Relationships among Organizational Commitment, Job Satisfaction, and Learning Organization Culture in One Korean Private Organization

서지정보

ㆍ발행기관 : 한국교육공학회 ㆍ수록지정보 : Educational Technology International / 8권 / 1호
ㆍ저자명 : Taejo LIM

목차

Research Problem
Significance of the Study
Limitations of the Study
Theoretical Framework
Research Questions
Method
Results
Discussions and Implications
References

한국어 초록

The purpose of this study was to identify the relationships among organizational commitment, jobsatisfaction, and learning organization culture. This study was conducted in five sub-organizations of oneKorean conglomerate company. One thousand employees were randomly and proportionately selected,with 669 useable cases obtained, for a response rate of 67%. The organizational commitment instrumentused from the “affective, continuance, and normative commitment” scale (ACNCS) of Allen and Meyer(1990). The “Dimensions of Learning Organization Questionnaire” of Watkins and Marsick (1997) wasused to measure learning organization culture. The short form MSQ (Minnesota SatisfactionQuestionnaire), developed by Weiss, Dawis, England, and Lofquist (1967), was the third instrument used.Descriptive statistics, correlational statistics, and inferential statistics (ANOVA and t-tests) were used.Organizational commitment (except for continuance) is moderately and positively related to jobsatisfaction and moderately and positively related to learning organization culture. In addition, learningorganization culture is weakly to moderately and positively related to job satisfaction. No differences byage were found. Four-year college graduates are more likely to have higher creating continuous learningopportunities in learning organization culture than graduate school degree holders. Males are likely tohave higher affective and continuance organizational commitment than females. Employees working inR&D, Engineering, and Manufacturing (REM) are likely to have higher continuance organizationalcommitment than do other types of jobs. Employees are more likely to have higher learning organizationculture and job satisfaction than assistant managers. Assistant managers have higher continuanceorganizational commitment than managers. Managers generally have higher organizational commitment,learning organization culture, job satisfaction than assistant managers. They also have higher learningorganization culture than employees. Employees who had worked for less than four years in their currentjob and organization have higher promoting inquiry and dialogue in learning organization culture thanthose who have worked for ten years or more. Employees in the insurance organization have higheraffective organizational commitment, learning organization culture, and job satisfaction than those of theother organizations. Finally, employees of the electronic company have higher continuanceorganizational commitment in learning organization culture than those of other companies. In summary,this research enables CEOs and HRD and HRM practitioners to view organizational commitment,learning organization culture, and job satisfaction as important variables in exploring diverse ranges oftopics related to the workplace. And then, they can diversely apply their management, interventions andpractices to fit these diverse characteristics.

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