외식업 종사자의 훈련동기요인, 교육만족도, 직무만족도 간의 관계에 관한 연구 A Study on the Relationships among Training Motivation Factors, Employees' Training Satisfaction, and Job Satisfaction in Foodservice Operations원문보기
직원교육은 직원들의 직무 수행도를 높여 줄 뿐만 아니라, 직원 스스로 자기개발을 하도록 도와주며 기업에서는 장기적인 수익을 위한 투자가 될 수 있다. 따라서, 직원교육을 받은 직원들의 훈련동기요인은 무엇이며 교육만족도에 어떠한 영향을 미치고 교육만족도는 직무만족도에 어떤 영향이 있는지에 대한 실증적 연구가 필요하다. 따라서 본 연구는 외식업 종사자들의 인구통계학적인 특성에 따른 교육만족도의 차이를 알아보고, 훈련동기요인을 규명하며 교육만족도와 직무만족도 간의 관계를 규명하고자 수행되었다. 미 동남부 지역 15개의 레스토랑의 종사자들을 대상으로 설문조사를 실시하여, 192개의 유효한 데이터를 분석한 결과 훈련동기요인으로는 두 개의 'Intrinsic Motivation' 과 'Extrinsic Motivation'으로 추출되었으며, 이 두 개의 요인 모두 훈련만족도에 유의한 영향을 끼치며, 특히 Extrinsic Motivation이 교육만족도에 더 큰 영향을 끼침을 알 수 있었다. 이어 실시한 단순회귀분석 결과, 직원들의 교육만족도는 직무만족도에 긍정적 영향을 끼치고 있음을 알 수 있었다. 따라서 본 연구는 직원교육에 있어서 다양한 측면의 훈련 동기를 고려하고 직원 교육에 대한 만족이 직원들의 직무 만족에도 영향을 끼침을 고려하여 설계해야 함을 제안하였다.
직원교육은 직원들의 직무 수행도를 높여 줄 뿐만 아니라, 직원 스스로 자기개발을 하도록 도와주며 기업에서는 장기적인 수익을 위한 투자가 될 수 있다. 따라서, 직원교육을 받은 직원들의 훈련동기요인은 무엇이며 교육만족도에 어떠한 영향을 미치고 교육만족도는 직무만족도에 어떤 영향이 있는지에 대한 실증적 연구가 필요하다. 따라서 본 연구는 외식업 종사자들의 인구통계학적인 특성에 따른 교육만족도의 차이를 알아보고, 훈련동기요인을 규명하며 교육만족도와 직무만족도 간의 관계를 규명하고자 수행되었다. 미 동남부 지역 15개의 레스토랑의 종사자들을 대상으로 설문조사를 실시하여, 192개의 유효한 데이터를 분석한 결과 훈련동기요인으로는 두 개의 'Intrinsic Motivation' 과 'Extrinsic Motivation'으로 추출되었으며, 이 두 개의 요인 모두 훈련만족도에 유의한 영향을 끼치며, 특히 Extrinsic Motivation이 교육만족도에 더 큰 영향을 끼침을 알 수 있었다. 이어 실시한 단순회귀분석 결과, 직원들의 교육만족도는 직무만족도에 긍정적 영향을 끼치고 있음을 알 수 있었다. 따라서 본 연구는 직원교육에 있어서 다양한 측면의 훈련 동기를 고려하고 직원 교육에 대한 만족이 직원들의 직무 만족에도 영향을 끼침을 고려하여 설계해야 함을 제안하였다.
Investment in training by a company can lead to the retention and motivation of its valued staff and promote high self-fulfillment by providing career development. The objectives of this research were (a) to test the perceived satisfaction with a training based on respondents' socio-demographic char...
Investment in training by a company can lead to the retention and motivation of its valued staff and promote high self-fulfillment by providing career development. The objectives of this research were (a) to test the perceived satisfaction with a training based on respondents' socio-demographic characteristics, (b) to investigate training motivation factors affecting employees' training satisfaction, (c) to assess how training motivation factors affect the employees' satisfaction, and (d) to indicate the relationship between training satisfaction and the employees' job satisfaction. Additionally, by developing an employees' training motivation model and conducting multiple regression analysis, two types of motivation factors, intrinsic motivation and extrinsic motivation, were shown to be positively related to employees' training satisfaction. Subsequently, this employees' training satisfaction was a significant determinant factor for improving job satisfaction.
Investment in training by a company can lead to the retention and motivation of its valued staff and promote high self-fulfillment by providing career development. The objectives of this research were (a) to test the perceived satisfaction with a training based on respondents' socio-demographic characteristics, (b) to investigate training motivation factors affecting employees' training satisfaction, (c) to assess how training motivation factors affect the employees' satisfaction, and (d) to indicate the relationship between training satisfaction and the employees' job satisfaction. Additionally, by developing an employees' training motivation model and conducting multiple regression analysis, two types of motivation factors, intrinsic motivation and extrinsic motivation, were shown to be positively related to employees' training satisfaction. Subsequently, this employees' training satisfaction was a significant determinant factor for improving job satisfaction.
