Investigating the Relationship between Organizational Learning Culture, Job Satisfaction and Turnover Intention in it SMEs

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1 Investigating the Relationship between Organizational Learning Culture, Job Satisfaction and Turnover Intention in it SMEs Raheleh Emami 1, Ebrahim Moradi 2, Durrishah Idrus 3, Dhaifallah Obaid Almutairi 4 1 Faculty of Management and Human Resource Development Universiti Technologi Malaysia 2 Faculty of Management and Human Resource Development Universiti Technologi Malaysia 3 KPJ International College of Nursing and Health Sciences 4 Ministry of Higher Education, King Abdulaziz Military Academy, Kingdom Of Saudi Arabia { 1 emraheleh2@live.utm.com, 2 mhebrahim2@live.utm.my 3 durrishah@kpjic.edu.my, 4 dalmutairi2002@yahoo.com} Abstract- IT workers are critical to IT companies because of their knowledge and experiences in fastchanging nature of technology. Turnover can be a crisis for all industries and companies, particularly for IT Company, because losing a worker can cause financial and non financial problems for IT companies. The purpose of this descriptive, co-relational and cross-sectional study is to gain a better understanding of the relationships between organizational learning culture and job satisfaction of employees, and their impact on turnover intention at IT companies in, Iran, in Data were collected by distribution of three questionnaires based on job satisfaction survey (JSS), organizational learning culture (DLOQ) and Turnover intention (SLI) among 132 employees of these IT companies through a simple random sampling method. Correlation analysis was done on the data gathered from the questionnaire based on 95% of confidence level. The results of the study indicated that, there was a significant and moderate positive correlation among the seven dimensions of organizational learning culture and job satisfaction. The correlations between the seven dimensions of organizational learning culture and turnover intention were all negative. Job satisfaction also had a strong negative relationship with turnover intention. Further, the present study suggests that there is an indirect impact of organizational learning culture on turnover intention when job satisfaction is considered as a mediator. As organizational learning culture and job satisfaction have strong correlation with turnover, it is important to reinforce them by applying the right human resource policies. Keywords: Organizational learning culture; Job satisfaction; Turnover intention 1. INTRODUCTION At present, factors such as economy, globalization, technology and innovation have significantly influenced the business circumstances. In order to face a diversity of challenges, organizations are 8

2 compelled to acquire core competencies and maintain their competitive advantage. Thus, knowledge generation and distribution have become more important than what they have been in the past [1]. In lieu of the recent development in the economy worldwide and the fast-changing development in innovation and technology, organizations have to deal with constant needs in learning for their employees development. However, the environment and culture of an organization may affect the types and numbers of learning-related proceedings and worker job satisfaction at the workplace. Retaining employees in organizations are a huge challenge for the management. In this context, if an organization is unable to fulfill the employees requirements and the employees are not satisfied with their work conditions, turnover may happen. This is confirmed by the research conducted by Schultz [2] in which they described that high job satisfaction is associated with worker s positive attitudes which lead to high job performance and low intention to leave. There have been many studies conducted specifically in the field of Information System (IS) to understand the issues related to IT/IS personnel, and this is due to the assumption that (IS) employees are different from others. Hence, they should be studied separately. Turnover phenomenon in the IT industry is usually due to the gap between IT graduates and demanding market, the retirement of senior experts and the growth and change in IT applications. Westlund & Hannon [3] stated that retaining information technology employees had been a problem in many organizations for decades. Baroudi [4] stated that IS personnel were costly and scarce resources. IT/IS professionals turnover rate was reported up to 100% annually in India [5]. This is happening in many other countries and Iran is not excluded. From the perspective of IT companies, turnover happens due to the stiff competition in hiring employees who have good technological skills and background. Staff pinching is common and when this happens, organizations are losing a lot in terms of their human capital. Research has shown that the cost of training and developing a new employee is more than the cost of keeping the current ones. It has been proven that the average cost of a worker s turnover is 150% of his or her salary [6]. According to Grant [7], knowledge is the most strategically significant resource of the firm. This includes the knowledge in employees brains that sometimes could not be transformed to any form of explicit knowledge and will only be retained in the organization as long as the employee is working there. Therefore, the move of an employee can be a loss of critical knowledge. It is also a critical financial factor whereby it is rather costly to train new employee as the replacement of the ones who have left. 2. LITERATURE REVIEW Organizational Learning Culture According to Marquardt [8], organizational learning focused on the procedure and proficiencies of knowledge development. A learning organization refers to the principles, characteristics, and systems of an organization that make and learn collectively. In general, organizational learning is defined in terms of process and behavior, and a learning organization is conceived as an entity [9]. Based on Kontoghiorghes, Awbre, & Feurig [10] four differential features between the two terms have been offered [11]. First, organizational learning is considered as a learning process; in distinction, a learning organization is regarded as a form of organization. Second, learning happens logically in organizations, thus the learning organization requirements to be developed. Third, the literature on organizational learning emerges from the descriptive and academic investigation; by dissimilarity, the literature on the learning organization has developed mostly from prescriptive and realistic demands. Fourth, organizational learning focused on the personality learner, and knowledge resided in the individual; whereas, in a learning organization, learners do at the individual, group, and 9

