Abstract
This paper investigates the impact of organizational learning culture and leader-member
exchange (LMX) quality on organizational commitment and eventually on employee's
turnover intention. Employees exhibited the highest organizational commitment, Pls
The Had a higher learning organization culture and employees were the resource persons in a supervised
supportive fashion. Employee's turnover intention was fully mediated by organizational
commitment. Overall, 43% of the variance in organizational commitment was explained
by organizational learning culture and LMX quality. About 40% of the variance in
turnover intention was explained by organizational commitment. Thus, organizational
learning culture and LMX quality (antecedents) impacted on organizational commitment,
Contributed the which in turn negatively to employee's turnover intention (consequence).
Keywords: Organizational Commitment, Organizational Learning, Leader-Member
Exchange
Organizational Commitment 3
The Antecedents and consequence of Organizational Commitment:
The Roles of Organizational Learning Culture, Leader-Member Exchange Quality,
and Turnover Intention
In order effectively to attract, MOTIVATE, and retain talented employees, many firms try changed from
Employers of choice are defined as firms That always the first choice of first-class candidates due
to Their status and reputation in terms of corporate culture and HR practices (Sutherland,
Torricelli, & Karg, 2002). In other words, Employers of choice are those organizations That
Their outperform the competition in attracting, developing, and Retaining people with business-
required talent. They Achieve this reputation through innovative HR practices and Compelling
That benefits both employees and Their organizations.
According to Levering (1996), a good workplace is believed to Produce higher quality
products, support more innovation, have the ability to attract more talented people, and
experience less resistance to change and lower turnover costs, all of the which translate directly into
a better bottom line. Conversely, a dissatisfied worker May be Able to solve his or her problem by
Leaving the job. If the source of dissatisfaction relates to organization wide policies,
is likely, organizational turnover. Employees Who Are Unable to change Their situation or
physically remove themselves from the situation May psychologically withdraw themselves from
Their jobs (Noe, Hollenbeck, Gerhart, & Wright, 2005). If the primary dissatisfaction has to do
with the job itself, the employee-May display a very low level of job involvement, the which refers
to the degree to the which people identify themselves with Their Jobs.
One of the primary sets of people in an organization affect job satisfaction is the WHO
Supervisors. A person May be satisfied with his or her supervisor for one of two Reasons. The
May persons have many of the Same values, Attitudes, and philosophies That the supervisor has.
The person May be satisfied with his or her supervisor Because he / she Provides social support,
The Bends to the which the person is surrounded by other people are sympathetic and caring WHO
(Noe et al., 2005). Because of the powerful role Played by supervision in items of supporting the
organization's culture, Some organizations are going to great lengths to develop the mentoring
Their skills of highly Experienced managers and other workers.
If the dissatisfaction is with the employer as a whole, the employee-May display a low level
of organizational commitment, the which refers to the degree to the which an employee identifies with
the organization and is willing to put forth effort on its behalf (Mowday, Steers, & Porter, 1982).
WHO individuals have low organizational commitment Often are just waiting for the first good
Their opportunity to quit jobs. With the recognition of the costs of highly talented people's
turnover, many Researchers have studied the factors That Affect employees' turnover intention,
the which is defined as a conscious and deliberate Willingness to leave the organization (Bluedorn,
1982).
The extent of research on organizational commitment and turnover intention has Increased
During the past two decades. However, it is Difficult to find the studies organizational That
learning culture and LMX quality as antecedents of organizational commitment and turnover
intention. The purpose of this research is to investigate the impact of organizational learning
culture and leader-member exchange (LMX) quality on organizational commitment and
eventually on employee's turnover intention. The significance of this study lies in That it
integrates organizational learning, organizational commitment and leadership research.
This article is divided into four parts. The first part Provides a theoretical framework and
hypotheses. Then, Including research methods and data collection measures are described. The Organizational Commitment 4
next part summarizes the Research Findings, based on a confirmatory factor analysis (CFA) and
structural equation model (SEM) analysis. Finally, the implications, limitations, and future
research areas will from be discussed.
Theoretical Framework and Hypotheses
As a result of a comprehensive literature review, a set of constructs was selected: (a)
organizational learning culture, (b) LMX quality, (c) organizational commitment, and (d)
turnover intention. A conceptual framework of the current research is suggested in Figure 1. This
framework was derived from Earlier theories on antecedents and consequences of organizational
commitment.
