Human resource management practice—hard factor of the generative mechanism of organizational learning

The direct influence of human resource management practice on organizational learning

Literature review and research hypothesis

Human resource management practice is closely related to organizational learning, as the former is a driver of the latter. Some theoretical and empirical studies have concluded that human resource management can promote organizational learning (Lopez et al., 2005, 2006; Bhatnagar & Sharma, 2005). At the same time, some empirical studies have also proved that there is a significant relationship between specific human resource areas and organizational learning (Jerez- Gomez et al., 2005b; Gomez et al.„ 2004). This study will explore the relationship between the two and posit the following hypothesis:

Hypothesis 22:

Human resource management practice has a significant positive effect on organizational learning.

Research object and research process

Subjects

We distributed 300 questionnaires to several companies in Beijing and recovered 241 valid questionnaires. Of the subjects, 25.3% are from SOEs, 27% from private companies, 25.7% from foreign-funded enterprises and 22% from other types of companies; 69% are front-line workers, 17% managers, 14% middle-level and senior managers. In terms of development stage, 8.3% of companies are in the start-up stage, 45.4% in the growth stage, 30.8% in the mature stage and 14.8% in the re-innovation stage.

MEASURES

The organizational learning questionnaire adopts the six-factor and 29-item questionnaire. The questionnaire on human resource management practice adopts the seven-factor and 17-item questionnaire in Section 4.4.2. Both questionnaires use the Likert five-point scoring method and asked the subjects to evaluate the compliance with their own companies.

Research results

Descriptive statistical results

The descriptive statistical results of each variable are shown in Table 4.21. The results show that the internal consistency coefficient a of human resource management practice dimensions and organizational learning is between 0.68 and 0.89, indicating that the validity of each scale meets the basic requirements of psychometrics.

The influence of human resource management practice on organizational learning

In order to study the influence of human resource management practice on organizational learning, we conducted structural equation modeling on the data of the questionnaire. The results showed that the x2/df (2626.44/1050 = 2.50) and RMSEA (0.078) of the model met the model fit standard, and the four indexes NFL IFI. TLI and CFI (respectively 0.92,0.95,0.95, 0.95) all reached above 0.90,

Table 4.21 Descriptive statistics.correlations and internal consistency reliabilities for research variables

Variable

M

SD

4

5

6

7

8

9

1. Selective hiring

3.47

0.81

(0.68)

2. Strategic training

3.51

0.89

0.56**

(0.80)

3. Compensation reward

3.52

1.10

0.30**

0.35**

(0.77)

4. Employee participation

2.91

0.85

0.26**

0.43**

0.32**

(0.71)

5. Performance management

3.30

0.93

0.44**

0.53**

0.35**

0.47**

(0.87)

6. Organizational learning

3.40

0.61

0.44**

0.61**

0.40**

0.56**

0.56**

(0.88)

** /><0.01.

Note: The data in brackets on the diagonal is the internal consistency a coefficient of each variable.

indicating that the model fit well (Bollen, 1989). The specific path coefficients are shown in Table 4.22. The results show that selective luring has a significant negative effect on inter-organizational learning and explorative learning; strategic training has a strong positive effect on all six dimensions of organizational learning; compensation reward has a significant positive effect on inter-organizational learning and explorative learning; except for collective learning, employee participation has a significant positive effect on individual, organizational, inter-organizational, explorative learning and exploitative learning; performance management plays a significant role in promoting individual learning and exploitative learning. These results partially support Hypothesis 22.

 
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