3 organizational levels, and knowledge is positioned not only in individuals, but also in the organization s memory of the particular learning organization. Organizational learning culture is generally focused on research studies associated to the concept of a learning organization [12]. Table 1: Definition of Learning Organization Definition of Learning Organization An organization that make possible the learning of all its members and consciously transforms itself (p. 1). A learning organization is an organization that facilitates learning for all of its members, and thereby continuously transforms itself (p. 19). An organization in which workers are repeatedly gaining and sharing new knowledge and are willing to apply that knowledge in building resolutions or performing their job (p. 282) A learning organization is a consciously supervised organization with learning as essential factors in its values, visions and aims as well as in its daily process and their evaluation (p. 71) Source: Researchers own construction (2011). Author [13] [14] [15] [16] Job Satisfaction Job satisfaction is recognized as an significant subject in organizational behavior because of its significance to the physical and emotional health of employees [17]. In fact, job satisfaction is a reflection of an employee s behavior that leads to attractive outcomes and is typically measured in degrees of multiple perceptions using multiple constructs or categories [18]. Spector (1997) defined it as how people feel about their jobs and different aspects of their jobs. It is the extent to which people like or dislike their jobs (p. 2). Overall, job satisfaction is associated with an employee s satisfaction from both psychological and physical perspectives. Thus, job satisfaction is recognized as a complex construct that comprises both intrinsic and extrinsic factors [19]. Herzberg & Mausner (1959) identified the intrinsic as derived from internally job-related rewards, such as recognition, achievement, work itself, advancement, and responsibility. Extrinsic factors result from externally environment-related rewards, such as wages, company policies and practices, technical facets of supervision, interpersonal relations in supervision, and working conditions. All of these features are related to organizational culture. Based on these definitions, organizational culture can have a significant effect on worker s job satisfaction. In general, job satisfaction is assessed in many levels and can be examined from multiple viewpoints using multiple constructs or scales [18]. For example, the Job Description Index (JDI), developed by Smith & Kendall [20] defines five aspects of a job: work, pay, promotion, supervision, and coworkers. Spector [21] identified nine subscales for the Job Satisfaction Survey (JSS): pay, promotion, supervision, fringe benefits, contingent rewards, operating conditions, coworkers, nature of work, and communication. The importance of each facet or subscale can be different to some extent. As a result, these facets or subscales may have varied significantly when evaluating overall job satisfaction (Spector,1997). Turnover Intention Turnover intention is regarded as the most general predictor of turnover. Price [22] defined turnover as the degree of individual movement across the membership boundary of a social system. Fishbein [23] stated that turnover intention is the best single predictor of an individual s behavior will be a measure of his intention to perform that behavior. In fact, turnover can be separated into voluntary and involuntary (Price, 1977). Mobley [24] defined turnover intention as the intention to 10