Figure 1.
A Conceptual (hypothesized) model
Organizational Learning Culture
Organizational learning culture is one of the key components to enhance contextual
organizational commitment. By definition, it refers to "an organization skilled at creating,
acquiring, and transferring knowledge, and at modifying its behavior to Reflect New Knowledge
and Insights "(Garvin, 1993: 80). Watkins and Marsick's (1997) framework for the learning
organization served as another theoretical base for this study. They Identified seven action
imperatives for a learning organization: (1) create continuous learning opportunities, (2) promote
inquiry and dialogue, (3) encourage collaboration and team learning, (4) establish systems to
capture and share learning, (5) empower people to have a collective vision, (6) connects the
organization to the environment, and (7) use the WHO leaders model and support learning at the
individual, team, and organization levels. Thus, learning organization involves an environment in
the which organizational learning is structured so That teamwork, collaboration, creativity, and
knowledge processes have a collective meaning and value (Confessore & Kops, 1998).
Leader-Member Exchange (LMX) Quality
Originally LMX theory was proposed by Graen and his colleagues focused on the social and
exchange processes embedded in the leader-subordinate relationship (Dansereau, Cashman, &
Graen, 1973; Dansereau, Graen, & Haga, 1975; Graen, 1976). LMX quality refers to the quality
Organizational
Commitment
LMX Quality
Organizational
Learning
Culture H2 (.33)
H3 (.41)
H4 (-. 63) Turnover
Intention
H1 (.56) Organizational Commitment 5
of the interpersonal exchange relationship Between the employee and his or her supervisor (Graen
& Uhl-Bien, 1995). The quality of the relationships Between the leaders and members determines
amount of physical or mental effort, material resources, information, and social support are That
Between exchanged leader and follower (Liden, Sparrowe, & Wayne, 1997). Thus, subordinates
Such relationships in Their Interact frequently with leaders and have Their leaders' support,
confidence, encouragement, and consideration, and They take on added duties or expend extra
effort to Achieve work group goals beyond contractual or transactional expectations (Sparrowe &
Liden, 1997; Wayne, Shore, & Liden, 1997).
Organizational learning culture - LMX quality. Structuring work around self-managing
teams is Considered to be the fundamental units of organizations and a key leverage point for
Improving the functioning of the organization (Hackman, 1990). As teams manage most of cans
Their own activities, the need for leaders is being reduced (Morgeson, 2005). Thus, it is likely,
That supportive leadership team development needs rather than a traditional directive leadership
style. It is a reason why attention is being paid to coaching and mentoring. While organizational
learning culture and LMX quality are two major environmental work factors in this study, little
previous study has explored the relationship Between organizational culture and LMX quality.
One of the exceptions is Joo's (2007) Dissertation That reported the positive relationship Between
the two constructs (r = .67).
Hypothesis 1: Organizational learning culture and LMX quality will from have a positive
relationship.
Organizational Commitment
Organizational commitment reflects a psychological bond That an individual identifies with
an organization. A substantial body of literature has suggested a variety of conceptualizations
and measures of organizational commitment (Meyer & Allen, 1991; Meyer & Allen, 1997;
Mowday et al., 1982). According to Mowday et al. (1982), organizational commitment is defined
as "the relative strength of an individual's identification with and involvement in a particular
organization (p. 27). It cans Also be viewed as a process by which the goals of the individual and
those of the organization gradually changed from integrated or congruent (Hall, Schneider, & Nygren,
1970).
Meyer and Allen (1991) have termed the three components as normative commitment,
affective commitment, and continuance commitment. Mowday et al. (1982) Also Identified three
characteristics of organizational commitment: (a) a strong belief in and acceptance of the
organization's goals and values, (b) a Willingness to exert considerable effort on behalf of the
organization; and (c) a strong desire to maintain membership in the organization. This study
focuses on affective organizational commitment. To be more specific for this study, the affective
component of organizational commitment is defined as "the employee's emotional attachment to,
identification with, and involvement in the organization. Employees with a strong affective
commitment continue employment with the organization Because They Want To do so "(Meyer &
Allen, 1991, p. 67).
