In this market 3.0 era, sensitivity, imagination, and creative capability of the members have been importantly emerged, as the internal energy sources to persuade customers' sensitivity. For this, culture management which applies culture·art to manag... In this market 3.0 era, sensitivity, imagination, and creative capability of the members have been importantly emerged, as the internal energy sources to persuade customers' sensitivity. For this, culture management which applies culture·art to management environment has appeared, and recently art-based learning has been expanded as the attempt and approach to develop the sensitivity and creative capability of the members by utilizing various artistic material as arts, music, play, and movie, etc. However, research on the effect of such art-based learning and the eventual effect on company result is still insufficient. Here, this research conducted literature study and empirical analysis to investigate the effect of art education program on the emotional competency aiming at verifying the effectiveness of art-based learning. This research conducted academic concept and composition of art-based learning, emotional competency, and organizational commitment, and consideration of advanced research, based on this, established research model and hypothesis, then composed operational definition and questionnaire on the variables. As the composition of company art education program, this research designed a research model by selecting education content, education method, and instructor factor, individual domain and organizational domain emotional competency in respect of emotional competency, and selecting affective, continuance, and normative commitment in respect of organizational commitment. And this research conducted a survey targeting 442 company employees who had opportunity of attending company art education program for 10 days from April 10 to 20, 2016 utilizing a questionnaire of 63 questions. The result and implication of this research through the survey are as follows. First, in respect of the state of art education program participation, 217 among the whole 442 (49,1%) had opportunity to participate in art education program, number of participation mostly appeared 1~2 times, and participation time appeared below 2 hours. Such result implies so far art education program has not been activated in company education. Second, as the difference in emotional competency and organizational commitment along with whether of art education participation, art education participants relatively showed the overall emotional competency, individual domain organizational domain emotional competency, organizational domain emotional competency, and on the whole organizational commitment, affective commitment per subordinate factor, continuance commitment, and normative commitment higher compared to non-participants. Such result implies that art education program influences emotional competency and organizational commitment improvement, it is necessary to pay attention to the effectiveness thereof nevertheless low number and participation hours. Accordingly, the researcher expects more improvement of the members' emotional competency and organizational commitment when art education program is extended. Third, as the result of analyzing the effect of company art education program components on the emotional competency and organizational commitment, education content and education method among the components of art education program had a statistically meaningful and affirmative effect on individual domain emotional competency, organizational domain emotional competency, affective commitment, continuance commitment, and normative commitment. On the contrary, among the components of art education program, lecturer had a meaningful and affirmative effect on individual level emotional competency and affective commitment, however displayed no statistically meaningful effect on organizational domain emotional competency, continuance commitment, and normative commitment. This result implies that the factor, lecturer, which has the highest score in satisfaction, displayed the lowest effectiveness of education, accordingly, more efforts should be invested in selection of education content design and method in respect of art education program design process rather than selection of lecturer. Fourth, as the result of analyzing the effect of emotional competency on the organizational commitment, individual domain emotional competency and organizational domain emotional competency displayed statistically meaningful and affirmative effect on affective commitment, continuance commitment, and normative commitment. This result implies that it is necessary to acquire and train the talented persons of emotional competency to raise organizational commitment, which is utilized as the organization effectiveness index of company performance improvement, turnover rate, absence decrease. This research has a limitation in respect that the research target was the employees of several companies and that it did not consider the measuring period of educational effectiveness, etc., however the researcher expects that this research could be a good information to contribute to expansion of art-based learning and emotional education as well as henceforth art education program, by verifying educational effectiveness that art education program positively influences emotional competency and organizational commitment and deriving a result that emotional competency could also positively influence organizational commitment. ，韩语论文网站，韩语论文范文 |