4 quit a work on a voluntary basis. It can be defined as the intention to voluntarily change companies or to quit the labor market altogether [25]. Turnover and IT Workers Turnover in IT employees has been an issue since the 1970s and has often been studied. Studies have reported a 25-35% turnover rate for IT employees in 500 studied firms and 15-20% turnover rate has been estimated for IT employees in all firms [26]. Studies conducted among the IT workers have also found relationships between job satisfaction, turnover, and organizational commitment. Studies on IT professionals have found that job satisfaction has a strong influence on turnover intentions whereby it has been demonstrated that there has been a negative relationship between job satisfaction and turnover [26-27]. The explanation for a negative relationship between job satisfaction and turnover in IT workers is that, a dissatisfied IT worker will likely escape the unfavorable work environment by quitting the job. Bluedorn developed a unified model of turnover which synthesizes other models. Bluedorn s model states that organizational commitment is a result of job satisfaction, and an predecessor of turnover [28]. Based on Joseph, Ng, Koh, & Ang [29], turnover intentions have a positive relationship with actual turnover behavior for IT professionals. The Relationship between Organizational Learning Culture and Job Satisfaction Based on the previous discussion, the characteristics of learning organization include several facets, 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 [30]. The characteristics of a learning organization may, then, have some impact on job satisfaction. There are a number studies on job satisfaction related to individual characteristics of the learning organization. Mikkelsen, Ogaard & Lovrich [31] identified a positive connection between learning climate and job satisfaction. Keller Keller, Julian & Kedia [32] reported that work climate has a significant impact on job satisfaction and team productivity, especially participation, cooperation, and work importance. Rowden & Ahmad [33] concluded that workplace learning promoted a high level of job satisfaction among employees. Chiva & Alegre [30] declared that organizational learning ability through a stimulating work environment has effects in developing employee s competencies and job satisfaction. Hypothesis 1: Organizational learning culture will be positively related to job satisfaction. The Relationship between Organizational Learning Culture and Turnover Intention Although organizational learning is among the most widespread and fastest-growing interventions in HRD practice, the context of organizational learning culture related to its interaction with turnover intention has not been explored extensively (LeeKelley, et al., 2007)[34][34]. In the context of social exchange theory, employees who receive sufficient and relevant training opportunities in organizations might be more reluctant to leave their organization [35]. Thus, if employees perceive that they have more training opportunities, then it may result in diminishing their turnover intention. Karatepe, Yavas & Babakus [36] suggested that job resources, including supervisory support, training, empowerment, and rewards, increase employee s job satisfaction and reduce their turnover intention. Pare & Tremblay (2007) indicated that competence development and information sharing have a negative effect on turnover intention. Egan, Yang, & Bartlett [37] demonstrated that a learning culture impacted job satisfaction; in addition, a learning culture was mediated by job satisfaction, with a negative effect on turnover intention. LeeKelley, Blackman & Hurst [34] conducted a study exploring learning organizations and the retention of knowledge workers in the IT industry. The 11

5 researchers have applied Senge s five learning organization disciplines to explore the relationship between job satisfaction and turnover intention. They concluded that shared vision, which is one of the learning disciplines, has a negative relationship to turnover intention because knowledge workers have strongly influenced by shared vision and showed decreased turnover intention. Hypothesis2: Organizational learning culture will be negatively related to turnover intention. The Relationship between Job Satisfaction and Turnover Intention Most of theories of turnover consider it as an outcome of employees job dissatisfaction( Bluedorn, 1982; Mobley & Fisk,1982)[38-39][38-39]. The theories explain that people who dislike their work will think about leaving the work, intend to search for alternative employment, and intend to quit the organization [40]. A number of empirical studies have confirmed the important role of job satisfaction in influencing turnover intention [29, 41]. Griffeth, Hom, & Gaertner [42] meta-analysis indicated that the overall job satisfaction displayed the highest relationship to turnover intention among all types of job attitudes. Igbaria & Greenhaus [43] demonstrated that job satisfaction has a direct impact on intent to quit and an indirect effect through organizational commitment on the turnover intention of IT professionals. This assertion has been confirmed by previous study that demonstrates a negative association between job satisfaction and turnover intention. Hypothesis3: Job satisfaction will be negatively related to turnover intention. The Theoretical Framework of the Study As a result, according to the above review of the literature, a hypothesized structural equation model is shown in Figure 1. Organizational Learning Culture Continuous learning Inquiry and dialogue Team learning Empowerment Embedded system System connection Strategic leadership Job Satisfaction Pay Promotion Supervision Fringe benefits Contingent rewards Operating procedures Coworkers Nature of work Communication Fig.1.Conceptual Framework Turnover Intention 12

