[雙語翻譯]組織承諾外文翻譯--學(xué)習(xí)型組織與組織承諾關(guān)系的實(shí)證分析（英文）

1、1877-0428 © 2010 Published by Elsevier Ltd. doi:10.1016/j.sbspro.2010.03.537 Procedia Social and Behavioral Sciences 2 (2010) 3472–3476Available online at www.sciencedirect.comWCES-2010 An empirical analysis on the

2、 relation between learning organization and organizational commitment Metin Ataka ?, Ramazan Erturgutb? aAir Force Technical School,? zmir,35410,Turkey bNCO Higher Vocational School, ?zmir, 35410, Turkey Received Oct

3、ober 28, 2009; revised December 4, 2009; accepted January 14, 2010 Abstract This study basically aims to determine the relationship between learning organization and organizational commitment, and to determine whether “e

4、motional commitment”, “normative commitment” and “continuation commitment” which are subordinate elements of organizational commitment have effects on learning organization and subordinate elements of learning organizati

5、on. Secondary aim is to contribute to the management literature by determining which dimension of organizational commitment is more effective on organization. The research was conducted on businesses registered to Aegean

6、 Region Chamber of Industry (Izmir/Turkey). The results of the research indicate that organizational commitment is an element which affects learning organization. Moreover, the findings of the research suggest that the i

7、nformation age organizations need to obtain employees with high organizational commitment and take measures in order to increase commitments of employees in order to become learning organizations. © 2010 Elsevier

8、Ltd. Keywords: Learning organization; organizational commitment; empirical; information society; management. 1. Introduction Information created through learning is a strategic input which can help organizations to pacif

9、y their competitors and achieve their goal to become one step ahead of them. Organizations in the information age understand that learning means competitive advantage; therefore they determine their primary purpose as

10、becoming effective learning organizations. Organizational commitment which means employees adopting aims, goals and values of the organization and having high faith in these, having a strong will to remain in the organ

11、ization is a serious issue with respect to effective usage of human element which has become the basic value for organizations. While organizations attempt to become learning organizations on one hand, on the other han

12、d their requirement to create employee commitment appropriate to this makes these two matters attractive. However, number of studies which indicate the relationship between the concepts of becoming learning organizatio

13、n and organizational commitment ?Metin Atak, Tel.:+90.232.2511600 E-mail address: atakmetin@yahoo.com Open access under CC BY-NC-ND license.Open access under CC BY-NC-ND license.3474 Metin Atak and Ramazan Erturgut /

14、 Procedia Social and Behavioral Sciences 2 (2010) 3472–3476 3.1. Hypotheses of the research Hypotheses of the research have been set out as follows; H1: Level of organizational commitment is effective on the level of be

15、coming learning organization. H1-1: Emotional commitment has a positive effect on the level of becoming learning organization. H1-2: Normative commitment has a positive effect on the level of becoming learning organiza

16、tion. H1-3: Continuation commitment has a negative effect on the level of becoming learning organization. 3.2. Research scale Studies of Ford, Voyer and Wilkinson (2000), Goh and Richards (1997), Senge, Kleiner and Char

17、lotte (1998), Armstrong and Foley (2003) were used in developing the learning organization variable consisting of 7 dimensions which is the scale of the research conducted on businesses which are members of Aegean Regi

18、on Chamber of Industry (EBSO). There are many scales used in the literature on organizational commitment. The one developed by Meyer and Allen (1990) is the most widely used and accepted scale. This scale measures orga

19、nizational commitment in 3 different dimensions as emotional commitment, continuation commitment and normative commitment. This scale by Meyer and Allen was adapted in line with the purpose of the research and was used

20、 in measuring the organizational commitment variable of the research. 4. Findings Validity and reliability analyses of the research were performed. In the factor analyses performed for validity, it has been found that

21、7-factor structure towards learning organization is appropriate, and in the result of factor analyses towards organizational commitment scale, 3-factor structure is appropriate. When the reliability concerning learning

22、 organization scale is examined, Alpha coefficient of the 31-article scale is 0.912, while alpha coefficient of 16-article organizational commitment scale is 0.689. On the other hand, it is observed that organizational

23、 commitment scale whose relationship with the learning organization is tested for the first time is higher than 0.60 alpha coefficient which is accepted for exploratory researches (Hair et.al, 1998:118). Leech et al. al

24、so expressed that low alpha coefficients in scales with few articles are acceptable between 0.60 and 0.69 (Leech et.al, 2005) This indicates that scales have internal coherence. While there is a positive and meaningf

25、ul relationship between emotional commitment and normative commitment of 99% in the correlation analysis given in Table 1, there is a negative and meaningful relationship between continuity commitment and both emotiona

26、l and normative commitment in 99%. Learning organization factors have 99% positive and meaningful high level relationship among each other and this relationship is high, therefore this supports divergence and convergen

27、ce validities of scales. As it can be observed from Table 1, there is a 1% level of positive and medium level of meaningful relationship between emotional commitment and all learning organization factors. There is a po

28、sitive but low meaningful relationship between normative commitment and all learning organization factors in the rate of 1% and 5%. It is also observed that continuity commitment has a 5% positive and low meaningful re

29、lationship with flexible organizational structure, strengthening and shared vision, while it is only 1%, positive and medium-meaningful for other organizational factors. Table1, Relationship of organizational commitmen

30、t factors with learning organization Factors 1 2 3 4 5 6 7 8 9 1-Emotional Com. 2-Normative Com. ,610** 3-Continuation Com. -,297** -,288** 4-Flex. Org. Str. ,359** ,122* ,021* 5-Str. ,457** ,222** ,338

31、* ,595** 6-Individual lrn. ,534** ,205** ,332** ,421** ,525* 7-Team lrn. ,564** ,115** ,316** ,377** ,563* ,544** 8-Organizational lrn. ,372** ,165* ,361** ,452** ,604** ,364** ,516** 9-Shared vis. ,4