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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 ii 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. iii Dedication Hyunjung, Joonyoung, and Joongu iv 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 v 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. vi 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 th Korea. Proceedings of the 6 Asian AHRD Conference, Beijing, China. Choi, W. & Jacobs, R. (2006, December). The relationships of team diversity, career th commitment, and transfer of training. Proceedings of the 5 Asian AHRD Conference. (pp. 644-650). Putrajaya, Malaysia. vii 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 viii 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 ix

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