6 3. METHODOLOGY The approach chosen for this study was quantitative methodology. The research s variables are converting to numerical values, evaluate using statistical analysis, and use to test the research s hypotheses. The study used descriptive correlation design and cross-sectional survey methodology. Purpose and Objectives The purpose of this research is to examine the relationship between organizational learning culture, job satisfaction and turnover intention of IT SMEs in Iran. This is done by examining the obvious and dormant patterns within the three variables and contrasting the differences in the types of companies. Thus, this study intends to create new knowledge on the variables and provide useful recommendations to IT managers. Thus, the objectives of this research are: 1. To examine the relationship between the job satisfaction and employees turnover intention in IT companies. 2. To examine the relationship between the organizational learning culture and employee s turnover intention in IT companies. 3. To identify the relationship between organizational learning culture and job satisfaction in IT SMEs in Iran. Setting and Participation The population for this research is 119 registered IT SMEs in Shiraz. Due to the large number of IT SMEs in Shiraz, only 11 IT SMEs have been chosen as the sample population, with a total of 210 employees involved. The employees of these SMEs are chosen by probability sampling, and the simple random sampling will be used in distributing the questionnaire. The sample size of this research consists of employees of the IT companies. The sample size is determined according to Cochran [44] formula with population size (N) that contains 210 respondents, 132 respondents are selected randomly as sample size (S) to acquire 95% level of confidence. S 1 1 N 2 ( t ) p. q 2 d 2 ( t ) p. q ( 2 d ) (1. 96 ( ) 2 ( (1. 96 ) ) ) ( ) Instruments Each item of the instrument has been designed to obtain information from the IT professionals on how they feel about their work and their company. Thus, the instrument has undergone through several iterations to achieve the final goal. The instrument for this study is composed into four sections: organizational learning culture, job satisfaction, turnover intention, and the participants demographic information. There are 34 items in the survey with a 5-point Likert-type response scale ranging from 1 (strongly disagree) to 5 (strongly agree). Based on a thorough literature review, existing and established instruments have been employed. Organizational learning culture is assessed by the 21items of the dimensions of the learning organization questionnaire (DLOQ) adapted from the research by [45]. The short form of the instrument developed by Yang [46] has also been used. Job satisfaction is assessed using a 9-item instrument adapted from Spector [21]. A 4-item instrument is used to assess turnover intention as drawn from the Staying or Leaving Index (SLI) by Bluedorn [47]. The final section has 6 demographic items. A summary of the constructs is shown in Table 2. 13

7 Table.2. Summary of Constructs Construct Items Source of Instrument Reliability Organizational 21 DLOQ short form (Yang,.72~.89 Learning Culture 2003) Job satisfaction 9 JSS (Spector,1985).91 Turnover Intention 4 SLI (Bluedorn, 1982a).84~.92 Demographic 6 Information Total Number of Items 40 Pilot Study A pilot test on questionnaire was conducted among the 25 IT workers. The following questions were asked from the employees: 1. Were they motivated to answer the questions? 2. Were any of the questions confusing? 3. Was the statement clear? 4. How long did it take for them to complete the questionnaire? The answer was all positive and from the answer received, there was no need to make any change in the questionnaire. Validation of Research Instruments Two types of validity were tested. They are face validity and content validity. This study addresses content and face validity through a review of the literature and by asking several academic professors and panel of experts consisting of management and organizational behavior experts to judge the preliminary questionnaire to provide reviews and improvements on the content of the questionnaire. The content review of the items in each of the instruments was done and this includes the linguistic aspects and understanding of insurance employees in Iran on the investigated issues. These procedures allow the researcher to develop a questionnaire that is valid in terms of its content. Reliability of Research Instruments The reliability statistics of organizational learning culture is shown in table 3, and its Cronbach s Alpha is 0.92 which is again significant. Table.3. Reliability of Organizational Learning Culture Reliability Statistics Cronbach's Alpha N of Items The reliability statistics of job satisfaction is shown in table 4, and its Cronbach s Alpha is 0.72 which is again significant. 14

