Learning Organization Culture and Core Job Characteristics for Knowledge Workers in Korea
DOI:
https://doi.org/10.21171/ges.v14i37.3082Palavras-chave:
aprendizagem organizacional, características do trabalho, correlação canônica, CoréiaResumo
O objetivo deste estudo é examinar a relação entre a cultura da organização de aprendizagem percebida e as principais características do trabalho em uma amostra de 264 trabalhadores do conhecimento de quatro organizações na Coréia do Sul. As dimensões do questionário da organização de aprendizagem (DLOQ) e da pesquisa de diagnóstico do trabalho (JDS) foram usadas como medidas. O resultado de uma análise de correlação canônica indicou que a composição da cultura de aprendizagem organizacional (ou seja, aprendizado contínuo, diálogo e investigação, aprendizado em equipe, sistema incorporado, capacitação, conexão do sistema e liderança estratégica) estava modestamente, mas significativamente relacionado à composição das características do trabalho principal (variedade, identidade, significado, autonomia e feedback), respondendo por 34% da variação compartilhada entre os dois conjuntos de variáveis. Mais especificamente, os efeitos do diálogo e da investigação, do aprendizado em equipe e da conexão do sistema na cultura aprendizagem organizacional foram maiores no feedback, na autonomia e no significado da tarefa nas características do trabalho para os trabalhadores do conhecimento na Coréia do Sul.
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Referências
Amablie, T. M. (1996). Creativity in Context: Update to the social psychology of creativity.
Boulder, CO: Westview.
Bhagat, R. S., and Chassie, M. B. (1980). Effects of changes in job characteristics on some theory- specific attitudinal outcomes: Results from a naturally occurring experiment. Human Relations, 33, 297-313.
Champoux, J. E. (1992). A multivariate analysis of curvilinear relationships among job scope, work context satisfactions, and affective outcomes, Human Relations, 45, 87-111.
Confessore, S. J., and Kops, W. J. (1998). Self-directed learning and the learning organization: Examining the connection between the individual and the learning environment. Human Resource Development Quarterly, 9(4), 365-375.
Diamantopoulos, A., and Siguaw, J. A., (2000). Introducing LISREL. London, UK: Sage Publications. Drucker, P. (1988). The coming of the new organizations. Harvard Business Review, 66(1), 45-53. Drucker, P. (1992). The new society of organizations. Harvard Business Review, 70(5), 95-105.
Egan, T. M. (2002). Learning organization dimensions and motivation to transfer learning in large firm information technology employees. Dissertation Abstracts International, 61(02), 776A. (UMI No. 3062543). Abstract retrieved August 20, 2006, from http://wwwlib.umi.com/dissertations/dlnow/3062543
Ford, C. M. (1995). Creativity is a mystery: Clues from the investigators’ notebooks. In C. M. Ford and D. A. Gioia (Eds.), Creative action in organizations: Ivory tower visions and real world voices (pp. 12-49). Thousand Oaks, CA: Sage.
Ford, M. (2015). The rise of the robots. Basic Books, New York.
Fox, S., and Feldman, G. (1988). Attention state and critical psychological states as mediator between job dimensions and outcomes. Human Relations, 41, 229-245.
Fried, Y., and Ferris, G.R. (1987). The validity of the Job Characteristics Model: A review and meta analysis. Personnel Psychology, 40, 287-322.
Garvin, D. A. (1993). Building a learning organization. Harvard Business Review, 71(4), 78-91. Griffin, R. W. (1991). Effects of work redesign on employee perceptions, attitudes, and behavior:
A long-term investigation. Academy of Management Journal, 34, 425-435.
Hackman, J. R., and Oldham, G. R. (1975). Development of the job diagnostic survey. Journal of Applied Psychology, 60, 159-170.
Hackman, J. R., and Oldham, G. R. (1976). Motivation through the design of work: Test of a theory. Organizational Behavior and Human Performance, 16, 250-279.
Hackman, J. R., and Oldham, G. R. (1980). Work redesign. Reading, MA: Addison-Wesley.
