International Journal of Innovative Ideas (IJII)

Volume 12(1), pp. 8-23, APRIL 2012

Investigating the Relationship between Organizational

Learning Culture, Job Satisfaction and Turnover
Intention in it SMEs
Raheleh Emami1, Ebrahim Moradi2, Durrishah Idrus3, Dhaifallah Obaid Almutairi4
1

Faculty of Management and Human Resource Development

Universiti Technologi Malaysia
2
Faculty of Management and Human Resource Development
Universiti Technologi Malaysia
3
KPJ International College of Nursing and Health Sciences
4
Ministry of Higher Education, King Abdulaziz Military Academy, Kingdom Of Saudi Arabia
{1emraheleh2@live.utm.com, 2mhebrahim2@live.utm.my
3
durrishah@kpjic.edu.my, 4dalmutairi2002@yahoo.com}

Abstract- IT workers are critical to IT companies because of their knowledge and experiences in fastchanging nature of technology. Turnover can be a crisis for all industries and companies, particularly
for IT Company, because losing a worker can cause financial and non financial problems for IT
companies. The purpose of this descriptive, co-relational and cross-sectional study is to gain a better
understanding of the relationships between organizational learning culture and job satisfaction of
employees, and their impact on turnover intention at IT companies in, Iran, in 2011. Data were
collected by distribution of three questionnaires based on job satisfaction survey (JSS), organizational
learning culture (DLOQ) and Turnover intention (SLI) among 132 employees of these IT companies
through a simple random sampling method. Correlation analysis was done on the data gathered from
the questionnaire based on 95% of confidence level. The results of the study indicated that, there was
a significant and moderate positive correlation among the seven dimensions of organizational learning
culture and job satisfaction. The correlations between the seven dimensions of organizational learning
culture and turnover intention were all negative. Job satisfaction also had a strong negative
relationship with turnover intention. Further, the present study suggests that there is an indirect
impact of organizational learning culture on turnover intention when job satisfaction is considered as
a mediator. As organizational learning culture and job satisfaction have strong correlation with
turnover, it is important to reinforce them by applying the right human resource policies.
Keywords: Organizational learning culture; Job satisfaction; Turnover intention