8 Table.4. Reliability of Job Satisfaction Reliability Statistics Cronbach's Alpha N of Items The reliability statistics of turnover intention is shown in table 5, and its Cronbach s Alpha is 0.88 which is again significant. Table.5. Reliability of Turnover Intention Reliability Statistics Cronbach's Alpha N of Items Data Analysis For the purpose of data analysis, descriptive and inferential statistics have been employed. All data that has been collected is analyzed using the Statistical Package for Social Sciences (SPSS Version 17.0). Descriptive statistics are used to report demographic data and summarize the response to all independent and dependent variables. Frequency measures such as percentage, mean and standard deviation are used in this phase. Inferential statistics are used to test research hypotheses. Pearson correlation is used to find the relationship between independent variables of the research which are the organizational learning culture, job satisfaction and the dependent variable that is turnover intention. Inferential statistics is also used to test the research hypothesis. To test the influence of organizational learning culture, job satisfaction on employees turnover intention, the regression analysis is used. The entire hypothesis was tested at 0.05 significance level. 4. RESULTS Characteristics of the Respondents As shown in table 6, the distribution of gender is 22.3 percent female, 72.7 percent male. This can show that there are somehow more males working in IT industry than female. The age of the people who are involved as it s shown in table 6, is mainly specified in the category of years old, that is 31.7 percent of them in that category, and then years old, which is 19.4 percent of them. Table 6 showed that single respondents are represented by 81 individuals with percentage 58.3, whereby the married respondents numbers stand at 51 with the percentage of As shown in table 6, the educational level of most of the people in these companies, is master that makes 42 percent of the total categories. The second highest number of respondents is bachelor s degree with 41 percent of the total educational level of the people who are working in these IT SME s. As it is shown in table 6, 36 percent of the personnel in the companies, have working experience between 1-4 years in that company, 27.3 percent of them have working experience of 5-9 years in those companies, and only 3.1 percent of their employees have working experience of years, which is 15

9 a very small amount comparing to the other two categories of working experience. The final section in the demographic profile of respondents is income levels will be discussed. This section is divided into 5 categories with income levels ranging from below $500 to above $1100. The data in table 6 showed that the respondents income is ranging from $ with the percentage of The next highest groups of respondents are being paid ranging more than $1100 with percentage standing at Table.6. Percentage of participants Demographic Percent of sample parameters Gender Male 72.7 Female 22.3 Age More than Marital Status Single 58.3 Married 36.7 Educational Level Diploma 23.0 Bachelor 29.5 Master 30.2 Ph.D 9.4 years of Experience Income level Below 500$ $-700$ $-900$ $-1100$ 15.1 more than 1100$ 24.5 The Correlation between Organizational Learning Culture and Job satisfaction As it s shown in table 7, Pearson s bivariate correlation using a 2-tailed test, shows there a significant relationship between organizational learning culture and job satisfaction. Pearson s correlation results at r= is moderate at 0.05 level of significance. This indicates that there is a 16

10 correlation between organizational learning culture and job satisfaction. This correlation analysis revealed a moderate positive correlation between organizational learning culture and job satisfaction. Therefore, the research hypothesis that was Organizational learning culture will be positively related to job satisfaction is accepted and proven to be true. Table.7. The correlation between organizational Learning Culture and Job satisfaction Organizational Learning Culture Job Satisfaction Correlations Organizational Learning Culture Pearson Correlation Job Satisfaction ** Sig. (2-tailed).000 N Pearson.632 ** 1 Correlation Sig. (2-tailed).000 N **. Correlation is significant at the 0.01 level (2-tailed). The Correlation between Organizational Learning Culture and Turnover Intention Table.8. The correlation between Organizational Learning Culture and Turnover intention Correlations Organizational Learning Turnover Intention Culture Organizational Pearson ** Learning Culture Correlation Sig. (2-tailed).000 Turnover Intention N Pearson ** 1 Correlation Sig. (2-tailed).000 N **. Correlation is significant at the 0.01 level (2-tailed). As it s shown in table 8, Pearson s bivariate correlation using a 2-tailed test, shows there a significant relationship between organizational learning culture and turnover intention. Pearson s correlation results at r= is significant at 0.05 level of significance. This indicates that there is a correlation between organizational learning culture and turnover intention. This correlation analysis revealed a negative correlation between organizational learning culture and turnover intention. Therefore there is support for Hypothesis H2 that organizational learning culture is negatively associated with turnover intention and H2 is confirmed. The Correlation between Job Satisfaction and Turnover Intention 17