Hall D. T., and Heras, M. L. (2010). Reintegrating job design and career theory: Creating not just good jobs but smart jobs. Journal of Organizational Behavior, 31, 448-462.
Jackson, P. R., Paul, L. J., and Wall, T. D. (1981). Individual differences as moderators of reactions to job characteristics. Journal of Occupational Psychology, 54, 1-8.
Janz, B. D., Colquitt, J. A., and Noe, R. A. (1997). Knowledge worker team effectiveness: The role of autonomy, interdependence, team development, and contextual support variables. Personnel Psychology, 50(4), 877-905.
Joo, B., and McLean, G. N. (2006). Best employer studies: A conceptual model from a literature review and a case study. Human Resource Development Review, 5(2), 228-257.
Kanter, R. M. (1988). When a thousand flowers bloom: Structural, collective, and social conditions for innovation in organization. In B. M. Staw and L. L. Cummings (Eds.), Research in Organizational Behavior, Vol. 10 (pp. 169-211). Greenwich, CT: JAI.
Kemp, N. J., and Cook, J. D. (1983). Job longevity and growth need strength as joint moderators of the task design-job satisfaction relationship. Human Relations, 36, 883-989.
Kreitner, R., and Kinicki, A. (2001). Organizational Behavior (5th ed.). New York: McGraw-Hill.
Liao, S.H., Chang, W. J. and Wu, C. C. (2010), “An integrated model for learning organization with strategic view: Benchmarking in the knowledge-intensive industry”, Expert System with Applications, 37, pp. 3792-3798.
Marsick, V. L., and Watkins. K. E. (2003). Demonstrating the value of an organization’s learning culture: The dimensions of the learning of the learning organization questionnaire. Developing Human Resources, 5(2), 132-151.
McLean, G. N. (2006). Organization development: Principles, processes, performance. CA: Berrett-Koehler Publishers.
Morgeson, F. P., and Humphrey, S. E. (2006). The Work Design Questionnaire (WDQ): Developing and validating a comprehensive measure for assessing job design and the nature of work. Journal of Applied Psychology, 91, 1321-1339.
Nimon, K., and Reio, T. (2011). The use of canonical commonality analysis for quantitative theory building. Human Resource Development Review, 10, 451-463.
Nimon, K., Henson, R., and Gates, M. (2010). Revisiting interpretation of canonical correlation analysis: A tutorial and software solution for canonical commonality analysis. Multivariate Behavioral Research, 45, 702-724.
Oldham, G. R., and Cummings, A. (1996). Employee creativity: Personal and contextual factors at work. Academy of Management Journal, 39(3), 607-634.
Parker, S. K., Morgeson, F. P., and Johns, G. (2017). One hundred years of work design research: Looking back and looking forward. Journal of Applied Psychology, 102, 403–420.
Parker, S. K., Wall, T. D., and Cordery, J. L. (2001). Future work design research and practice: Towards an elaborated model of work design. Journal of Occupational and Organizational Psychology, 74(4), 413-440.
Phillips, J. S., and Freedman, S. M. (1984). Situational performance constraints, task characteristics and their relationship with motivation and satisfaction. Journal of Management, 10, 321-331.
Saavedra, R., and Kwun, S. K. (2000). Affective states in job characteristics theory. Journal of Organizational Behavior, 21, 131-146.
Schmitt, N., and McCune, J. T. (1981). The relationship between job attitudes and the decision to retire. Academy of Management Journal, 24, 795-802.
Senge, P. M. (1990). The fifth discipline: The art and practice of the learning organization. New York: Doubleday.
Shalley, C. E., and Gibson, L. L. (2004). What leaders need to know: A review of social and contextual factors that can foster or hinder creativity. The Leadership Quarterly, 15(1), 33– 53.
Shalley, C. E., Gibson, L. L., and Blum, T. C. (2000). Matching creativity requirements and the work environment: Effects on satisfaction and intentions to leave. Academy of Management Journal, 43(2), 215-223.
