The Influence of the ROK Army Junior Leader’s Relationship Conflict and Fear of Negative Evaluation on Defensive Silence The Moderated Mediating Effect of Collective Self-Esteem
Article Sidebar
Main Article Content
Abstract
The primary purpose of this study was to investigate the influence of ROK Army junior leader’s relationship conflict and fear of negative evaluation (FNE) on defensive silence and to specifically examine the mediating effect of FNE on the relationship between relationship conflict and defensive silence. The secondary purpose of this study was to identify the moderating effect of collective self-esteem (CSE) on the relationship between FNE and defensive silence and the moderated mediating effect of CSE on the conditional direct effect of FNE. A total of 202 ROK Army junior leaders participated in this survey and we measured relationship conflict, FNE, defensive silence, and CSE. Using IBM SPSS 21.0 program, results of hierarchical regression analyses showed that relationship conflict was positively related to FNE and FNE was positively related to defensive silence. FNE partially mediated the relationship between relationship conflict and defensive silence. Also, the moderating effect of CSE on the relationship between FNE and defensive silence was significant, suggesting that the relationship between FNE and defensive silence was stronger when CSE was low than high. Additionally, the moderated mediating effect was significant, suggesting that CSE moderated the mediating effect of FNE on the relationship between relationship conflict and defensive silence. Lastly, the results, implications, limitations, and future research directions of this study were discussed.
Metrics
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
고수경 (2005). 개인-조직 적합성에 관한 실증연구. 석사학위 논문, 서울대학교 경영대학원.
고재성 (2011). 공기업 내 조직 구성원의 학습에 대한 자기주도성이 경력계획에 미치는 영향. 석사학위 논문. 고려대학교 교육대학원.
고환상, 서재현 (2012). 변혁적 리더십, 조직후원인식, 성취욕구가 조직몰입에 미치는 영향. 대한경영학회지, 25(1), 435-459.
고종욱 (2012). 조직몰입에 대한 삼차원적 개념화의 타당성 재검토. 한국정책연구, 12 (2), 23-39.
권순오 (2000). 조직 구성원의 학습에 대한 자기주도성이 조직몰입에 미치는 영향. 석사학위 논문, 고려대학교 대학원.
권혜진 (2013). 교육조직에서 학생의 자기주도성이 학습성과에 미치는 영향: 교사-학생 관계의 질(LMX)의 조절효과를 중심으로. 석사학위논문. 고려대학교 경영정보대학원.
김교식 (2004). 조직 구성원의 학습에 대한 자기주도성이 직무태도에 미치는 영향: W그룹을 중심으로. 석사학위 논문, 고려대학교 교육대학원.
김상석 (2009). 학습지원에 대한 조직 구성원의 인식이 직무역량과 직무몰입에 미치는 영향: HRD담당자를 대상으로. 석사학위 논문, 서울시립대학교 경영대학원.
김요완, 박종선, 전광호 (2013). 사이버대학 성인학습자의 자기효능감과 학습성과의 관계에서 자기주도성의 매개역할. 교육정보미디어 연구, 19(4), 743-764.
김주엽, 김명수 (2011). 긍정심리지본이 조직구성원의 직무만족과 정서적 몰입에 미치는 영향. 경영교육연구, 26(3), 117-148.
김지숙 (2013). 조직지원이 콜센터 상담사의 회복탄력성 및 조직성과에 미치는 영향. 석사학위 논문, 부산카톨릭대학교 대학원.
김지자, 김경성, 유귀옥, 유길한 (1996). 초등학교 교사를 위한 자기주도학습 준비도 측정도구의 개발과 활용방안, 사회교육학 연구, 2(1), 1-25.
김태성 (2014). 공기업 구성원의 조직문화 유형 지각이 조직유효성에 미치는 영향에 관한 연구: 협력적 노사관계의 매개효과와 조직지원인식의 조절효과. 박사학위 논문, 한림대학교 대학원.
김호장 (2005). 조직구성원의 학습에 대한 자기주도성이 개인 직무성과에 미치는 영향: S기업을 중심으로. 석사학위 논문. 고려대학교 교육대학원.
