Sometch & Drach-Zahavy

Relationship between organizational learning and OCB

• Investigates OCB as a contextual-related phenomenon…– Organizational learning culture

• Structures• Learning values

– OCB• OCBI – OCB directed at individuals• OCBO – OCB directed at the organization

– Some research shows contextual variables predict OCBO, while personal variables predict OCBI

Organizational Learning

• The extent to which an organization’s members actively use data to guide behavior as to promote the ongoing adaptation of the organization.

• Structural Facet of OL– OLMs – organizational learning mechanisms

• Institutionalized structural and procedural arrangements and informal systematic practices that allow organizations systematically to collect, analyze, store, disseminate and use information that is relevant to the performance of the organization and its members.

Organizational Learning

• OLMs are likely to yield productive learning if they are embedded in an organizational culture of shared values that foster inquiry, accountability and trust.

• According to Popper & Lipshitz (1999) organizational culture is composed of 5 values:

Popper & Lipshitz (1999) 5 values of culture – first is continuous learning

• Valid information – the requirement for complete, undistorted and verifiable information

• Transparency – willingness to hold oneself (and one’s actions) open to inspection in order to receive valid feedback.

• Issue orientation – evaluation of information strictly on its own merits without regard to irrelevant attributes such as the social standing of its source or recipient

• Accountability-holding oneself responsible for one’s actions and their consequences for learning from these consequences.

Hypotheses

• Learning values will be related to both OCBI and OCBO

• OLMS will be related to both OCBI and OCBO

Method

• 36 elementary schools in Israel– Surveys sent to 751 staff members– 450 usable returned; response rate 59.9%– Organizational learning questionnaires sent to

teachers– OCB rated by teachers’ principals

• Organizational size used as control variable; size affects organizational structures, processes, and culture

Level of analysis

• Hypotheses identify the school as the level of analysis– All variables are aggregates of individual

responses (individual level of measurement)• Within unit agreement measured

Results

• OCBO– Control variable (org size) not significant– OLMs beta = .46*– Culture

• Accountability beta = .44*• Valid information beta = .38*

– Model R2 = .45**

Results

• OCBI– Control variable (org size) not significant– OLMs beta = .53*– Culture (learning values)

• None were significant

– Model R2 = .28*