Research Essay

56 JOURNAL OF GLOBAL MANAGEMENT JANUARY 2013. VOLUME 5. NUMBER 1 THE INFLUENCE OF ORGANIZATIONAL LEARNING CULTURE ON JOB SATISFACTION AMONG ACADEMIC STAFF Ebrahim Moradi PhD Student, Faculty of Management and Human Resource Development FPPSM, University Technology Malaysia, Malaysia [email protected] Dhaifallah Obaid Almutairi Ministry of Higher Education, King Abdulaziz Milita ry Academy, Kingdom Of Saudi Arabia PhD student at Universiti Teknologi Malaysia [email protected] Prof.Dr. Durrishah Idrus Vice Chancellor cum Chief Executive Officer kPJ International College of Nursing and Health Sci ences [email protected] Raheleh Emami PhD Student, Faculty of Management and Human Resource Development FPPSM, University Technology Malaysia, Malaysia [email protected] ABSTRACT Employees are often not satisfied to perform at the ir highest potential, costing organizations millions of dollars each year. Therefore, employee’s satisfacti on is an important issue to all organizations constituting much research concerning the various a spects of satisfaction. However, a review of the literature identified a gap in research in the area of higher education institutions, specifically private institutions that rely on tuition and donations to pay expenses. The purpose of this descriptive, co- relational and cross-sectional study was to gain a better understanding of the relationships between organizational learning culture and job satisfactio n of employees, in private universities in Malaysia .

According to Cochran’s (1977) formula, a total popu lation of 2000 employees working in the MMU in Malaysia; requires only the minimum sample size of 323 respondents. Data were collected by the distribution of two questionnaires based on job sat isfaction survey (JSS) and organizational learning culture (DLOQ) among 323 employees of MMU through a simple random sampling method. Correlation analysis was done on the data gathered from the que stionnaire based on 95% of confidence level. Both the organizational learning culture and job satisfa ction scales showed acceptable reliability with a totaled .95 and .83, respectively. Preliminary stat istical analyses consisted of descriptive statistics of all study variables. Pearson correlation coefficients w ere utilized for testing bivariate hypotheses. The 57 JOURNAL OF GLOBAL MANAGEMENT JANUARY 2013. VOLUME 5. NUMBER 1 remaining hypotheses were tested using multiple reg ression analyses. The findings of this research discovered support for the first hypothesis, confir ming that organizational learning culture positivel y influences job satisfaction among employees in MMU (ß = .433, F= 27.503, P < 0.001). Hypothesis two stated that: There is a correlation between employe es’ job satisfaction and organizational learning culture in MMU. Correlation test was used to test t his hypothesis. The results show a strong positive relationship between job satisfaction and organizat ional learning culture (r= .433, P < 0.001). As organizational learning culture have strong correla tion with job satisfaction, it is very important to reinforce them by applying the right human resource policies.

Field of Research: organizational learning culture, job satisfaction, academic staff ……………………………………………………………………………………………………………………………… 1. Introduction Today’s rapid development in economy, innovation, g lobalization and technology influences the academic environment. With the recent growth of the international economy and the fast-changing progress of innovation and technology, academic ins titutions are faced with the constant requirement for workers’ learning and development. As knowledge gradually becomes an important aspect in ensuring efficiency, it also gradually becomes a cr ucial factor when competing with others. Knowledge is usually associated with the learning process that i s undergone by individuals or organizations. It ena bles employees and organizations to enhance their skills and expertise, which will eventually leads to job satisfaction and enables organizations to offer bet ter quality services. Thus, it is imperative to understand aspects that contribute to organizationa l learning and job satisfaction in the work setting context. This is necessary in ensuring the success of human resource development (HRD) (Swanson & Holton, 2009). The environment and the culture of a n organization may affect the types and numbers of learning-related events and individual job satisfac tion. They also have an effect on employees’ motivation to disseminate the recently obtained kno wledge among their colleagues. In order for an organization to be successful, it h as to ascertain that its employees are satisfied wi th their work and the working environment. Organizati ons that have satisfied employees tend to be more efficient (Robbins, 2003). Usually, satisfied emplo yees are more likely to be productive employees. Th e performance of an organization depends so much on i ts employees or workforce. Thus, it needs to ensure that they are skillful to meet its business needs and human resource development. Therefore, Arnold & Silvester (2005) has initiated that the or ganization should emphasis on job satisfaction amon g the employees. It is crucial that the employees and management team give feedback and response in completing their tasks so that satisfaction and “wi n-win” situation can be achieved amongst them. The problem being addressed within this research is that workers are often not motivated to do at their highest potential, costing organizations millions o f dollars each year (Rampersad, 2006). The cost mos t frequently related with reduced motivation is a lac k of obligation that outcomes in high turnover.