The impact of organizational commitment on individual performance and organizational
effectiveness has prompted much interest Among Researchers (Allen & Meyer, 1996; Beck &
Wilson, 2000; Mowday, 1998). It has changed from more Important Than ever in understanding
employee work-related behavior Because it is Identified as more stable and less subject to daily Organizational Commitment 6
fluctuations Than job satisfaction (Angle & Perry, 1983; Mowday, Steers, & Porter, 1982). A
meta-analysis by Mathieu and Zajac (1990) found That demographics characteristics (eg, age,
sex, level of education), role states, job characteristics, group / leader relations, organizational
characteristics, motivation, job satisfaction and organizational commitment enhance cans. In
Addition, They found That employee's organizational commitment affects turnover intention as
well as the output measure.
Organizational learning culture - Organizational commitment. While the possible close
Link Between organizational learning culture and organizational commitment has been much said,
Identified little study has yet investigated the relationship Between the two constructs.
Organizational characteristics cans enhance organizational commitment (Mathieu & Zajac, 1990).
Lim (2003) That Also there were the resource persons reported moderate but significant correlations Between affective
organizational commitment and sub-constructs of organizational learning, ranging from .31
to .51. Thus, it is likely, That the more employees perceive an Organization That Provides
continuous learning, dialogue and inquiry, team learning, established systems, empowerment,
connection systems, and strategic leadership, the higher They are psychologically attached to Their
organization.
Hypothesis 2: Organizational learning culture will from some Positively related to
organizational commitment.
LMX quality - Organizational commitment. Much literature on organizational commitment
has Identified the antecedents of commitment. First is supportiveness; installments studies have
That evidence provided support plays a critical role in enhancing organizational commitment. For
example, Eisenberger, Huntington, Hutchinson, and Sowa (1986) showed strong links Between
employee perceptions of support and organizational commitment. Allen and Meyer (1990a)
researched organizational newcomers, indicating That They showed strong organizational
commitment in a supportive organization. Also supervisory support has been linked to
organizational commitment (Mottaz, 1988). Additional evidence of the importance of support
comes from research reporting strong commitment WHO Among employees see congruence
Between Their own goals and those of the organization (Reichers, 1986; Vancouver, Millsap, &
Peters, 1994; Vancouver & Schmitt, 1991).
Hypothesis 3: LMX quality will from some Positively related to organizational commitment.
Turnover Intention
Overall, turnover intention has emerged as the strongest precursor to turnover. Those WHO
worked early in the development of the Behavioral Intentions literature (Fishbein & Ajzen, 1975)
developed a model of reasoned action That Identified the best single predictor of individual behavior
to be a measure of reported intention to perform That behavior. There is a large body of research
Confirming the linkage Between turnover intention and the actual behavior of Leaving.
Highlighting turnover intention as a key element in the modeling of employee turnover behavior,
That scholars have determined the behavioral Intentions are the single best predictor of turnover
(Abrams, Ando, & Hinkle, 1998; Bedeian, Kemery, & Pizzolatto, 1991; Bluedorn, 1982; Lee &
Mowday, 1987; Michaels & Spector, 1982). Organizational Commitment 7
Organizational commitment - Turnover intention. Management and psychology fields have
explored turnover and turnover intention in association with job satisfaction, organizational
commitment, personality, aptitude, intelligence, governmental policies, and rates of
unemployment (Hatcher, 1999; Sturman et al., 2003). The relationships Between turnover
intention, commitment, and satisfaction have been supported in installments studies (Bluedorn, 1982;
Hollenbeck & Williams, 1986). The Consequences of organizational commitment have been
studied extensively. As the interests in organizational commitment based on the belief That it is
related to employee turnover (Meyer & Allen, 1997), a number of research has been done related
to intent to leave or turnover (Koch & Steers, 1978; Lee & Bruvold, 2003).
Hypothesis 4: Organizational commitment will from be negatively related to turnover
intention.
In summary, this conceptual model only represents an attempt to portray the relationships
Among the antecedents and the consequence of organizational commitment. One contribution of
this model is its integration of useful theory and research from related Literatures, Such as
organizational learning, leadership, and employee Attitudes. This paper investigates Important
variables in the HR / OB field, many of the which have been studied Previously. More specifically,
introduction of organizational learning culture and Addition of LMX Provide new Somewhat
Insights into positive organizational outcomes Important That Could have implications for this
field. That it is hoped this model will of stimulate more empirical research in this area.
Methods
Sample and data collection procedure will from be described. Then, the information about four
measures will from be elaborated below. Finally, the analytical strategy will from be briefly discussed.
