조직구성원들의 변화에 대한 태도가 혁신성향에 미치는 영향: 학습조직의 조절효과

This study seeks to examine the effect of change commitment(affective, normative and continuance) on employee's innovativeness and investigate a moderating effect of learning organization on the relationship between change commitment and innovativeness. A literature review on change commitment, organizational learning, and innovativeness, we build up main effect and moderating effect hypotheses. to test the hypotheses, a survey method was performed with a set of sample including 271 employees from 12 firms. the results are as follows. First, main effect hypotheses, the result showed that affective change commitment and organizational learning has significant positive impact on innovativeness, but normative and continuance change commitment do not have any significant impact on innovativeness. so that hypothesis is partially supported. second, moderating effect hypothesis, learning organization has moderating effect on the relationship between affective, normative change commitment and innovativeness, which if learning organization level is high, then affective, normative commitment have more significant positive impact on innovativeness than learning organization level is low so that hypothesis is partially supported. Based on our findings, we offer several insights to improve employee affective change commitment initiatives can have a profound impact on the success of company's change efforts. Learning organization can leverage the relationship between affective, normative change commitment and innovativeness, which means that organization serves as an important source of learning resources, such as connect the organization to its environment, establish system to capture and share learning, provide strategic leadership for continuous learning.