1. INTRODUCTION
At present, factors such as economy, globalization, technology and innovation have significantly
influenced the business circumstances. In order to face a diversity of challenges, organizations are
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compelled to acquire core competencies and maintain their competitive advantage. Thus, knowledge
generation and distribution have become more important than what they have been in the past [1]. In
lieu of the recent development in the economy worldwide and the fast-changing development in
innovation and technology, organizations have to deal with constant needs in learning for their
employees development. However, the environment and culture of an organization may affect the
types and numbers of learning-related proceedings and worker job satisfaction at the workplace.
Retaining employees in organizations are a huge challenge for the management. In this context, if an
organization is unable to fulfill the employees requirements and the employees are not satisfied with
their work conditions, turnover may happen. This is confirmed by the research conducted by Schultz
[2] in which they described that high job satisfaction is associated with workers positive attitudes
which lead to high job performance and low intention to leave. There have been many studies
conducted specifically in the field of Information System (IS) to understand the issues related to IT/IS
personnel, and this is due to the assumption that (IS) employees are different from others. Hence, they
should be studied separately. Turnover phenomenon in the IT industry is usually due to the gap
between IT graduates and demanding market, the retirement of senior experts and the growth and
change in IT applications.
Westlund & Hannon [3] stated that retaining information technology employees had been a
problem in many organizations for decades. Baroudi [4] stated that IS personnel were costly and
scarce resources. IT/IS professionals turnover rate was reported up to 100% annually in India [5].
This is happening in many other countries and Iran is not excluded. From the perspective of IT
companies, turnover happens due to the stiff competition in hiring employees who have good
technological skills and background. Staff pinching is common and when this happens, organizations
are losing a lot in terms of their human capital. Research has shown that the cost of training and
developing a new employee is more than the cost of keeping the current ones. It has been proven that
the average cost of a workers turnover is 150% of his or her salary [6]. According to Grant [7],
knowledge is the most strategically significant resource of the firm. This includes the knowledge in
employees brains that sometimes could not be transformed to any form of explicit knowledge and
will only be retained in the organization as long as the employee is working there. Therefore, the
move of an employee can be a loss of critical knowledge. It is also a critical financial factor whereby
it is rather costly to train new employee as the replacement of the ones who have left.
2. LITERATURE REVIEW
Organizational Learning Culture
According to Marquardt [8], organizational learning focused on the procedure and proficiencies of
knowledge development. A learning organization refers to the principles, characteristics, and systems
of an organization that make and learn collectively. In general, organizational learning is defined in
terms of process and behavior, and a learning organization is conceived as an entity [9]. Based on
Kontoghiorghes, Awbre, & Feurig [10] four differential features between the two terms have been
offered [11]. First, organizational learning is considered as a learning process; in distinction, a
learning organization is regarded as a form of organization. Second, learning happens logically in
organizations, thus the learning organization requirements to be developed. Third, the literature on
organizational learning emerges from the descriptive and academic investigation; by dissimilarity, the
literature on the learning organization has developed mostly from prescriptive and realistic demands.
Fourth, organizational learning focused on the personality learner, and knowledge resided in the
individual; whereas, in a learning organization, learners do at the individual, group, and
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organizational levels, and knowledge is positioned not only in individuals, but also in the
organizations memory of the particular learning organization. Organizational learning culture is
generally focused on research studies associated to the concept of a learning organization [12].
Table 1: Definition of Learning Organization
Definition of Learning Organization

Author

An organization that make possible the learning of all its members and
consciously transforms itself (p. 1).
A learning organization is an organization that facilitates learning for all of its
members, and thereby continuously transforms itself (p. 19).
An organization in which workers are repeatedly gaining and sharing new
knowledge and are willing to apply that knowledge in building resolutions or
performing their job (p. 282)
A learning organization is a consciously supervised organization with
learning as essential factors in its values, visions and aims as well as in its
daily process and their evaluation (p. 71)

[13]
[14]
[15]

[16]

Source: Researchers own construction (2011).

