9 research outputs found
(The) effect of learning organization on organizational effectiveness in nurses
κ°νΈνκ³Ό/λ°μ¬[νκΈ]
λ³Έ μ°κ΅¬λ Senge(1990)μ νμ΅μ‘°μ§ μ΄λ‘ μ κΈ°μ΄λ‘ λ³μ κ°νΈμ¬μ νμ΅μ‘°μ§ν μ λ λ° νμ΅μ‘°μ§ν μ νμ κ·λͺ
νκ³ , μ΄λ€μ νμ΅μ‘°μ§νκ° μ‘°μ§μ ν¨μ±μ λ―ΈμΉλ μν₯μ νμ
νλ μμ μ μκ΄κ΄κ³ μ°κ΅¬μ΄λ€.
μ°κ΅¬λμμ κ΅λ¦½λνλ³μ 2κ°, μ¬λ¦½λνλ³μ 5κ°, κΈ°μ
μ€λ¦½λ³μ 2κ°μ μ΄ 9κ° μ’
ν©μ λ¬ΈμμκΈ°κ΄μ 근무νλ μ κ·μ§ κ°νΈμ¬ μ€, μ¬μ§κΈ°κ° 1λ
μ΄μμ μΌλ°λ³λ 근무μ 665λͺ
μ΄μλ€.
μλ£μμ§μ μ§λ¬Έμ§λ₯Ό μ¬μ©νμ¬ 2003λ
3μλΆν° 5μκΉμ§ μ΄λ£¨μ΄μ‘μΌλ©°, μ΄ 629λͺ
μ μλ£κ° μ΅μ’
λΆμλμλ€.
μ°κ΅¬λꡬλ μ μν¬, μ΄κ²½μ , μ΄λͺ
νμ κΉμΈμ(2003)μ΄ κ°λ°νκ³ λ³Έ μ°κ΅¬μκ° μμ ·보μν νμ΅μ‘°μ§ν μΈ‘μ λꡬ, Mowday, Steersμ Porter(1979)κ° κ°λ°ν μ‘°μ§λͺ°μ
μΈ‘μ λꡬ, Taylorμ Bowersκ° κ°λ°ν μ§λ¬΄λ§μ‘±μ²λ(CooK, Hepworth, Wall, & Warr, 1981μ μΈμ©λ¨)λ±μ μ¬μ©νμλ€.
μλ£λΆμμ SPSS 10.0 for Windows νλ‘κ·Έλ¨μ μ΄μ©νμ¬ μμΈλΆμ, κ΅°μ§λΆμ, νΈμκ΄λΆμ, μΌμλ°°μΉ λΆμ°λΆμ, Scheff test, 곡λ³λλΆμ, λ€μ€νκ·λΆμμ μ€μνμλ€.
μ°κ΅¬κ²°κ³Όλ λ€μκ³Ό κ°λ€.
1) κ°νΈμ¬μ νμ΅μ‘°μ§ν μ λλ 5μ λ§μ μ 3.63Β±.37μ μΌλ‘ 보ν΅μμ€μΌλ‘ λνλ¬μΌλ©°, νμ΅μ‘°μ§ ꡬμ±μμλ³λ‘λ μ¬κ³ λͺ¨ν, μμ€ν
μ¬κ³ , κ°μΈμ μλ ¨, ν νμ΅, λΉμ 곡μ μ μμΌλ‘ λκ² λνλ¬λ€.
2) κ΅°μ§λΆμμ λ°λ₯Έ κ°νΈμ¬μ νμ΅μ‘°μ§ν μ νμ μ§μ²΄νμ΅κ΅°, 보ν΅νμ΅κ΅°, μ λνμ΅κ΅°μ μΈ κ°μ μ νμ΄ νμΈλμλ€.
