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Individual Readiness for Change: The...

Miller, Sharmane C.

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Individual Readiness for Change: The Impact of Organizational Learning Culture and Learning Motivation.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Individual Readiness for Change: The Impact of Organizational Learning Culture and Learning Motivation./
Author:	Miller, Sharmane C.
Description:	173 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
Contained By:	Dissertation Abstracts International76-09A(E).
Subject:	Organizational behavior. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3689197
ISBN:	9781321683165

Individual Readiness for Change: The Impact of Organizational Learning Culture and Learning Motivation.
Miller, Sharmane C.

Individual Readiness for Change: The Impact of Organizational Learning Culture and Learning Motivation. - 173 p.

Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.

Thesis (Ph.D.)--Regent University, 2015.

This item must not be sold to any third party vendors.

This cross-sectional study quantitatively investigated the impact of organizational learning culture (OLC) on individual cognitive readiness (COGRE) and emotional readiness (EMRE) for organizational change. Additionally, the moderating influences of the self-directed learning construct of employees' learning motivation on the relationships between the single dimension of creating continuous learning opportunities (a dimension of OLC) and COGRE and EMRE for organizational change were examined. Using the Dimensions of the Learning Organization Questionnaire (DLOQ; Watkins & Marsick, 1993), the Readiness Scale of the Organizational Change Questionnaire-Climate of Change, Processes, and Readiness Scale (OCQ-C, P, R; Bouchenooghe, Devos, & Van den Broeck, 2009), the learning motivation scale of the Self-Directed Learning Instrument (SDLI; Cheng, Kuo, Lin, & Lee-Hsieh, 2010) and a demographic questionnaire, perceptual data were obtained from a sample (N = 130) of public, primary school teachers who were embarking on a major organizational change initiative in The Bahamas. Using multiple hierarchical regressions, the findings indicated first that there were statistically significant relationships between EMRE for change and the seven dimensions of OLC. Second, age influenced the relationship between individuals' perception of their OLC and their EMRE for change. Third, the study found no statistically significant relationships between level of education and EMRE or COGRE for change. Finally, this study found no moderating effects and inferred no causal relationships because of low R2 values. Understanding the influence of the variables of OLC and learning motivation on individual readiness for organizational change provides valuable insight about how organization leaders can adequately prepare for and execute successful change.

ISBN: 9781321683165Subjects--Topical Terms:

516683
Organizational behavior.

Individual Readiness for Change: The Impact of Organizational Learning Culture and Learning Motivation.
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245 1 0 $a Individual Readiness for Change: The Impact of Organizational Learning Culture and Learning Motivation.
300 $a 173 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
500 $a Adviser: Bruce E. Winston.
502 $a Thesis (Ph.D.)--Regent University, 2015.
506 $a This item must not be sold to any third party vendors.
520 $a This cross-sectional study quantitatively investigated the impact of organizational learning culture (OLC) on individual cognitive readiness (COGRE) and emotional readiness (EMRE) for organizational change. Additionally, the moderating influences of the self-directed learning construct of employees' learning motivation on the relationships between the single dimension of creating continuous learning opportunities (a dimension of OLC) and COGRE and EMRE for organizational change were examined. Using the Dimensions of the Learning Organization Questionnaire (DLOQ; Watkins & Marsick, 1993), the Readiness Scale of the Organizational Change Questionnaire-Climate of Change, Processes, and Readiness Scale (OCQ-C, P, R; Bouchenooghe, Devos, & Van den Broeck, 2009), the learning motivation scale of the Self-Directed Learning Instrument (SDLI; Cheng, Kuo, Lin, & Lee-Hsieh, 2010) and a demographic questionnaire, perceptual data were obtained from a sample (N = 130) of public, primary school teachers who were embarking on a major organizational change initiative in The Bahamas. Using multiple hierarchical regressions, the findings indicated first that there were statistically significant relationships between EMRE for change and the seven dimensions of OLC. Second, age influenced the relationship between individuals' perception of their OLC and their EMRE for change. Third, the study found no statistically significant relationships between level of education and EMRE or COGRE for change. Finally, this study found no moderating effects and inferred no causal relationships because of low R2 values. Understanding the influence of the variables of OLC and learning motivation on individual readiness for organizational change provides valuable insight about how organization leaders can adequately prepare for and execute successful change.
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