[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)系的實證分析

1、2100 英文單詞， 英文單詞，1.3 萬英文字符，中文 萬英文字符，中文 3500 字文獻(xiàn)出處： 文獻(xiàn)出處：Atak M , Erturgut R . An empirical analysis on the relation between learning organization and organizational commitment[J]. Procedia - Social and Behavioral Sciences

2、, 2010, 2(2):3472-3476.An empirical analysis on the relation between learning organization and organizational commitmentMetin Atak, Ramazan ErturgutAbstractThis study basically aims to determine the relationship between

3、learning organization and organizational commitment, and to determine whether “emotional commitment”, “normative commitment” and “continuation commitment” which are subordinate elements of organizational commitment have

4、effects on learning organization and subordinate elements of learning organization. Secondary aim is to contribute to the management literature by determining which dimension of organizational commitment is more effectiv

5、e on organization. The research was conducted on businesses registered to Aegean Region Chamber of Industry (Izmir/Turkey). The results of the research indicate that organizational commitment is an element which affects

6、learning organization. Moreover, the findings of the research suggest that the information age organizations need to obtain employees with high organizational commitment and take measures in order to increase commitments

7、 of employees in order to become learning organizations.Keywords: Learning organization; organizational commitment; empirical; information society; management.1. IntroductionInformation created through learning is a stra

8、tegic input which can help organizations to pacify their competitors and achieve their goal to become one step ahead of them. Organizations in the information age understand that learning means competitive advantage; the

9、refore they determine their primary purpose as becoming effective learning organizations. Organizational commitment which means employees adopting aims, goals and values of the organization and having high faith in these

10、, having a strong will to remain in the organization 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

11、organizations on one hand, on the other hand their requirement to create employee commitment appropriate to this makes these two matters attractive. However, number of studies which indicate the relationship between the

12、concepts of becoming learning organization and organizational commitment which have vital importance for information age organizations is quite few. This study is focused on determining the relationship between learning

13、organization and organizational commitment which is rather missing in the literature.2. Theoretical framework of learning organization-organizational commitment relationshipIn the studies performed about learning organiz

14、ation until today, the process of formation of learning organization has been observed and a roadmap for organization leaders was tried to be drawn. Moreover, interaction of learning organization with various variables s

15、uch as organizational culture, motivation, job satisfaction, performance, personality, employee turnover, individual learning, team learning has been research subjects. Today, leaders have difficulties in transforming th

16、eir organizations into learning organizations despite all its attraction.Peter Senge also argues that five disciplines for the prototype learning organization he put 3.1. Hypotheses of the researchHypotheses of the resea

17、rch have been set out as follows;H1: Level of organizational commitment is effective on the level of becoming learning organization.H1-1: Emotional commitment has a positive effect on the level of becoming learning organ

18、ization. H1-2: Normative commitment has a positive effect on the level of becoming learning organization. H1-3: Continuation commitment has a negative effect on the level of becoming learning organization.3.2. Research s

19、caleStudies of Ford, Voyer and Wilkinson (2000), Goh and Richards (1997), Senge, Kleiner and Charlotte (1998), Armstrong and Foley (2003) were used in developing the learning organization variable consisting of 7 dimensi

20、ons which is the scale of the research conducted on businesses which are members of Aegean Region Chamber of Industry (EBSO). There are many scales used in the literature on organizational commitment. The one developed b

21、y Meyer and Allen (1990) is the most widely used and accepted scale. This scale measures organizational commitment in 3 different dimensions as emotional commitment, continuation commitment and normative commitment. This

22、 scale by Meyer and Allen was adapted in line with the purpose of the research and was used in measuring the organizational commitment variable of the research.4. FindingsValidity and reliability analyses of the research

23、 were performed. In the factor analyses performed for validity, it has been found that 7-factor structure towards learning organization is appropriate, and in the result of factor analyses towards organizational commitme

24、nt scale, 3-factor structure is appropriate. When the reliability concerning learning organization scale is examined, Alpha coefficient of the 31-article scale is 0.912, while alpha coefficient of 16-article organization

25、al commitment scale is 0.689. On the other hand, it is observed that organizational commitment scale whose relationship with the learning organization is tested for the first time is higher than 0.60 alpha coefficient wh

26、ich is accepted for exploratory researches (Hair et.al, 1998:118). Leech et al. also expressed that low alpha coefficients in scales with few articles are acceptable between 0.60 and 0.69 (Leech et.al, 2005) This indicat

27、es that scales have internal coherence.While there is a positive and meaningful relationship between emotional commitment and normative commitment of 99% in the correlation analysis given in Table 1, there is a negative

28、and meaningful relationship between continuity commitment and both emotional and normative commitment in 99%. Learning organization factors have 99% positive and meaningful high level relationship among each other and th

29、is relationship is high, therefore this supports divergence and convergence 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 em

30、otional commitment and all learning organization factors. There is a positive but low meaningful relationship between normative commitment and all learning organization factors in the rate of 1% and 5%. It is also observ

31、ed that continuity commitment has a 5% positive and low meaningful relationship with flexible organizational structure, strengthening and shared vision, while it is only 1%, positive and medium-meaningful for other organ