Shalley, C. E., Zhou, J. and Oldham, G. R. (2004). The effects of personal and contextual characteristics on creativity: Where should we go from here? Journal of Management, 30(6), 933-958.
Sherry, A., and Henson, R. K. (2005). Conducting and interpreting canonical correlation analysis in personality research: A user-friendly primer. Journal of Personality Assessment, 84, 37-48. Terborg, J. R., and Davis, G. A. (1982). Evaluation of a new method for assessing change to planned job redesign as applied to Hackman and Oldham’s job characteristics model.
Organizational Behavior and Human Performance, 29, 112-128.
Tharenou, P. and Harker, P. (1984). Moderating influence of self-esteem on relationships between job complexity, performance, and satisfaction. Journal of Applied Psychology, 69, 623-632.
Thompson, B. (1984). Canonical Correlation Analysis: Uses and Interpretations, Beverly Hills, CA: Sage.
Thompson, B. (2000). Canonical correlation analysis. In L. Grimm and P. Yarnold (Eds), Reading and understanding more multivariate statistics (pp. 285-316). Washington, DC: American Psychological Association.
Unsworth, K. L., and Parker, S. K. (2003). Proactivity and innovation: Promoting a new workforce for the new workplace. In D. Holman, T. D. Wall, C. W. Clegg, P. Sparrow, and A. Howard (Eds.). The new workplace: A guide to the human impact of modern working practices (pp. 175-196). Chicester, England: Wiley.
Watkins, K. E., and Kim, K. (2017). Current status and promising directions for research on the learning organization. Human Resource Development Quarterly, 29(1), 15-29.
Watkins, K E., and Marsick, V. J. (1997). Dimensions of the learning organization questionnaire
[survey]. Warwick, RI: Partners for the Learning Organization.
West, M., and Farr, J. (1990). Innovation at work. In M. West and J. Farr (Eds.), Innovation and creativity at work: Psychological and organizational strategies (pp. 3-13). New York: Wiley.
Williams, W. M., and Yang, L. T. (1999). Organizational creativity. In R. J. Sternberg (Ed.),
Handbook of creativity (pp. 373-391). Cambridge, United Kingdom: Cambridge University. Yang, B., Watkins, K. E., and Marsick, V. J. (2004). The construct of the learning organization:
Dimensions, measurement, and validation. Human Resource Development Quarterly, 15(1), 31-55.
Zaccaro, S. J., and Stone, E. F. (1988). Incremental validity of an empirically based measure of job characteristics. Journal of Applied Psychology, 73(2), 245-252.
Boulder, CO: Westview.
Bhagat, R. S., and Chassie, M. B. (1980). Effects of changes in job characteristics on some theory- specific attitudinal outcomes: Results from a naturally occurring experiment. Human Relations, 33, 297-313.
Champoux, J. E. (1992). A multivariate analysis of curvilinear relationships among job scope, work context satisfactions, and affective outcomes, Human Relations, 45, 87-111.
Confessore, S. J., and Kops, W. J. (1998). Self-directed learning and the learning organization: Examining the connection between the individual and the learning environment. Human Resource Development Quarterly, 9(4), 365-375.
Diamantopoulos, A., and Siguaw, J. A., (2000). Introducing LISREL. London, UK: Sage Publications. Drucker, P. (1988). The coming of the new organizations. Harvard Business Review, 66(1), 45-53. Drucker, P. (1992). The new society of organizations. Harvard Business Review, 70(5), 95-105.
Egan, T. M. (2002). Learning organization dimensions and motivation to transfer learning in large firm information technology employees. Dissertation Abstracts International, 61(02), 776A. (UMI No. 3062543). Abstract retrieved August 20, 2006, from http://wwwlib.umi.com/dissertations/dlnow/3062543
Ford, C. M. (1995). Creativity is a mystery: Clues from the investigators’ notebooks. In C. M. Ford and D. A. Gioia (Eds.), Creative action in organizations: Ivory tower visions and real world voices (pp. 12-49). Thousand Oaks, CA: Sage.