김흥국 (2000). 경력개발의 이론과 실제. 서울: 다산출판사.
박경문, 이용탁 (1999). 경력개발을 통한 인적자원개발에 관한 연구. 경성대 논문집, 20 (2), 147-165.
박계두, 최병권, 주영란 (2015). 성과보상연계성이 조직지원인식 및 정서적 몰입에 미치는 영향: 직무불안정성의 조절효과. 대한경영학회지, 28(12), 3041-3067.
박노육, 강영걸 (2007). 팀후원인식과 조직후원인식이 팀교체의도 및 이직의도에 미치는 영향에 관한 연구. 인적자원관리연구, 14 (2), 39-60.
박지혜 (1998). 기업내 성인학습자의 자기주도성에 관한 연구. 석사학위 논문, 고려대학교.
송진섭, 유태용 (2005). 개인과 조직간 가치부합이 개인의 태도 및 행동에 미치는 영향. 한국심리학회지: 산업 및 조직, 18(2), 361- 384.
어윤선, 김정매 (2017). 외식업체 직원의 개인특성이 조직몰입에 미치는 영향-인구통계적 특성의 조절효과. 외식경영연구, 15(2), 175-191.
안정원, 이순묵 (2015). 조직몰입 3요소 모형의 내적구조 검토. 한국심리학회지: 산업 및 조직, 28(4), 795-827.
양남영, 문선영 (2007). 간호사의 학습 관련 자기주도성과 직무만족 및 조직몰입과의 관계. 간호행정학회지, 13(4), 473-480.
오아라, 박경규, 용현주 (2012). 조직지원인식과 정서적 몰입 및 직장 내 일탈행동과의 관계에 관한 연구. 한국인사관리학회 학술대회 발표논문집, 206-232.
유귀옥 (1998). 성인학습자의 자기주도성과 인구학적 및 사회심리학적 변인 연구. 평생교육학연구, 4(1), 119-150.
유인숙, 이성엽, 최라영 (2015). 성인학습자의 자기주도성과 학습몰입과의 관계에서 기관몰입의 매개효과 연구. 공공사회연구, 5 (3), 97-127.
윤명숙, 이희정 (2015). 직장인의 분노가 이직의도에 미치는 영향: 조직지원인식의 조절효과를 중심으로. 인적자원관리연구, 22 (1), 249-169.
이미정 (2015). 공공조직 감정노동 종사자의 직무소진과 조직몰입의 관계: 조직지원의 조절효과 및 조직지원인식의 매개효과 검증. 석사학위 논문, 서울대학교 행정대학원.
이민영 (2010). HRD기업의 학습조직화수준과 구성원의 조직몰입도의 관계: 자기주도학습능력의 매개효과를 중심으로. 석사학위 논문, 인하대학교 교육대학원.
이재훈, 황성훈 (2004). ‘대학강사’의 조직몰입과 전문직몰입의 결정요인에 관한 연구: 조직지원인식의 매개효과를 중심으로. 인사·조직연구, 12(3), 201-234.
이종찬 (2010). 조직지원인식이 정서적 몰입, 이직의도 및 조직시민행동에 미치는 영향. 대한경영학회지, 23(2), 893-908.
이혜경 (2014). 경력단절여성의 자기효능감과 학습에 대한 자기주도성이 경력계획에 미치는 영향. 석사학위 논문. 경북대학교 교육대학원.
임광현 (2002). 군 간부의 자기주도학습이 조직유효성에 미치는 영향. 석사학위 논문. 고려대학교 교육대학원.
임기석 (2007). 기업 내 조직구성원의 학습 자기주도성과 개인직무성과와의 상관관계. 석사학위 논문. 고려대학교 교육대학원.
임승옥 (2007). 기업조직원의 인적자원전략 인식과 조직몰입 및 경력몰입의 관계 분석. 박사학위 논문, 고려대학교 교육대학원.
전순영 (2015). 조직구성원의 직무만족에 미치는 감정노동의 영향과 조직지원인식의 조절효과 분석. 대한경영학회, 28(12), 3235- 3255.
