Lupine Publishers | Scholarly Journal Of Psychology And Behavioral Sciences
Abstract
The
theoretical framework of knowledge management system (KMS) was used to examine
the effect of organizational climate and knowledge transfer on learning
transfer, and the moderating effects of organizational climate on the influence
of knowledge transfer in learning transfer. The participants were 335 EMBA
students. Hierarchical regression was employed for confirming the research
model. The results showed that organizational climate and knowledge transfer
had a significantly positive effect on learning transfer; organizational
climate had a significantly positive effect on knowledge transfer; and
organizational climate had a positive moderating effect on the influence of
knowledge transfer in learning transfer. This study extended the KMS model to include
the moderating effect of organizational climate, which was the main
contribution of this study.
Keywords: EMBA; Knowledge management system; Knowledge
transfer; Learning transfer; Organizational climate
Introduction
According
to the knowledge management system (KMS) theory, there exist the relationships
among knowledge transfer, organizational environment, and knowledge application
[1-5].
The relationships are as follows:
a)
Knowledge transfer affects knowledge application.
b) Organizational environment (e.g. facilites, resources, culture, climate, and
system etc.) affects both knowledge transfer and knowledge application.
However, neither mediating effect nor moderating effect was demostrated in the
KMS. Moreover, if organizational environment changes to organizational climate
and knowledge application changes to learning transfer, do the relationships
above still exist and how do the relationships demonstrate? The difference
between knowledge application and learning transfer is that knowledge
application is a general concept which is not specified on the application in
workplace, but learning transfer is knowledge application in workplace. The
difference between organizational environment and organizational climate is
that the scope of organizational environment is wider, while organizational
climate is a type of organizational environment. Thus, this study aims to
examine how the relationships among knowledge transfer, organizational climate,
and learning transfer demonstrate, and how organizational climate moderates the
relationship between knowledge transfer and learning transfer [6-11].
Previous works were focused on understanding the relationships among knowledge
transfer, organizational environment (or climate), and knowledge application
(or learning transfer) excluding the understanding of mediating and moderatng
effect. Moveover, previous studies were directed to use by regular employees
and worker as sampling frame. This study is different from others as it is focused
on a better understanding in the relationships among knowledge transfer,
organizational climate, and learning transfer as well as the moderation role of
organizational climate by using KMS theory and MBA students as sampling frame.
The reason why the MBA students are selected is because, in recent years,
Executive Master of Business Administration (EMBA) has emphasized on students’
innovative abilities and focused on knowledge transfer Eisenberg [6]. EMBA has
emphasized the training of management toward professions and assisted each
student in applying acquired knowledge in the workplace Gilmore [7]. The
purpose of employees who study executive programs is to acquire professional
knowledge and apply the acquired knowledge in the workplace, meaning that they
can have greater likelihood to perform knowledge transfer and learning
transfer. The study makes conspicuous contributions in two ways: It makes the
KMS theory specify from organizational environment to organizational climate as
well as from knowledge application to learning transfer (i.e. knowledge
application in workplace). It extends the KMS theory to include the role of
organizational climate on moderating effect.
Theoretical Basis
The
KMS theory consists of three constructs: knowledge transfer, knowledge
application, and organizational environment which formulate a framework of
causal relationships explained as follows.
Figure 1: Knowledge
management system theory.
The
KMS theory Figure 1 indicates that knowledge transfer is behavior of knowledge
dissemination, which is also the behavior that employees receive education and
training. Knowledge application is that employees apply knowledge in the
workplace and solve work problems after receiving knowledge transfer [8]. If
the efficiency of knowledge transfer is enhanced, then the effectiveness of
knowledge application on problem solving will also be raised [9-12]. As a
result, knowledge transfer can affect knowledge application [3].
Effects of organizational environment on knowledge application
The
KMS theory indicates that organizational environment can facilitate knowledge
application [13-15]. Organizational environment means organizational physical
resources (e.g. equipment, facility, and space etc.) and non-physical resources
(e.g. culture, climate, and system etc.). For those businesses existing in an
acute competitive environment, the effect of knowledge application is often
determined by the features of the environment [16]. Therefore, organizational
environment can affect knowledge application.