Unmotivated workers illustrate poor performance by conducting individual business during work hours, absenteeism, and worker stealing - all costly aspec ts for organizations (Patel, 2009). A review of the literature recognized a gap in study in the region of higher education institutions, particularly private institutions that rely on tuition and donations to pay expenses. Higher education institutions face a unique challenge of employing workers that has a hu ge selection of specialized levels, adding another layer of difficulty to the problem of motivation (T erpstra & Honoree, 2009). Therefore, this study attempts to determine the relationship between orga nizational learning culture and employees’ job 58 JOURNAL OF GLOBAL MANAGEMENT JANUARY 2013. VOLUME 5. NUMBER 1 satisfaction in a higher education environment in M alaysia. To accomplish the purpose of the study, the answers to these research questions are sought: 1. Is there any relationship between organizational learning culture and job satisfaction among employees in MMU? 2. How does organizational learning culture influence job satisfaction among employees in MMU?

Based on above discussion and research questions ge neral objective of the study will be to investigate the influence of organizational learning culture on job satisfaction among the employees in MMU.

2. Literature Review 2.1 Job Satisfaction For almost 80 years, investigators have come out wi th different definitions of job satisfaction. There is no conformity on a worldwide definition; a variety of definitions highlight different factors of job satisfaction (Gruneberg, 1979). For instance, job satisfaction has been defined as “the pleasurable emotional state resulting from the appraisal of one ’s job as achieving or facilitating the achievement of one’s job values” (Locke, 1969). Chelladurai (2006) has identified the degree of job satisfaction a worker experiences and has based th is on assessments of the emotional, cognitive, and beh avioral essentials towards the given tasks. Job satisfaction is also defined as the feeling concern ing or emotional answers to exacting works, which typically are reflecting in six regions: satisfacti on with pay, supervision, promotion, people, the wo rk itself and overall satisfaction (Smith, Kendall, & Hulin, 1969). Spector (1997) has explained that, job satisfaction has been defined as the feelings of individual concerning their work and the diversified facets of their works. Literally, this definition may sound relatively straight-forward. However, job satisfact ion actually contains a more complex idea with seve ral aspects that need be addressed. One of the major c hallenges of studying job satisfaction is that there is disagreement on the exact meaning of the term and t he aspects that it truly includes. Generally, the term “job satisfaction” can be conceptualized as a combination of job characteristics, work environment, and personal traits and attitudes. Ho wever, to complicate matters, all of these elements are dynamic and can quickly change based on organiz ational structure, changes among co-workers and supervisors, as well as in any other number of thin gs that can happen in one’s life away from work tha t affects his/her moods, attitudes, behaviors, or lif e circumstances. One’s job does not occur in a vac uum and, thus, other environmental factors can affect i t (Moradi, 2011).

As previously noted, job satisfaction can include m any concepts and, as a result, it is also related to a number of behaviors. Job satisfaction has been corr elated with overall life satisfaction (Quinn, Cammann, Gupta, & Beehr, 1973; Spector, 1997), low self-esteem (Quinn, et al., 1973) and stress (Ramanathan, 1991), physical and mental illness (Qu inn et al. 1973), productivity and performance issues (Dantzker, 1994; Hackman & Oldham, 1975; Spe ctor, 1997); absenteeism and turnover (Caers, et al., 2008; Hackman & Oldham, 1975). It should be st ressed at this point that these are related with job dissatisfaction rather than the notion that job dis satisfaction is causal in the relationships. Nonetheless, job satisfaction plays a significant function in ma ny of the things that are important to us, not only as individuals, but as a society. The importance of be ing satisfied with one’s work, which plays a strong role in defining one’s identity and position within our society, should not be underestimated.

