό νμ©νμ΅μ λͺ¨λ μ‘°μ§μ±κ³Όμ μUμνμ κ΄κ³λ₯Ό κ°κΈ°λ³΄λ€λ μ νκ΄κ³λ₯Ό κ°λ κ²μΌλ‘ λνλ¬λ€. λ§μ§λ§μΌλ‘ λ³Έ μ°κ΅¬μ κ²°κ³Όκ° μ€μκΈ°μ
νμ΅μ λ―ΈμΉλ μλ―Έμ μμ¬μ μ λ
Όμνμλ€.This study examines the relationship between exploration learning and exploitation learning and firm performance and the interaction effects of the two learning strategies. Empirical results from a sample of small-medium size firms(SMEs) are as follows. First, the exploration and the exploitation learning are complementary constructs. Second, the relationships between both learning and organizational performance are not invert U shape style. The relationship between the exploration learning and the competitiveness of organization is linear and positive. The relationship between the exploitative learning and sales volume per man is nonlinear and U shape style, indicating that the exploitative learning is negative effect on the firm performance when it performs insufficiently, but positive effect when it performs sufficiently. Finally, the moderating effects of the exploration and exploitative learning on performance is not supported. This result means that the ambidextrous organization is not superior in their performance than the organization concentrating on only one type of learning in Korean SMEs
A Study on the Effects of Transformational and Transactional Leadership - Focused on the Mediating Effects of Leader Trust and Role Conflict -
λ³νμ Β·κ±°λμ 리λμμ μ‘°μ§ λͺ°μ
μ λν μ§μ ν¨κ³Όμ 리λ μ λ’° λ° μν κ°λ±μ λ§€κ° ν¨κ³Όλ₯Ό κ²μ¦νκ³ μ νμλ€. μ΄λ₯Ό μν΄ μΆ©μ²μ§μμ 4λ
μ λνκ΅ μ§μλ€μ λμμΌλ‘ ꡬ쑰방μ μλͺ¨λΈμ νμ©ν κ²½λ‘λΆμμ ν΅ν΄ μ€μ¦λΆμμ μ€μνμλ€. μ€μ¦λΆμ κ²°κ³Ό, λ³νμ Β·κ±°λμ 리λμμ μ‘°μ§ λͺ°μ
μ λν μ§μ ν¨κ³Όλ κ²μ¦λμ§ μμλ€. 맀κ°ν¨κ³Όμ λν κ°μ€ μ€ μ€μ§ λ³νμ 리λμ μ‘°μ§λͺ°μ
μ κ΄κ³μμ 리λ μ λ’°μ λ§€κ° ν¨κ³Όλ§ κ²μ¦λμμΌλ©°, κ±°λμ 리λμ μ‘°μ§λͺ°μ
μ λν μ΄λ ν λ§€κ° ν¨κ³Όλ, μν κ°λ±μ 맀κ°ν¨κ³Όλ κ²μ¦λμ§ μμλ€. μ΄μ κ°μ κ²°κ³Όλ λνκ΅μ κ°μ μλμ μΌλ‘ μμ μ μΈ μ‘°μ§μμλ λ³νμ 리λμ μν μ΄ μ€μνλ©°, νΉν 리λμ λΆν μ λ’°λ₯Ό μ΄μ§νκΈ° μν νλμ μ€μμ±μ μ μνλ κ²°κ³Όλ‘ ν΄μλλ€. λ§μ§λ§μΌλ‘ λ³Έ μ°κ΅¬μ μμ¬μ κ³Ό νκ³λ₯Ό μ μνμλ€.This study examined the mediating effects of leader trust and role conflict and direct effects in the relationship between transformational and transactional leadership and organizational commitment. Results of empirical study are summarized as followed: First, the direct effects of transformational and transactional leadership on organizational commitment were not verified. Second, only the mediating effects of leader trust in the relationship between transformational leadership and organizational commitment were verified. But the mediating effects of role conflict were not verified. Finally suggestions and limitations of research are discussed