Effects of organizational environment on knowledge transfer
The
KMS theory indicates organizational environment can support employees to engage
in knowledge application [17-20] and make their knowledge become more powerful,
which is helpful to knowledge transfer [15]. Hence, organizational environment
can affect knowledge transfer [1,13]. According to knowledge application was
the core for learning transfer. Knowledge application was substituted by
learning transfer, and organizational environment was substituted by
organizational climate in this study. It was reasonable to infer that
organizational climate and knowledge transfer can simultaneously affect
learning transfer.
Hypotheses
Learning transfer and knowledge transfer
L
earning
transfer is to apply acquired knowledge in a practical situation to solving
work problems [21-25]. After stated learning transfer is that people apply
acquired knowledge to solving work problems and improving work situations.
Knowledge transfer is generally defined that: a) an organizational unit
(including a team, department, and person) passes an experience on to other
organizational units, meaning that knowledge transfer from a location or person
to another location or person; b) knowledge is delivered and exchanged among
people, groups, or organizations [26].
Organizational climate
Organizational
climate is beliefs and values held commonly by employees. Organizational
climate is attributions and expectations that members in an organization held
toward organizational activities, which involves employees’ psychological
reactions [27- 30]. Organization climate generally includes risk, innovation,
and cooperation [31-36]. These three constructs are relevant to learning
transfer. Risk for organizational climate refers to beliefs and psychological
reactions that employees held when facing uncertainties [25]. Cooperation for
organizational climate means that team members are enthusiastic to interact and
cooperate frequently to solve work problems [37-40].
Effect of knowledge transfer on learning transfer
Knowledge
transfer can affect learning transfer, meaning that an employee delivering or
receiving knowledge can apply knowledge in the workplace [41-43]. In other
words, knowledge transfer is that employees acquire knowledge through
exchanges, which is positive to learning transfer. Learners who internalized
knowledge would change his or her cognition and behavior and more likely to
apply acquired knowledge [44-47]. Knowledge internalization is helpful to an
individual to understand knowledge structure for effectively applying knowledge
in the workplace [15,19]. Therefore, knowledge internalization facilitates
learning transfer. If an employee holds a positive attitude toward knowledge
transfer and is satisfied with that, he or she is more willing to effectively
apply knowledge, which facilitates learning transfer. Consequently, employees
who are satisfied with knowledge transfer process will have an enhanced effect
of learning transfer.
In
short, knowledge transfer was selected as an independent variable with
Hypothesis 1:
H1 : Knowledge transfer has a positive
effect on learning transfer.
H1a : Knowledge internalization has a
positive effect on learning transfer.
H1b : Knowledge transfer performance
has a positive effect on learning transfer.
Effects of organizational climate on knowledge transfer
Knowledge
transfer could be affected by environments [7,12,35]. If an organizational
climate remains unopened, employees’ moods will be affected, and the effect of
knowledge transfer will also be affected indirectly. If an organization had a
good organizational environment, then the employees would effectively exchange
knowledge, and the effect of knowledge transfer would be better [28]. In short,
overall organizational climate positively affects knowledge transfer. When an
organization faced a risk, a greater effect of knowledge transfer would be
caused Although knowledge transfer would occur when an organization faced a
risk, if the crisis was too small, then knowledge transfer would not occur.
Therefore, employees will share knowledge for effectively solving a risk when
they perceived that they are in a risky environment. In short, a risky climate
can positively affect knowledge transfer. An innovative environment played an
important role in employees’ knowledge transfer [5,15]. An innovative
environment could facilitate employees’ knowledge transfer because employees
could share knowledge with colleagues for innovation to acquire new knowledge
[43]. Innovation could facilitate employees’ knowledge transfer [12].
Consequently, innovative climate can positively affect knowledge transfer. A
cooperative organizational environment was beneficial to knowledge transfer
because employees were more willing to share knowledge in a fair and reciprocal
environment, which facilitated knowledge transfer in an organization
(Arvanitis, Kubli, & Woerter, 2008). An organization with a cooperative
environment was good to knowledge transfer because employees trusted and helped
one another in the cooperative environment which facilitated knowledge sharing
(Hoffmann, Lopes, & Medeiros, 2014). In short, cooperative organizational
climate have a positive effect on knowledge transfer.
