Earticle

혁신적 행동은 조직의 장기적인 생존을 위해 점점 더 중요해지고 있으며, 변화 지향적 리더십은 특히 구성원 의 혁신적 행동을 촉진하는 데 효과적이라고 주장되고 있다. 하지만 이 관계에 대한 실증적 증거가 부족하기 때 문에, 본 연구는 변화 지향적 리더십이 구성원의 성과에 미치는 영향을 분석하는 것에 중점을 두었다. 구체적으 로, 본 연구는 변화 지향적 리더십과 과업 성과 간의 관계에서 혁신적 행동의 매개 효과와 변화 지향적 리더십 과 혁신적 행동 간의 관계에서 심리적 임파워먼트의 조절 효과를 분석하였다. 동일방법편의(common method bias)를 해결하기 위해 3차에 걸쳐 설문지를 수집하였고, 연구 결과 심리적 임파워먼트는 변화 지향적 리더십과 혁신적 행동 간의 관계를 조절하며, 혁신적 행동은 변화 지향적 리더십과 과업 성과 간의 관계를 매개하는 것으 로 나타났다. 또한, 심리적 임파워먼트를 느끼는 개인이 변화 지향적 리더십을 인식할 때 혁신적 행동에 더 많이 참여할 가능성이 있다는 매개된 조절 효과가 발견되었다.

Innovative behavior is increasingly important for an organization’s long-term survival and change-oriented leadership has been argued to be particularly effective in engendering follower innovative behavior. Due to the lack of empirical evidence for this relationship, this study focuses on linking change-oriented leadership to follower performance outcomes. Specifically, the study explored how innovative behavior mediates the relationship between change-oriented leadership and task performance, as well as how psychological empowerment moderates the relationship between change-oriented leadership and innovative behavior. Data were gathered through a three-wave self-reported questionnaire conducted in South Korea. The study found psychological empowerment to moderate the relationship between change-oriented leadership and innovative behavior while innovative behavior mediated the relationship between change-oriented leadership and task performance. Moreover, the study found mediated moderation suggesting that individuals that feel empowered are more likely to engage in innovative behaviors when they perceive change-oriented leadership.

Purpose: This study aimed to identify differences in perceived task performance, task importance, and educational needs for novice-level tasks among neonatal intensive care unit (NICU) nurses with varying levels of clinical experience and to provide foundational data for developing systematic educational programs to strengthen the competencies of novice nurses. Methods: Participants were recruited from the NICUs of three hospitals?one university-affiliated hospital and two general hospitals located in Busan, South Korea. Using convenience sampling, 116 staff nurses with at least 3 months of NICU experience were surveyed between March and November 2025. For comparative analysis, participants were divided into three career groups based on their NICU experience: <3 years, 3?9 years, and ≥9 years. Data were analyzed using descriptive statistics, analysis of variance, and the Scheffe test with IBM SPSS ver. 25.0, and importance?performance analysis (IPA) was conducted to prioritize educational needs. Results: Across all career groups, the “direct nursing performance” domain showed the highest task performance. Novice nurses with <3 years of experience reported significantly higher performance in central line care and transfusion management than those with ≥9 years of experience. The IPA identified central line management, and transfusion management as priority areas for improvement, while vital sign monitoring, respiratory surveillance and discharge education for parents were common educational needs regardless of experience level. Conclusion: Educational programs for novice NICU nurses should focus on strengthening patient safety?related competencies and should be progressively structured with simulation and case-based learning to enhance clinical performance

As SNS use becomes prevalent, its effect on performance has received much attention. The previous literature takes either positive or negative views of SNS, arguing that it either decreases performance by taking time and effort away from work or increases performance by providing social benefits for enhancing performance. Since both can be true, this study conducts an experiment to investigate how SNS use during a task simultaneously disturbs and enhances its performance. For this purpose, this research adopts distraction-conflict theory, distinguishes the types of task as simple and complex, and analyzes data including electroencephalography data. The results overall suggest that, when doing a simple task, SNS use operates positively on performance due to the positive effect of psychological arousal. However, when doing a complex task, SNS use operates neither positively nor negatively because the negative effect of psychological arousal and the positive effect of reduced stress offset each other.