11 Table.9. The correlation between Job Satisfaction and Turnover intention Correlations Job Satisfaction Turnover Intention Pearson ** Correlation Sig. (2-tailed).000 N Pearson ** 1 Correlation Sig. (2-tailed).000 N **. Correlation is significant at the 0.01 level (2-tailed). Job Satisfaction Turnover Intention As it s shown in table 9, Pearson s bivariate correlation using a 2-tailed test, shows there a significant relationship between Job satisfaction and turnover intention. Pearson s correlation results at r= is significant at 0.05 level of significance. This correlation analysis revealed a negative correlation between job satisfaction and turnover intention. Therefore there is support for Hypothesis H3 that job satisfaction is negatively associated with turnover intention and H3 is confirmed. 5. DISCUSSION Organizational Learning Culture and Job Satisfaction The outcome of organizational learning culture effect on job satisfaction reveals a moderate positive relationship (path coefficient: 0.63, p < 0.05). This outcome is confirmed by prior studies [31, 37, 48-49]. This result indicates that IT worker s job satisfaction is moderate positively influenced by an organizational culture that provides the seven dimensions of organizational learning including: culture inquiry and dialogue, continuous learning, empowerment, team learning, system connection, an embedded system, and strategic leadership [45]. Drucker [50] stated that, knowledge employees are capital resources and require being encouraged to develop. They are self-motivated more by the natural challenges of their works rather than financial compensations. Lin & Chang [51] took it even further noting that organizations must continually provide their workers with learning opportunities and make tasks to challenge them. Consequently, IT workers perceive that a high degree of learning culture increases their job satisfaction significantly and positively. In order to growth, competitive benefit, HRD and HRM managers in numerous organizations understand the significance of improving learning in their organizations [52]. The current research recommends that HRD and HRM managers can consider learning as part of the organizational culture and make a learning culture that will direct IT workers to distinguish this culture positively along with other job satisfaction aspects, such as promotion, pay, contingent rewards, fringe benefits, coworkers, operating conditions, nature of the work, supervision, and communication to increase their performance. Job Satisfaction and Turnover Intention Consistent with prior study [29, 41, 53] the results reveal that job satisfaction s effect on turnover intention is significant and negative. Job satisfaction is a multidimensional construct. Managers 18