Therefore,
organizational climate was selected as an independent variable with Hypothesis
2:
H2 : Overall organizational climate
has a positive effect on knowledge transfer.
H2a: Risky organizational climate has a
positive effect on knowledge transfer.
H2b : Innovative organizational climate
has a positive effect on knowledge transfer.
H2c : Cooperative organizational
climate has a positive effect on knowledge transfer.
Effects
of organizational climate on learning transfer
Organizational
climate could affect employees to apply knowledge in the workplace. Hence,
employees’ learning transfer can be affected by organizational climate [2,16].
In a risky organizational climate, employees can apply knowledge in the
workplace for solutions when they face problems [1]. Thus, risky organizational
climate can facilitate employees to apply knowledge in the workplace, which
positively affects learning transfer. In an innovative organizational climate,
employees can apply knowledge in the workplace or solve problems to create
competitive advantages for the organization, which can result in learning
transfer [8,7]. In other words, innovative organizational climate can
facilitate employees’ innovation and knowledge application, which causes
learning transfer. In a cooperative organizational climate, cooperation among
organizational members can facilitate an individual’s knowledge application. If
the cooperative atmosphere is good, then the organizational employees are more
likely to apply knowledge in the workplace [15,46]. Therefore, a cooperative
organizational climate promotes organizational members to apply knowledge in
the workplace for mission completion and learning transfer facilitation.
Therefore,
organizational climate was selected as an independent variable with Hypothesis
3:
H3 : Overall organizational climate
has a positive effect on learning transfer.
H3a : Risky organizational climate has
a positive effect on learning transfer.
H3b : Innovative organizational climate
has a positive effect on learning transfer.
H3c : Cooperative organizational
climate has a positive effect on learning transfer.
Moderating effects of organizational climate on the influence of
knowledge transfer in learning transfer
Knowledge
transfer can affect learning transfer [21,24] and organizational climate can
also affect learning transfer [13]. As a result, there is probably an
interactive effect of knowledge transfer and organizational climate on learning
transfer, which means either knowledge transfer or organizational climate can
be a moderating variable. On the other hand, organizational climate can affect
knowledge transfer, so organizational climate can be the moderating variable
and can have moderating effect on the influence of knowledge transfer in
learning transfer. When an organizational environment was changed, the effect
of knowledge transfer on learning transfer would also be changed, meaning that
organizational environments might have a moderating effect on the influence of
knowledge transfer in learning transfer.
In addition, risky, innovative, and cooperative climates can influence learning
transfer respectively, so Hypothesis 4 can be sustained:
H4 : The effect of knowledge transfer
on learning transfer can be moderated by overall organizational climate.
H4a : The effect of knowledge transfer
on learning transfer can be moderated by risky organizational climate.
H4b : The effect of knowledge transfer
on learning transfer can be moderated by innovative organizational climate.
H4c : The effect of knowledge transfer
on learning transfer can be moderated by cooperative organizational climate.
Method
Participants and sampling
There
were 164 EMBA programs, with a total of 7924 students, at 63 universities in
Taiwan (Ministry of Education, 2014). Four-hundred-fifty students were randomly
selected from each university based on the samples’ proportions to respond to
the questionnaire. There was a total of 335 valid returned questionnaires. The
response rate is about 74.4%. The number of the returned questionnaire met the
following standard and thus, the sample could represent the population.
Ns
= (Np) (p) (1-p) / [ (Np-1) (B/C)2 + (p) (1-p) a) where: a) Ns = the completed
sample size needed for the desired level of precision.
b)
Np is the size of the population, which is 7924 in this study.
c)
(p) (1-p) is the proportion of the population expected to choose one of the two
response categories. Namely, when the size of population is 8000, the
difference in population can be 0.8 and 0.2.
d)
B is margin of error, which is normally set to be ±0.05 and.
e)
C is Z-score associated with the confidence level, which is 1.96 corresponding
to the 95% confident level. After the calculation, a minimum of 238 returned
questionnaires was required for representing population.
The
sample averaged 38 years in age and had nine years of experience in computer.
The sample consisted of 48% males and 52% females. Eighty-five percent gained
university degree. Meanwhile, 58% have got married and 49% were managerial
positions.
