±¹¹® ÃÊ·Ï
º» ³í¹®Àº Á¶Á÷ÇнÀÀÌ·ÐÀÇ °ú°Å ¹ßÀÚÃ븦 °ËÅäÇϰí ÇöÀç ÁøÇàµÇ´Â ¿¬±¸µéÀ» Æò°¡ÇÔÀ¸·Î½á ±× ¹Ì·¡¸¦ Á¶¸ÁÇϴµ¥ ¸ñÇ¥¸¦ µÎ¾ú´Ù. ¸ÕÀú James March¸¦ ÇʵηΠÇÏ´Â Ä«³×±â ÇÐÆÄ¿¡¼ ½ÃÀÛµÈ Á¶Á÷ÇнÀÀÌ·ÐÀÇ ±â¿øÀ» A Behavioral Theory of the Firm(BTOF)À» ÅëÇØ ÃßÀûÇϰí ŵ¿±â¿¡ »ý¼ºµÈ ÀÌ·ÐÀÇ Ã»»çÁøÀ» ¤¾îº¸¾ÒÀ¸¸ç, ÀÌ·¯ÇÑ Ã»»çÁø¿¡ ±â¹Ý...
[´õº¸±â]
º» ³í¹®Àº Á¶Á÷ÇнÀÀÌ·ÐÀÇ °ú°Å ¹ßÀÚÃ븦 °ËÅäÇϰí ÇöÀç ÁøÇàµÇ´Â ¿¬±¸µéÀ» Æò°¡ÇÔÀ¸·Î½á ±× ¹Ì·¡¸¦ Á¶¸ÁÇϴµ¥ ¸ñÇ¥¸¦ µÎ¾ú´Ù. ¸ÕÀú James March¸¦ ÇʵηΠÇÏ´Â Ä«³×±â ÇÐÆÄ¿¡¼ ½ÃÀÛµÈ Á¶Á÷ÇнÀÀÌ·ÐÀÇ ±â¿øÀ» A Behavioral Theory of the Firm(BTOF)À» ÅëÇØ ÃßÀûÇϰí ŵ¿±â¿¡ »ý¼ºµÈ ÀÌ·ÐÀÇ Ã»»çÁøÀ» ¤¾îº¸¾ÒÀ¸¸ç, ÀÌ·¯ÇÑ Ã»»çÁø¿¡ ±â¹ÝÇÏ¿© ÀÌ·ÐÀ» °³Ã´ÇÑ Á¦1¼¼´ë ÇÐÀڵ鿡 ÀÇÇØ Á¦½ÃµÈ ³× °¡Áö ¿¬±¸ È帧—Á¶Á÷ÀûÀÀ¿¡ ´ëÇÑ ¿¬±¸, ÁÖÀÇ¿¡ ´ëÇÑ ¿¬±¸, °æÇèÀ» ÅëÇÑ ÇнÀ¿¡ ´ëÇÑ ¿¬±¸, ¼º°úÇǵå¹é ¸ðµ¨¿¡ ´ëÇÑ ¿¬±¸—À» »ìÆìº¸¾Ò´Ù. ±×¸®°í ÈÄ¼Ó ¿¬±¸µéÀÌ ÀÌ ³× È帧À» ¾î¶»°Ô ¹ßÀü, ÅëÇÕ½ÃÄÑ ³ª°¬´ÂÁö¸¦ »ìÆìº¸¾Ò´Âµ¥, ƯÈ÷ ´À¸° ÇнÀ, ŽÇè°ú Ȱ¿ë, ÁÖÀÇ ¹èºÐ, ½ÇÆÐ °æÇèÀ¸·ÎºÎÅÍÀÇ ÇнÀ, ¼º°úÇǵå¹é°ú À§Çè°¨¼ö °æÇâ/Á¶Á÷ º¯È°£ÀÇ °ü°è ¹× ¼º°ú ÁöÇ¥¿¡ ´ëÇÑ ¿¬±¸µé¿¡ ÃÊÁ¡À» ¸ÂÃß¾ú´Ù. ³ª¾Æ°¡ Á¶Á÷ ÇнÀ¿¬±¸°¡ Ÿ Á¶Á÷À̷ЗÀÚ¿øÀÇÁ¸ÀÌ·Ð, ¿¬°á¸ÁÀÌ·Ð, Á¶Á÷»ýÅÂÇÐ, ½ÅÁ¦µµÁÖÀÇ·Ð, Á¶Á÷ Á¤Ã¼¼ºÀÌ·Ð, ¹Ì½ÃÁ¶Á÷À̷Зµé°ú ´ëÈÇÏ¸é¼ ¾î¶»°Ô È®ÀåµÇ¾î ³ª°¬´ÂÁö Æò°¡ÇÏ¿´´Ù. ³¡À¸·Î Á¶Á÷ÇнÀ¿¬±¸ÀÇ ¹Ì·¡¸¦ Áø´ÜÇϸé¼, ÇöÀçÀÇ ÀÌ·Ð ¹ßÀü ±Ëµµ¸¦ À¯ÁöÇϸ鼵µ BTOFÀÇ ¿¬±¸ ¿µ¿ªÀ» È®ÀåÇÏ´Â Á¡ÁøÀûÀÎ ¿¬±¸ ¹æÇâ°ú »õ·Î¿î Á¶Á÷ÇнÀ ¿¬±¸ ÆÐ·¯´ÙÀÓÀ» Ãß±¸ÇÏ´Â Çõ½ÅÀûÀÎ ¿¬±¸ ¹æÇâ¿¡ ´ëÇØ ³íÀÇÇÏ¿´´Ù.
[´Ý±â]
¿µ¹® ÃÊ·Ï
This article aims to review the history of organizational learning theories with evaluations of its representative studies and forecast the future of organizational learning studies. I first trace the...
[´õº¸±â]
This article aims to review the history of organizational learning theories with evaluations of its representative studies and forecast the future of organizational learning studies. I first trace the origin of organizational learning theories from A Behavioral Theory of the Firm (BTOF), a masterpiece of the Carnegie School, led by James March and his colleagues, and identify the theoretical blueprints generated during the embryonic period, which have guided sub-sequent learning studies. Then, I examine the four research streams — studies of organizational adaptation, attention, learning from experience, and perform-ance feedback model — developed by the first generation of learning scholars. A survey of succeeding studies which have advanced and integrated the four streams follows, with a focus on studies of slow learning, exploration and exploitation, allocation of attention, learning from failure or errors, and relation-ships between performance feedback and risk-taking/change. I further inves-tigate how organizational learning theories have expanded their research areas through dialogues with other organization theories, including resource depend-ence theory, network theory, organizational ecology, neo-institutionalism, or-ganizational identity theory, and micro-OB. Lastly, the article makes a diagnosis of the future of organizational learning studies by suggesting incremental research directions, which maintain and extend the streams of existing studies within the scope of BTOF, as well as radical directions in pursuit of a new research paradigm.
[´Ý±â]
¸ñÂ÷
¥°. ¼·Ð
¥±. ÀÌ·ÐÀû ±â¿ø°ú ŵ¿±â û»çÁø
¥². Á¶Á÷ÇнÀ¿¬±¸ Á¦1¼¼´ëÀÇ °øÇå
¥³. ÇÊµå ³» È®Àå
¥´. ÇÊµå °£ È®Àå
¥µ. ¹Ì·¡ÀÇ ±ËÀû