دانلود رایگان مقاله انگلیسی تأثیر آموزش فرهنگ سازمانی بر انگیزه دانش کارکنان برای انتقال آموزش - اشپرینگر 2017

Abstract

The purpose of this study was to examine how organizational learning culture influences employees’ motivation towards transfer of training. Also, how this relationship was affected by the existence of a favorable learning transfer climate in context of knowledge workers. Sample for this study (n = 122) was drawn from academicians working at various business schools in India. The perception towards their own organization’s learning culture, learning transfer climate and their willingness to transfer knowledge from Faculty Development Programs to their teaching and research was measured. Hierarchical regression analysis was used to test the hypotheses and it was found that a positive perception of organizational learning culture was positively related to willingness to transfer training. This relationship was significantly moderated by an important dimension of learning transfer climate which are resistance to change and partially moderated by another dimension- performance coaching.

Discussion

This study explored the relationship between organizational learning culture, learning transfer climate and motivation to transfer training in an academic context. Regarding OLC, this study gives conclusive evidence that a learning culture can lead to better transfer of training skills and knowledge among faculty members in academia. This may result in a significant return on investment for the training costs incurred by academic institutions and also ensure development of knowledge resources by the faculty members (Chatterjea and Moulik 2006). Therefore, from an academic institution’s point of view, it may be inferred that maintaining a strong learning culture can significantly influence the performance level of the institutes in terms of better student development. Having the necessary mechanisms to propagate a favorable learning transfer climate should encourage faculty members to share their proprietary knowledge and indulge in more extensive collaboration. This may help in the transfer of learned skills and knowledge to concrete outcomes such as research publications, consultancy, R&D projects and patents (Kong 1999).

The resistance to change dimension of the learning transfer climate (Bates and Khasawneh 2005) demonstrates a full moderating impact on the above relationship. This finding indicates that an organization which resists new ideas and challenges is not ideal encouragement for employees to share their knowledge. If the management does not resist new ideas, then employees’ motivation to transfer knowledge and ideas will enhance. In the academic context, management should encourage faculty seminars where academic colleagues can share their ideas and receive constructive feedback on their work. Management should take action against using such platforms for deriding other people’s work and prevent negative criticism. At the same time, management should support new and radical ideas generated by faculty members by providing them adequate funding and resources to help give shape to their abstract ideas. Such initiatives should help faculty members to feel motivated to conduct research (Chen et al. 2006).