Research framework
The research framework is shown in Figure 2. Hierarchical
regression was employed to examine effects of knowledge transfer and
organizational climate on learning transfer, effect of organizational climate
on knowledge transfer, as well as moderating effects of organizational climate
on the influence of knowledge transfer in learning transfer.
Instrument
All the items in the three scales were based on a 7-point
Likerttype scale with response options from 1 (extremely disagree) to 7
(extremely agree).
Learning transfer
A scale for learning transfer, with a total of five items,
developed was employed. The scale measured how employees in an organization
apply knowledge in the workplace. The five items are listed in the following:
Figure 2: Research framework.
a. I can apply what I learn from the EMBA curriculum in the
workplace.
b. As long as I learn from the EBMA curriculum, I will be able to apply what I
learn in my work.
c. My work performance can be improved if I can apply what I learn from the
EMBA curriculum in the workplace.
d. My work performance is improved because I have applied what I learned from
the EMBA curriculum.
e. I can apply new knowledge learned from the EMBA curriculum to enhance my
work performance.
Knowledge transfer
The
knowledge transfer scale developed by Li and Hsieh (2009) was adopted. There
are two constructs in the scale, which are: a) knowledge internalization with
nine items; and b) knowledge transfer performance with six items.
The construct of knowledge internalization in the scale measured employees’
behavior changes after receiving or delivering knowledge and whether the
knowledge become to be their own knowledge. On the other hand, the construct of
knowledge transfer performance measured the performance on the process of receiving
and deliving knowledge.
The items for knowledge internalization are listed as below:
a. Delivering knowledge to others makes me re-inspect the sufficiency of my
knowledge.
b. Delivering knowledge to others makes me reflect the appropriateness of my
knowledge.
c. Delivering knowledge to others also makes me update my knowledge.
d.
Receiving knowledge from others makes me re-organize my knowledge.
e. Receiving knowledge from others makes me re-construct my knowledge.
f. Receiving knowledge to others makes me improve my knowledge.
1. The items for knowledge transfer performance are listed as the following:
a) I am very willing to deliver or receive knowledge from others.
b) I am satisfied with the outcome of delivering or receiving knowledge from
others.
c) Knowledge that is acquired from the curriculum meets my needs.
d) Knowledge that is acquired from the curriculum is helpful to my course work.
e) Knowledge that is acquired from the curriculum is positive to the
enhancement of my study achievement.
f) Knowledge that is acquired from the curriculum is beneficial to my study
efficiency.
Organization climate
The
organization climate scale developed by Janz and Prasarnphanich (2003) and Chen
and Huang (2009) was adopted. The risky organization climate scale done
contained five items. The scale measured the reactions when an organization
faced risks and decisions. The items are listed as follows:
a. For making the most profit, the company is very prudent when making
decisions.
b. The company is very willing to allow us to provide suggestions toward
challenges.
c. The businesses in the company are established based on the appropriate
evaluations about the risks.
d. The philosophy of the management in the company is the rapid progress on
work performance.
e. Sometimes, the company faces big troubles, but these troubles make us
develop competitiveness.
The
innovative and cooperative climate scale developed by [13] contained six items.
The innovative organizational climate scale measured employees’ work
environment to see if it had innovative mechanisms, whereas the cooperative
organizational climate scale measured that whether employees assist one
another.
The items for innovative organizational climate are listed as the following:
a.
The company provides an incentive environment to facilitate innovations.
b. The company encourages the employees to innovate.
c. The company actively pushes for innovation.
d. The employees in the company support one another.
e. The employees in the company hold a sense of security during the
cooperation.
f. I can obtain assistances from the supervisor and colleague when I ask for
teamwork.
Reliability and validity
Convergent
validity is AMOS was employed for Confirmatory Factor Analyses (CFA). Factor
loadings for each item were between .590 and .965, which were higher than .50,
indicating that each item had a good internal quality. Composite Reliability
(CR) and Average Variance Extracted (AVE) were used to examine converge
validity for each construct. The CR values for all the constructs were higher
than .60 and AVE values were higher than .50, showing that the scale had a high
convergent validity (Shiu, Pervan, Bove, & Beatty, 2011).
Discriminant validity
The
diagonal lines in correlation matrix among constructs were the Square Root of
AVE (SRAVE) of all the constructs. Each construct’s SRAVE was higher than the
correlation coefficients between any two constructs, so each construct had a
good discrimination validity.