Job Satisfaction
Job satisfaction is recognized as an significant subject in organizational behavior because of its
significance to the physical and emotional health of employees [17]. In fact, job satisfaction is a
reflection of an employees behavior that leads to attractive outcomes and is typically measured in
degrees of multiple perceptions using multiple constructs or categories [18]. Spector (1997) defined it
as how people feel about their jobs and different aspects of their jobs. It is the extent to which people
like or dislike their jobs(p. 2). Overall, job satisfaction is associated with an employees satisfaction
from both psychological and physical perspectives. Thus, job satisfaction is recognized as a complex
construct that comprises both intrinsic and extrinsic factors [19]. Herzberg & Mausner (1959)
identified the intrinsic as derived from internally job-related rewards, such as recognition,
achievement, work itself, advancement, and responsibility. Extrinsic factors result from externally
environment-related rewards, such as wages, company policies and practices, technical facets of
supervision, interpersonal relations in supervision, and working conditions. All of these features are
related to organizational culture. Based on these definitions, organizational culture can have a
significant effect on workers job satisfaction. In general, job satisfaction is assessed in many levels
and can be examined from multiple viewpoints using multiple constructs or scales [18]. For example,
the Job Description Index (JDI), developed by Smith & Kendall [20] defines five aspects of a job:
work, pay, promotion, supervision, and coworkers. Spector [21] identified nine subscales for the Job
Satisfaction Survey (JSS): pay, promotion, supervision, fringe benefits, contingent rewards, operating
conditions, coworkers, nature of work, and communication. The importance of each facet or subscale
can be different to some extent. As a result, these facets or subscales may have varied significantly
when evaluating overall job satisfaction (Spector,1997).
Turnover Intention
Turnover intention is regarded as the most general predictor of turnover. Price [22] defined
turnover as the degree of individual movement across the membership boundary of a social system.
Fishbein [23] stated that turnover intention is the best single predictor of an individuals behavior
will be a measure of his intention to perform that behavior. In fact, turnover can be separated into
voluntary and involuntary (Price, 1977). Mobley [24] defined turnover intention as the intention to
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quit a work on a voluntary basis. It can be defined as the intention to voluntarily change companies or
to quit the labor market altogether [25].
Turnover and IT Workers
Turnover in IT employees has been an issue since the 1970s and has often been studied. Studies
have reported a 25-35% turnover rate for IT employees in 500 studied firms and 15-20% turnover rate
has been estimated for IT employees in all firms [26]. Studies conducted among the IT workers have
also found relationships between job satisfaction, turnover, and organizational commitment. Studies
on IT professionals have found that job satisfaction has a strong influence on turnover intentions
whereby it has been demonstrated that there has been a negative relationship between job satisfaction
and turnover [26-27]. The explanation for a negative relationship between job satisfaction and
turnover in IT workers is that, a dissatisfied IT worker will likely escape the unfavorable work
environment by quitting the job. Bluedorn developed a unified model of turnover which synthesizes
other models. Bluedorns model states that organizational commitment is a result of job satisfaction,
and an predecessor of turnover [28]. Based on Joseph, Ng, Koh, & Ang [29], turnover intentions have
a positive relationship with actual turnover behavior for IT professionals.
The Relationship between Organizational Learning Culture and Job Satisfaction
Based on the previous discussion, the characteristics of learning organization include several
facets, such as knowledge sharing, organizational learning capacity, workplace learning, innovation,
empowerment, team work, and so forth. In general, work and organizational conditions are mainly
influenced by the situational approach of job satisfaction [30]. The characteristics of a learning
organization may, then, have some impact on job satisfaction. There are a number studies on job
satisfaction related to individual characteristics of the learning organization. Mikkelsen, Ogaard &
Lovrich [31] identified a positive connection between learning climate and job satisfaction. Keller
Keller, Julian & Kedia [32] reported that work climate has a significant impact on job satisfaction
and team productivity, especially participation, cooperation, and work importance. Rowden & Ahmad
[33] concluded that workplace learning promoted a high level of job satisfaction among employees.
Chiva & Alegre [30] declared that organizational learning ability through a stimulating work
environment has effects in developing employees competencies and job satisfaction.
Hypothesis 1: Organizational learning culture will be positively related to job satisfaction.
The Relationship between Organizational Learning Culture and Turnover Intention
Although organizational learning is among the most widespread and fastest-growing interventions
in HRD practice, the context of organizational learning culture related to its interaction with turnover
intention has not been explored extensively (LeeKelley, et al., 2007)[34][34]. In the context of social
exchange theory, employees who receive sufficient and relevant training opportunities in
organizations might be more reluctant to leave their organization [35]. Thus, if employees perceive
that they have more training opportunities, then it may result in diminishing their turnover intention.
Karatepe, Yavas & Babakus [36] suggested that job resources, including supervisory support,
training, empowerment, and rewards, increase employees job satisfaction and reduce their turnover
intention. Pare & Tremblay (2007) indicated that competence development and information sharing
have a negative effect on turnover intention. Egan, Yang, & Bartlett [37] demonstrated that a learning
culture impacted job satisfaction; in addition, a learning culture was mediated by job satisfaction, with
a negative effect on turnover intention. LeeKelley, Blackman & Hurst [34] conducted a study
exploring learning organizations and the retention of knowledge workers in the IT industry. The
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researchers have applied Senges five learning organization disciplines to explore the relationship
between job satisfaction and turnover intention. They concluded that shared vision, which is one of
the learning disciplines, has a negative relationship to turnover intention because knowledge workers
have strongly influenced by shared vision and showed decreased turnover intention.
Hypothesis2: Organizational learning culture will be negatively related to turnover intention.
The Relationship between Job Satisfaction and Turnover Intention
Most of theories of turnover consider it as an outcome of employees job dissatisfaction(
Bluedorn, 1982; Mobley & Fisk ,1982)[38-39][38-39]. The theories explain that people who dislike
their work will think about leaving the work, intend to search for alternative employment, and intend
to quit the organization [40]. A number of empirical studies have confirmed the important role of job
satisfaction in influencing turnover intention [29, 41]. Griffeth, Hom, & Gaertner [42] meta-analysis
indicated that the overall job satisfaction displayed the highest relationship to turnover intention
among all types of job attitudes. Igbaria & Greenhaus [43] demonstrated that job satisfaction has a
direct impact on intent to quit and an indirect effect through organizational commitment on the
turnover intention of IT professionals. This assertion has been confirmed by previous study that
demonstrates a negative association between job satisfaction and turnover intention.
Hypothesis3: Job satisfaction will be negatively related to turnover intention.
The Theoretical Framework of the Study
As a result, according to the above review of the literature, a hypothesized structural equation
model is shown in Figure 1.
Organizational Learning Culture
Continuous learning
Inquiry and dialogue
Team learning
Empowerment
Embedded system
System connection
Strategic leadership