Ford, M. (2015). The rise of the robots. Basic Books, New York.
Fox, S., and Feldman, G. (1988). Attention state and critical psychological states as mediator between job dimensions and outcomes. Human Relations, 41, 229-245.
Fried, Y., and Ferris, G.R. (1987). The validity of the Job Characteristics Model: A review and meta analysis. Personnel Psychology, 40, 287-322.
Garvin, D. A. (1993). Building a learning organization. Harvard Business Review, 71(4), 78-91. Griffin, R. W. (1991). Effects of work redesign on employee perceptions, attitudes, and behavior:
A long-term investigation. Academy of Management Journal, 34, 425-435.
Hackman, J. R., and Oldham, G. R. (1975). Development of the job diagnostic survey. Journal of Applied Psychology, 60, 159-170.
Hackman, J. R., and Oldham, G. R. (1976). Motivation through the design of work: Test of a theory. Organizational Behavior and Human Performance, 16, 250-279.
Hackman, J. R., and Oldham, G. R. (1980). Work redesign. Reading, MA: Addison-Wesley.
Hall D. T., and Heras, M. L. (2010). Reintegrating job design and career theory: Creating not just good jobs but smart jobs. Journal of Organizational Behavior, 31, 448-462.
Jackson, P. R., Paul, L. J., and Wall, T. D. (1981). Individual differences as moderators of reactions to job characteristics. Journal of Occupational Psychology, 54, 1-8.
Janz, B. D., Colquitt, J. A., and Noe, R. A. (1997). Knowledge worker team effectiveness: The role of autonomy, interdependence, team development, and contextual support variables. Personnel Psychology, 50(4), 877-905.
Joo, B., and McLean, G. N. (2006). Best employer studies: A conceptual model from a literature review and a case study. Human Resource Development Review, 5(2), 228-257.
Kanter, R. M. (1988). When a thousand flowers bloom: Structural, collective, and social conditions for innovation in organization. In B. M. Staw and L. L. Cummings (Eds.), Research in Organizational Behavior, Vol. 10 (pp. 169-211). Greenwich, CT: JAI.
Kemp, N. J., and Cook, J. D. (1983). Job longevity and growth need strength as joint moderators of the task design-job satisfaction relationship. Human Relations, 36, 883-989.
Kreitner, R., and Kinicki, A. (2001). Organizational Behavior (5th ed.). New York: McGraw-Hill.
Liao, S.H., Chang, W. J. and Wu, C. C. (2010), “An integrated model for learning organization with strategic view: Benchmarking in the knowledge-intensive industry”, Expert System with Applications, 37, pp. 3792-3798.
Marsick, V. L., and Watkins. K. E. (2003). Demonstrating the value of an organization’s learning culture: The dimensions of the learning of the learning organization questionnaire. Developing Human Resources, 5(2), 132-151.
McLean, G. N. (2006). Organization development: Principles, processes, performance. CA: Berrett-Koehler Publishers.
Morgeson, F. P., and Humphrey, S. E. (2006). The Work Design Questionnaire (WDQ): Developing and validating a comprehensive measure for assessing job design and the nature of work. Journal of Applied Psychology, 91, 1321-1339.
Nimon, K., and Reio, T. (2011). The use of canonical commonality analysis for quantitative theory building. Human Resource Development Review, 10, 451-463.
Nimon, K., Henson, R., and Gates, M. (2010). Revisiting interpretation of canonical correlation analysis: A tutorial and software solution for canonical commonality analysis. Multivariate Behavioral Research, 45, 702-724.
Oldham, G. R., and Cummings, A. (1996). Employee creativity: Personal and contextual factors at work. Academy of Management Journal, 39(3), 607-634.
Parker, S. K., Morgeson, F. P., and Johns, G. (2017). One hundred years of work design research: Looking back and looking forward. Journal of Applied Psychology, 102, 403–420.