Reliability
Cronbach’s
α for all the constructs in the scales were higher than .80, which was good.
Guttman coefficients and split-half reliability were higher than .70, which was
acceptable.
Model fit
The χ2 for the research model was 533.916
(p=0.000), Goodness of Fit Iindex (GFI) was .904, Comparative Fit Index (CFI)
was .977, and Normal Fit Index (NFI) was .944, which were all greater than
.900. Furthermore, Root Mean Square Error of Approximation (RMSEA) was .045,
which was smaller than .08. In short, these data revealed that the model had a
satisfied goodness of fit [24].
Results
Effects of knowledge transfer on learning transfer
Model 1 shown in Table 1 revealed that
knowledge transfer had a significantly positive effect on learning transfer (β
= .764, p = .000), and the power of regression model (Adj R2 = 58.2%) was
significant (F = 465.759, p < .001). Hence, Hypothesis 1 was sustained.
Model 2 and 3 shown revealed that both knowledge internalization and knowledge
transfer performance had a significantly positive effect on learning transfer.
The effect of knowledge internalization (β = .730, p = .000) was greater than
the effect of knowledge transfer performance (β = .713, p = .000). Both powers
of regression model (Adj R2=
53.1%, 50.7%) were significant (F = 379.087, 345.115, p < .001). Hence,
Hypothesis 1a and 1b were sustained.
Table 1: Regression
analysis about the effect of knowledge transfer and organizational climate on
learning transfer.
*** p < .001
Effects of organizational climate on knowledge transfer
Model 1 to 4 shown in Table 2 revealed
that overall organizational climate, risky organizational climate, innovative
organizational climate, and cooperative organizational climate had a
significantly positive effect on knowledge transfer. The effects ordered from
the greatest to the smallest were: overall organizational climate (β =0.687, p
= .000), risky organizational climate (β = 0.677, p = .000), cooperative
organizational climate (β = 0.458, p = .000), and innovative organizational
climate (β = 0.384, p = .000). Besides, the powers of regression model (Adj R2= 47.1%, 45.6%, 14.5%,
20.6%) were significant (F= 298.000, 281.530, 57.538, 87.583, p < .001).
Hence, Hypothesis 2, 2a, 2b, and 2c were sustained.
Table 2: Regression
analysis about the effect of organizational climate on knowledge transfer.
*** p < .001
Effects of organizational climate on learning transfer
Model 4 to 7 shown in Table 1 revealed
that organizational climates had significantly positive effects on learning
transfer. The effects ordered from the greatest to the smallest were: risky
organizational climate (β = 0.704, p = .000), cooperative organizational
climate (β = 0.441, p = .000)), and innovative organizational climate (β =
0.331, p = .000). Besides, the powers of regression model (Adj R2=35.2%, 49.4%, 10.7%,
19.2%) were significant (F=182.612, 327.361, 41.083, 80.278, p < .001).
Hence, Hypothesis 3, 3a, 3b, and 3c were sustained.
Moderating effects of organizational climate
Moderating effects of organizational
climate on the influence of knowledge transfer in learning transfer Model 1
shown in Table 3 revealed that knowledge transfer had a significantly positive
effect on learning transfer. Model 2 showed that knowledge transfer and
organizational climate had significantly positive effects on learning transfer
(β = 0.636, 0.186, p = .000), and the powers of regression model (Adj R2 = 59.9%) was significant
(F=250.339, p < .001), which was about 1.8% higher than Model 1 (Δ R2). Model 3 showed that
the interaction between knowledge transfer and organizational climate was
significant (β = 0.241, p < .01), and the powers of regression model (Adj R2 = 60.9%) was also
significant (F=174.247, p < .001), which was about 1.1% higher than Model 2
(Δ R2). The results
indicated that organizational climate had a significantly moderating effect on
the influence of knowledge transfer in learning transfer. Therefore, Hypothesis
4 was sustained. As shown in Figure 3, the moderating effect was positive.
Figure 3:Moderating
effects of organizational climate on the influence of knowledge transfer in
learning transfer.
Table 3: Regression
analysis about the effect of knowledge transfer and organizational climate on
learning transfer.