정경희, 한영섭 (2007). 리더의 학습지원 리더십이 부하직원의 조직몰입에 미치는 영향. 산업교육 연구, 14(33), 51-65.
정선호, 서동기 (2016). 회귀분석을 이용한 매개된 조절효과와 조절된 매개효과 검증 방법. 한국심리학회지: 일반, 35(1), 257- 282.
지성호, 강영순 (2014). 주도성 및 상사코칭과 조직경력성장의 관계에서 지속경력학습의 매개효과. 조직과 인사관리연구, 38(3), 151-180.
차유석, 이기은 (2014). 중소기업 내 일터학습과 직무태도간의 관계에 관한 연구. 전문경영인연구, 17(3), 263-281.
최순영 (2013). 경력개발제도의 개선방안. 한국정책과학학회보, 17(1), 215-245.
현영섭 (2010). 경력정체와 경력계획 간의 관계에 학습에 대한 자기주도성 및 사회적 지원의 조절효과. HRD연구, 12(2), 45-65.
Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179-211. DOI: https://doi.org/10.1016/0749-5978(91)90020-T
Ajzen, I. & Fishbein, M. (1980). Understanding attitudes and predicting social behavior. Englewood Cliffs, NJ.
Allen, N. J., & Meyer, J. P. (1996). Affective, continuance, and normative commitment to the organization: An examination of construct validity. Journal of Vocational behavior, 49(3), 252-276. DOI: https://doi.org/10.1006/jvbe.1996.0043
Allen, T. D. (2001). Family-supportive work environments: The role of organizational perceptions. Journal of Vocational behavior, 58(3), 414-435. DOI: https://doi.org/10.1006/jvbe.2000.1774
Arthur, M. B., & Rousseau, D. M. (1996). A career lexicon for the 21st century. Academy of Management Executive, 10(4), 28-39.
Baert, H. (1998). Het spel van “vormings behoeften” en “vormingsnoodzaak” in het levenslang leren[The game of “training requirements” and “training necessities” in life long learning].Andragogy in transformation, 107-118.
Baert, H., De Rick, K., & Van Valckenborgh, K. (2006). Towards the conceptualization of learning climate.
Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173-1182. DOI: https://doi.org/10.1037/0022-3514.51.6.1173
Bateman, T. S., & Crant, J. M. (1993). To proactive component of organizational behavior: a measure and correlate. Journal of Organizations Behavior, 13(2), 103-118. DOI: https://doi.org/10.1002/job.4030140202
Bates, R. A. (2001). Public sector training participation: an empirical investigation. International Journal of Training and development, 5(2), 136-152. DOI: https://doi.org/10.1111/1468-2419.00128
Betz, N. E., Fitzgerald, L. F., & Hill, R. E. (1989). Trait-factor theories: Traditional cornerstone of career theory. Handbook of career theory. cambridge, England: Cambridge University Press.
Blau, P. M. (1964). Exchange and power in social life. New York, NY: John Wiley & Sons.
Blau, G., Andersson, L., Davis, K., Daymont, T., Jochner, A., Koziara, K., Portwood, J., & Holladay, B. (2008). The relation between employee organizational and professional development activities. Journal of Vocational Behavior, 72(1), 123-142. DOI: https://doi.org/10.1016/j.jvb.2007.10.004
Cho, D. Y., & Kwon, D. B. (2005). Self-directed learning readiness as an antecedent of organizational commitment: A Korea study. International Journal of Training and development, 9(2), 140-152. DOI: https://doi.org/10.1111/j.1369-6866.2004.00314.x-i1
Cohen, A. (2003). Multiple commitments in the workplace: And integrative approach. Hillsdale, NJ: Lawrence Erlbaum.