Sample and Data Collection Procedure
A conglomerate headquartered in Korea participated in this study, representing diverse
industries: manufacturing, finance, construction, trading, and so on. A convenience sampling
approach was Used to Insure representation Within EACH of the demographics characteristics of
importance to this study (ie, hierarchical level, job type, and length of leader-follower
relationship). The HR managers in EACH company, Following guidelines provided, selected
WHO participants received the e-mail request for participation. A self-administered internet-based
Used an online survey was to obtain individual perceptions. Of the approximately 1.000 employees
contacted by face-to-face, were the resource persons received responses from 516 employees (Response rate: 52%).
The demographics variables included: (a) gender, (b) age, (c) education level, (d) hierarchical
level, (e) the type of job, and (f) the length of a leader-follower relationship. Most respondents
male were the resource persons (90%) in Their 30's (96%) in manager or assistant manager position (98%). In terms of
educational level, 41% of the respondents graduated from four-year colleges, and 40% from graduate
school. The length of the relationships with current supervisor was evenly distributed across the
categories: Less than one year (19%), Between one year to two years (22%), Between two to three
years (17%), Between three to five years (20%), and over five years (22%). Classification by job
were the resource types as follows: 11% in marketing and sales, 10% in production, 8% in engineering, 41%
in research and development, 12% in information technology, 10% in a supporting function Such Organizational Commitment 8
as finance, HR, and legal, and 9% in others. In summary, most highly educated respondents were the resource persons
male managers or assistant managers in Their 30's.
Measures
All constructs Used That multi-item scales have been developed and Used in the Unites States.
The instruments were the resource persons Prepared for use in Korea using Appropriate translation-back-translation
procedures. We Used the survey questionnaire with a 5-point Likert-type scale ranging from 1
(Strongly disagree) to 5 (strongly agree).
Organizational commitment. Of the three characteristics of organizational commitment (ie,
affective, continuance, and normative commitment), in this study, We Used affective
organizational commitment, the which was measured with the 8-item affective commitment scale
(Meyer, Allen, & Smith, 1993). Allen and Meyer (1996) reported the median reliability of That
many research was .85. In this study, the internal consistency reliability was .86. A sample item
is, "I would be very happy to Spend the rest of my career with this organization."
Turnover intention. A three-item scale developed by Mobley, Horner, and Hollingsworth
(1978) Used for this study was to measure turnover intention. The three items were the resource distinctive
from EACH other in the factor analysis conducted Theys. Lee and Bruvold (2003) reported the
Internal consistency reliability of Laudau and Hammer's scale as .80. In this study, the reliability
was .87. An example of one item is, "As soon as I cans find a better job, I'll leave the
organization. "
Organizational learning culture. To measure the organizational learning culture, as
suggested by Yang (2003) and Marsick and Watkins (2003), this study Used seven items (ie,
OLC-15, 16, 10, 11, 15, 13, and 14) from Yang, Watkins, and Marsick's (2004) shortened
version of the dimensions of learning organization questionnaire (DLOQ), Originally developed
by Watkins and Marsick (1997). The seven items Represent EACH sub-constructs (ie, continuous
learning, dialogue and inquiry, team learning, empowerment, embedded systems, system
connection, and strategic leadership). In effect, this treats organizational learning as a culture
Single (uni-dimensional) construct. Coefficient alphas for the seven dimensions ranged from .68
to .83 (Yang et al., 2004). The reliability of seven items was .82 in this study. A sample item
included: "In my organization, people state Whenever Their view, They Also ask what others
think. "
LMX quality. LMX quality was measured using the 7-item LMX scale developed by
Scandura and Graen (1984). It assessed the degree to the which Supervisors and subordinates have
mutual respect for EACH other's capabilities, feel a deepening sense of reciprocal trust, and have a
strong sense of obligation to one another (Scandura & Graen, 1984). Scandura and Graen (1984)
reported .86 and .84 reliability coefficient alphas at two different times in the Same study. The
Internal consistency reliability was .87 in this study. A sample item was: "My supervisor
understands my job problems and needs very well. "
Results
The results of the study are reported in three parts. First, the construct validity of EACH
measurement model is examined by confirmatory factor analysis (CFA). The descriptive
statistics, correlations, and reliabilities of the reduced measurement model for the structural
analyzes the model are reported. Second, the hypothesized structural model is tested in comparison Organizational Commitment 9
installments with the alternative structural models. The best model is selected, based on both theoretical
considerations and a comparison of statistical Indices. Finally, the results of the hypothesis
testing are addressed.
