This study examined whether organizational learning can predict affective commitment of employees in Indian software firms. Although related literature has indicated that organizational learning impacts organizational commitment, the literature does not include any study that has examined the effect of organizational learning variables on affective commitment. It is important to consider the influence of organizational learning on commitment because the process of socialization involves learning, which in turn is dependent on the availability of information within an organization (Morrison, 1993).
The overarching research question that guided this study was, "do employee perceptions of organizational learning as measured by actions in the four organizational learning subsystems, namely, environmental interface, action/reflection, meaning and memory, and dissemination and diffusion predict affective commitment of employees in Indian software firms?" Other research questions examined whether each of the four organizational learning subsystems could predict affective commitment of employees in Indian software firms. Using the learning items of the Organizational Actions Survey and Meyer and Allen's (1997) affective commitment scale, data was collected from 446 individuals employed in 35 Indian software firms using a web-based survey. Factor analysis and regression analysis were used to analyze the data. The level of analysis was at the organizational level.
This study found a significant positive correlation between organizational learning and affective commitment (R=.73). Further, each of the four organizational learning subsystems significantly predicted affective commitment of employees in Indian software firms. The framework presented in this study looks at organizational commitment from a workplace learning perspective. Human Resource Development professionals can use organizational learning as a commitment producing strategy by focusing on collective action (learning by doing) and reflection (insightful questioning) embedded in an organizational culture that supports continuous learning and development.
|School:||The George Washington University|
|Department:||Human and Organizational Learning|
|School Location:||United States -- District of Columbia|
|Source:||DAI-A 69/02, Dissertation Abstracts International|
|Subjects:||Management, Adult education, Continuing education, Business education|
|Keywords:||Affective commitment, Commitment, India, Organizational commitment, Organizational learning, Software firms|
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