Literaturnachweis - Detailanzeige
| Autor/inn/en | Somaskandan, Karthikeyan; Arulandu, Savarimuthu; Parayitam, Satyanarayana |
|---|---|
| Titel | A Moderated-Mediation Model of Individual Learning and Commitment: Part I |
| Quelle | In: Learning Organization, 29 (2022) 4, S.341-356 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0969-6474 |
| DOI | 10.1108/TLO-12-2021-0139 |
| Schlagwörter | Models; Learning; Organizational Learning; Organizational Theories; Organizational Effectiveness; Foreign Countries; Organizational Culture; Employee Attitudes; Group Unity; India |
| Abstract | Purpose: This study aims to develop a conceptual model linking the relationship between individual learning, organizational learning and organizational commitment. A multi-layered conceptual model involving three dimensions of organizational commitment: normative, affective and continuance, and individual and organizational learning is presented. Design/methodology/approach: The two well-known theories -- organizational learning theory and organizational commitment theory -- have been combined to systematically explain the importance of the interaction of variables benefitting both individuals and organizations. As learning involves change, a climate of organizational learning would foster connectivity of structure, people and process. At the same time, when an individual expands his learning and gets necessary skills, it is more likely they get connected to the organization and increase their level of commitment. In this study, the authors develop a conceptual model, and the authors apply this to the health-care industry and provide the results in the second paper. Findings: The authors postulate that (i) individual learning will be positively related to organizational learning and continuance commitment; (ii) organizational learning will be positively related to continuance commitment; and (iii) organizational learning mediates the relationship between individual learning and continuance commitment. Furthermore, they also postulate that (i) normative commitment and affective commitment moderate the relationship between organizational learning and continuance commitment; and (ii) three-way interaction between organizational learning, normative commitment and affective commitment will strengthen continuance commitment of employees. Research limitations/implications: The conceptual model can be applied to organizations from any industry. In the second part, the authors would test the model to the health-care industry and provide the results. Practical implications: This study contributes to both practicing managers and the literature on organizational learning and organizational commitment. The study suggests that managers in work organizations need to promote a climate for enhancing learning so that employees remain committed to completing their job and contributing to organizational effectiveness. The results of this study highlight the importance of all three dimensions of organizational commitment: affective, normative and continuance. Originality/value: This study provides new insights in understanding complex interactions between three dimensions of commitment in contributing to organizational performance. To the best of the authors' knowledge, the multilayered model showing three-way interactions between the three dimensions of organizational commitment is the first of its kind and is a novel idea. [For "A Moderated-Mediation Model of Individual Learning and Commitment: Evidence from Healthcare Industry in India (Part II)," see EJ1347251.] (As Provided). |
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| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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