* p < .05, ** p
< .01,*** p < .001
Moderating effects of risky, innovative,
cooperative organizational climate on the influence of knowledge transfer in
learning transfer : The
first Model 2 shown in Table 4 revealed that risky organizational climate had a
significantly positive effect on learning transfer (β = 0.408, p = .000). The
first Model 3 revealed that the interaction between knowledge transfer and
risky organizational climate was significant (β = 0.910, p = .000), and the
powers of regression model (Adj R2 = 63.6%) was also significant (F=195.463, p
< .001). Therefore, Hypothesis 4a was sustained. Risky organizational
climate had a significantly moderating effect on the influence of knowledge
transfer in learning transfer. As shown in Figure 4, the moderating effect was
positive. As the second Model 2 and 3 shown in Table 4, Hypothesis 4b was
sustained. Innovative organizational climate had a moderating effect on the
influence of knowledge transfer on learning transfer. According to Figure 5,
the moderating effect was positive. As the third Model 2 and 3 shown in Table
4, Hypothesis 4c was sustained. Cooperative organizational climate had a
moderating effect on the influence of knowledge transfer in learning transfer.
According to Figure 6, the moderating effect was positive.
Table 4: Regression
analysis about the effect of knowledge transfer and organizational climate on
learning transfer.
*** p < .001, ** p
< .01
Figure 4: Moderating
effects of risky organizational climate on the influence of knowledge transfer
in learning transfer.
Figure 5: Moderating
effects of innovative organizational climate on effects of knowledge transfer
on learning transfer.
Figure 6: Moderating
effects of cooperative organizational climate on effects of knowledge transfer
on learning transfer.
Discussions
Knowledge transfer affects learning transfer
This
study revealed that overall knowledge transfer, knowledge internalization, and
knowledge transfer performance had a significantly positive effect on learning
transfer. In other words, success of knowledge transfer among organizational
members was helpful to learning transfer. argued that knowledge transfer
enhanced knowledge application in the workplace, which is consistent with that
of this study. This study was also consistent with the viewpoints that
knowledge transfer can facilitate employees to apply knowledge in the workplace
[15,30]. The KMS theory emphasizes that knowledge transfer can facilitate
knowledge application, meaning that effective knowledge transfer can assist
employees to apply knowledge in practical work. Furthermore, this study also
found that if organizational employees could internalize knowledge and were
satisfied with knowledge transfer, then the effect of knowledge transfer on
learning transfer would be more significant. Effective knowledge transfer can
be influenced by knowledge itself [5,12]. The present study showed that
learning transfer was affected by knowledge transfer. Consequently, learning
transfer can be influenced by learning itself. Applying knowledge and skills to
solving work problems for enhancing work performance, employees must engage in
learning [23]. However, not all the employees could achieve a successful
learning transfer. Therefore, employees’ individual characteristics and
learning status can also influence learning transfer [8, 7].
Organizational climate affects knowledge transfer
This
study found that overall organizational climate had a significantly positive
effect on knowledge transfer. The result was consistent with the findings that
if a company’s overall organizational climate was beneficial to employees’
sharing and knowledge exchange behavior and was provided a platform or a way
for employees to engage in knowledge transfer, then it was helpful to solve
work problems and create work performance [4,7]. Risky organizational climate
had a significantly positive effect on knowledge transfer. The result was
consistent with the findings that when an organization faced uncertainties or
risks, employees would acquire knowledge and skills as well as engagement in
exchanges and interactions to solve problems, which would lead to knowledge
transfer [16,19]. Therefore, when an organization’s uncertainty or risk is
great, the effect of knowledge transfer is better. Innovational organizational
climate had a significantly positive effect on knowledge transfer. The result
was consistent with the findings that under innovative organizational
environment, employees would be more willing to improve innovations on
products, procedures, and services through knowledge exchanges and
brainstorming to enhance performance [24]. Cooperative organizational climate
had a significantly positive effect on knowledge transfer. The result was
consistent with the findings that when employees worked in a fair, harmonious,
cooperative, and trust environment, they were more willing to share acquired
knowledge and held a positive attitude toward work problems and errors by
solving problems together [11].