2.2 Organizational Learning Culture Cullen (1999) stated that the recent recognition of the learning organization is from Peter Senge and his famous book, The Fifth Discipline. In the academic region, most investigators agree that Senge is the 59 JOURNAL OF GLOBAL MANAGEMENT JANUARY 2013. VOLUME 5. NUMBER 1 first person to create the concept of a “learning o rganization”. Later, Watkins & Marsick (1993, 1997 ) developed a seven-factor learning organization conc ept and its instrument, Dimensions of the Learning Organization Questionnaire (DLOQ) to assess organiz ational learning. Learning is a dynamic concept and highlights the repeatedly altering the nature of or ganizations. The focuses are regularly changing fro m individuals’ learning to organizational learning. As learning is necessary for the development of individuals, it is also necessary for the developme nt of organizations. Below are several definitions of organizational lea rning culture from previous research studies and detailed explanations of Senge’s five disciplines a nd Marsick and Watkins’s seven learning dimensions. Senge (1990) explained the learning organization a s “one that is continually expanding its capacity to create its future” (p.14). Huber (1991) stated that learning happens in an or ganization if throughout its dispensation of information, the vary of its (the organization’s) l atent behaviors is altered. He expands the definition of organizational learning by comprising four essential constructs: information distribution, knowledge acquisition, organizational memory and information interpretation. Watkins & Marsick (1993) has been defined the learn ing organization as “one that learns continuously and transforms itself” (p. 8). 2.3 The Relationship between Organizational Learnin g Culture and Job Satisfaction The characteristics of learning organization includ e several features, such as knowledge sharing, organizational learning capacity, workplace learnin g, innovation, empowerment, team work, and so forth. In general, work and organizational conditio ns are mainly influenced by the situational approac h of job satisfaction (Chiva & Alegre, 2008). The cha racteristics of a learning organization may, then, have some impact on job satisfaction. There are a number studies on job satisfaction asso ciated to person characteristics of the learning organization. Mikkelsen, Ogaard, & Lovrich (2000) i dentified a positive relationship among job satisfaction and learning climate. Keller, Julian, & Kedia (1996) reported that work climate has a significant influence on job satisfaction and team productivity, especially participation, cooperation, and work importance. Rowden & Ahmed (2000) and Tsai, Ye n, Huang, & Huang (2007) concluded that workplace learning promoted a high level of job sat isfaction between employees. Eylon & Bamberger (2000) concluded that empowerment has a positive as sociation on job satisfaction. Griffin, Patterson, & West (2001) confirmed that the degree of teamwork i s associated to perceptions of job autonomy, which, in turn, effects job satisfaction. Lund (200 3) (2003) indicated that organizational culture wit h entrepreneurship, innovation, and flexibility achie ves a higher level of worker job satisfaction. Chiva & Alegre (2008) confirmed that organizational learnin g ability through a stimulating job environment has impacts in developing employees’ competencies and j ob satisfaction (Emami, 2011).

With respect to the full scope of organizational le arning culture, several studies from a variety of industries have indicated that employee job satisfa ction is related to perceptions of facets of the organizational learning culture. A study of an engi neering company showed that an effective learning organization can result in beneficial effects not o nly on organization performance, but also on improvement in individual job performance and job s atisfaction (Gardiner & Whiting, 1997). A study of a sample of employees from the financial, insurance, manufacturing, and service industries in Taiwan was conducted by Chang & Lee (2007). They found that t he presence of organizational learning culture demonstrated a positive association with job satisf action. As we can see from the empirical research, 60 JOURNAL OF GLOBAL MANAGEMENT JANUARY 2013. VOLUME 5. NUMBER 1 the promotion of organizational learning culture ca n increase job satisfaction. Based on the above review of literature this study is designed to test the following hypothesis:

Hypothesis 1: Organizational learning culture posit ively influences job satisfaction among employees i n MMU. Hypothesis 2: There are correlations between employ ees’ job satisfaction and organizational learning culture in MMU. 3. Research Methods This research employs a quantitative, non-experimen tal survey research design in collecting data by using a questionnaire. The population of this research is the total of workers in MMU. According to Cochran’s (1977) formula, a total population of 200 0 employees working in the MMU in Malaysia (http://onlinecyber.mmu.edu.my/main/index.jsp); req uires only the minimum sample size of 323 respondents.