3) κ°νΈμ¬μ νμ΅μ‘°μ§ν μ λμ μ‘°μ§μ ν¨μ±κ³Όμ κ΄κ³μμ, κ°νΈμ¬μ νμ΅μ‘°μ§ν μ λλ μ‘°μ§λͺ°μ
λ° μ§λ¬΄λ§μ‘± λͺ¨λμ μ μν μκ΄κ΄κ³λ₯Ό κ°λ κ²μΌλ‘ λνλ¬μΌλ©°, νμ΅μ‘°μ§ ꡬμ±μμλ³λ‘λ μ¬κ³ λͺ¨νμ μ μΈν λλ¨Έμ§ λ€ κ°μ ꡬμ±μμ - μμ€ν
μ¬κ³ , κ°μΈμ μλ ¨, λΉμ 곡μ , ν νμ΅ - κ° κ°νΈμ¬μ μ‘°μ§λͺ°μ
λ° μ§λ¬΄λ§μ‘±κ³Ό μ μν μκ΄κ΄κ³λ₯Ό κ°λ κ²μΌλ‘ λνλ¬λ€(p=.000).
4) κ°νΈμ¬μ νμ΅μ‘°μ§ ꡬμ±μμλ³ νμ΅μ‘°μ§ν μ νκ³Ό μ‘°μ§μ ν¨μ±κ³Όμ κ΄κ³μμ, μ¬κ³ λͺ¨νμ μ μΈν λλ¨Έμ§ λ€ κ°μ ꡬμ±μμ - μμ€ν
μ¬κ³ , κ°μΈμ μλ ¨, λΉμ 곡μ , ν νμ΅ - μμ μμκ΅°, μ€μκ΅°, νμκ΅°μ μμΌλ‘ μ‘°μ§λͺ°μ
λ° μ§λ¬΄λ§μ‘±μ΄ λκ² λνλ¬λλ°, μ΄λ¬ν μ°¨μ΄λ ν΅κ³μ μΌλ‘ μ μνμλ€(p=.000).
5) κ΅°μ§λΆμμ λ°λ₯Έ κ°νΈμ¬μ νμ΅μ‘°μ§ν μ νμ λ°λΌ κ°νΈμ¬μ μ‘°μ§μ ν¨μ±μ μ μν μ°¨μ΄κ° μλ κ²μΌλ‘ λνλ¬λλ°, μ¬νκ²μ κ²°κ³Ό μ λνμ΅κ΅°, 보ν΅νμ΅κ΅°, μ§μ²΄νμ΅κ΅°μ μμΌλ‘ μ‘°μ§λͺ°μ
λ° μ§λ¬΄λ§μ‘±μ΄ μ μνκ² λκ² λνλ¬λ€(p=.000).
6) κ°νΈμ¬μ νμ΅μ‘°μ§νκ° μ‘°μ§μ ν¨μ±μ λ―ΈμΉλ μν₯λ ₯ κ²μ¦μμ λΉμ 곡μ μ ν νμ΅μ λ λ³μΈ μ μ²΄κ° μ‘°μ§λͺ°μ
μ 35.0%, μ§λ¬΄λ§μ‘±μ 26.8% μ€λͺ
νμλ€(p=.000).
7) κ°νΈμ¬μ μΌλ°μ νΉμ±κ³Ό νμ΅μ‘°μ§νμ κ΄κ³μμ, κ°νΈμ¬μ νλ ₯, μ§μ, 근무νν, μ¬μ§κΈ°κ°, 근무λ³μ ννμ λ°λΌ κ°νΈμ¬μ νμ΅μ‘°μ§ν μ λμ μ μν μ°¨μ΄κ° μλ κ²μΌλ‘ λνλ¬λ€(p<.001).
8) κ°νΈμ¬μ μ‘°μ§μ ν¨μ±μ λν μμΈ‘λ³μΈ μ€, λ¨Όμ μ‘°μ§λͺ°μ
μ λν΄μλ λΉμ 곡μ κ° κ°μ₯ μ£Όμν μμΈ‘λ³μΈμΌλ‘ λνλ¬μΌλ©°, κ·Έ λ€μμΌλ‘λ μ§μ, ν νμ΅, 근무λ³μ νν, 근무ννμ μμΌλ‘ λνλ¬λλ° μ΄λ€ λ³μΈ μ 체λ μ‘°μ§λͺ°μ
μ 41.4% μ€λͺ
νμλ€. λν μ§λ¬΄λ§μ‘±μ λν΄μλ ν νμ΅μ΄ κ°μ₯ μ£Όμν μμΈ‘λ³μΈμΌλ‘ λνλ¬μΌλ©°, κ·Έ λ€μμ λΉμ 곡μ λ‘ λνλ¬λλ°, μ΄λ€ λ λ³μΈ μ 체λ μ§λ¬΄λ§μ‘±μ 26.6% μ€λͺ
νμλ€(p=.000).
