In modern competitive society, many studies have argued that the core of the organizational competitiveness lies in the human resource management. Such a human resource management is mainly conducted through education and training. Recently, the issue... In modern competitive society, many studies have argued that the core of the organizational competitiveness lies in the human resource management. Such a human resource management is mainly conducted through education and training. Recently, the issue of what influences the temporal and material investment in education and training has on an organization has been highlighted as an important concern. This study examines how effectively Korea Coast Guard's education & training has been applied to the field-practice through analysis of previous studies, empirical research and an investigation on what mediating effects organizational culture has between the above two factors. On the basis of these findings, it aims to suggest improvement plans for educational policies and the desirable organizational culture. With both literature review and empirical research for the above purpose, the relationships among variables are analyzed by selecting 8 variables including traits of learners, characteristics of education & training and features of organizational environments as independent ones, which have been proposed as important factors for the work-site application, and work-site application as dependent one, and organizational culture as a mediating variable. From the empirical analysis, main findings can be summarized as follows; First, it was found that the gender among demographic variables has a significant effect on work-site application. The rate of women's work-site application is lower, which seems to be derived from the fact that heavy equipment such as coast guard's ship and aircraft is often operated by men and the education & training designs are thus focused for men who account for an absolute majority of the Korea Coast Guard. In addition, the older the age and the longer the period of service, the higher the rate of work-site application, probably because as the age or the period of service increases, the loyalty for organizations also becomes higher, and some conditions favorable for the work-site application in terms of position or duty assignment in the organizations are promoted. Second, self-efficacy and motivation to transfer among learners' traits have positive effects on the work-site application. Trainees with higher self-efficacy come to better understand contents of education & training, leading to relatively high ratio in applications of education & training to practical works, which supports the hypothesis. However, unlike a number of studies, motivation to learn does not exhibit significant results in this study. The motivation to transfer, which means the learners' will to apply their learned knowledge to practical works, has a positive effect on the work-site application, as shown in most of studies, which supports the hypothesis. Third, educational contents validity and transfer design also have positive effects on the work-site application, which supports the hypothesis. The educational contents validity has the highest standardized regression coefficient in all models, which can be interpreted that it has the biggest effect on the work-site application among all variables. Thus, it can be found that the first task to be done to enhance the work-site application is to properly design the educational program and organize its curriculum for the feasible work-site application. Although instructor's ability has been suggested as an important factor in previous studies, the result of analysis shows that it is not statistically significant. On the other hand, the transfer design has a positive effect on the work-site application, which verifies the hypothesis. In other words, as most existing studies have proved that the more strongly educational contents are related with jobs, the more feasible work-site application becomes. Therefore, the enhancement of relation with jobs by reflecting opinions of learners, dispatched agents and evaluators in the educational design in multidimensional manner may be a strategy to elevate the work-site application of the education & training. Fourth, both manager's support and potential for change, which are characteristics of organizational climates. have significant effects on the work-site application, which supports the hypothesis. Manager's active support are found to be very important when learned contents are applied to the work-site application. The potential for change means organizations’ acceptability for new changes, and thus it can be found that the learner's work-site application may be varied according to the extent of how new technologies and knowledge can be accepted by organizational environments in order to apply knowledge and technologies acquired by learners to the work-site. Lastly, this study conducts the path analysis of the relationship among independent, dependent and mediating variables in order to verify the mediating effects of organizational culture. The findings show that group and hierarchy cultures have mediating effects. It is found that self-efficacy, manager's support and potential for the change for the group culture and four variables such as self-efficacy, motivation to transfer, transfer design and manager's support for the hierarchy group have mediating effects. Thus, when employees with higher self-efficacy, motivation to transfer, transfer design, manager's and potential for change recognize their organizational culture as group and hierarchy culture, the work-site application may be enhanced, while when they regard the organizational culture as reasonable and developmental one, there are no mediating effects of the education & training for Korea Coast Guard on the work-site application. Such findings are thought to sufficiently support the result of previous studies that investments or interests in companies' education & training are affected by the difference in organizational cultures, and the organizational climates and cultures where learning can be conducted should be established to reinforce individuals' learning capability in the modern organizational society. This study has some following theoretical and empirical limitations; Firstly, there is a possibility of error in the form of 'self-s' due to subjective factors, since respondents of questionnaires are limited to learners due to temporal and spatial limitations. Secondly, although a longitudinal study was desirable which periodically examines the work-site application for a certain period after the completion of the course, only one session of survey was conducted in the study due to the temporal limit and actual difficulty of the follow-up study. Lastly, even though this study was conducted at multidimensional levels such as individual, process and organization, only a few factors were limitedly analyzed among various ones affecting the work-site application. Although the work-site application of education & training for private companies and some local governments has been partly studied, there have been few studies comprehensively dealing with the measurement of effectiveness of the education & training for Korea Coast Guard, especially the work-site application. Hence, this study is meaningful in that it provides policy implications on the establishments of desirable organizational cultures and developments of education & training for Korea Coast Guard, by analyzing the relationship between education & training and the work-site application, and by using multidimensional and comprehensive approaches through the organizational culture which has been increasingly emphasized as the mediating variable. ，韩语论文题目，韩语论文题目 |
