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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
ebrahim_moradi82@yahoo.com

Dhaifallah Obaid Almutairi
Ministry of Higher Education, King Abdulaziz Military Academy,
Kingdom Of Saudi Arabia
PhD student at Universiti Teknologi Malaysia
dalmutairi2002@yahoo.com

Prof.Dr. Durrishah Idrus
Vice Chancellor cum Chief Executive Officer
kPJ International College of Nursing and Health Sciences
durrishah@kpjic.edu.my

Raheleh Emami
PhD Student, Faculty of Management and Human
Resource Development FPPSM,
University Technology Malaysia, Malaysia
r.emami85@yahoo.com

ABSTRACT

Employees are often not satisfied to perform at their highest potential, costing organizations millions of
dollars each year. Therefore, employees satisfaction is an important issue to all organizations
constituting much research concerning the various aspects 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 satisfaction of employees, in private universities in Malaysia.
According to Cochrans (1977) formula, a total population 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 satisfaction 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 questionnaire based on 95% of confidence level. Both
the organizational learning culture and job satisfaction scales showed acceptable reliability with a
totaled .95 and .83, respectively. Preliminary statistical analyses consisted of descriptive statistics of all
study variables. Pearson correlation coefficients were utilized for testing bivariate hypotheses. The
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remaining hypotheses were tested using multiple regression analyses. The findings of this research
discovered support for the first hypothesis, confirming that organizational learning culture positively
influences job satisfaction among employees in MMU ( = .433, F= 27.503, P < 0.001). 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 satisfaction and organizational learning culture (r= .433, P < 0.001). As
organizational learning culture have strong correlation 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
Todays rapid development in economy, innovation, globalization and technology influences the
academic environment. With the recent growth of the international economy and the fast-changing
progress of innovation and technology, academic institutions 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 crucial factor when competing with others. Knowledge is
usually associated with the learning process that is undergone by individuals or organizations. It enables
employees and organizations to enhance their skills and expertise, which will eventually leads to job
satisfaction and enables organizations to offer better quality services. Thus, it is imperative to
understand aspects that contribute to organizational 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 an organization may affect the types and numbers of
learning-related events and individual job satisfaction. They also have an effect on employees
motivation to disseminate the recently obtained knowledge among their colleagues.
In order for an organization to be successful, it has to ascertain that its employees are satisfied with
their work and the working environment. Organizations that have satisfied employees tend to be more
efficient (Robbins, 2003). Usually, satisfied employees are more likely to be productive employees. The
performance of an organization depends so much on its 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 organization should emphasis on job satisfaction among
the employees. It is crucial that the employees and management team give feedback and response in
completing their tasks so that satisfaction and win-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 of dollars each year (Rampersad, 2006). The cost most
frequently related with reduced motivation is a lack 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 aspects 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 huge selection of specialized levels, adding another
layer of difficulty to the problem of motivation (Terpstra & Honoree, 2009). Therefore, this study
attempts to determine the relationship between organizational learning culture and employees job
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satisfaction in a higher education environment in Malaysia. 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 general 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 with 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 ones job as achieving or facilitating the achievement of
ones job values (Locke, 1969).
Chelladurai (2006) has identified the degree of job satisfaction a worker experiences and has based this
on assessments of the emotional, cognitive, and behavioral essentials towards the given tasks. Job
satisfaction is also defined as the feeling concerning or emotional answers to exacting works, which
typically are reflecting in six regions: satisfaction with pay, supervision, promotion, people, the work
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 satisfaction actually contains a more complex idea with several
aspects that need be addressed. One of the major challenges of studying job satisfaction is that there is
disagreement on the exact meaning of the term and the 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. However, to complicate matters, all of these elements
are dynamic and can quickly change based on organizational structure, changes among co-workers and
supervisors, as well as in any other number of things that can happen in ones life away from work that
affects his/her moods, attitudes, behaviors, or life circumstances. Ones job does not occur in a vacuum
and, thus, other environmental factors can affect it (Moradi, 2011).
As previously noted, job satisfaction can include many concepts and, as a result, it is also related to a
number of behaviors. Job satisfaction has been correlated 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 (Quinn et al. 1973), productivity and performance
issues (Dantzker, 1994; Hackman & Oldham, 1975; Spector, 1997); absenteeism and turnover (Caers, et
al., 2008; Hackman & Oldham, 1975). It should be stressed at this point that these are related with job
dissatisfaction rather than the notion that job dissatisfaction is causal in the relationships. Nonetheless,
job satisfaction plays a significant function in many of the things that are important to us, not only as
individuals, but as a society. The importance of being satisfied with ones work, which plays a strong role
in defining ones 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
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first person to create the concept of a learning organization. Later, Watkins & Marsick (1993, 1997)
developed a seven-factor learning organization concept and its instrument, Dimensions of the Learning
Organization Questionnaire (DLOQ) to assess organizational learning. Learning is a dynamic concept and
highlights the repeatedly altering the nature of organizations. The focuses are regularly changing from
individuals learning to organizational learning. As learning is necessary for the development of
individuals, it is also necessary for the development of organizations.
Below are several definitions of organizational learning culture from previous research studies and
detailed explanations of Senges five disciplines and Marsick and Watkinss seven learning dimensions.
Senge (1990) explained the learning organization as one that is continually expanding its
capacity to create its future (p.14).
Huber (1991) stated that learning happens in an organization if throughout its dispensation of
information, the vary of its (the organizations) latent 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 learning organization as one that learns
continuously and transforms itself (p. 8).
2.3 The Relationship between Organizational Learning Culture and Job Satisfaction
The characteristics of learning organization include several features, such as knowledge sharing,
organizational learning capacity, workplace learning, innovation, empowerment, team work, and so
forth. In general, work and organizational conditions are mainly influenced by the situational approach
of job satisfaction (Chiva & Alegre, 2008). The characteristics of a learning organization may, then, have
some impact on job satisfaction.
There are a number studies on job satisfaction associated to person characteristics of the learning
organization. Mikkelsen, Ogaard, & Lovrich (2000) identified 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, Yen, Huang, & Huang (2007) concluded that
workplace learning promoted a high level of job satisfaction between employees. Eylon & Bamberger
(2000) concluded that empowerment has a positive association on job satisfaction. Griffin, Patterson, &
West (2001) confirmed that the degree of teamwork is associated to perceptions of job autonomy,
which, in turn, effects job satisfaction. Lund (2003) (2003) indicated that organizational culture with
entrepreneurship, innovation, and flexibility achieves a higher level of worker job satisfaction. Chiva &
Alegre (2008) confirmed that organizational learning ability through a stimulating job environment has
impacts in developing employees competencies and job satisfaction (Emami, 2011).
With respect to the full scope of organizational learning culture, several studies from a variety of
industries have indicated that employee job satisfaction is related to perceptions of facets of the
organizational learning culture. A study of an engineering company showed that an effective learning
organization can result in beneficial effects not only on organization performance, but also on
improvement in individual job performance and job satisfaction (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 the presence of organizational learning culture
demonstrated a positive association with job satisfaction. As we can see from the empirical research,
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the promotion of organizational learning culture can increase job satisfaction. Based on the above
review of literature this study is designed to test the following hypothesis:
Hypothesis 1: Organizational learning culture positively influences job satisfaction among employees in
MMU.
Hypothesis 2: There are correlations between employees job satisfaction and organizational learning
culture in MMU.