Dirani, K. M. (1009). Measuring the learning organization culture, organizational commitment and job satisfaction in the Lebanese banking sector. Human Resource Development International, 12(2), 189-208. DOI: https://doi.org/10.1080/13678860902764118
Dunham, R B., Grube, J. A., & Castaneda, M. B. (1994). Organizational commitment: the utility of an integrative definition. Journal of Applied Psychology, 79(3), 370-380. DOI: https://doi.org/10.1037/0021-9010.79.3.370
Eisenberger, R., Huntington, R., Hutchison, S., & Sowa, D. (1986). Perceived Organizational Support. Journal of Applied Psychology, 71(3), 500-507. DOI: https://doi.org/10.1037/0021-9010.71.3.500
Eisenberger, R., Fasolo, P., & Davis-LaMastero, V. (1990). Perceived Organizational Support and employee Diligence, Commitment and Innovation. Journal of Applied Psychology, 75(1), 51-59. DOI: https://doi.org/10.1037/0021-9010.75.1.51
Eraut, M. (2000). Non-formal learning, implicit learning and tacit knowledge. In F.Coffield(Ed.), The necessity of informal learning. Bristol, UK: Policy Press.
Fiedler, H. (1996). Sources of PCDD/PCDF and impack on the envionment. Chemosphere, 32(1), 55-64. DOI: https://doi.org/10.1016/0045-6535(95)00228-6
Fishbein, M., & Ajzen, I. (1975). Belief, Attitude, intention, and behavior: And introduction to theory and research. Reading, MA: Addison-Wesley.
Frese, M., Fay, D., Hulburber, T., Leng, K., & Tag, A. (1997). The concept of personal initiative: operationalization, reliability and validity in two German sample. Journal of Occupational and Organizational Psychology, 70(2), 139-161. DOI: https://doi.org/10.1111/j.2044-8325.1997.tb00639.x
Guglielmino, L. M., Gugliemino, P. J., & Long, H. B. (1987). Self-directed learning readiness and performance in workplace: Implications for business, industry and higher education. Higher Education, 16(3), 303-307. DOI: https://doi.org/10.1007/BF00148972
Guglielmino, L. M. (1977). Development of the self-directed learning readiness scale. Dissertation Abstracts International, 38(11-A), 6467.
Hayes, A. F. (2012). PROCESS: A versatile computational tool for observed variable mediation, moderation, and conditional process modeling. Manuscript submitted for publication.
Homans, G. C. (1958). Social behavior as exchange. American Journal of Sociology, 63(6), 597-606. DOI: https://doi.org/10.1086/222355
Hurtz, G. M., & Williams K. J. (2009). Attitudinal and motivational antecedents of participation in voluntary employee development activities. Journal of Applied Psychology, 42(3), 635-353. DOI: https://doi.org/10.1037/a0014580
James, L. R., & Brett, J. M. (1984). Mediators, moderators, and tests for mediation. Journal of Applied Psychology, 69(2), 307-321. DOI: https://doi.org/10.1037/0021-9010.69.2.307
Katzenbach, J. R., & Smith D. K. (1993). The Wisdom of Teams: Creating the High-performance Organization. Harvard Business School Press.
Ko, J. W., Price, J. L., & Mueller, C. W. (1997). Assessment of Meyer and Allen’s three-component model of organizational commitment in South Korea. Journal of Applied Psychology, 82(6), 961-973. DOI: https://doi.org/10.1037/0021-9010.82.6.961
Kyndt, E., Dochy, F., Michielsen, M., & Moeyaert, B. (2009). Employee retention: Organizational and personal perspectives. Vocations and Learning, 2(3), 195-215. DOI: https://doi.org/10.1007/s12186-009-9024-7
Kyndt, E., Govaerts, N., & Dochy, F., & Baert, H. (2011). The Learning intention of low-qualified employees: A key for participation in lifelong learning and continuous training. Vocations and Learning, 4, 211-229. DOI: https://doi.org/10.1007/s12186-011-9058-5