μ΄μμ κ²°κ³Ό, κ°νΈμ¬μ νμ΅μ‘°μ§ν μ λ λ° νμ΅μ‘°μ§ν μ νμ κ°νΈμ¬μ μ‘°μ§λͺ°μ
λ° μ§λ¬΄λ§μ‘±μ μ μν μν₯μ λ―ΈμΉλ©°, μ΄λ¬ν κ°νΈμ¬μ νμ΅μ‘°μ§νλ κ°νΈμ¬μ μΌλ°μ νΉμ±μ μνμ¬ μ μν μν₯μ λ°λ κ²μΌλ‘ λνλ¬λ€. λν νμ΅μ‘°μ§ ꡬμ±μμλ€ μ€ κ°νΈμ¬μ μ‘°μ§λͺ°μ
λ° μ§λ¬΄λ§μ‘±μ λν μ μν μμΈ‘λ³μΈμΌλ‘ λΉμ 곡μ μ ν νμ΅μ΄ μ μλμλ€.
κ²°λ‘ μ μΌλ‘ κ°νΈμ¬μ νμ΅μ‘°μ§νκ° λ³μ μ‘°μ§μ μ±κ³Όλ₯Ό λ¬μ±νλλ° λ§€μ° μ ν¨ν μλ¨μ΄ λ μ μλ€λ νμ΅μ‘°μ§μ μ΄λ‘ μ΄ μ€μ¦μ μΌλ‘ νμΈλμλ€.
μ΄μ λ³Έ μ°κ΅¬λ κ°νΈμ¬λ₯Ό λμμΌλ‘ νμ΅μ‘°μ§ μ΄λ‘ μ κ°νΈμν©μμ μ μ©κ°λ₯μ±μ μ€μ¦μ μΌλ‘ κ²μ¦ν΄ λ΄μΌλ‘μ¨ κ°νΈμ¬μ νμ΅μ‘°μ§νκ° μ‘°μ§μ ν¨μ±μ μ μν μν₯μ λ―ΈμΉλ€λ κ²μ λ°νλμΌλ©°, μ΄λ¬ν κ²°κ³Όλ νμ΅μ‘°μ§μ ν΅ν μ‘°μ§μ ν¨μ± μ¦μ§μ μ€νμ λ΅ κ°λ°μ μ μ©νκ² μ΄μ©λ μ μλ€.
[μλ¬Έ]
The purpose of this study was to investigate the degree and pattern of learning organization in clinical nurses, and to identify the effect of learning organization on organizational effectiveness.
Participants were 665 regular clinical nurses who had worked for over 1 year in general units of 9 tertiary medical hospitals including 2 national university hospitals, 5 university hospitals, and 2 hospitals founded by business enterprises.
Data were collected from March to May 2003 through questionnaires.
Four structured instruments were used to collect the data: Learning Organization Scale(Jeong, Lee, Lee, & Kim, 2003), Organizational Commitment Questionnaire (Mowday, Steers, & Porter, 1979), General Satisfaction Scale(CooK, Hepworth, Wall, & Warr, 1981), and one for general characteristics.
The data were analyzed using percentages, factor analysis, cluster analysis, partial correlation analysis, one-way ANOVA, Scheff test, analysis of covariance(ANCOVA), and multiple regression analysis with the SPSS for Windows 10.0 program.
The Results are as follows:
1) The average score for learning organization in nurses was 3.63Β±.37 on a 5-point Likert scale. In order from highest mean score, the elements of learning organization, were mental models, systems thinking, personal mastery, team learning, and shared vision.
2) Three learning organizational patterns for nurses, which were derived from cluster analysis, were delayed pattern of learning, ordinary pattern of learning, and leading pattern of learning.
3) Degree of learning organization and 4 elements of learning organization, systems thinking, personal mastery, shared vision, and team learning, were significantly correlated with nurses'' organizational commitment and job satisfaction(p=.000).
