2012 경제발전경험모듈화사업 : 한국의 정부성과평가 체계와 운영경험

Summary Chapter 1 Introduction 　1. Purpose of this Study 　2. Development of Korea’s Policy Evaluation System 　3. Birth of Government Performance Evaluation System Chapter 2 The Framework of the Performance Evaluation System 　1. Significance of the Performance Evaluation System 　2. Government Performance Evaluation Committee 　3. Self-Evaluation Committee 　4. Policy Analysis and Evaluation Office Chapter 3 Types of Government Performance Evaluation 　1. Overview 　2. Self-Evaluation 　3. Top-down Evaluation 　4. Public Institution’s Performance Evaluation 　5. Local Government’s Performance Evaluation Chapter 4 Operations of the Government Performance Evaluation System 　1. Self-Evaluation and its Operating Procedures 　2. Top-down Evaluation and its Operating Procedures 　3. Local Government’s Performance Evaluation and its Operating Procedures 　4. Public Institution’s Performance Evaluation and its Operating Procedures Chapter 5 Feedback Management of the Government Performance Evaluation 　1. Feedback Management System 　2. Feedback Management for Organizational Performance Chapter 6 Government Performance Evaluation System: Performance and Prospective 　1. Performance and Prospective 　2. A Model for Better Evaluation Practices 　3. Suggestions for Countries Wishing to Adopt Korea’s Evaluation System References Appendi

The Influence of E-Learning on Individual and Collective Empowerment in the Public Sector: An Empirical Study of Korean Government Employees

Our study explores the influence of e-learning on individual and collective empowerment by using data collected from e-learning class participants of Korea’s Cyber-Education Center. For the survey, a questionnaire was sent to each of the 41 central ministries’ education and training officers (ETO) via email. The ETOs distributed the questionnaire to individuals in their ministries who have taken e-learning classes offered by the Cyber-Education Center during the first half of 2012. Out of more than 1,000 e-learning class attendees, 161 responded to the questionnaire survey. A set of multiple regression models was employed to explore significant predictors of government employees’ individual and collective empowerment in e-learning environments. Using existing literature on empowerment theories, a set of 16 questions was developed. A factor analysis was conducted to condense 16 individual variables into several large categories. Four factors including meaning, competence, self-determination, and collective empowerment were extracted from the 16 questions. The first three equations stood for individual empowerment and the last one for collective empowerment. Each of the four factors was utilized as a dependent variable in the multiple regression analysis. Each regression model uncovered its own set of variables that played a role in empowerment. The predictor variables of the meaning dimension were more widely split than those of the competence dimension or the self-determination dimension and collective empowerment. Only one independent variable—preference of e-learning class to offline class—was associated with all four dependent variables. However, modalities of e-learning activity, which were expected to be a significant predictor of empowerment, were not associated with any of the four dependent variables. In addition, lecture types of the e-learning class were also expected to be a significant predictor of empowerment but were only associated with the competence dimension