Turnover
Intention
Job Satisfaction
Pay
Promotion
Supervision
Fringe benefits
Contingent rewards
Operating procedures
Coworkers
Nature of work
Communication

Fig.1.Conceptual Framework
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3. METHODOLOGY
The approach chosen for this study was quantitative methodology. The researchs variables are
converting to numerical values, evaluate using statistical analysis, and use to test the researchs
hypotheses. The study used descriptive correlation design and cross-sectional survey methodology.
Purpose and Objectives
The purpose of this research is to examine the relationship between organizational learning culture,
job satisfaction and turnover intention of IT SMEs in Iran. This is done by examining the obvious and
dormant patterns within the three variables and contrasting the differences in the types of companies.
Thus, this study intends to create new knowledge on the variables and provide useful
recommendations to IT managers. Thus, the objectives of this research are:
1. To examine the relationship between the job satisfaction and employees turnover intention in IT
companies.
2. To examine the relationship between the organizational learning culture and employees turnover
intention in IT companies.
3. To identify the relationship between organizational learning culture and job satisfaction in IT
SMEs in Iran.
Setting and Participation
The population for this research is 119 registered IT SMEs in Shiraz. Due to the large number of
IT SMEs in Shiraz, only 11 IT SMEs have been chosen as the sample population, with a total of 210
employees involved. The employees of these SMEs are chosen by probability sampling, and the
simple random sampling will be used in distributing the questionnaire. The sample size of this
research consists of employees of the IT companies. The sample size is determined according to
Cochran [44] formula with population size (N) that contains 210 respondents, 132 respondents are
selected randomly as sample size (S) to acquire 95% level of confidence.
( 1 . 96 ) 2 0 . 5 0 . 5
( t ) 2 p .q
( 0 . 05 ) 2
d 2

132
S
1

( t ) 2 p .q
( 1 . 96 ) 2 0 . 5 0 . 5
1
(
)
1
1
(
)
1

210

( 0 . 05 ) 2
d 2
N

Instruments
Each item of the instrument has been designed to obtain information from the IT professionals on
how they feel about their work and their company. Thus, the instrument has undergone through
several iterations to achieve the final goal. The instrument for this study is composed into four
sections: organizational learning culture, job satisfaction, turnover intention, and the participants
demographic information. There are 34 items in the survey with a 5-point Likert-type response scale
ranging from 1 (strongly disagree) to 5 (strongly agree). Based on a thorough literature review,
existing and established instruments have been employed. Organizational learning culture is assessed
by the 21items of the dimensions of the learning organization questionnaire (DLOQ) adapted from the
research by [45]. The short form of the instrument developed by Yang [46] has also been used. Job
satisfaction is assessed using a 9-item instrument adapted from Spector [21]. A 4-item instrument is
used to assess turnover intention as drawn from the Staying or Leaving Index (SLI) by Bluedorn [47].
The final section has 6 demographic items. A summary of the constructs is shown in Table 2.
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Table.2. Summary of Constructs