Organizational climate affects learning transfer
This
study found that overall organizational climate had a significantly positive
effect on learning transfer. The result was consistent with the findings that
organizational climate was beneficial to learning transfer [14], and
organizational climate could affect employees’ knowledge application in the
workplace. Risky organizational climate had a significantly positive effect on
learning transfer. The result was consistent with the findings that with a high
risky organizational climate, employees tended to work hard to apply knowledge
in work to solving problems. Therefore, when an organization faces
difficulties, organizational members will be more willing to apply knowledge in
work to solve work problems. Cooperative organizational climate had a
significantly positive effect on learning transfer. The result was consistent
with the findings that innovative organizational climate could facilitate
employees to apply knowledge in work. When the organizational climate
facilitated employees to innovate, employees would work hard to apply knowledge
in innovations to complete innovations for products or services. Cooperative
organizational climate was helpful to knowledge application in work. An
organization with a fair atmosphere would lead members to holding a positive
attitude on exchanging knowledge with others [1,9]. Consequently, organizational
employees can also cooperate and share knowledge with others to solve problems
together and enhance organizational competitiveness. No matter whether
organizational environment can affect learning transfer, it is very important
that employees, with different environments, can apply knowledge in work
[5,12].
Moderating effects of organizational climate on the influence of
knowledge transfer in learning transfer
This
study showed that overall, risky, innovative, and cooperative organizational
climate had a moderating effect on the influence of knowledge transfer in
learning transfer. The research model is shown in Figure 7. The research model
is consistent with KMS theory. The theory refers to that knowledge transfer
affects knowledge application, and organizational environment affects knowledge
application and knowledge transfer. Due to different organizational
environments, knowledge transfer would also affect learning transfer
differently. Therefore, an organization with a clear climate is helpful to
employees to exchange knowledge and apply knowledge in practical work.
Furthermore, when an organizational climate is clear, the effectiveness for
employees to exchange and apply knowledge in work is high. When an organization
faced an uncertainty, both organization and organizational members would also
feel pressed. Organizational members were more likely to ask for exchanges and
sharing important knowledge with others [40].
Figure 7: Research
model.
When
difficuties and pressures were bigger, the possibility for immediately applying
acquired knowledge from exchanges was high, which was confirmed by this study
that risky organizational climate had a positive moderating effect for the
influence of knowledge transfer on learning transfer.The result was consistent
with that under an innovative organizational climate, when the effect of
knowledge transfer was good, then the possibility of knowledge application was
high [21]. Employees must continuously exchange knowledge and apply knowledge
in innovations to reach an innovation. As a result, with a high innovative
level of organizational climate, the level for employees to transfer knowledge
is high, which leads to a better learning transfer. When an organizational
employee was willing to share knowledge with others, he or she was more likely
to apply knowledge in the workplace. The result of this study was consistent
with that when the cooperative level of organizational climate was high, the
effect of knowledge transfer on learning transfer was high [31,20]. Employees
tended to apply knowledge to work after acquiring effective knowledge because
they wanted to improve their performance.
Conclusion
Contributions and implications for theory
A
relation model of organizational climate, knowledge transfer, and learning
transfer was proposed in this study based on a theoretical framework of a KMS.
The result revealed that all the 11 hypotheses were sustained. The model not
only made KMS theory focus form organizational environment and knowledge
application to organizational climate and learning transfer respectively but
also presented the moderating effect of organizational climate which was a
significant contribution. Organizational climate positively moderated the
effect of knowledge transfer on learning transfer. When organizational climate
was high, it strengthened the effect of knowledge transfer on learning
transfer. In contrast, when organizational climate was low, it weekend the
effect of knowledge transfer on learning transfer. The results of this study
about the effect of knowledge transfer on learning transfer can be a reference
for creating curriculum in on-the-job training program and an encouragement for
instructors and students to focus on learning activities of knowledge transfer
and learning transfer. For industries, the results of this study revealed that
organizational climate affected knowledge transfer and learning transfer. In
other words, it can be a basis for management practices which lets employers be
able to determine which organizational climate to build to facilitate employees
to apply knowledge in work.
Implications for practice
Using knowledge transfer to enhance employees’
learning transfer
This
study revealed that knowledge transfer could positively affect learning
transfer, so employers should support employees to engage in knowledge transfer
and encourage them to apply knowledge in work for achieving the effect of
learning transfer. Employers should also arrange employees to engage in
advanced studies because both employees and organization can be developed.