Measurement Model Assessment
The purpose of assessing a model's overall fit is to determine the degree to the which the model
as a whole is consistent with the empirical data (Diamantopoulos & Siguaw, 2000). CFA was
Used to estimate convergent and discriminate validity of indicators of the four constructs:
organizational learning culture, LMX quality, organizational commitment, and turnover
intention. All tests were the resource model based on the covariance matrix and maximum likelihood Used
estimation as implemented in LISREL 8.8.
The goodness-of-fit Indices Used in this study include: Chi-square (), Root Mean Square
Error of Approximation (RMSEA), Non-normed Fit Index (NNFI), Comparative Fit Index (CFI),
and the Standardized Root Mean Square Residual (SRMR). As a result of the CFA, the overall
measurement model indicated a good fit to the data (
2
[269] = 1185.18, p = .00, RMSEA =
.086, NNFI = .95, CFI = .95, SRMR = .055). All factor loadings over .50 were the resource persons, except for one
item (OC-7: .48).
Descriptive Statistics, Correlations, and Reliabilities
Table 1 shows the correlations Among the four constructs and the reliabilities. The
correlations from the Phi matrix, the which is deemed to be more accurate, indicated higher
Pearson correlation coefficients Than correlations. All the phi matrix indicated correlations
significant (p <.01) and moderate (| r | = .30 ~ .63) relationships Among the constructs. While the
Among organizational learning culture relationships, LMX quality, and organizational
positives were the resource commitment, turnover intention Their relationships with the negative were the resource persons. All
measures demonstrated adequate levels of reliability (.82 - .87).
Table 1.
Descriptive Statistics and Reliabilities
Mean S.D 1 2 3 4
1. Organizational
Learning Culture
3.30 .61 (.82) .51 **
.49 **
-. 33 **
2. 3:30 Quality LMX .67 .56 **
(.87) .52 **
-. 32 **
3. Organizational
Commitment
3:31 .73 .56 **
.60 **
(.86) -. 54 **
4. Turnover Intention .94 -. 35 ** 3:06
-. 38 **
-. 63 **
(.87)
Note, the phi matrix from the CFA is below the diagonal and Pearson correlations above the diagonal.
*
p <.05;
**
p <.01, n = 516.
Organizational Commitment 10
Structural Model Assessment
The purpose of the structural model analysis is to determine whether the theoretical
relationships are specified at the conceptualization stage are supported by the data (Diamantopoulos
& Siguaw, 2000). The adequacy of the structural model was estimated by comparing the
goodness-of-fit to the hypothesized model and the two additional nested models. The hypotheses
are examined through investigating the path coefficients and the total effect sizes of the
constructs in the final model. All the research hypotheses were the resource persons supported, showing statistically
significant path coefficients (t <1.96, p> .05).
Hypothesized structural model. Figure 1 illustrates the strengths of the relationships Among
the constructs, showing the path coefficients and overall model fit of the hypothesized structural
model. The hypothesized model indicated a good fit in all Indices (
2
[271] = 1187.11, p = .00;
RMSEA = .086, NNFI = .95, CFI = .95, SRMR = .055). All the paths Among constructs were the resource persons
significant (t> 1.96). Overall, 43% of the variance in organizational commitment was explained
by organizational learning culture and LMX quality. About 40% of the variance in turnover
intention was explained by organizational commitment.
Alternative structural models. In Addition to the four hypotheses in the hypothesized
structural model, an alternative model included two direct paths from organizational learning
culture and LMX quality to turnover intention (see Figure 2). The alternate model exhibited
Almost an identical fit to the data (
2
[269] = 1185.18, p = .00, RMSEA = .086, NNFI = .95, CFI
= .95, SRMR = .055) with the hypothesized model. However, the two additional direct
relationships turned out to be non-significant (t <1.96, p> .05): organizational learning culture -
turnover intention path (path coefficient = -. 08, t = -1.40) and LMX quality - turnover intention
path (path coefficient = .03, t = .51). Thus, organizational learning culture and LMX quality
negatively affect turnover intention and indirectly via organizational commitment.
Significant path; * p <.05 (t> 1.96); Non-significant path
Figure 2.