4) The nurses'' organizational commitment and job satisfaction showed significant differences according to learning organizational patterns of the learning organizational elements in the high level group, middle level group, and low level group for systems thinking, personal mastery, shared vision, and team learning(p=.000).
5) The nurses'' organizational commitment and job satisfaction showed significant differences according to the learning organizational patterns derived from cluster analysis of leading pattern, ordinary pattern, and delayed pattern(p=.000).
6) The 2 variables, shared vision and team learning, explained 35.0% of the total variance of nurses'' organizational commitment and 26.8% of the total variance of nurses'' job satisfaction(p=.000).
7) The degree of nurses'' learning organization showed a significant difference according to education level, position in hospital, duty shift style, continuous total numbers of years working at the present hospital, and the type of hospital(p<.001).
8) As a result of multiple regression analysis, the key determinant of organizational commitment for nurses was shared vision. Shared vision, position in hospital, team learning, the type of hospital, and duty shift style explained 41.4% of the total variance of organizational commitment. The key determinant of job satisfaction for nurses was team learning. Team learning and shared vision explained 26.6% of the total variance of job satisfaction(p=.000).
In conclusion these results suggest that learning organization positively affects the nurses'' organizational commitment and job satisfaction. Shared vision and team learning are the key determinants of organizational effectiveness.
From the above findings, learning organization is empirically verified as a useful and effective method to increase organizational effectiveness, and develop the organization.ope
μ°¨λ보κΈνλμ λμν λμκ°λ°μ μ± μ°κ΅¬(Urban development policies for an automobile era)
λ
ΈνΈ : λ³Έ μΆνλ¬Όμ μμν λ³Έμ°κ΅¬μμ μ체μ°κ΅¬λ¬Όλ‘μ μ λΆμ μ μ±
μ΄λ 견ν΄μλ μκ΄μμμ λ°νλλ λ°μ
λλ€
λμμ μ§νλ₯Ό μν μμΈκ³ν νμ±νλ°©μ μ°κ΅¬
λ
ΈνΈ : μ΄ μ±
μ κ΅ν μ°κ΅¬μμ μ체 μ°κ΅¬λ¬Όλ‘μ μ λΆμ μ μ±
μ΄λ 견ν΄μλ μκ΄μμμ λ°νλ‘λλ€
ν μ§κ΅¬νμ 리μ¬μ μ λμ κ°μ λ°©μμ°κ΅¬
λ
ΈνΈ : λ³Έ μΆνλ¬Όμ λ³Έμ°κ΅¬μμ μ°κ΅¬κ²°κ³Όλ‘μ μ λΆμ μ μ±
μ΄λ 견ν΄μλ μκ΄μμμ λ°νλλ λ° μ
λ
λμμλ³κ³΅κ°μ μ΄μ©νΉμ± λΆμ λ° κ°μ λ°©μ μ°κ΅¬(Policies for the waterfront development in urban area)
λ
ΈνΈ : μ΄ μ°κ΅¬λ³΄κ³ μμ λ΄μ©μ κ΅ν μ°κ΅¬μμ μ체 μ°κ΅¬λ¬Όλ‘μ μ λΆμ μ μ±
μ΄λ 견ν΄μλ μκ΄μμ΅λλ€
μ νμ λ Ήμκ΅ν μ§μ κ°λ° λ° μ μ© μ°κ΅¬(Development and application of the green territorial index)
λ
ΈνΈ : μ΄ μ°κ΅¬λ³΄κ³ μμ λ΄μ©μ κ΅ν μ°κ΅¬μμ μ체 μ°κ΅¬λ¬Όλ‘μ μ λΆμ μ μ±
μ΄λ 견ν΄μλ μκ΄μμ΅λλ€
λ Ήμκ΅ν ꡬμΆμ μν κ°.μ°.ν΄ ν΅ν©κ΄λ¦¬ μΆμ§λ°©μ μ°κ΅¬(Study on the integrated nature managemen systme for the sustainable development)
λ
ΈνΈ : μ΄ μ°κ΅¬λ³΄κ³ μμ λ΄μ©μ κ΅ν μ°κ΅¬μμ μ체 μ°κ΅¬λ¬Όλ‘μ μ λΆμ μ μ±
μ΄λ 견ν΄μλ μκ΄μμ΅λλ€