There are 57 items in the survey with a 5-point Lik ert-type response scale ranging from 1 (strongly disagree) to 5 (strongly agree). The questionnaire consisted of three separate parts; Section A will be included biographical data such as gender, age, rac e, marital status, level of education, tenure at the current position and level of income. Section B wil l be focused on measuring job satisfaction by utilizing the Spector (1997) JSS questionnaire. Section C, or ganizational learning culture will be assessed by the 21items of the dimensions of the learning organizat ion questionnaire (DLOQ) from research by Watkins and Marsick (1997), utilizing the short form of the instrument developed by Yang (2003).

According to sample size formula of this investigat e, the questionnaires were randomly distributed to 323 workers in MMU, and asked them to answer the qu estionnaire. The time for investigation was 1st to 30th October 2011 in Malaysia within Multimedia University (MMU). After four weeks given sufficient time to respondents only 131 questionnaire returned by workers. Those respondents were selected among unlike units in MMU. Preliminary statistical analyses consisted of descriptive statistics of all study variables. Pearson correlation coefficients were ut ilized for testing bivariate hypotheses. The remaining hypotheses were tested using multiple regression an alyses. Both the organizational learning culture and job satisfaction scales showed acceptable reliabili ty with a totaled .95 and .83, respectively.

4. Characteristics of the Respondents The total number of respondents participated in thi s study was 131. As described in Table 4, over half of the respondents were female (51.1%) and (63.4%) wer e married. Most of respondents (42.7%) had at bachelor’s degree. Only (36, 6%) had a monthly inco me, 4001- 6000 Malaysian Ringgit (MYR). A total of 39.7% of employees had work experience more than 6 years. Most of the employees in this research are Malay which represents 60 or 45.8% of the populatio n. The age of MMU employees ranged from 20 to 50, with an average age of 29 %; between 26-30. 61 JOURNAL OF GLOBAL MANAGEMENT JANUARY 2013. VOLUME 5. NUMBER 1 Table 1: Percentage of participants Demographic parameters Frequency Percent Valid Percent Valid Male Female Age 20-25 26-30 31-35 36-40 41-45 46-50 Marital Status Single Married Level of Education secondary school and below Diploma Bachelor Master PhD Years Within the University 1-5 6-10 11-15 16-20 Race Malay Indian Chinese Others Income Level < RM 2000 RM2001-RM 4000 RM 4001- RM 6000 RM 6001- RM8000 >8001 64 67 11 38 35 25 17 4 46 83 1 10 56 49 15 46 52 29 4 60 41 28 2 6 46 48 29 2 48.9 51.1 8.4 29.0 26.7 19.1 13.0 3.1 35.1 63.4 .8 7.6 42.7 37.4 11.5 35.1 39.7 22.1 3.1 45.8 31.3 21.4 1.5 4.6 35.1 36.6 22.1 1.5 48.9 51.1 8.5 29.2 26.9 19.2 13.1 3.1 35.1 63.4 .8 7.6 42.7 37.4 11.5 35.1 39.7 22.1 3.1 45.8 31.3 21.4 1.5 4.6 35.1 36.6 22.1 1.5 5. Findings The regression and correlations between the indepen dent variable and dependent variable have been analyzed utilizing SPSS 19.0. Regression was employ ed to test the first hypothesis of the research. The findings of this research discovered support for th is hypothesis, confirming that organizational learning culture positively influences job satisfaction amon g employees in MMU (Table 4.2). (ß = .433, F= 27.50 3, P < 0.001). The sign of the r shows that this relat ionship is positive (r= .433, P < 0.001). 62 JOURNAL OF GLOBAL MANAGEMENT JANUARY 2013. VOLUME 5. NUMBER 1 Table 2: Model Summary Model R R Square Adjusted R Square Std. Error of the Estimate 1 .433 a .188 .181 .24960 a. Predictors: (Constant), Organizational learning culture Table 3: Coefficients a Model Unstandardized Coefficients Standardized Coefficients t Sig. Correlations B Std. Error Beta Zero-order Partial Part 1 (Constan) 2.456 .137 17.943 .000 OLC .209 .040 .433 5.244 .000 .433 .433 .433 a. Dependent Variable: Job Satisfaction Hypothesis two stated that: There is a correlation between employees’ job satisfaction and organizational learning culture in MMU. Correlation test was used to test this hypothesis. The results show a strong positive relationship between job sat isfaction and organizational learning culture (r= .433, P < 0.001). Table 4: Correlations organizational learning culture Job satisfaction OLC Pearson Correlation 1 .433 ** Sig. (2-tailed) .000 N 129 121 JS Pearson Correlation .433 ** 1 Sig. (2-tailed) .000 N 121 123 **. Correlation is significant at the 0.01 level (2 -tailed).