3. Research Methods
This research employs a quantitative, non-experimental survey research design in collecting data by
using a questionnaire. The population of this research is the total of workers in MMU. According to
Cochrans (1977) formula, a total population of 2000 employees working in the MMU in Malaysia
(http://onlinecyber.mmu.edu.my/main/index.jsp); requires only the minimum sample size of 323
respondents.
There are 57 items in the survey with a 5-point Likert-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, race, marital status, level of education, tenure at the
current position and level of income. Section B will be focused on measuring job satisfaction by utilizing
the Spector (1997) JSS questionnaire. Section C, organizational learning culture will be assessed by the
21items of the dimensions of the learning organization 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 investigate, the questionnaires were randomly distributed to
323 workers in MMU, and asked them to answer the questionnaire. 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 utilized for testing bivariate hypotheses. The remaining
hypotheses were tested using multiple regression analyses. Both the organizational learning culture and
job satisfaction scales showed acceptable reliability with a totaled .95 and .83, respectively.

4. Characteristics of the Respondents

The total number of respondents participated in this study was 131. As described in Table 4, over half of
the respondents were female (51.1%) and (63.4%) were married. Most of respondents (42.7%) had at
bachelors degree. Only (36, 6%) had a monthly income, 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 population. The age of MMU employees ranged from 20 to
50, with an average age of 29 %; between 26-30.

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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 independent variable and dependent variable have been
analyzed utilizing SPSS 19.0. Regression was employed to test the first hypothesis of the research. The
findings of this research discovered support for this hypothesis, confirming that organizational learning
culture positively influences job satisfaction among employees in MMU (Table 4.2). ( = .433, F= 27.503,
P < 0.001). The sign of the r shows that this relationship is positive (r= .433, P < 0.001).


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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 satisfaction 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).






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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 satisfaction 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 learning organization culture seven dimensions and
intrinsic job satisfaction, Pearson coefficient scores were highest for "providing strategic leadership for
learning" dimension and least for "creating continuous learning opportunities" dimension. For extrinsic
job satisfaction, coefficients were least for "creating continuous learning opportunities" dimension and
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 opportunities"
dimension.
Little studies in the West linked job satisfaction with characteristics recommended by the learning
organization theory as recommended by Watkins & Marsick (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 that job satisfaction was related with organizational
learning culture and that while these constructs were highly associated; they tended to be conceptually
separate. Little studies related the seven dimensions of the learning organization culture with job
satisfaction (Egan, Yang, & Bartlett, 2004). Several studies provided confirmation of associations among
job satisfaction and one of the dimensions of the learning organization, for instance, relationship among
job satisfaction and worker perceptions (Fraser, Kick, & 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 as connected to empowerment, recognition and
involvement. These evaluates reflect obviously the aspects of the learning organization culture as drawn
by Watkins & Marsick (1997).
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This research added to the body of literature on the 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. Quantitative data recommended strong correlation. The
respondents, who replied the questions on satisfaction, confirmed this relationship with comments
suggesting that training activities would lead to more employee job satisfaction.

7. Acknowledgements
The authors gratefully acknowledge the Multimedia University manager and employees for their
assistance in performing this study.

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