본 연구는 국내 청소년 핸드볼지도자의 코칭리더십이 선수의 혁신행동 및 과업수행에 미치는 영향을 구명하는데 그 목적이 있다. 조사대상자는 2023년 대한핸드볼협회 등록된 중･고교 핸드볼 선수 378명을 군집표집(cluster sampling)하여 설문자료를 분석하였다. 자료분석은 SPSS 26.0과 AMOS 22.0을 이용하여 기술통계분석, 구조방정식모형 분석을 실시한 연 구결과는 다음과 같다. 첫째, 청소년 핸드볼지도자의 코칭리더십 요인 중 방향 제시는 선수의 혁신행동에 유의미한 영향을 미 쳤다. 둘째, 청소년 핸드볼지도자의 코칭리더십 요인 중 관계는 선수의 과업수행에 유의미한 영향을 미쳤다. 셋째, 선수의 혁신 행동은 과업수행에 유의미한 영향을 미치는 것으로 나타났다. 이러한 결과는 지도자가 문제해결 및 목표달성을 위해 명확한 지 도와 비전을 제시하는 것이 필요하며, 선수와 굳건한 신뢰관계를 형성하는 것이 과업수행능력을 높일 수 있음을 의미한다.

This study aims to investigate the effects of coaching leadership by youth handball coaches in South Korea on athletes' innovative behavior and task performance. The participants were 378 middle and high school handball players registered with the Korea Handball Federation in 2023. Using cluster sampling, survey data were collected and analyzed. Data analysis was conducted using SPSS 26.0 and AMOS 22.0, employing descriptive statistics and structural equation modeling (SEM). The main findings of the study are as follows: First, direction-setting, a dimension of coaching leadership, had a significant positive effect on athletes' innovative behavior. Second, the relationship factor of coaching leadership significantly influenced athletes' task performance. Third, athletes' innovative behavior was also found to have a significant impact on task performance. These results suggest that for effective problem-solving and goal attainment, coaches should provide clear guidance and vision. Moreover, building strong, trust-based relationships with athletes can enhance their task performance capabilities.

As the usage of smart phones increases, the characteristic of social interaction is changing. The purpose of this research is to investigate the impact of smart phones on the performance of communication and task-performance in temporary virtual teams using Media Synchronicity Theory (MST). „ccessibility‟is added to the model since it is a unique feature of smart phones. Task complexity moderates the positive relationship between media capabilities and performance. The familiarity of the media also influences the communication performance. This project is set to empirically test MST in a university setting. Consequently, this study provides opportunities for future research about smart phone‟ usability in virtual team projects and global organizations.

With the advent of communication technologies including electronic collaborative tools and conferencing systems provided over the Internet, virtual collaboration is becoming increasingly common in organizations. Virtual collaboration refers to an environment in which the people working together are interdependent in their tasks, share responsibility for outcomes, are geographically dispersed, and rely on mediated rather than face-to face, communication to produce an outcome. Research suggests that new sets of individual skill, knowledge, and ability (SKAs) are required to perform effectively in today’s virtualized workplace, which is labeled as individual virtual competence. It is also argued that use of online social networking sites may influence not only individuals’ daily lives but also their capability to manage their work-related relationships in organizations, which in turn leads to better performance. The existing research regarding (1) the relationship between virtual competence and task performance and (2) the relationship between online networking and task performance has been conducted based on different theoretical perspectives so that little is known about how online social networking and virtual competence interplay to predict individuals’ task performance. To fill this gap, this study raises the following research questions: (1) What is the individual virtual competence required for better adjustment to the virtual collaboration environment? (2) How does online networking via diverse social network service sites influence individuals’ task performance in organizations? (3) How do the joint effects of individual virtual competence and online networking influence task performance? To address these research questions, we first draw on the prior literature and derive four dimensions of individual virtual competence that are related with an individual’s self-concept, knowledge and ability. Computer self-efficacy is defined as the extent to which an individual beliefs in his or her ability to use computer technology broadly. Remotework self-efficacy is defined as the extent to which an individual beliefs in his or her ability to work and perform joint tasks with others in virtual settings. Virtual media skill is defined as the degree of confidence of individuals to function in their work role without face-to-face interactions. Virtual social skill is an individual’s skill level in using technologies to communicate in virtual settings to their full potential. It should be noted that the concept of virtual social skill is different from the self-efficacy and captures an individual’s cognition-based ability to build social relationships with others in virtual settings. Next, we discuss how online networking influences both individual virtual competence and task performance based on the social network theory and the social learning theory. We argue that online networking may enhance individuals’ capability in expanding their social networks with low costs. We also argue that online networking may enable individuals to learn the necessary skills regarding how they use technological functions, communicate with others, and share information and make social relations using the technical functions provided by electronic media, consequently increasing individual virtual competence. To examine the relationships among online networking, virtual competence, and task performance, we developed research models (the mediation, interaction, and additive models, respectively) by integrating the social network theory and the social learning theory. Using data from 112 employees of a virtualized company, we tested the proposed research models. The results of analysis partly support the mediation model in that online social networking positively influences individuals’ computer self-efficacy, virtual social skill, and virtual media skill, which are key predictors of individuals’ task performance. Furthermore, the results of the analysis partly support the interaction model in that the level of remotework self-efficacy moderates the relationship between online social networking and task performance. The results paint a picture of people adjusting to virtual collaboration that constrains and enables their task performance. This study contributes to research and practice. First, we suggest a shift of research focus to the individual level when examining virtual phenomena and theorize that online social networking can enhance individual virtual competence in some aspects. Second, we replicate and advance the prior competence literature by linking each component of virtual competence and objective task performance. The results of this study provide useful insights into how human resource responsibilities assess employees’ weakness and strength when they organize virtualized groups or projects. Furthermore, it provides managers with insights into the kinds of development or training programs that they can engage in with their employees to advance their ability to undertake virtual work.