Kyndt, E., & Baert, H. (2013). Antecedents of employees’ involvement in work-related learning: A systematic review. Review of Educational research, 83(2), 273-313. DOI: https://doi.org/10.3102/0034654313478021
Kyndt, E., Onghena, P., Smet, K., & Dochy, F. (2014). Employees’ willingness to participate in work-related learning: a multilevel analysis of employees’ learning intentions. International Journal for Educational and vocational Guidance, 14(3), 309-327. DOI: https://doi.org/10.1007/s10775-014-9272-4
Loon, M., & Casimir, G. (2008). Job-demand for learning and job-related learning. The moderating effect of need for achievement, Journal of Managerial Psychology, 23(1), 89-102. DOI: https://doi.org/10.1108/02683940810849684
Malcom, J., Hodkinson, P., & Colley, H. (2003). The interrelationships between informal and formal learning, Journal of Workplace Learning, 15(7/8), 313-318. DOI: https://doi.org/10.1108/13665620310504783
Marsick, V. J., & Watkins, K. E. (2001). Informal and incidental learning, New Directions for Adult and Continuing Education, 2001(89), 25-34. DOI: https://doi.org/10.1002/ace.5
Maurer, T. J., & Tarulli, B. A. (1994). Investigation of perceived environment, perceived outcome, and person variables in relationship to voluntary development activity by employees. Journal of Applied Psychology, 79(1), 3-14. DOI: https://doi.org/10.1037/0021-9010.79.1.3
Maurer, T., & Palmer, J. (1999). Management development intentions following feedback: Role of perceived outcomes, social pressures, and control. Journal of Management Development, 18(9), 733-751. DOI: https://doi.org/10.1108/02621719910300784
Maurer, T., Pierce, H., & Shore, L. (2002). Perceived beneficiary of employee development: A three-dimensional social exchange model. Academy of Management Review, 27(3), 432-444. DOI: https://doi.org/10.5465/amr.2002.7389930
Maurer, T. J., Weiss, E. M., & Barbeite, F. G. (2003). A model of involvement in work-related learning and development activity: The effects of individual, situational, motivational and age variables. Journal of Applied Psychology, 88(4), 707-724. DOI: https://doi.org/10.1037/0021-9010.88.4.707
Masterson, S. S., Lewis, K., Goldman, B. M., & Tayer, M. S. (2000). Integrating Justice and Social Exchange: the Differing Effects of Fair Procedures and Treatment on Work Relationships. Academy of Management Journal, 43(4), 738-748.
McEnrue, M. (1989). Self-development as a career management strategy. Journal of Vocational Behavior, 34(1), 57-68. DOI: https://doi.org/10.1016/0001-8791(89)90064-X
Meyer, J. P., & Allen, N. J. (1991). A three-component conceptualization of organizational commitment. Human Resource Management Review, 1(1), 61-89. DOI: https://doi.org/10.1016/1053-4822(91)90011-Z
Meyer, J. P., & Allen, N. J. (1997). Commitment in the workplace. Thousand Oaks, CA: Sage.
Meyer, J. P., Stanley, D. J., Herscovitch, L., & Topolnytsky, L. (2002). Affective, continuance, and normative commitment to the organization: A meta-analysis of antecedents, correlates, and consequences. Journal of vocational behavior, 61(1), 20-52. DOI: https://doi.org/10.1006/jvbe.2001.1842
Mitchell, L. K., & Krumboltz, J. D. (1996). Krumboltz's learning theory of career choice and counseling. In D. Brown, L. Brooks, & Associates (Eds.), Career choice and development, 3, 233-280.
Mowday, R., Porter, L., & Steers, R. (1979). The measurement of organizational commitment. Journal of Vocational Behavior, 14(2), 224-247. DOI: https://doi.org/10.1016/0001-8791(79)90072-1
Mowday, R., Porter, L., & Steers, R. (1982). Employee-organizational linkages. New York: Academic Press.
