의료기관 학습조직 운영 효과에 관한 연구

Abstract

[한글]

이 연구는 의료기관에서의 학습조직 운영현황과 학습조직 운영효과에 영향을 미치는 요인을 구명함으로써 의료기관에서의 학습조직 구축 방안을 제시하는 것을 목적으로 하였다.

의료기관에서 학습조직 운영 효과를 분석하기 위하여 서울 시내에 소재한 Y의료원에서 2000년~2002년에 걸쳐 운영하였던 학습조직에 1회 이상 참여한 586명을 표집 하여, 285명의 자료가 최종 분석에 포함되었다.

이 연구의 주요 결과를 요약하면 다음과 같다. 첫째, 학습조직에 대한 본 연구의 분석결과, 학습조직 운영 3개년 동안 연인원 884명, 실 인원 586명의 구성원이 학습조직에 참여하였으며, 대부분의 학습조직 주제가 진료부문(44.3%)과 사무행정(27.8%)에 집중되었다. 둘째, 의료기관에서의 학습조직 운영에 대한 구성원의 전반적인 인식은 학습변혁성 정도(3.47)가 가장 높았으며, 학습조직 구축수준(3.03)을 가장 낮게 인식하였다. 반면, 학습조직의 유효성에서는 학습조직 전반에 대한 경험적 만족(3.45), 직무능력 향상(3.44)이 높게 나타났으며, 학습조직의 운영에 따른 직무만족(3.00)은 상대적으로 낮게 나타났다. 셋째, 의료기관 학습조직에서 학습유형 및 학습단계에 대한 참여구성원의 직종별 차이에서는 적응학습(의료기술기능직 3.98 : 사무직 3.44), 개인학습(의료기술기능직 3.75 : 사무직 3.36 : 간호직 3.29), 지식저장(의료기술기능직 3.77 : 사무직 : 3.31)에서 직종별 차이가 나타났으며, 적응학습(보직자 3.72 : 비보직자 3.43), 팀학습(보직자 3.64 : 비보직자 3.45)에서 직급별 차이가 나타났다. 또한, 학습조직 구축수준에서는 직종별, 직급별 차이가 나타나지 않았으며, 학습조직 유효성 및 만족도에 있어서는 직무능력향상, 조직몰입, 학습조직 만족도, 필요성 인지도, 학습조직 참여권고 등에서 직종별 차이가 나타났다. 넷째, 학습단계, 학습방식 및 학습조직 구축수준 별로 학습조직 유효성 및 만족도를 예측하는 변수는 ① 학습조직 참여자의 직무능력 향상은 학습단계(지식창출, 지식저장, 지식공유), 학습방식(개인학습, 팀학습, 조직학습, 타기관학습, 고객학습), 학습조직 구축수준(환경차원, 업무차원, 인간차원)，② 학습조직 참여자의 직무만족은 학습단계(지식창출), 구축수준(업무차원, 인간차원), ③ 조직몰입은 학습방식(팀학습), 구축수준(조직차원, 인간차원)，④ 학습조직에 대한 전반적인 경험 만족도는 학습단계(지식창출, 지식공유), 학습방식(조직학습, 타기관학습, 고객학습), 구축수준(환경차원, 업무차원, 인간차원) 등이 효과적인 예측변수로 나타났다. 다섯째, 학습단계, 학습방식 및 학습조직 구축수준을 전체적인 변수로 하여 학습조직 유효성 및 만족도를 예측하는 회귀계수를 검증하는 결과 ① 직무능력을 예측하는 변수로는 지식창출, 지식저장, 개인학습, 조직학습, 업무차원 및 인간차원의 학습조직 구축, ② 직무만족을 예측하는 변수로는 인간차원의 학습조직 구축 수준, ③ 조직몰입 예측변수로는 성별, 근무년수, 개인학습, 팀학습, 조직차원의 구축 수준, ④ 마지막으로 학습조직 전반에 대한 경험만족 예측변수는 의료기술기능직, 지식창출, 조직학습, 환경차원, 인간차원의 구축 수준이 중요한 영향요인으로 나타났다.

의료기관에서 학습조직 운영 효과에 관한 연구결과를 바탕으로 다음과 같은 결론을 내릴 수 있다. 첫째, 의료기관의 구성원 중 다양한 직급, 직종이 지속적으로 학습조직에 참여할 수 있도록 해야 한다. 둘째, 학습조직 참여 주제가 진료 및 사무행정 부분에 집중되어 있는 부분은 개선되어야 하며, 의료기관 구성원과 조직의 발전에 기여할 수 있는 다양한 주제가 정책적으로 제시되거나 공모되어야 한다. 셋째, 학습조직 유효성을 높이기 위한 조직차원에서의 지속적인 정착노력이 필요하다. 넷째, 학습조직에 참여하는 구성원의 직급 및 직종에 따라 학습단계, 학습방식, 학습조직 구축수준에 대한 인식 등이 다르므로 구성원의 특성을 반영한 직종과 직급에 따른 학습조직 운영 방안 및 역할 분담이 필요하다. 다섯째, 의료기관에서의 학습조직 운영에 따른 조직성과를 높이기 위해서는 조직유효성의 구성요소인 직무능력 향상, 직무만족, 조직몰입 및 학습조직 경험만족도 등의 체계적인 개념 정립과 조직유효성을 효과적으로 예측할 수 있는 변수에 초점을 둔 학습조직 운영목적 설정과 지원활동이 필요하다. 여섯째, 조직의 미래는 조직 구성원의 학습능력에 달려있다. 조직이 생존하고 지속적으로 발전해 나가기 위해서는 조직구성원의 개인학습이 조직차원으로 끊임없이 확산·공유되어야 하며, 조직학습이 반복·습관적으로 이루어지는 등 일상화된 혁신이 경영 전반에 걸쳐 총체적으로 시도되어야 한다.