Purpose: This study investigated the effects of laser-based neck sensorimotor training on cognitive dual-task gait performance in community-dwelling older adults. Methods: Twenty-four older adults were randomly assigned to an experimental group (n = 12) or a control group (n = 12). Both groups trained three times per week for six weeks. The experimental group performed laser-based neck sensorimotor training using a head-mounted laser device, whereas the control group performed a general neck exercise program. Outcome measures included the 10-Meter Walk Test under single-task and cognitive dual-task conditions, dual-task cost (DTC), the Timed Up and Go dual-task test (TUGdt), the Functional Gait Assessment (FGA), and cervical movement sense error (MSE). Within-group changes were analyzed using the paired t-test, and between-group differences were analyzed using ANCOVA with baseline values as covariates. Results: The experimental group showed significant improvements in single-task gait speed, cognitive dual-task gait speed, DTC, TUGdt, FGA, and MSE after the intervention (all p < .001). The control group showed significant improvements in single-task gait speed and TUGdt (both p < .001), FGA (p = .003), and MSE (p = .034), whereas changes in cognitive dual-task gait speed (p = .386) and DTC (p = .831) were not significant. Between-group comparisons revealed significantly greater improvements in the experimental group for single-task gait speed, TUGdt, FGA, and MSE (all p < .001), cognitive dual-task gait speed (p = .006), and DTC (p = .003). Conclusion: Laser-based neck sensorimotor training demonstrated superior effects on cognitive dual-task gait performance, functional mobility, functional gait ability, and cervical movement sense in community-dwelling older adults relative to general neck exercise.

This study examined the effects of task complexity and language proficiency on L2 written narrative production based on the analyses of 52 written narratives produced by Japanese high school students under different task complexity conditions. Task complexity was manipulated along the proposed task complexity dimension of Here-and-Now vs. There-and-Then in Robinson (2001a, 2006). Language proficiency was defined as scores on the Michigan English Placement Test (MEPT). In order to investigate the effects of task complexity and proficiency, four modes of production metrics were employed as dependent variables: accuracy, structural complexity, lexical complexity and fluency. The results showed that the effects of task complexity and language proficiency were largely independent; however, there were signs of interactions particularly in the cases of accuracy and lexical complexity.

In a dynamic business environment, the enterprise mobility solution for a mobile office (EMS) has been adopted to increase the competitive edge of organizations. By using an EMS, performance is expected to be enhanced. However, the related literature has paid little interest to the impact of system quality in an EMS on the information quality produced by the system. On the basis of socio-technical theory, we posited that the system quality in an EMS influences information quality. In addition, we investigated the relationships between the above two qualities, use and job performance by considering task mobility and task inter-dependence as control variables. Survey respondents were from many industries using EMSs. The result of structural equation modeling shows that system quality positively affects information quality, and other relation-ships in the model are proven statistically significant. We also found that system quality has stronger impacts on use and job performance than information quality does in EMS. However, system quality does not affect use in case both task mobility and task inter-dependence exist. The theoretical and practical implications of the result are discussed in the paper.

