مدیریت راهبردی دانش سازمانی (May 2019)
An Analysis of the Canonical Relation between Knowledge Sharingand Organizational Learning (Case Study: the Schools at District II of Hamadan)
Abstract
This study is intended to investigate the canonical relation between knowledge sharing and organizational learning among the teachers of district II of Hamadan. From the population, a number of 274 people were selected as the sample through a simple random sampling method. The research is quantitative, descriptive and correlational whose tools are composed of Knowledge Sharing Questionnaire of Vanden Hoff and Vanuenen (2004), and Nifeh’s organizational learning (2001). Confirmatory factor analysis and Cronbach's alpha were employed to test the validity and reliability of the data collection tools. The reliability coefficients of knowledge sharing and organizational learning questionnaires were 0.990 and 0.927 respectively. Given the results of confirmatory factor analysis, the research tools turned out to be appropriate and acceptable. Canonical correlation and multivariate linear regression were used for data analysis by SPSS25 software. The results indicated that the canonical load values of organizational learning dimensions ranged from -0.396 to -0.876. Organizational learning dimensions were able to explain 41.5% of the variance of organizational learning variables. The canonical load values of knowledge sharing dimensions ranged from -0.339 to -0.899. Dimensions of knowledge sharing were able to explain 46.2% of the variance of knowledge sharing variable. Organizational learning dimensions were able to explain 7.7% of variance of knowledge sharing variable, and knowledge sharing dimensions were able to explain 6.9% of variance of organizational learning variable. Furthermore, given the significant effect values, it can be proposed that only the dimension of knowledge contribution has positive and significant effect (0.353) on organizational learning variable at 0.01 level. The dimension of Knowledge restoring turned out to have no significant regression effect on organizational learning.