12 require identifying the mean elements that influence workers level of job satisfaction within an organization, especially as job satisfaction has been showed to be a distinct predictor of turnover intention [43, 54]. The outcomes of the current research recommend that the degree to which IT workers obtain intrinsic and extrinsic compensations associated to their works will influence their intent to quit the organization. In the same vein, the empirical data of this research provides a better understanding of the aspects contributing to the improvement of negative or positive job attitudes. This information can assist managers monitor workers attitudes on an ongoing basis. Therefore, HRD and HRM managers must consider implementing organizational learning and establishing learning organizations that encourage job satisfaction and decrease the effect of external components thus increasing maintenance of IT workers. Organizational Learning Culture and Turnover Intention The outcomes of this research demonstrate that organizational learning culture does not have a direct influence on turnover intention. A little empirical study has extensively investigated from an IT worker s viewpoint the mediating role of these constructs on the relationships between organizational learning culture and turnover intention. Egan et al., (2004) found that the association between turnover intention and organizational learning culture was mediated by job satisfaction. Rigas [55] surveyed 437 information systems professionals in Thailand and concluded that making an innovative and supportive work environment and accommodating the need for workers professional growth increases job satisfaction that, in turn, decreases turnover intention. Therefore, these results recommend that organizational learning culture can play a determining role in shaping workers turnover intention, but only when workers perceive their organization to be satisfactory to them. Significant results of this research are mostly in accord with the findings of prior studies that pointed to the mediating role played by job satisfaction in the relationship between organizational learning culture and turnover intention. Consequently, the current research demonstrates that fulfillment of an organizational learning culture does not have a direct linkage with turnover intention but, rather, has an indirect influence from job satisfaction. In brief, these results imply that organizations create a learning culture to encourage IT to reciprocate through job satisfaction. After that, organizations can benefit from a low turnover rate because IT professionals perceive a stronger emotional attachment to the organization which can decrease their intention to quit the organization. Strategies to minimize IT workers turnover and increase IT worker s job satisfaction Among the strategies that can be employed to reduce employees turnover was to change policies on recruitment, training, selection, induction, job design and salary payment. Besides that, achieving better understanding of the factors associated with recruitment, motivation and maintenance of IT workers was crucial in deterring IT workers turnover. Other than these, ensuring high level of job satisfaction, organizational commitment and career satisfaction is essential in minimizing IT workers turnover. This is because high level of satisfaction reflects positive feelings towards the organization, thus having a direct influence on IT worker s intent to quit. Satisfaction represents an effective reaction to particular aspects of the job and denotes the enjoyable or positive emotional condition. All these cause employees to be committed to the organization. Job satisfaction will increase and hence, intentions to quit can be reduced. Implications for Management There are some useful implications that may be consequent from our outcomes. As job satisfaction and organizational learning culture have the strong association with job performances, it is very vital to reinforce them by applying the right human-resource policies. If workforces are extremely satisfied 19

13 with their job, policies, co-workers, supervision and pay, and obtain the high degree of overall job satisfaction with their works, they are more likely to be committed to the organization than if they are not satisfied. The outcomes of this research discovered that supervision and management are vital predictors of job satisfaction, organizational learning culture and turnover intention among IT workers. A helpful management approach, showed through open communication, recognition and respect can seriously increase the satisfaction of workers on the work. Management may be capable to increase the degree of obligation in the organization by increasing satisfaction with work conditions, policies, the same reward and equal promotion. It alters in organizational variables, for instance, benefit scales, worker input in the policy improvement and job surroundings, might then be made in an attempt to increase workers job satisfaction, organizational learning culture and reduce turnover. In brief, workers are the most significant resource of an organization. However, managers spend a minimal amount of time learning more about human behavior, communication, and how their attitudes and behaviors influence worker s performance. Managers need an eager understanding of human nature, the essential needs, desires and capabilities of people. Management at any stage cannot motivate a worker; they should make the situation for persons to motivate themselves. It is in the interest of an organization to maintain workers and minimize turnover. Nevertheless, numerous IT managers have little understanding of how to satisfy their workers and how these workers satisfaction levels impact their intent to quit their situations. Indeed, because of this limited understanding, supervisors attempts towards workers satisfaction can sometimes generate more dissonance than cohesion among workforce and management, leading to excessive worker turnover. Possessing information and knowledge concerning worker motivation assists managers understand how workers can be concerned to attain procedure development. More understanding of the requires and needs of their workers, as well as a better understanding of the effect of their individual managerial behavior on others would assist them in terms of improving performance in the work setting. 6. CONCLUSION In today s dynamic worldwide business surroundings, learning organization plays an important role in construction a competitive benefit in the organization. The available literature on learning organizations has commonly accorded more concentration to exploring innovation, performance, and work attitudes. Nevertheless, small empirical study has been found to create a relationship between organizational learning culture and the two variables of job satisfaction and turnover intention. The main results of the current research are: (a) organizational learning culture has a moderate positive effect on job satisfaction; (b) job satisfaction has a negative effect on turnover intention and; (c) organizational learning culture does not influence turnover intention, and it s had negatively relationship with turnover intention. It can be concluded that organizations with a higher level of organizational learning culture will lead IT workers to a lower level of turnover intention through the influence of job satisfaction. Consequently, this research represents a guide to assist IT practitioners and managers understand the effect of being a learning organization by identifying its results in order to improve IT workers performance. In conclusion, the results of this research can well have implications for other countries and generate important themes in HRD. 20

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