직무의 동적복잡성이 이직의도에 미치는 이중 경로 분석 - 직무스트레스와 비공식학습 인식의 역할을 중심으로 -

초록

This study examines how dynamic job complexity influences turnover intention through the mediation of job stress and analyzes the moderating role of the perceived educational effects of informal learning. Utilizing data from 3,131 employees from the 4th Wave (2023) of the Human Capital Corporate Panel (HCCP) II, the research employed SPSS 25.0 and the PROCESS Macro (Models 4 and 14) to test for mediation and moderated mediation effects. The results revealed a dual-path mechanism: while dynamic job complexity directly decreased turnover intention, it simultaneously increased it indirectly through job stress. Furthermore, the perceived educational effects of informal learning-encompassing peer/superior coaching and knowledge sharing-significantly moderated the relationship between job stress and turnover intention. Specifically, when the perceived educational effect was above a certain threshold, the indirect effect of job stress on turnover intention was strengthened. These findings suggest that while informal learning serves as a job resource, it can also function as a catalyst for turnover, potentially due to increased employability or learning demands. Theoretically, this study extends the Job Demands-Resources (JD-R) model by identifying the contingent nature of learning resources in high-stress contexts. Practically, the study highlights the necessity of strategic job design and targeted learning supports that account for the boundary conditions of employee stress and job complexity.

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