Task structure as a task characteristic is believed to have a considerable effect on task performance in terms of accuracy, fluency and complexity. Studies in the literature focused on investigating task structure impact on oral out-put; however, this study examines how written task performance is affected by task structure. Thirty two EFL learners were selected for data collection. Each participant, then, narrated two tasks which differed with regard to their inherent structure (tight vs. loose). Collected data were coded and checked for measuring their accuracy, fluency and complexity. Findings of the statistical analysis revealed that structured tasks produced more fluent and complex performances while accuracy remained unaffected. Results have practical implications for language teaching, research and syllabus design.

The aim of the present study was to investigate the impact of two task-processing conditions (10 minutes of pre-task planning time and content familiarity of the task) on spoken performance in terms of the fluency, complexity, and accuracy in a narrative task. The subjects were 20 Korean undergraduate students with a high language proficiency. The results of the two-way interaction effect between the planning and familiarity of the MANOVA were significant in terms of pause length. The univariate test of familiarity in an unfamiliar condition for subordinate clauses in the MANOVA test was significant. The study also found a trade-off effect between complexity and accuracy in terms of the effects of planning time in planned and unfamiliar conditions. These results suggest that the performance of learners could be varied depending on the different combinations of task-processing conditions even in a single narrative task.

This study aims to investigate the comparative effects between simple and complex tasks on lexical diversity, lexical complexity, and syntactic complexity in learners’ English writing performance. Two task complexity dimensions are focused on: the amount of information (+/-Few element) and the use of tense (+/-Here-and-Now) in the task. For the data collection, thirty-one Korean college students were asked to perform four different narrative tasks based on a wordless cartoon. The results revealed that the complex task (-Few element & -Here-and-Now) showed a higher level of lexical diversity and lexical complexity than the simple task (+Few element & +Here-and-Now). In the case of syntactic complexity, the dimension of +/-Here-and-Now caused significantly different uses of the gerund and passive voice. The findings suggest that English language teachers need to control the complexity of narrative tasks when assigning English writing to university-level learners.

Although extensive task-based research has focused on how the manipulation of task complexity affects L2 performance, less attention has been paid to its combined effects with those of L2 proficiency. In this study, 41 Korean learners of English carried out a written task with two levels of task complexity, operationalized as number of elements. Participants were divided into three groups, based on their level of L2 proficiency. Performance was assessed by syntactic complexity, lexical diversity, and accuracy measures. Significant interaction effects between L2 proficiency and task complexity were found on lexical diversity and accuracy measures, especially in the high-proficiency group. Findings are discussed in relation to Robinson’s Cognition Hypothesis and attentional resources available for task performance.

The present study examined effects of task demands on second language speech performance by manipulating the task complexity dimension of intentional reasoning, which was proposed as one of the task complexity features by Robinson (2007a). Twenty-four Japanese college students participated in the study and performed a control task and two intentional reasoning tasks. Six production measures of fluency, complexity and accuracy were employed in order to test whether intentional reasoning would lead to increases in accuracy and complexity at the cost of fluency, as predicted by the Cognition Hypothesis (e.g., Robinson, 2005, 2007a). The results showed that intentional reasoning produced 1) positive effects on syntactic as well as lexical complexity and accuracy, and 2) a negative effect on fluency (i.e., disfluency).

In literature, the term “oral narrative task” refers to short narrative stories which participants, typically in a speaking exam, orally produce based on a sequence of picture prompts that are visually presented to them. This study investigated three major attributes of Korean EFL learners’ speaking performance in their oral narrative tasks, namely oral fluency (e.g., speech rate), syntactic complexity (ratio of subordinate clauses to main clauses), and lexical diversity (type-to- token ratio). We focused on examining whether and to what extent Korean EFL learners’ proficiency and the structure of the oral narrative tasks that they are involved in influence their story-telling performance as indexed by the above-mentioned three attributes. To this end, we made use of three sets of picture-cued story telling tasks, differing from each other in terms of task structure. The tasks were performed by a total of 44 (24 female, 20 male) Korean undergraduate students (26 high-level vs. 18 low-level proficiency) as they participated in an English speaking test. Their spoken responses from the test were orthographically and phonemically transcribed and subsequently analyzed using computerized procedures. Overall, the results suggest that the proficiency and task structure factors significantly influenced several fluency measures, but the role of the same factors was limited in the participants’ use of syntactically complex sentences and the diversity of vocabulary that they employed in the story-telling tasks. Implications of the findings for Korean EFL learners’ characteristics of oral performance in their narrative tasks are discussed.