Influences of Formal Learning, Personal Characteristics, and Work Environment Characteristics on ...

203 Pages·2009·1.16 MB·English

Influences of Formal Learning, Personal Characteristics, and Work Environment
Characteristics on Informal Learning among Middle Managers
in the Korean Banking Sector

Dissertation

Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy
in the Graduate School of The Ohio State University

By
Woojae Choi, M.A.
College of Education and Human Ecology

The Ohio State University
2009

Dissertation Committee:
Ronald L. Jacobs, Advisor
Joshua Hawley
Raymond Noe
Copyright by
Woojae Choi
2009
Abstract

The purpose of this study was to investigate the influences of formal learning,
personal characteristics, and work environment characteristics on informal learning
among middle managers in the Korean banking sector. The conceptual framework
identified three factors influencing informal learning. For this study, data collection was
conducted in the Korean Banking Institute (KBI) to prepare employees who were
working in the banking sector which has been characterized as one of the fastest changing
industries in Korea. Thus, middle managers as a population were selected due to their
various experiences in both formal and informal learning. The collected data was
analyzed using structural equation modeling, correlation analysis, descriptive analysis,
and thematic analysis to answer seven research questions.
The results of this study showed that the conceptual model representing three
factors as influencing factors on informal learning reasonably fit the data from middle
managers with a slightly modified structural equation model. Based on the modified
model, the results were: 1) formal learning significantly affects informal learning, 2)
personal characteristics significantly affect informal learning, 3) work environments do
not directly affect informal learning, but they indirectly affect through formal learning,
and 4) both personal and work environment characteristics affect formal learning. The
results also showed that middle managers engage in various informal
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learning, even though self-experimentation is the most frequently used type of the three
types of informal learning. The consequences resulting from engaging in informal
learning were the acquisition of work-related knowledge and skills, individual
development, and the development of interpersonal skills. The results support the
conclusions that two forms of workplace learning are interrelated and, in particular,
informal learning is enhanced by managers who have well-organized knowledge and
skills. If managers perceive formal learning to be effective, they are more likely to utilize
it and to compromise with the two different learning practices. Therefore, it might be said
that the application of formal learning to work settings becomes a component of the
informal learning process. From a practical standpoint, the results support the conclusions
that formal learning is a reliable way to encourage managers’ informal learning, and also
that managers tend to synthesize their learning resulting from both formal and informal
learning experiences to meet the desirable levels of work requirements, to cope with
emerging problems, and to prepare for their future job and career. This study provides
implications for future research and practices in workplace learning and HRD.

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Dedication

Hyunjung, Joonyoung, and Joongu

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Acknowledgements

I would like to express my deepest gratitude to my advisor, Dr. Ronald Jacobs, for
his guidance and support during my study in human resource development. Without his
encouragement and invaluable advice, I could not finish this long journey. I will always
remember his endless support and friendship.
I express many thanks to Dr. Joshua Hawley who provided me with something
different from my perspectives on my study. He also shared his expertise in workforce
policy and data analysis with me. I am thankful to Dr. Raymond Noe for his helpful
advice and suggestions during the years of my research projects and graduate studies.
Also I thank Dr. Larry Miller for being my candidacy exam committee member.
My appreciation goes to Dr. Kibok Baik and Dr. Yongmin Kim at Kookmin
University. Since the years of my master’s degree, they have shown constant affection
and infinite support for my study. I appreciate Dr. Jegoo Shin who gave me long-distance
encouragement and endless affection during my graduate studies in the U.S. My memory
of his support will endure throughout my life.
My special thanks go to Dr. Seung-tae Moon and Dr. Eul-kyoo Bae for their
valuable comments and advice reflected in my study. I am grateful to my friend, Tommy
Park, who supported my dissertation research by helping with data gathering at the
Korean Banking Institute. In addition, I would like to express my gratitude to my current
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and former colleagues in my graduate program whose friendship enriched my life in
Columbus: Younghee Kong, Hyosun Kim, Sunok Hwang, Yoonhee Park, Joohee Chang,
Dongyeal Yoon, Bryan Wang, Edward Fletcher, Susan Johnston, and Charles Saunders.
They will be remembered for the wonderful times.
My gratitude extends to my Korean friends at The Ohio State University:
Kyeongyun Yeau, Chunjae Park, Kihwan Kim, Hakwoo Kim, Joohee Lee, and Yongchae
Jung for their friendship. And I would like to express my special thanks to Yusik Hwang,
who provided valuable advice and support. I would like to thank James Timothy Trout
and friends at Jungto Temple who provided invaluable support to me and my family in
Columbus.
Most importantly, I would like to express my sincere appreciation to my parents,
Ok-Suk Choi and Sam-Ja Joo, my wife’s parents, Hun-Young Kim and Sun-Ja Jee, and
all family members for their continuous support and love. I especially thank my wife,
Hyunjung Kim, who has always believed in me and provided immeasurable support
during my doctoral studies. Also I am grateful to my sons, Joonyoung and Joongu, for the
joy they have given me during my time as a doctoral student.

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Vita

April 1972 ………………… Born in Seoul, Korea
1998 ……………………… B.A. Business Administration, Kookmin University
2001 ………………………. M.A. Personnel Management, Kookmin University
2001 – 2005 ………………. Associate Researcher,
Hyundai Research Institute,
Seoul, Korea
2007 ………………………. Research Assistant
The Center of Education for Training and Education
The Ohio State University
2009 ……………………… Graduate Research Associate
The School of Physical Activity and Educational Services
The Ohio State University

Publications

Choi, W., & Jaocbs, R. (2008, February). Team transfer climate: Impacts of team leader
support, compositional diversity, and task interdependence. Proceedings of the
Academy of Human Resource Development. Panama City, Florida.
Choi, W., & Park, Y. (2007, November). Workplace Learning and Job Satisfaction in
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Korea. Proceedings of the 6 Asian AHRD Conference, Beijing, China.
Choi, W. & Jacobs, R. (2006, December). The relationships of team diversity, career
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commitment, and transfer of training. Proceedings of the 5 Asian AHRD
Conference. (pp. 644-650). Putrajaya, Malaysia.
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Fields of Study

Major Field: Education

Human Resource Development & Adult Learning Ronald L. Jacobs
Workforce Development & Educational Policy Joshua Hawley
Management and Human Resources Raymond Noe

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Table of Contents

Page
Abstract ………………………………………………………………………………….. ii
Dedication ………………………………………………………………………………. iv
Acknowledgements ………………………………………………………………………v
Vita ……………………………………………………………………………………. vii
List of Tables …………………………………………………………………………… xi
List of Figures …………………………………………………………………………xiii
Chapter 1: Introduction …………………………………………………………………..1
Statement of the Problem ………………………………………………………... 4
Research Questions ……………………………………………………………10
Definition of Terms …………………………………………………………….11
Significance of the Study...……………………………………………………....16
Limitations of the Study ……………………………………………………….18

Chapter 2: Review of Literature ……………………………………………………….. 19
Human Resource Development ………………………………………………. 19
Definition ………………………………………………………………..19
Components ……………………………………………………………. 22
Two Perspectives ………………………………………………………..27
Workplace Learning ……………………………………………………………..30
Definition ………………………………………………………………. 31
Components ……………………………………………………………. 35
Relationship between Formal and Informal Learning …………………. 44
Factors Influencing Informal Learning …..…………………………………….. 49
Personal Characteristics………………………………………………. 49
Work Environment Characteristics……………………………………... 53
Synthesis and Conceptual Framework …………………………………………. 56

Chapter 3: Methodology ………………………………………………………………...62
Research Type ………………………………………………………………….. 62
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