This study aims to verify the effects which characteristic factors in OJT
programs of food service industry (Field job, motivation for learning,
leading seniors’ competency, OJT design, OJT support) have on job
satisfaction (psychological satisfaction, reward satisfaction) and education
satisfaction (overall satisfaction, improvement of professional knowledge,
intention to recommend education) and the mediating effect of trainees’
need for achievement on the variables.
For this purpose, a total of 400 questionnaires were distributed to
trainees who are educated in the restaurants in Seoul and surrounding
metropolitan areas and 379 questionnaires were collected. Among them, a
total of 368 questionnaires except for 11 questionnaires with insincere
responses were empirically analyzed. Specifically, frequency analysis and
factor analysis to ensure reliability and validity of the analysis as well as
descriptive statistics, correlation analysis, regression analysis and
hierarchical regression analysis were conducted as statistic methods.
The results of the empirical analysis are summarized as follows.
First, psychological satisfaction is significantly increased when the
characteristics of the OJT program (on - the - job environment,
synchronization of student learning, guidance ability, OJT support) increase.
Second, as the characteristics of the OJT program (on-the-job
environment, synchronized learning of learners, guidance ability, OJT
design) rise, compensation satisfaction is significantly increased.
Third, as the characteristics of the OJT program (on - the - job
environment, synchronized learning of students, and ability to lead)
increase, overall satisfaction is significantly increased.
Fourth, as the characteristics of the OJT program (on-the-job
environment, synchronized learning of learners, guidance ability, OJT
support) rise, expert knowledge improvement also shows a significant
increase.
Fifth, as the characteristics of OJT program (synchronized learning
student, OJT design, OJT support) increase, education recommendation also
significantly increases.
Sixth, as the psychological satisfaction of job satisfaction increased,
overall satisfaction increased significantly.
Seventh, as the psychological satisfaction of job satisfaction increases,
overall satisfaction is significantly increased.
Eighth, as the psychological satisfaction and compensatory satisfaction of
job satisfaction increase, the degree of recommendation of education
increases significantly.
Ninth, Field job environment * Need for student achievement, OJT
design * Need for student achievement, Leader ability * The desire for
student achievement had an effect on psychological satisfaction.
Tenth, in Model 3 where the interaction factor of OJT program
characteristics factor and student achievement desire was added, there was
no control effect in all of the field job environment, synchronization of
student learning, synchronization ability, OJT design and OJT support.
Eleventh, on-the-job environment * The desire to achieve student
achievement had an effect on overall satisfaction.
Twelfth, field job environment * Need for student achievement, OJT
support * The desire to achieve student achievement had a rising effect on
the improvement of professional knowledge.
Thirtfh, Leader Ability * The need for student achievement had an effect
on the degree of recommendation of education.