Construct
Organizational
Learning Culture

Items
21

Job satisfaction
Turnover Intention
Demographic
Information
Total Number of Items

9
4
6

Source of Instrument
DLOQ short form (Yang,
2003)

Reliability
.72~.89

JSS (Spector,1985)
SLI (Bluedorn, 1982a)

.91
.84~.92

40

Pilot Study
A pilot test on questionnaire was conducted among the 25 IT workers. The following questions
were asked from the employees:
1. Were they motivated to answer the questions?
2. Were any of the questions confusing?
3. Was the statement clear?
4. How long did it take for them to complete the questionnaire?
The answer was all positive and from the answer received, there was no need to make any change in
the questionnaire.
Validation of Research Instruments
Two types of validity were tested. They are face validity and content validity. This study addresses
content and face validity through a review of the literature and by asking several academic professors
and panel of experts consisting of management and organizational behavior experts to judge the
preliminary questionnaire to provide reviews and improvements on the content of the questionnaire.
The content review of the items in each of the instruments was done and this includes the linguistic
aspects and understanding of insurance employees in Iran on the investigated issues. These
procedures allow the researcher to develop a questionnaire that is valid in terms of its content.
Reliability of Research Instruments
The reliability statistics of organizational learning culture is shown in table 3, and its Cronbachs
Alpha is 0.92 which is again significant.
Table.3. Reliability of Organizational Learning Culture
Reliability Statistics
Cronbach's Alpha
N of Items
.922

21

The reliability statistics of job satisfaction is shown in table 4, and its Cronbachs Alpha is 0.72 which
is again significant.

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Table.4. Reliability of Job Satisfaction

Reliability Statistics
Cronbach's Alpha
N of Items
.720

The reliability statistics of turnover intention is shown in table 5, and its Cronbachs Alpha is 0.88
which is again significant.
Table.5. Reliability of Turnover Intention
Reliability Statistics
Cronbach's Alpha
N of Items
.888

Data Analysis
For the purpose of data analysis, descriptive and inferential statistics have been employed. All data
that has been collected is analyzed using the Statistical Package for Social Sciences (SPSS Version
17.0). Descriptive statistics are used to report demographic data and summarize the response to all
independent and dependent variables. Frequency measures such as percentage, mean and standard
deviation are used in this phase. Inferential statistics are used to test research hypotheses. Pearson
correlation is used to find the relationship between independent variables of the research which are
the organizational learning culture, job satisfaction and the dependent variable that is turnover
intention. Inferential statistics is also used to test the research hypothesis. To test the influence of
organizational learning culture, job satisfaction on employees turnover intention, the regression
analysis is used. The entire hypothesis was tested at 0.05 significance level.

