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이희자 배화여자대학 1998 培花論叢 Vol.16-17 No.-
To manage the work behavior of employees is essential for creating effective organizations. Work behavior includes several different kinds of employee behavior, and may be classified into in-role behavior and extra-role behavior. It is commonly accepted in the management literature that organizations need employees who are willing to exceed their formal job requirements. This kind of work behavior goes beyond traditional job performance and is necessary for long-term organizational effectiveness. In the last decade, many terms have been used to describe such behavior including organizational citizenship behavior (OCB) (Graham, 1991; Organ, 1988, 1990; Schnake, 1991), prosocial organizational behavior (Brief & Motowidlo, 1986; ), extra-role behavior (Van Dyne & Cummings, 1990; Werner, 1994), and organizational spontaneity (George & Brief, 1992). Nearly three decades ago, Katz (1964) identified three basic types of behavior essential for a functioning organization: attracting and holding people in the system, dependable role performance; and innovative and spontaneous behavior. Concerning this third category, Katz noted, "An organization which depends solely upon its blueprints of prescribed behavior is a very fragile social system"(p.132). Roethlisberger and Dickson (1964) noted that cooperation refers to something other than productivity. Productivity is regarded as a function of the formal organization (the authority structure, role specification, technology) and the "logic of facts". Cooperation, on the other hand, refers to acts that serve more of a maintenance purpose, to "maintain internal equilibrium." Cooperation thus includes day-to-day spontaneous prosocial gestures of individual accommodation to the work needs of others (e.g., co-workers, supervisor, clients in other departments (Smith et al., (1983) p.653). Every factory, office, or bureau depends daily on a myriad of acts of cooperation, helpfulness, suggestions, gestures of goodwill, altruism and other forms of organizational citizenship behavior. Substantively, citizenship behaviors are important because they lubricate the social machinery of the organization. They provide the flexibility needed to work through many unforeseen contingencies; they enable participants to cope with the otherwise awesome condition of inter-dependence with each other. Recently organizational citizenship behavior has received a great deal of research attention. Despite the growing acceptance of the OCB construct, however, some researchers have raised questions about how OCB is theoretically defined and measured (George & Brief, 1993; Graham, 1988). The Purpose of this study is to examine the construct of OCB by reviewing the theoretical and empirical literature. The contents of the study is to review the concept of organizational citizenship behavior, to compare with similar constructs, to investigate the trends of OCB and predictors of OCB.
불리한 환경의 학영전 아동을 위한 보상교육에 관한 연구
이희자(Hee Ja Lee),정영숙(Young Sook Chong) 한국아동학회 1980 兒童學會誌 Vol.1 No.-
This study is aimed at investigating the compensatory education which was already implemented or is being implemented in the U.S.A. and Japan; and at studying the types of programs and their characteristics; and at sounding out the possibilities of the application of such programs in family and social conditions is Korea. In order to achieve the above mentioned objectives, the established items for the study are as follows: (1) Various types of early children`s education (2) Programs of compensatory education for the disadvantaged Children (3) Head Start Program, Early Training Project and Montessori School (4) Integrated Preschool Programs (5) Day-Care Center for employed mothers We investigated the various compensatory education programs for the preschool children who are in economically, socially, culturally disadvantaged conditions. Head Start Programs were federally supported programs for preschool children and opened as summer programs in 1965 for the first time. The purpose of Head Start has been to give preschool children the kinds of experiences they need in preparation for school. The Head Start children were found to be significantly better prepared for school than the normal children. However, after six to eight months, their initial advantages had virtually. disappeared and then the simple problem with Head Start and other such programs was that little long-term good could be evidenced unless the high quality educational environment was maintained. Therefore, to solve this problem, three other programs were funded as part of the overall Head Start. These three programs are the Parent-Child Center, Home Start, and the Child and Family Resources Program. The Early Training Project for disadvantaged children was implemented by Klaus and Gray of Peabody College in 1962. The program was a field research study concerned with the development and testing over time of procedures for improving the educability of young children from low income homes. Its major concern was to study whether it was possible to offset the progressive retardation observed in the public schooling careers of children, living in deprived circumstances. Children, who were trained through the Early Training Project were superior to control groups in the test of IQ and vocabulary as well as linguistic abilities, and preparation for reading. This project showed the possibilities which could prevent preschool children from being disadvantaged socially, culturally and mentally. In 1907, Montessori School was established by Maria Montessori in Italy and her school program has been introduced at present to several countries in the world as one compensatory educations. She first began her experimental methods with retarded children, followed by disadvantaged children from the tenements of Rome. The Montessori approach futures a prepared environment and carefully designed, self-correcting materials. The Montessori curriculum presents tastes that feature sequence, order, and regularity, in addition to those that develop motor and sensory skills. She was interested in children`s intellectual development and in developing good work habits. One of the latest developed programs for disadvantaged children is Integrated Preschool Program which has successfully integrated handicapped and nonhandicapped children. Several studies have showed that handicapped children in integrated school environments are accepted by and interact with their nonhandicapped peers. In fact, this program provides a number of potential, and perhaps opportunities for nonhandicapped children to serve as valuable resources in fostering the development of their handicapped peers. Next We turn to Japanese programs which are divided into two different types. One is Day-Care Center Which was established by Child Welfare Law and the other is kindergarten organized by School Education Law. The kindergarten opened in 1876 and it has been part of school systems since 1947 by the implemen