Enhancing Employee Job satisfaction via E-learning: The Mediating Role of an Organizational Learning Culture

Lin, Chun‐Yu; Huang, Chung-Kai; Zhang, Hao

doi:10.1080/10447318.2018.1480694

Cited by 29 publications

(36 citation statements)

References 90 publications

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“…Third, Organizational culture refers to the habits, beliefs, and values of the organization (Hofstede et al, 2005). Literature indicates that learning organizations, which represent a part of an organization's culture, are more successful in integrating E-learning into their work culture (Leacock, 2005;Lin et al, 2019;Rosenberg & Foshay, 2002). Besides, other pieces of literature found that organizational culture and promoting the organizational learning process enhance the commitment of employees (Lau et al, 2017), and it was also revealed that organizational culture can significantly enhance the operation of learning organizations (Chang & Lee, 2007).…”

Section: Areas Of Investigationmentioning

confidence: 99%

Investigating the challenges and factors influencing the use of the learning management system during the Covid-19 pandemic in Afghanistan

2021

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Successful implementation and use of learning management systems (LMSs) have become a critical challenge for many higher education institutes during the Covid-19 pandemic. Although LMSs with lots of features were developed for universities, the success of those systems is highly related to a detailed understanding of challenges and factors influencing the use of the systems among their users. HELMS (Higher Education Learning Management System) is a countrywide LMS used for teaching and learning during the quarantine period caused by covid-19 in Afghanistan universities. As it was the first experience of Afghan universities in using the learning management systems during the pandemic, challenges were expected to appear. No previous research has been conducted on either studying the challenges of using the HELMS or investigating the factors influencing the use of HELMS during the Covid-19 pandemic in Afghanistan. Hence, there was no unified view of the potential challenges of using HELMS and factors influencing the use of the HELMS among the researchers. This research aims to investigate the challenges that face the use of HELMS and explore the factors influencing the use of HELMS among both lecturers and students. This study employed a qualitative research method by conducting semi-structured interviews with 100 participants including university management, lecturers, and students. Thematic analysis was used as a method for the analysis of qualitative data. The findings of this research will help policymakers, researchers, and practitioners in public and private universities to grasp knowledge on the successful implementation and use of LMSs during covid-19 and afterward.

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Section: Areas Of Investigationmentioning

confidence: 99%

Investigating the challenges and factors influencing the use of the learning management system during the Covid-19 pandemic in Afghanistan

2021

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“…The information technology (IT) industry depends on stable human resources for successful development, and engineers are indispensable assets who contribute knowledge and experience to an organization's performance and competitiveness (Lin et al , 2019; Tong et al , 2015). This is why the high turnover rate of engineers has remained a troubling issue in Taiwanese IT companies (Chang et al , 2012).…”

Section: Introductionmentioning

confidence: 99%

Employee turnover intentions and job performance from a planned change: the effects of an organizational learning culture and job satisfaction

Lin

Huang

2020

IJM

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119

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PurposeIn the face of a changing and turbulent environment, an organizational learning culture (OLC) is crucial for the long-term operation of an organization. A learning culture provides the capacity to effectively integrate employees, and it also provides structure so that an organization can move forward via continuous learning and change. Few empirical results are available from Chinese companies enduring an organizational change. To bridge this research gap, this study investigated the relationships among an OLC, job satisfaction, turnover intentions and job performance during organizational change.Design/methodology/approachA quantitative approach with structural equation modeling (SEM) and bootstrapping estimation was used to test hypotheses developed from a sample of 434 employees in a restructured telecommunications company in Taiwan.FindingsEmployees who experienced a higher learning culture had lower levels of turnover intentions and exhibited better job performance. Job satisfaction had a negative impact on employee turnover intentions but a positive impact on job performance. Moreover, job satisfaction fully mediated the relationships between an OLC and employee turnover intentions and job performance. When encountering organizational planned changes, a vibrant learning culture gave employees a higher level of satisfaction in their jobs and workplace. Although unexpected challenges often appeared during the organizational changes, employees with a higher level of job satisfaction tended to fulfill their own job duties and showed fewer turnover intentions.Originality/valueIn investigating issues related to organizational change, this study provides managerial insights and addresses strategies for facilitating the adoption of an OLC into the design and implementation of a better workplace environment.

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“…To deliver the purpose of the study, based on empirical evidence, a scale of constant learning culture composed of “acceptance of mistakes” and “learning climate” dimensions is needed. The lack of “mistakes acceptance” component in existing scales of “learning culture” (Yang, 2003; Marsick and Watkins, 2003; Yang et al , 2004; Lopez et al , 2004; Graham and Nafukho, 2007; Song, 2008; Dirani, 2009; Joo, 2010; Rebelo and Gomes, 2011b; Jiménez-Jiménez and Sanz-Valle, 2011; Islam et al , 2013; Choi, 2019; Nam and Park, 2019; Lin et al , 2019) is a serious gap. People make mistakes, especially those who actively look for new horizons and those who want to learn and grow.…”

Section: Introductionmentioning

confidence: 99%

Love your mistakes!—they help you adapt to change. How do knowledge, collaboration and learning cultures foster organizational intelligence?

Kucharska

Bedford

2020

JOCM

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PurposeThe study aims to determine how the acceptance of mistakes is related to adaptability to change in a broad organizational context. Therefore, it explores how knowledge, collaboration and learning cultures (including “acceptance of mistakes”) might help organizations overcome their resistance to change.Design/methodology/approachThe study used two sample groups: students aged 18–24 years (330 cases) and employees aged >24 years (326 cases), who worked in knowledge-driven organizations. Structural equation models were developed, assessed and compared.FindingsThe effect of the “learning climate” on “adaptability to change” mediated by “acceptance of mistakes” has been detected for young students aged 18–24 years; however, this relationship is not significant for business employees aged >24 years. This result indicates that organizations, unlike universities, do not use mistakes as a tool to support learning that is to lead to change.Research limitations/implicationsBoth samples used in the study were obtained from Poland. The business sample was in the majority represented by small and medium-sized enterprises. Therefore, the presented findings may only be applicable to Poland.Practical implicationsAcceptance of mistakes is vital for developing a learning culture. Mistakes help employees adapt to change. Hence, a learning culture that excludes the acceptance of mistakes is somehow artificial and may be unproductive. Paradoxically, the findings reveal that the fact that employees’ intelligence (adaptability to change) improves via mistakes does not mean that organizational intelligence will also increase. Thus, organizations that do not develop mechanisms of learning from mistakes lose the learning potential of their employees.Originality/valueThis study proposes a constant learning culture scale that includes the “acceptance of mistakes” and “learning climate” dimensions. Further, it empirically proves the value of mistakes for adaptability to change. Moreover, it also contributes to the existing literature by demonstrating the mechanism of the relationship between knowledge, collaboration and learning cultures in the context of adaptability to change. This study breaks with the convention of “exaggerated excellence” and promotes the acceptance of mistakes in organizations to develop organizational intelligence.

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Enhancing Employee Job satisfaction via E-learning: The Mediating Role of an Organizational Learning Culture

Cited by 29 publications

References 90 publications

Investigating the challenges and factors influencing the use of the learning management system during the Covid-19 pandemic in Afghanistan

Investigating the challenges and factors influencing the use of the learning management system during the Covid-19 pandemic in Afghanistan

Employee turnover intentions and job performance from a planned change: the effects of an organizational learning culture and job satisfaction

Love your mistakes!—they help you adapt to change. How do knowledge, collaboration and learning cultures foster organizational intelligence?

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