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문제 정의
This study was designed to evaluate what kinds of training motivation there are and how those motivations affect training satisfaction. A factor analysis identified two types of training motivation, i.
가설 설정
H1: There are significant differences in training satisfaction across respondents’ socio-demographic characteristics.
H2: There are two different types of training motivation.
H3: Intrinsic and extrinsic motivations have an influence on training satisfaction.
H4: Training satisfaction positively affects employees’ job satisfaction.
Hypothesis 1: There are significant differences in training satisfaction across respondents’ socio-demographic characteristics.
Hypothesis 2: There are two different types of training motivation.
Hypothesis 3: Intrinsic and extrinsic motivations have an influence on training satisfaction.
Hypothesis 4: Training satisfaction is positively affects employee’s job satisfaction.
제안 방법
This might address the similarity in sample and the problematic assumption regarding the normal distribution of the sample. Another limitation of the study is that this research did not consider organizational characteristics and the work environments that might affect intrinsic and extrinsic motivational factors. Furthermore, there must be difference in training between fulland part-time employees; however, the current study did not measure how they are trained differently.
Descriptive statistics were solicited in order to describe the respondents’ socio-demographic characteristics using frequencies and percentages.
Extrinsic motivation was more highly related, followed by intrinsic motivation. In order to estimate the possible correlations between the predictors, a multicollinearity statistic was conducted. The tolerance level and variance inflate factor (VIF) of predictors were 1.
In this study, the factor analysis for training motivation items generated two factors titled as “Intrinsic motivation” and “Extrinsic motivation.
The eight items related to training motivation were examined using exploratory factor analysis (EFA) by means of a “maximum likelihood” method combined with Varimax rotation.
The questionnaire was then modified based on comments gathered from these sources. The final questionnaire was composed of 11 items (eight motivation factor items, one job training satisfaction item, and two job satisfaction items) and used a 7-point Likert scale (1 = strongly disagree; 7 = strongly agree) to allow for quantitative analysis.
In addition, the questionnaire was distributed to two academic professionals in the hospitality industry. The questionnaire was then modified based on comments gathered from these sources. The final questionnaire was composed of 11 items (eight motivation factor items, one job training satisfaction item, and two job satisfaction items) and used a 7-point Likert scale (1 = strongly disagree; 7 = strongly agree) to allow for quantitative analysis.
A multiple regression analysis was conducted to test the hypothesis. The two predictors (intrinsic motivation and extrinsic motivation) and one dependent variable of training satisfaction (TS) were entered simultaneously into the analysis. [Table 6] displays the results of the regression analysis between the dependent variable (TS) and the independent variables (IM and EM).
This instrument was adopted and modified in order to investigate employees' training motivation and satisfaction.
However, few studies have been conducted the relationships between training motivation and the employees’ training satisfaction. To fill this research gap, the present study was designed to evaluate what types of training motivation there are and how those motivation factors affect training satisfaction. More specifically, objectives of this research were (a) to test the perceived satisfaction with the training provided across respondents' socio-demographic characteristics, (b) to investigate training motivation factors affecting employees’ training satisfaction, (c) to assess how training motivation factors affect the employees’ satisfaction, and (d) to indicate the relationship between training satisfaction and the employees’ job satisfaction.
대상 데이터
Six quick-service restaurants and nine casual-dining restaurants to be surveyed were chosen for convenience from lists provided by the National Restaurant Association (NRA). They were all “chain” restaurants and were ranked in the “top 100” by that association.
They were all “chain” restaurants and were ranked in the “top 100” by that association. The researcher chose restaurants in the southeastern United States and collected data from April 1 to April 21 and from August 20 to September 7, 2008. Out of the 264 questionnaires distributed, 205 questionnaires were collected with a response rate of 78%; there were 192 usable questionnaires analyzed for a response rate of 73%.
데이터처리
70 as the acceptable parameter for internal consistency among the items in each factor grouping. A T-test was conducted to compare the mean difference of training satisfaction between males and females. Analysis of variance (ANOVA) and post-hoc tests were conducted to compare means for training satisfaction by socio-demographic characteristics.
A multiple regression analysis was conducted to test the hypothesis. The two predictors (intrinsic motivation and extrinsic motivation) and one dependent variable of training satisfaction (TS) were entered simultaneously into the analysis.
Additionally, in order to determine the internal consistency coefficient, Cronbach’s alpha test was conducted.
Finally, in order to indicate the relationship between training satisfaction and employees’ job satisfaction, correlation analysis and simple linear regression analysis were conducted.
성능/효과
In spite of the limitations, this research provides several practical implications for foodservice operations. First of all, the findings of the study indicated that job training satisfaction level of male workers (M = 5.49) was relatively lower than female workers (M = 6.06). Therefore, foodservice operators should understand this finding and try to motivate male workers to train more efficiently in order to increase job training satisfaction level.
The data revealed a wide range of educational backgrounds: 40.6% of respondents stated that they had a high school education or less, 25.5% reported attending a community college, 8.9% reported having a technical diploma, and only about 20% had a bachelor’s degree or higher.
The findings also indicated that there were significantly different perceptions between males and females and that responses differed across respondents’ socio-demographic characteristics, such as education level, job position, and employee tenure.
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