Parker, S. K., Wall, T. D., and Cordery, J. L. (2001). Future work design research and practice: Towards an elaborated model of work design. Journal of Occupational and Organizational Psychology, 74(4), 413-440.
Phillips, J. S., and Freedman, S. M. (1984). Situational performance constraints, task characteristics and their relationship with motivation and satisfaction. Journal of Management, 10, 321-331.
Saavedra, R., and Kwun, S. K. (2000). Affective states in job characteristics theory. Journal of Organizational Behavior, 21, 131-146.
Schmitt, N., and McCune, J. T. (1981). The relationship between job attitudes and the decision to retire. Academy of Management Journal, 24, 795-802.
Senge, P. M. (1990). The fifth discipline: The art and practice of the learning organization. New York: Doubleday.
Shalley, C. E., and Gibson, L. L. (2004). What leaders need to know: A review of social and contextual factors that can foster or hinder creativity. The Leadership Quarterly, 15(1), 33– 53.
Shalley, C. E., Gibson, L. L., and Blum, T. C. (2000). Matching creativity requirements and the work environment: Effects on satisfaction and intentions to leave. Academy of Management Journal, 43(2), 215-223.
Shalley, C. E., Zhou, J. and Oldham, G. R. (2004). The effects of personal and contextual characteristics on creativity: Where should we go from here? Journal of Management, 30(6), 933-958.
Sherry, A., and Henson, R. K. (2005). Conducting and interpreting canonical correlation analysis in personality research: A user-friendly primer. Journal of Personality Assessment, 84, 37-48. Terborg, J. R., and Davis, G. A. (1982). Evaluation of a new method for assessing change to planned job redesign as applied to Hackman and Oldham’s job characteristics model.
Organizational Behavior and Human Performance, 29, 112-128.
Tharenou, P. and Harker, P. (1984). Moderating influence of self-esteem on relationships between job complexity, performance, and satisfaction. Journal of Applied Psychology, 69, 623-632.
Thompson, B. (1984). Canonical Correlation Analysis: Uses and Interpretations, Beverly Hills, CA: Sage.
Thompson, B. (2000). Canonical correlation analysis. In L. Grimm and P. Yarnold (Eds), Reading and understanding more multivariate statistics (pp. 285-316). Washington, DC: American Psychological Association.
Unsworth, K. L., and Parker, S. K. (2003). Proactivity and innovation: Promoting a new workforce for the new workplace. In D. Holman, T. D. Wall, C. W. Clegg, P. Sparrow, and A. Howard (Eds.). The new workplace: A guide to the human impact of modern working practices (pp. 175-196). Chicester, England: Wiley.
Watkins, K. E., and Kim, K. (2017). Current status and promising directions for research on the learning organization. Human Resource Development Quarterly, 29(1), 15-29.
Watkins, K E., and Marsick, V. J. (1997). Dimensions of the learning organization questionnaire
[survey]. Warwick, RI: Partners for the Learning Organization.
West, M., and Farr, J. (1990). Innovation at work. In M. West and J. Farr (Eds.), Innovation and creativity at work: Psychological and organizational strategies (pp. 3-13). New York: Wiley.
Williams, W. M., and Yang, L. T. (1999). Organizational creativity. In R. J. Sternberg (Ed.),
Handbook of creativity (pp. 373-391). Cambridge, United Kingdom: Cambridge University. Yang, B., Watkins, K. E., and Marsick, V. J. (2004). The construct of the learning organization:
Dimensions, measurement, and validation. Human Resource Development Quarterly, 15(1), 31-55.
Zaccaro, S. J., and Stone, E. F. (1988). Incremental validity of an empirically based measure of job characteristics. Journal of Applied Psychology, 73(2), 245-252.
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2020-01-01
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(Brian) Joo, B.-K. ., & N. McLean , G. . (2020). Learning Organization Culture and Core Job Characteristics for Knowledge Workers in Korea. Gestão E Sociedade, 14(37), 3394–3416. https://doi.org/10.21171/ges.v14i37.3082
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