The influence of organizational learning on employees’ work attitude and task performance

The following conclusions can be drawn.

  • 1. The effect of the dimensions of collective level learning (collective learning, organizational level learning, inter-organizational learning and explorative learning) on job satisfaction must be realized via individual learning.
  • 2. The organizational-level learning’s effect on affective commitment must be mediated by individual learning. This shows that the adjustment of organizational characteristics must also involve individual participation in order to affect individual affective commitment. However, the mediating effect of individual learning among inter-organizational learning, exploitative learning, explorative learning and affective commitment shows that they affect individual affective commitment from two directions: direct and indirect via individual learning. These partial mediating effects also indicate that there may exist other mediators that affect employees' affective commitment through other mediating variables. This remains to be verified through further research.
  • 3. The mediating effect of individual learning between collective-level learning dimension and employee satisfaction and affective commitment is different, and this difference is merits further discussion.
  • 4. From the direct and indirect relationship between organizational learning and employee satisfaction and affective commitment, we can conclude that in order to improve these two kinds of working attitudes of employees, collective-level organizational learning is a breakthrough point, and we should take individual learning as the key link. Collective-level learning dimensions requires the active participation of individual employees hi order to have an positive impact.
  • 5. Only individual learning has a significant negative impact on turnover intention. However, the moderating effect of organizational learning to be mentioned later indicates that organizational learning has an indirect effect on turnover intention.
  • 6. Organizational learning has no significant effect on individual task performance, indicating that organizational learning is the improvement of an organization's learning capability, and it has no direct effect on the immediate task performance of employees. This is also one of the reasons that account for the difficulty in implement organizational learning in practice. Despite its attractiveness to many firms, learning organization is prone to failure in firms since they cannot reap short-term benefits.
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