4. RESULTS
Characteristics of the Respondents
As shown in table 6, the distribution of gender is 22.3 percent female, 72.7 percent male. This can
show that there are somehow more males working in IT industry than female. The age of the people
who are involved as its shown in table 6, is mainly specified in the category of 26-30 years old, that
is 31.7 percent of them in that category, and then 31-35 years old, which is 19.4 percent of them.
Table 6 showed that single respondents are represented by 81 individuals with percentage 58.3,
whereby the married respondents numbers stand at 51 with the percentage of 36.7. As shown in
table 6, the educational level of most of the people in these companies, is master that makes 42
percent of the total categories. The second highest number of respondents is bachelors degree with
41 percent of the total educational level of the people who are working in these IT SMEs. As it is
shown in table 6, 36 percent of the personnel in the companies, have working experience between 1-4
years in that company, 27.3 percent of them have working experience of 5-9 years in those
companies, and only 3.1 percent of their employees have working experience of 20-24 years, which is
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a very small amount comparing to the other two categories of working experience. The final section
in the demographic profile of respondents is income levels will be discussed. This section is divided
into 5 categories with income levels ranging from below $500 to above $1100. The data in table 6
showed that the respondents income is ranging from $701-900 with the percentage of 27.3. The next
highest groups of respondents are being paid ranging more than $1100 with percentage standing at
24.5.
Table.6. Percentage of participants
Demographic
parameters
Gender
Male
Female
Age
16-20
21-25
26-30
31-35
36-40
41-45
46-50
More than 50
Marital Status
Single
Married
Educational Level
Diploma
Bachelor
Master
Ph.D
years of Experience
1-4
5-9
10-14
15-19
20-24
25-29
Income level
Below 500$
501$-700$
701$-900$
901$-1100$
more than 1100$

Percent of
sample

72.7
22.3
5.8
13.7
31.7
19.4
7.9
6.5
8.6
1.4
58.3
36.7
23.0
29.5
30.2
9.4
36.0
27.3
15.8
7.2
2.9
2.9
10.8
14.4
27.3
15.1
24.5

The Correlation between Organizational Learning Culture and Job satisfaction

As its shown in table 7, Pearsons bivariate correlation using a 2-tailed test, shows there a
significant relationship between organizational learning culture and job satisfaction. Pearsons
correlation results at r=-0.632 is moderate at 0.05 level of significance. This indicates that there is a
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correlation between organizational learning culture and job satisfaction. This correlation analysis
revealed a moderate positive correlation between organizational learning culture and job satisfaction.
Therefore, the research hypothesis that was Organizational learning culture will be positively related
to job satisfaction is accepted and proven to be true.
Table.7. The correlation between organizational Learning Culture and Job satisfaction
Correlations
Organizational
Job
Learning
Satisfaction
Culture
Organizational
Pearson
1
.632**
Learning
Correlation
Culture
Sig. (2-tailed)
.000
N
132
132
Job Satisfaction
Pearson
.632**
1
Correlation
Sig. (2-tailed)
.000
N
132
132
**. Correlation is significant at the 0.01 level (2-tailed).

The Correlation between Organizational Learning Culture and Turnover Intention

Table.8. The correlation between Organizational Learning Culture and Turnover intention
Correlations
Organizational
Turnover
Learning
Intention
Culture
Organizational
Pearson
1
-.498**
Learning Culture
Correlation
Sig. (2-tailed)
.000
N
132
132
**
Turnover
Pearson
-.498
1
Intention
Correlation
Sig. (2-tailed)
.000
N
132
132
**. Correlation is significant at the 0.01 level (2-tailed).

As its shown in table 8, Pearsons bivariate correlation using a 2-tailed test, shows there a significant
relationship between organizational learning culture and turnover intention. Pearsons correlation
results at r=-0.498 is significant at 0.05 level of significance. This indicates that there is a correlation
between organizational learning culture and turnover intention. This correlation analysis revealed a
negative correlation between organizational learning culture and turnover intention. Therefore there is
support for Hypothesis H2 that organizational learning culture is negatively associated with turnover
intention and H2 is confirmed.
The Correlation between Job Satisfaction and Turnover Intention
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Table.9. The correlation between Job Satisfaction and Turnover intention

Correlations

Job
Satisfaction

Job
Satisfaction
1

Turnover
Intention
-.465**

Pearson
Correlation
Sig. (2-tailed)
.000
N
132
132
Turnover
Pearson
-.465**
1
Intention
Correlation
Sig. (2-tailed)
.000
N
132
132
**. Correlation is significant at the 0.01 level (2-tailed).