Alternative Models
In summary, the hypothesized model and the alternative models provided equivalent fits to the
data. All of the theoretical paths in the hypothesized model statistically significant were the resource persons, whereas
Some of the paths in the other models failed to show significance. In Addition, the hypothesized
Organizational
Commitment
.32
.42
-. 60 Turnover
Intention
Organizational
Learning
Culture
LMX Quality
-. 08
-. 03
.56 Organizational Commitment 11
model was best in terms of parsimony. That is, organizational commitment turned out to play a
role as a full mediator in this model. Therefore, the hypothesized model was accepted as the final
model, based on the consideration of the three criteria: (a) goodness-of-it, (b) Estimated
parameters with theoretical relationships, and (c) the law of parsimony.
Testing Hypotheses
All the research hypotheses were the resource persons supported, showing statistically significant path coefficients
(T <1.96, p> .05). The Relationship Between LMX quality and organizational culture were the resource persons found
to be strong and significant (H1: correlation coefficient = .56). Organizational learning culture
was found to be significantly associated with organizational commitment (H2: path coefficient =
.33, T = 6:18). Also LMX quality turned out to be significantly related to organizational
commitment (H3: path coefficient = .41, t = 7.64). Regarding the Relationship Between the two
endogenous variables, turnover intention was significantly impacted by organizational
commitment (H4: path coefficient = -. 63, t = -11.72). Indirect effects of organizational learning
culture and LMX quality on turnover intention mediated by organizational commitment were the resource persons -
.21 And -. 26 respectively. In other words, the more employees perceive the organization That
Provides continuous learning, dialogue and inquiry, team learning, established systems,
empowerment, connection systems, and strategic leadership, They have the better relationship with
Their Supervisors.
Discussion and Conclusion
The Findings of this study are discussed on the basis of the hypothesized model. Then, the
implications of this study for research and practice in the field of HR / OB are followed. In
Addition, the limitations of this study and recommendations for future research are discussed.
Finally, Some conclusions are followed.
Discussion
The results of the study suggest That organizational learning culture and LMX quality
(Antecedents) impacted on organizational commitment, the which in turn negatively Contributed to
employee's turnover intention (consequence). In other words, employees exhibited the highest
organizational commitment, the organization Pls Had a higher learning culture and employees
were the resource persons supervised in a supportive fashion. Overall, 43% of the variance in organizational
commitment was explained by organizational learning culture and LMX quality. Also Employees
demonstrated the highest turnover intention, Pls They perceived higher organizational
commitment. Organizational commitment accounted for 40% of the variance in turnover
intention. Thus, employee's turnover intention turned out to be fully mediated by organizational
commitment. Detailed Findings are discussed below.
First, only A Few studies have examined the relationship Between organizational learning
culture and organizational commitment (Joo, 2007). In this study, employees perceive That Pls
Their nurture and support organization learning organization, They tended to be more committed
in Their organization. More research is needed for this study to be generalized in different cultural
and organizational settings. Organizational Commitment 12
Second, with regard to the Relationship Between LMX and organizational quality
commitment, studies have provided evidence installments That organizational and supervisory support
plays a critical role in enhancing organizational commitment (Allen & Meyer, 1990; Eisenberger
et al., 1986; Mottaz, 1988; Reichers, 1986; Vancouver & Schmitt, 1991; Vancouver et al., 1994).
This study supported the results of the previous studies. Thus, the relational context is Also Important
factor for organizational commitment.
Third, as mentioned Earlier, a number of studies reported the positive relationship Between
organizational commitment and turnover intention (Bluedorn, 1982; Hatcher, 1999; Hollenbeck
& Williams, 1986; Lee & Bruvold, 2003; Koch & Steers, 1978; Meyer & Allen, 1997; Sturman
et al., Tett & Meyer, 1993). It turned out That there was a moderate and significant relationship
Between the two constructs in this study.
Implications
With regard to the theoretical contributions, this study linked organizational learning research,
research leadership, and organizational commitment research. Replicating previous research, this
That study found it takes the multi-level Efforts: organizational level (organizational learning
culture) as well as group level (LMX quality). The practical implications for the day-to-day
management of people and culture and for HR professionals develop relevant practices for WHO
the purpose of enhancing organizational commitment and employee retention are suggested
below.