Knowledge transfer, knowledge internalization, and knowledge transfer
performance had a significantly positive effect on learning transfer. Thus, if
employers want to enhance the effect of learning transfer, they need to
encourage employees to transfer knowledge. Besides, employers also need to
assist employees to internalize acquired knowledge as their own knowledge and
let them be satisfied with knowledge because the effect of knowledge transfer
on learning transfer can be improved.
Creating an organizational climate that is
beneficial to knowledge transfer
This
study revealed that overall organizational climate had a significantly positive
effect on knowledge transfer. Hence, employers not only need to understand
employees’ feelings toward organizational climate, but also need to create an
organizational climate that is beneficial to knowledge transfer to make
employees be willing to engage in knowledge transfer. This study also found
that risky organizational climate had a positive effect on knowledge transfer.
Thus, when an organization faces a risky climate, employers not only need to
understand the difficulties faced by employees, but also need to make sure
whether employees have sufficient knowledge to solve problems. Employers are
also required to encourage employees to exchange knowledge, so that employees
can acquire desired knowledge. Innovational organizational climate had a significantly
positive effect on knowledge transfer. Thus, employers not only need to
encourage employees to innovate, but also need to provide an appropriate
environment for encouraging them to enhance creativity. This study also
revealed that cooperative organizational climate had a positive effect on
knowledge transfer. Therefore, employers should create an environment for
employees to cooperate mutually to enhance work performance. Employers should
take interpersonal relationship into consideration and create a fair work
environment to enhance the effect of knowledge transfer in the organization.
Supporting an organizational climate that
facilitates learning transfer
This
study showed that overall organizational climate had a significantly positive
effect on learning transfer, meaning that employers are required to focus on
the establishment of organizational climate by making employees feel that the
organizational climate supports their work. Thus, the employees will be more
willing to apply knowledge in work. Risky organizational climate had a
significantly positive effect on learning transfer, indicating that when an
organization encounters difficulty, employees are more likely to apply
knowledge in work for achieving the purpose of learning transfer. Therefore,
employers should sufficiently tell employees the difficulties they faced. As a
result, employees can apply knowledge in work for solving difficulties faced by
the organization. Innovative organizational climate had a significantly
positive effect on learning transfer. Learning through EMBA is helpful to the
cultivation of innovative ability, which makes an organization become more
innovative and enhance the effect of innovative organizational climate on
learning transfer. Cooperative organizational climate had a significantly
positive effect on learning transfer. Thus, employers should create a
cooperative organizational climate that makes employees be willing to
cooperate. Mangers should treat members fairly. In consequence, employees are
willing to apply knowledge in teamwork, which can enhance the effect of
learning transfer.
Enhancing different types of organizational
climate for improving the effect of knowledge transfer on learning transfer
This
study indicated that overall organizational climate had a significantly
positive moderating effect on the influence of knowledge transfer in learning
transfer, meaning that employers should enhance organizational climate for
employees to transfer knowledge with colleagues and apply knowledge in work.
Hence, the effect of knowledge transfer on learning transfer will be great.
Risky organizational climate had a significantly positive moderating effect on
the influence of knowledge transfer in learning transfer, showing that when an
organization faces uncertainties, employers should enhance risky climate for
employees to apply knowledge in work risks, which helps the organization
overcome difficulties. Therefore, the effect of knowledge transfer on learning
transfer will become great. Innovative and cooperative organizational climate
had a significantly positive moderating effect on the influence of knowledge
transfer in learning transfer. As a result, employers should effectively
promote innovative organizational climates because employees will be willing to
exchange and transfer knowledge with one another and apply knowledge in work.
Employers should also promote cooperative organizational climates because with
a fair atmosphere, employees are willing to cooperate and transfer knowledge
and apply knowledge to solving work problems together. Thus, the effect of
knowledge transfer on learning transfer will become great [47].
Limitations and future studies
The
sample in this study was EMBA students, so the study results might not be
generalized to non-MBA students. For future studies, mediating effects of
knowledge transfer on the influence of organizational climate in learning
transfer can be examined. Incorporating the result of the study, a moderated
mediation model can be further developed.
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