A Case Study on the Development of Competency-Based Selection Tools
λ³Έ μ°κ΅¬λ μ§λ¬΄μλμ κΈ°λ°μΌλ‘ μ±μ©μμ€ν
μ κ°λ°, νμ©νκΈ° μν μ΄λ‘ μ , μ€μ μ λ°©μμ νμνλλ° κΈ°λ³Έμ μΈ λͺ©μ μ΄ μλ€. μ΅κ·Όμ νλ ₯κ³Ό μ€ν μ€μ¬μ μ±μ© κ΄νμ΄ λ§μ°ν λ
Έλμμ₯μμ μ§λ¬΄λ₯λ ₯ μ€μ¬μ μ±μ©μ νμν μ€μ μ λꡬλ₯Ό 체κ³μ μΌλ‘ κ°λ°νμ¬ μ μ©ν¨μΌλ‘μ¨ μ‘°μ§μ μΈμ μμ ν보μ ν¨κ³Όμ±μ λμ΄κ³ , κ±°μμ μΌλ‘λ λ
Έλμμ₯ μ°Έμ¬μλ€μ ν©λ¦¬μ μΈ νμκ³Ό μ νμ μ§μνμ¬ λ
Έλμμ₯μ ν©λ¦¬μ±μ λμ΄κΈ° μν λ°©μμ μ μνκ³ μ νμλ€. λ
Έλμμ₯μμμ μ°¨μ§νλ μ§μ’
μ μ€μμ±κ³Ό μ’
μ¬μΈμ λ±μ κ°μνμ¬ μ μ‘°μ
μ κ²½μκ΄λ¦¬ λ° μμ°κ΄λ¦¬ κ·Έλ¦¬κ³ κΈμ΅μ¬λ¬΄μΆλ©μ§ λ± 3κ° μ§λ¬΄λ₯Ό μ μ νμ¬, μλ λμΆκ³Ό κ΄λ ¨λ κΈ°μ‘΄μ κ΅λ΄μΈ μ κ·Όλ°©λ²μ νμ©νμ¬ 3κ° μ§λ¬΄μ λν΄ μλλͺ¨λΈλ§(competency modeling)μ νκ³ , μ΄λ₯Ό μ±μ©μ νμ©ν μ μλλ‘ κ° μ§λ¬΄μλμ λν΄ μλκΈ°λ° μ§μμ, μλν
μ€νΈ λ° μλλ©΄μ λ± μ±μ©λꡬλ₯Ό κ°λ°νμμΌλ©°, μ΄μ μ μ© κ°λ₯μ±μ νμνμλ€. λ§μ§λ§μΌλ‘ ν₯ν μλκΈ°λ° μ λ°λꡬμ νμ©μ μ¦λμν€κΈ° μν΄ μ΄λ‘ μ , μ μ±
μ ν¨μλ₯Ό μ μνμλ€.The purpose of this study is to explore a practical and theoretical method to develop and utilize a competency-based recruitment system. In the face of the stark reality that only education and certifications are considered important in Korea's labor market, we attempted to devise a measure to enhance the rationality of the labor market. More specifically, we developed and applied practical tools needed for competency-based recruitment system to enhance the efficiency of securing human resources, and to support participants in the labor market in their search for and selection of jobs. We selected three types of jobs, given the importance of the jobs and the number of people employed in each one. These jobs are in business management, production management in the manufacturing industry, and a clerical job in the financial industry. We conducted competency modeling for the three types of jobs by using existing approaches at home and abroad. To take advantage of these efforts, we developed recruitment tools including competency-based application form, competency tests, and competency-based interviews and investigated suitability of each. Finally, this study suggests theoretical and policy implications to enhance the utilization of competency-based selection
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1. μ°κ΅¬μ νμμ±
μΆ©λ¨μ μλμ°¨ λ° μλμ°¨λΆν, λμ€νλ μ΄, 첨λ¨λ¬Έν, μν λ° λ°μ΄μ€, λ¬Ένκ΄κ΄ λ± 5κ°μ§ μ°μ
μ μ λ΅μ°μ
μΌλ‘ μ μ νμμΌλ, μ λ΅μ°μ
μ‘μ±μ μν κΈ°μ΄ μ‘°μ¬ λ° μ°κ΅¬λ λλ¨ν λ―Έν‘ν μ€μ μ΄λ€. νΉν μ°μ
μ‘μ±μ ν΅μ¬μΈ μΈμ μμμ λν μκΈ λ° κ°λ°κ³Ό κ΄λ ¨ν μ‘°μ¬ μ°κ΅¬λ κ±°μ μ΄λ£¨μ΄μ§κ³ μμ§ λͺ»ν μ€μ μ΄λ€.
-μ΄ν μλ΅1. μλ‘
2. μΈλ ₯νν©Β·λΆμ‘± λ° μΈλ ₯μκΈμ λ§
3. μΆ©λ¨μ§μ λνμ μΈλ ₯곡κΈ
4. μΆ©λ¨μ§μ μ λ΅μ°μ
μ μΈλ ₯μμ μ€νμ‘°μ¬
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