As its shown in table 9, Pearsons bivariate correlation using a 2-tailed test, shows there a significant
relationship between Job satisfaction and turnover intention. Pearsons correlation results at r=-0.465
is significant at 0.05 level of significance. This correlation analysis revealed a negative correlation
between job satisfaction and turnover intention. Therefore there is support for Hypothesis H3 that job
satisfaction is negatively associated with turnover intention and H3 is confirmed.

5. DISCUSSION
Organizational Learning Culture and Job Satisfaction
The outcome of organizational learning culture effect on job satisfaction reveals a moderate
positive relationship (path coefficient: 0.63, p < 0.05). This outcome is confirmed by prior studies
[31, 37, 48-49]. This result indicates that IT workers job satisfaction is moderate positively
influenced by an organizational culture that provides the seven dimensions of organizational learning
including: culture inquiry and dialogue, continuous learning, empowerment, team learning, system
connection, an embedded system, and strategic leadership [45]. Drucker [50] stated that, knowledge
employees are capital resources and require being encouraged to develop. They are self-motivated
more by the natural challenges of their works rather than financial compensations. Lin & Chang [51]
took it even further noting that organizations must continually provide their workers with learning
opportunities and make tasks to challenge them. Consequently, IT workers perceive that a high degree
of learning culture increases their job satisfaction significantly and positively. In order to growth,
competitive benefit, HRD and HRM managers in numerous organizations understand the significance
of improving learning in their organizations [52]. The current research recommends that HRD and
HRM managers can consider learning as part of the organizational culture and make a learning
culture that will direct IT workers to distinguish this culture positively along with other job
satisfaction aspects, such as promotion, pay, contingent rewards, fringe benefits, coworkers, operating
conditions, nature of the work, supervision, and communication to increase their performance.
Job Satisfaction and Turnover Intention
Consistent with prior study [29, 41, 53] the results reveal that job satisfactions effect on turnover
intention is significant and negative. Job satisfaction is a multidimensional construct. Managers
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require identifying the mean elements that influence workers level of job satisfaction within an
organization, especially as job satisfaction has been showed to be a distinct predictor of turnover
intention [43, 54]. The outcomes of the current research recommend that the degree to which IT
workers obtain intrinsic and extrinsic compensations associated to their works will influence their
intent to quit the organization. In the same vein, the empirical data of this research provides a better
understanding of the aspects contributing to the improvement of negative or positive job attitudes.
This information can assist managers monitor workers attitudes on an ongoing basis. Therefore,
HRD and HRM managers must consider implementing organizational learning and establishing
learning organizations that encourage job satisfaction and decrease the effect of external components
thus increasing maintenance of IT workers.
Organizational Learning Culture and Turnover Intention
The outcomes of this research demonstrate that organizational learning culture does not have a
direct influence on turnover intention. A little empirical study has extensively investigated from an IT
workers viewpoint the mediating role of these constructs on the relationships between organizational
learning culture and turnover intention. Egan et al., (2004) found that the association between
turnover intention and organizational learning culture was mediated by job satisfaction. Rigas [55]
surveyed 437 information systems professionals in Thailand and concluded that making an innovative
and supportive work environment and accommodating the need for workers professional growth
increases job satisfaction that, in turn, decreases turnover intention. Therefore, these results
recommend that organizational learning culture can play a determining role in shaping workers
turnover intention, but only when workers perceive their organization to be satisfactory to them.
Significant results of this research are mostly in accord with the findings of prior studies that pointed
to the mediating role played by job satisfaction in the relationship between organizational learning
culture and turnover intention. Consequently, the current research demonstrates that fulfillment of an
organizational learning culture does not have a direct linkage with turnover intention but, rather, has
an indirect influence from job satisfaction. In brief, these results imply that organizations create a
learning culture to encourage IT to reciprocate through job satisfaction. After that, organizations can
benefit from a low turnover rate because IT professionals perceive a stronger emotional attachment to
the organization which can decrease their intention to quit the organization.
Strategies to minimize IT workers turnover and increase IT workers job satisfaction
