组织学习对员工—组织匹配的影响——知识惯性调节作用的实证研究

The Moderating Effect of Knowledge Inertia on the Relationship between Organizational Learning and Employee-organization Fit

本文实证研究组织学习对员工—组织匹配的影响及知识惯性的调节作用。研究发现学习承诺、分享愿景和开放心智对一致性匹配和互补性匹配具有显著正向影响;经验惯性和学习惯性在学习承诺、分享愿景和开放心智对一致性匹配的影响有负向调节作用。

Employee-organization fit is a research topic that has been paid much attention by both scholars and managers. Although the current research has primarily focuses on its concept, structure, content and outcomes, little research has examined its antecedents. Several antecedents at both individual and organizational levels may affect employee-organization fit during the early hiring stage. This paper is interested in examining the impact of organizational learning on employee-organization fit. Employees can obtain knowledge, skill, attitude and value from organizational learning, and consequently have higher level of employee-organization fit through performing more behaviors that meet an organization＇s requirements. Therefore, the authors hypothesize that organizational learning has positive effect on employee-organization fit. Moreover, people often have knowledge inertia （including experience inertia and learning inertia） during the process of learning, which may moderate the relationship between organizational learning and employee-organization fit. Experience inertia occurs when an individual intends to use old ways to deal with new problems or new situations. As people with higher experience inertia don＇t want to change their ways of learning, their experience inertia may decrease the effect of organizational learning on their employee-organization fit. On the contrary, People with higher learning inertia intend to learn new knowledge, new method and new idea. This may consequently promote their competence and make their attitudes and behaviors consistent with organization＇s requirements. Therefore learning inertia may strengthen the relationship between organizational learning and employee-organization fit. A survey was used to test our proposed research hypotheses. The questionnaire contains demographic questions and questions assessing organizational learning, employee-organization fit and knowledge inertia. Organizational learning includes three dimensions： learning commitment, shared vision, and opening mind model. Employee-organization fit is composed of two dimensions： supplementary fit and complementary fit. Knowledge inertia has two dimensions： experience inertia and learning inertia. A total of 780 questionnaires were delivered to employees in 16 companies and 538 valid questionnaires were collected, with a response rate of68.97%. Statistical test shows that all the scales in the questionnaire have good reliability and construct validity. The results show that all three dimensions of organizational learning have positive effect on supplementary fit and complementary fit. In addition, both experience inertia and learning inertia decrease the degree of relationship between organizational learning and supplementary fit. This study makes contributions to the current literature by examining organizational learning as an antecedent of employee- organization fit. Future research may want to examine other antecedents, such as real job preview and newcomer training, for employee- organizational fit.