[영문]

This study was designed to suggest a plan to construct learning organization in a medical center by examining the factors to influence the present condition and effectiveness in management of the learning organization by the medical center.

To analyze the management effectiveness of the learning organization in the medical center, we collected the data of 586 persons who participated once or more times in the learning organization managed from 2000 to 2002 by Y Medical Center located in Seoul, and included the data of 285 persons in the final analysis.

The results of the present study are summarized as follows. First, according to the analysis of this study of the learning organization, the participants in the learning organization for the 3-year management were 884 persons per year and the actual numbers of people were 586 members, who mostly came from the departments of medical examination and treatment (44.3%) and office administration (27.8%). Second, general cognition of the management of the learning organization in the medical center was shown to be highest in a degree of learning reform (3.47), while a construction level of the learning organization was shown to be lowest (3.03). Referring to the effectiveness of the learning organization, satisfaction with experience in the whole field of the learning organization (3.45) and improvement of working competency (3.44) were highly recognized, however, duty satisfaction according to the management of the learning organization (3.00) was shown to be comparatively low. Third, the differences by occupation of the participants for the learning types and learning levels in the learning organization of the medical center exhibited in the adaptational learning (medical technical service 3.98; and office worker 3.44), private learning (medical technical service 3.75; office worker 3.36; and nurse 3.29), and knowledge storing (medical technical service 3.77; and office worker 3.31). The differences by working position existed in adaptational learning (assigned worker 3.72; and non-assigned worker 3.43), and team learning (assigned worker 3.64; and non-assigned worker 3.45). On the contrary, there were no differences by occupation and working position in the construction level of the learning organization. However, in relation to the effectiveness of and satisfaction with the learning organization, there were differences by occupation in the organizational commitment, learning organization satisfaction, necessity recognition and recommendation to participate in the learning organization. Fourth, the variables to assume the learning organizational effectiveness and satisfaction by the learning level, learning method and leaning organization constructing level were shown as follows: 1) the learning level (knowledge creation, knowledge storing and knowledge sharing), learning method (private learning, team learning, organizational learning, learning from other centers and learning from customers) and learning organization constructing level (environmental, occupational and human levels) for the assumption of the improvement of working competency of the participants in the learning organization; 2) the learning level (knowledge creation) and constructing level (occupational and human levels) for the prediction of the duty satisfaction of the participants; 3) the learning method (team learning) and constructing level (organizational and human levels) for the organizational commitment; and 4) the learning level (knowledge creation and knowledge sharing), learning method (organizational learning, learning from other centers and learning from customers) and constructing level (environmental, occupational and human levels) for the satisfaction estimation of general experience in the learning organization. Fifth, as the results of examining the regression coefficients to predict the effectiveness of and satisfaction with the learning organization through the learning level, learning method and learning organization constructing level as the general variables, the important influential factors were shown as follows: 1) knowledge creation, knowledge storing, private learning, organizational learning, and learning organization construction of occupational and human levels as the factors to predict the working competency; 2) learning organization construction of the human level as the factors to assume the duty satisfaction; 3) gender, working years, private learning, team learning and organizational construction level for the prediction of the organizational commitment; and 4) medical technical service, knowledge creation, organization learning, and constructing level of the environmental and human levels for the assumption of the satisfaction with experience in the general learning organization.

Based on the study results of the effects in managing the learning organization by the medical center, we can conclude the followings.

First, the members of the medical center who are in various working positions and occupations need to continuously participate in the learning organization. Second, the main subject of the learning organization focusing on the medical examination and treatment and the office administration should be improved, and diverse subjects to contribute to the development of the members and organization of the medical center need to be suggested or offered politically. Third, ceaseless exertions are necessary to elevate the effectiveness of the learning organization in the organizational level. Fourth, a plan to manage the learning organization and the roll allotment according to the occupation and working position with the reflection of the characteristics of the members are required because there is different recognition of the learning level, learning method and learning organization constructing level according to the working position and occupations of the members to participate in the learning organization. Fifth, to raise the organizational outcome from the management of the learning organization in the medical center, it is necessary to establish systematic concepts in the constituents of the organizational effectiveness such as working competency improvement, duty satisfaction and organizational commitment, and the experience satisfaction of the learning organization, to set up the management goals of the learning organization focusing on the variables to effectively predict the organizational effectiveness, and to support the relevant activities. Finally, the future of the organization is dependent on the learning competencies of the organization members. To continuously exist and develop the organization, the private learning of the organizational members should be constantly spread and shared over the organizational level, and the usual innovations such as repetitive and habitual organizational learning should be generally tried out throughout the whole field of the management.