Among the strategies that can be employed to reduce employees turnover was to change policies
on recruitment, training, selection, induction, job design and salary payment. Besides that, achieving
better understanding of the factors associated with recruitment, motivation and maintenance of IT
workers was crucial in deterring IT workers turnover. Other than these, ensuring high level of job
satisfaction, organizational commitment and career satisfaction is essential in minimizing IT workers
turnover. This is because high level of satisfaction reflects positive feelings towards the organization,
thus having a direct influence on IT workers intent to quit. Satisfaction represents an effective
reaction to particular aspects of the job and denotes the enjoyable or positive emotional condition. All
these cause employees to be committed to the organization. Job satisfaction will increase and hence,
intentions to quit can be reduced.
Implications for Management
There are some useful implications that may be consequent from our outcomes. As job satisfaction
and organizational learning culture have the strong association with job performances, it is very vital
to reinforce them by applying the right human-resource policies. If workforces are extremely satisfied
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with their job, policies, co-workers, supervision and pay, and obtain the high degree of overall job
satisfaction with their works, they are more likely to be committed to the organization than if they are
not satisfied. The outcomes of this research discovered that supervision and management are vital
predictors of job satisfaction, organizational learning culture and turnover intention among IT
workers. A helpful management approach, showed through open communication, recognition and
respect can seriously increase the satisfaction of workers on the work. Management may be capable to
increase the degree of obligation in the organization by increasing satisfaction with work conditions,
policies, the same reward and equal promotion. It alters in organizational variables, for instance,
benefit scales, worker input in the policy improvement and job surroundings, might then be made in
an attempt to increase workers job satisfaction, organizational learning culture and reduce turnover.
In brief, workers are the most significant resource of an organization. However, managers spend a
minimal amount of time learning more about human behavior, communication, and how their
attitudes and behaviors influence workers performance. Managers need an eager understanding of
human nature, the essential needs, desires and capabilities of people. Management at any stage cannot
motivate a worker; they should make the situation for persons to motivate themselves. It is in the
interest of an organization to maintain workers and minimize turnover. Nevertheless, numerous IT
managers have little understanding of how to satisfy their workers and how these workers
satisfaction levels impact their intent to quit their situations. Indeed, because of this limited
understanding, supervisors attempts towards workers satisfaction can sometimes generate more
dissonance than cohesion among workforce and management, leading to excessive worker turnover.
Possessing information and knowledge concerning worker motivation assists managers understand
how workers can be concerned to attain procedure development. More understanding of the requires
and needs of their workers, as well as a better understanding of the effect of their individual
managerial behavior on others would assist them in terms of improving performance in the work
setting.

6. CONCLUSION
In todays dynamic worldwide business surroundings, learning organization plays an important role in
construction a competitive benefit in the organization. The available literature on learning
organizations has commonly accorded more concentration to exploring innovation, performance, and
work attitudes. Nevertheless, small empirical study has been found to create a relationship between
organizational learning culture and the two variables of job satisfaction and turnover intention. The
main results of the current research are: (a) organizational learning culture has a moderate positive
effect on job satisfaction; (b) job satisfaction has a negative effect on turnover intention and; (c)
organizational learning culture does not influence turnover intention, and its had negatively
relationship with turnover intention. It can be concluded that organizations with a higher level of
organizational learning culture will lead IT workers to a lower level of turnover intention through the
influence of job satisfaction. Consequently, this research represents a guide to assist IT practitioners
and managers understand the effect of being a learning organization by identifying its results in order
to improve IT workers performance. In conclusion, the results of this research can well have
implications for other countries and generate important themes in HRD.

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7. ACKNOWLEDGEMENTS
The authors gratefully acknowledge the IT managers and employees for their assistance in performing
this research.
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