63 JOURNAL OF GLOBAL MANAGEMENT JANUARY 2013. VOLUME 5. NUMBER 1 Table 5: Summary of Hypothesis Testing Hypothesis Analysis Data Result Hypothesis 1: Organizational learning culture positively influences job satisfaction among employees in MMU. Regression was used to test the first hypothesis of the study Supported Hypothesis 2: There are correlations between employees’ job satisfaction and organizational learning culture in MMU. Correlation Test was used to test this hypothesis Supported 6. Conclusions The correlations among the worker's job satisfactio n and dimensions of the learning organization were significant. The job satisfaction subscales were strongly and positively correlated between themselves .

Correlations among dimensions of the learning organization culture, and job satisfaction subscales were significant and strong. Coefficients were significant at of 0.01 significant levels for all outcomes (Glass & Hopkins, 1996). Concerning the association among l earning organization culture seven dimensions and intrinsic job satisfaction, Pearson coefficient scores were highest for "providing strategic leadershi p for learning" dimension and least for "creating continu ous learning opportunities" dimension. For extrinsic job satisfaction, coefficients were least for "creating continuous learning opportunities" dimension a nd highest for "encouraging collaboration and team learning". And, for overall job satisfaction, coefficients ranged were highest for two dimensions: "Connecting the organization to its environment" and "providing strategic leadership for learning" and least for "creating continuous learning opportunitie s" dimension.

Little studies in the West linked job satisfaction with characteristics recommended by the learning organization theory as recommended by Watkins & Mar sick (1997). Egan, Yang, & Bartlett (2004) indicated that organizational learning culture was a valid construct to forecast job satisfaction and motivation to transfer learning. They recommended t hat job satisfaction was related with organizational learning culture and that while these constructs we re highly associated; they tended to be conceptually separate. Little studies related the seven dimens ions of the learning organization culture with job satisfaction (Egan, Yang, & Bartlett, 2004). Several studies provided confirmation of associations am ong job satisfaction and one of the dimensions of the learning organization, for instance, relationship am ong job satisfaction and worker perceptions (Fraser, Ki ck, & Barber, 2002), participative supervision (Kim, 2002), worker empowerment (Eylon & Bamberger, 2000) , employee engagement in problem solving (Bussing, Bissels, Fuchs, & Perrari, 1999), teamwork and leadership (Gaertner, 1999), and association among job satisfaction and organizational culture a s connected to empowerment, recognition and involvement. These evaluates reflect obviously the aspects of the learning organization culture as drawn by Watkins & Marsick (1997). 64 JOURNAL OF GLOBAL MANAGEMENT JANUARY 2013. VOLUME 5. NUMBER 1 This research added to the body of literature on th e relationship between the notion of the learning organization culture and its related measures, applied through the DLOQ seven dimensions, and job satisfaction as a job-related result. Outcomes implied that contributions of the learning organization culture are vital on worker and organizational success (Watkins & Marsick, 1997). A main purpose of this research study was to assess the relationship between learning as a procedure and satisfaction as job-related results. Quantitati ve data recommended strong correlation. The respondents, who replied the questions on satisfact ion, confirmed this relationship with comments suggesting that training activities would lead to more employee job satisfaction.

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