Managers and HR professionals cans support employees' organizational commitment in the
organizational level as well as in group and individual level by developing, Improving, and
delivering the relevant practices. Cans support HR professionals by Providing relevant managers
HR practices and services. However, changing one factor alone (eg, supportive leadership) will from
not help organizational commitment, if other factors are not in place (eg, organizational
culture). Therefore, HR practices' Should not be implemented alone. Rather, EACH Should practice
be delivered and applied in a concerted way and in a holistic perspective. In other words,
enhancing organizational commitment of employees will from require an integrated strategy,
incorporating elements of culture management, organizational structure, job redesign, and
leadership development. This is by no means an easy feat, the which is why organizations are That
successful in building this type of organization are likely, to have a sustainable competitive
advantage.
To attract, MOTIVATE, and retain talented employees, many organizations try changed from
Employers of choice (Sutherland, Torricelli, and Karg, 2002). Employers of choice Achieve this
reputation through innovative HR practices and Compelling That benefits both employees and Their
organizations. Thus, it is critically Important to monitor employees' job satisfaction and
organizational commitment or engagement level. In this vein, the periodical survey-feedback
approach is highly recommended. In fact, research has established a direct link Between
employee retention rates and sales growth and companies That Are Cited as one of the 100 Best
Companies to Work For Their routinely outperform the competition on many other financial
indicators of performance (Fulmer, Gerhart, & Scott, 2003).
Limitations of this study
In terms of methodology, this study has potential limitations installments. First, this study, like the Organizational Commitment 13
employee behaviors most studies, relied on self-reported and or reflective recollection of the
indicators of the constructs in this study by WHO employees volunteered Their participation.
Because of the perceptual nature of the data, there is the possibility of a percept-percept bias.
Second, this empirical study confines Itself to cross-sectional survey method, the which leaves room
for Speculation with regard to causality Among the variables. Would longitudinal research
substantiate the conclusions of this study. In Addition, the sample of this study, consisting most
of highly educated male managers, is likely, to perform certain restricted to a group with similar
demographics characteristics (eg, the male of Relatively high cognitive abilities).
Recommendations for Future Research
To solve the limitations above, methodologically, future research needs to be based on
objective indicators and multiple sources. In Addition, there Should Be more longitudinal studies
with comparison groups, so That causality cans be fully established. Finally, to increase is
generalizability of the present study, more studies in Various representing diverse industries
demographics cohorts are needed. More specifically, this study focused on knowledge workers
with higher educational levels. Might the results vary by the cohorts in different educational
levels. Thus, more research in different educational background is recommended. Future
Should research continue to Examine other contextual and relational factors of the work
environment. To extend the Findings of this study, A Few areas for future research are
recommended below.
First, organizational learning culture was found to be an Important organizational constructs
commitment. That Although the companies were the resource persons participated in this study in different industries,
They share a similar organizational culture as They are subsidiaries of a conglomerate. More
research about the impact of organizational learning culture on employees' organizational
commitment is recommended in different organizational Cultures.
Second, this study focused on knowledge workers with higher educational levels. The results
Might vary by cohorts in different educational levels. For instance, less educated workers Might
Personalities and thus have different characteristics in different Want Their jobs, the which Might lead
to different levels of assessment in organizational commitment and / or intrinsic motivation. More
research using different educational backgrounds and different age groups is recommended.
Third, an expansion of both the organizational culture and leadership constructs to include
additional leadership (ie, transformational leadership, coaching and mentoring skills, and so
forth) attributes need to be replicated for the results of this study to be more genralizable.
Lastly, this study is far from exhaustive. Thus, the Findings of this research Could Be
Considered incomplete Because of the possibility for other moderators and mediators That occur
Between culture, leadership, and employee Attitudes.
Conclusions
The purpose of this research was to investigate the impact of organizational learning culture
and LMX quality on organizational commitment and eventually on employee's turnover
intention. The significance of this study lies in That it integrates organizational learning,
organizational commitment and leadership research. As long as the knowledge-based economy
and the war for talent continue, more and more firms will from the try of choice changed from Employers
(Gubman, 2004). That Firms fail to secure a loyal base of workers Constantly place of Organizational Commitment 14
inexperience group of non-cohesive units on the front lines of Their organization, much to Their
own detriment (Guthrie, 2001). Thus, organizational commitment and retention can not be
overemphasized in today's business arena. It is imperative to improv organizational
commitment and retention through positive organizational culture and supportive learning
leadership, managers and HR / OD professionals cans Their help win the race of employees
sustained competitive advantages.
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