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Article
Publication date: 28 November 2023

Dayana Amala Jothi Antony, Savarimuthu Arulandu and Satyanarayana Parayitam

This study aims to investigate the relationship between talent management, organizational commitment and turnover intention. The moderating role of gender and experience in…

Abstract

Purpose

This study aims to investigate the relationship between talent management, organizational commitment and turnover intention. The moderating role of gender and experience in relationships was explored.

Design/methodology/approach

A conceptual model was developed, and relationships were studied by collecting data from 392 faculty members working in higher educational institutions (HEIs) in southern India. After checking the instrument’s psychometric properties using the LISREL package of structural equation modeling, data were analyzed using Hayes’s PROCESS macros.

Findings

The results revealed that talent recruitment strategies positively predict organizational commitment and negatively predict turnover intention; organizational commitment mediates the relationship between talent management and turnover intention. Further, the results documented that experience (first moderator) and gender of faculty members (second moderator) influenced the relationship between talent management and organizational commitment and organizational commitment and turnover intention.

Practical implications

The outcomes of this research are helpful for the administrators of HEIs to strategize to attract and retain talented faculty to maintain sustained competitive advantage. This research also helps to understand gender differences that exist in talent management and retention and organizational commitment in HEIs.

Originality/value

The three-way interactions between talent management, gender and experience in influencing organizational commitment and turnover intentions is a novel idea that contributes to the talent management literature – the relationship between talent recruitment strategies and talent engagement. The implications for talent management theory and practice are discussed.

Details

The Learning Organization, vol. 31 no. 4
Type: Research Article
ISSN: 0969-6474

Keywords

Article
Publication date: 12 May 2022

Karthikeyan Somaskandan, Savarimuthu Arulandu and Satyanarayana Parayitam

This study aims to empirically examine the relationship between individual learning, organizational learning and employee commitment in the context of health-care industry.

Abstract

Purpose

This study aims to empirically examine the relationship between individual learning, organizational learning and employee commitment in the context of health-care industry.

Design/methodology/approach

A survey instrument was distributed, and data was collected from 346 employees in the health-care industry in the Southern part of India. Hayes’s PROCESS macros were used to test the mediation, moderated moderated-mediation hypotheses.

Findings

The results reveal organizational learning as a mediator in the relationship between individual learning and continuance commitment, normative commitment and affective commitment moderate the relationship between organizational learning and continuance commitment and three-way interaction between organizational learning, normative commitment and affective commitment to influence continuance commitment of employees.

Research limitations/implications

As with any survey-based research, the present study suffers from the problems associated with self-report measures: common method bias and social desirability bias. However, the authors attempted to minimize these limitations by following appropriate statistical techniques.

Practical implications

The study suggests that managers in work organizations need to promote a climate for enhancing learning so that employees remain committed to completing their job and contribute to organizational effectiveness. The results highlight the importance of all three dimensions of organizational commitment: affective, normative and continuance.

Originality/value

This study provides new insights in understanding complex interactions between three dimensions of commitment in contributing to organizational performance. To the best of the authors’ knowledge, the multilayered model showing three-way interactions between three dimensions of organizational commitment is the first of its kind and is a novel idea.

Details

The Learning Organization, vol. 29 no. 4
Type: Research Article
ISSN: 0969-6474

Keywords

Article
Publication date: 1 April 2022

Karthikeyan Somaskandan, Savarimuthu Arulandu and Satyanarayana Parayitam

This study aims to develop a conceptual model linking the relationship between individual learning, organizational learning and organizational commitment. A multi-layered…

Abstract

Purpose

This study aims to develop a conceptual model linking the relationship between individual learning, organizational learning and organizational commitment. A multi-layered conceptual model involving three dimensions of organizational commitment: normative, affective and continuance, and individual and organizational learning is presented.

Design/methodology/approach

The two well-known theories – organizational learning theory and organizational commitment theory – have been combined to systematically explain the importance of the interaction of variables benefitting both individuals and organizations. As learning involves change, a climate of organizational learning would foster connectivity of structure, people and process. At the same time, when an individual expands his learning and gets necessary skills, it is more likely they get connected to the organization and increase their level of commitment. In this study, the authors develop a conceptual model, and the authors apply this to the health-care industry and provide the results in the second paper.

Findings

The authors postulate that (i) individual learning will be positively related to organizational learning and continuance commitment; (ii) organizational learning will be positively related to continuance commitment; and (iii) organizational learning mediates the relationship between individual learning and continuance commitment. Furthermore, they also postulate that (i) normative commitment and affective commitment moderate the relationship between organizational learning and continuance commitment; and (ii) three-way interaction between organizational learning, normative commitment and affective commitment will strengthen continuance commitment of employees.

Research limitations/implications

The conceptual model can be applied to organizations from any industry. In the second part, the authors would test the model to the health-care industry and provide the results.

Practical implications

This study contributes to both practicing managers and the literature on organizational learning and organizational commitment. The study suggests that managers in work organizations need to promote a climate for enhancing learning so that employees remain committed to completing their job and contributing to organizational effectiveness. The results of this study highlight the importance of all three dimensions of organizational commitment: affective, normative and continuance.

Originality/value

This study provides new insights in understanding complex interactions between three dimensions of commitment in contributing to organizational performance. To the best of the authors’ knowledge, the multilayered model showing three-way interactions between the three dimensions of organizational commitment is the first of its kind and is a novel idea.

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