Muller, D., Judd, C. M., & Yzerbyt, V. Y. (2005). When moderation is mediated and mediation is moderated. Journal of Personality and Social Psychology, 89(6), 852-863. DOI: https://doi.org/10.1037/0022-3514.89.6.852
Noe, R. A. (1996). Is career management related to employee development and performance? Journal of Organizational behavior, 17(2), 119-133. DOI: https://doi.org/10.1002/(SICI)1099-1379(199603)17:2<119::AID-JOB736>3.3.CO;2-F
Odle-Dusseau, H. N., Britt, T. W., & Greene-Shortridege, T. M. (2012). Organizational work-family resources as predictors of job performance and attitudes: The process of work-family conflict and enrichment. Journal of Occupational Health Psychology, 17(1), 28-40. DOI: https://doi.org/10.1037/a0026428
Preacher, K. J., Rucher, D. D., & Hayes, A. F. (2007). Addressing moderated mediation hypotheses: Theory, methods, and prescriptions. Multivariate Behaviroal Research, 42(1), 185-227. DOI: https://doi.org/10.1080/00273170701341316
Proost, K., Van Ruysseveldt, J., & Van Dijke, M. (2012). Coping with unmet expectations: Learning opportunities as a buffer against emotional exhaustion and turnover intentions. European Journal of Work and Organizational Psychology, 21(1), 7-27. DOI: https://doi.org/10.1080/1359432X.2010.526304
Pryor, B. W. (1990). Predicting and explaining intention to participate in continuing education: An application of the theory of reasoned action. Adult Education Quarterly, 40(3), 146-157. DOI: https://doi.org/10.1177/0001848190040003003
Raemdonck, I., (2006). Self-directedness in learning and career processes: A study in lower qualified employees in Flanders. Unpublished doctoral dissertation, University of Gent, Belgium.
Rau, R. (2006). Self-directedness in learning and career processes. A study in low-qualified employees in Flanders. Unpublished doctoral dissertation, University of Gent, Belgium.
Renkema, A. (2006). Individual learning accounts: A strategy for lifelong learning? Journal of Workplace learning, 18(6), 384-394. DOI: https://doi.org/10.1108/13665620610682107
Renkema, A., Schaap, H., & Van Dellen, T. (2009). Development intention of support staff in an academic organization in the Netherlands. Career development international, 14(1), 69-86. DOI: https://doi.org/10.1108/13620430910933583
Rogers (1990). 학습의 자유: 인간중심교육{Freedom to learn}. (연문회 역). 서울: 문음사(원저는 1983 출간).
Rhoades, L., & Eisenberger, R., & Armeli, S. (2001). Affective commitment to the organization: the contribution of perceived organizational support. Journal of Applied Psychology, 86(5), 825-836. DOI: https://doi.org/10.1037/0021-9010.86.5.825
Sanders, J., Ooments, S., Blonk, R. W. B., & Hazelzet, A. (2011). Explaining lower-educated workers’ training intentions. Journal of Workplace Learning, 23(6), 402-416. DOI: https://doi.org/10.1108/13665621111154412
Shore, L. M., & Wayne, S. J. (1993). Commitment and employee behavior: comparison of affective commitment and continuance commitment with perceived organizational support. Journal of Applied Psychology, 78(5), 774-780. DOI: https://doi.org/10.1037/0021-9010.78.5.774
Swanson, J. L., & Fouad, N. A. (1999). Career Theory and Practice: Learning through Case Studies. Sage Publications, Inc.
Swanson, J. L., & Chu, S. P. (in press). Applications of person-environment psychology to the career development and vocational behavior of adolescents and adults. Person-environment psychology: Mental health strategies with adolescents and adults. Mahwah, LJ: Lawrence Erlbaum.
Tynjälä, P. (2008). Perspectives into learning at the workplace. Educational Research Review, 3(2), 130-154. DOI: https://doi.org/10.1016/j.edurev.2007.12.001
Verquer, M. L., & Beehr, T. A., & Wagner, S. W. (2003). A meta-analysis of relations between person-organization fit and work attitudes. Journal of Vocational behavior, 63(3), 227-240. DOI: https://doi.org/10.1016/S0001-8791(02)00036-2
Walsh, W. B., Price, R. H., & Craik, K. H. (1992). Person-environment psychology: An introduction. Person-environment psychology: Models and perspectives, vii-xi.
Wayne, S. J., Shore, L. M., & Linden, R. C. (1997). Perceived organizational support and leader-member exchange: A social exchange perspective. Academy of Management Journal, 40(1), 82-111.
Zoogah, D. B. (2010). Why should I be left behind? Employees’ perceived relative deprivation and participation in development activities. Journal of Applied Psychology, 95(1), 159-173. DOI: https://doi.org/10.1037/a0018019