군 초급간부 배속 방식과 학습전이동기의 관계 : 공군 사례를 중심으로

초록

This study examined the serial mediating effects of perceived procedural justice and affective organizational commitment on the relationship between assignment methods and motivation to transfer learning among junior Republic of Korea Air Force personnel. Survey data from 196 officers and noncommissioned officers with less than three years of service were analyzed using an independent-samples t-test and PROCESS Macro Model 6. The performance-based assignment group reported significantly higher perceived procedural justice than the random assignment group, whereas no significant differences were found in affective organizational commitment or motivation to transfer learning. Although the specific indirect effects were not significant, the serial indirect effect was significant. These findings suggest that assignment experiences may be associated with motivation to transfer learning by shaping perceptions of how training outcomes are used within the organization and whether personnel procedures are legitimate

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