Learning Organization and Work Performance in Bandung City Government

in -Indonesia: A Path Modeling a Statistical Approach

Work performance is one of the most important outcome measures in multiple research fields as Formatted: Line spacing: Multiple 1.15 li
well as in practice that relates to organizational outcomes and success (Campbell &and Wiernik,
2015; Koopmans et al., 2014). Interestingly, work performance is mainly treated as a dependent
variable which makes perfect sense from a practical view that it is something organizations want
to increase and optimize.

(Sonnentag and Frese, (2002)) have suggested that learning was seen as a prerequisite for
performance and individuals need to be willing and able to engage in continuous learning
processes to accomplish their present and future tasks successfully. As a result, manyloads of
organizations make an effort to be learning organizations that support a continuous learning
journey, correcting its behavior to reflect new knowledge and to support learning on the job that
is integrated with work (Swanson &and Chermack, 2013).

The lLiteratures indicates that a learning organization is mainly treated as a predictor of several
performance outputs, such as firm financial performance, knowledge performance, and average
productivity per employee, that are mainly focused on the business environment (Swanson &and
Chermack, 2013). Hence, to enrich the literatures, this study aimswants to examine learning
organizations as a predictor of work performance, with an emphasis on individual performance
using the behavioral aspect in government institutions.

Work Performance and Learning Organizations

To date, researchers have been proposed frameworks to describe the construct domain of work
performance and to keep these aspects in mind to measure employee performance. Researchers
have advocated that expected work performance carries two vital dimensions. The first: is t1)
Task performance as the work required by an organization associated with one's role to perform
the primary job responsibilities that one has been assigned (Campbell &and Wiernik, 2015).
Several labels exist for this dimension, namely,: job-specific task proficiency, technical
proficiency, or in-role performance. This dimension includes: work quality in planning,
execution, and control (Koopmans et al., 2014). The second dimension is2) cContextual
performance that which is impressingconcerned with on the importance of non-task performance
andthat consists of voluntary work behavior. Contextual performance can be defined as
individual behaviors that support the organizational, social, and psychological environment in
which the technical core must function. Several labels exist for this dimension, including: non–
job-specific task proficiency, extra-role performance, organizational citizenship behavior, or
interpersonal relations. This dimension includes helping others with creative problem solving,
upholding enthusiasm and initiatives at work, taking extra responsibilities, and continuing to
upgrade personal competencies (Koopmans et al., 2014).
Swanson and Chermack (2013) explain lLearning organization ais “a term used to describe Formatted: Font: Italic
organizations that have developed ways to promote continuous learning as a part of their unique Formatted: Font: Not Italic
cultures” (Swanson & Chermackp. xxx, 2013). MeanwWhile, Yang et al., (2004) described the Commented [ASK1]: Here you will need to insert the
learning organization as an organic systems which hasve the capacity to learn that normally page number on which this definition can be found (e.g. “p.
251”). Giving the page number is essential only when you
refers to organizations that have displayed continuous learning effort or have worked to instill are inserting a direct quote (with “… “) from an author.
them. The lLiteratures indicates that there isit has a positive correlation between employee
average productivity and an organization having integrated the learning organization model into
their operation (Ellinger et al., 2002). Furthermore, (Bhatnagar, (2007), as cited by (Dekoulou &
Trivellas, 2015), suggests that the implementation of the learning organization model does not
only enriches anindividual employee’s knowledge but also boosts their commitment to
organizational goals and, increases their productivity and performance.

Evidence of a Significant and Positive Relationship

The design of this research wais a cross-sectional study using closed-ended questionnaires. To
ensure that respondents weare sufficiently knowledgeable to assess the questionnaire, a
purposive sampling method wais employed. The characteristics of the samples were employees
in Bandung City Government of Bandung which havewho had a minimum of five5 years
working experienceperiod and heold a university degree. Representing a response rate of 52.8
percent, 132 usable surveys for a response rate of 52.8 percent were used forincluded in the
analysis. The tool used for the analysis was and Partial Least Square (PLS) regression is used as
a tool of analysis. ThisIt is an alternative approach that is a more predictive approach way to
explain the presence or absence of relationships between latent variables. Since the proposed
construct isare quite complex, a higher-order model with a two-step approach wais used in order
to reduce the number of relationships in the structural model, thus that making the PLS- path
model more parsimonious and easier to grasp (Hair , Hult et al., 2014), as depicted below:in
Figure 1.

First step
Second step
Figure 1: Formatted: Left
Figure 1. Research framework. Formatted: Indent: Left: 0", First line: 0"
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The scale of 21 items and subsequent factor loadings of the Dimensions of Learning
Organization Questionnaire - (DLOQ) were identified by in (Yang et. al., (2004). The
dimensions of the DLOQ are as follows:

1. : 1) create continuous learning opportunities (CL)
2. ; 2) promote inquiry and dialogue (DI);
3. 3) encourage collaboration and team learning (TL);
4. 4) eEstablish systems to capture and share learning (ES);
5. 5) empower people toward a collective vision (EP);
6. 6) connect the organization to its environment (SC);
7. 7) provide strategic leadership for learning (SL).
The correlate variable was assessed by adapting a comprehensive, generic, and short
questionnaire that called the Individual Work Performance Questionnaires –( IWPQ) developed
by (Koopmans et al., (2014). The IWPQ consists of the following three scales:
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Numbered + Level: 1 + Numbering Style: 1, 2, 3, … +
Start at: 1 + Alignment: Left + Aligned at: 0.54" +
Indent at: 0.79"
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1. 1) task performance (TP); Formatted: Font: (Default) Times New Roman, 12 pt

2. 2) contextual performance (CP); Formatted: Font: (Default) Times New Roman, 12 pt
3. 3) counterproductive work behavior (CWB). Formatted: Font: (Default) Times New Roman, 12 pt

However, only the task performance (TP) and contextual performance (CP) weare put into the Formatted: Font: (Default) Times New Roman, 12 pt

analysis since this study only focuses only on productive aspects of individual work Formatted: Font: (Default) Times New Roman, 12 pt
performance. TIn order to assess the quality of the model on PLS, the researcher useds the Formatted: Font: (Default) Times New Roman, 12 pt
evaluation of measurement and structural model (Hair, Hult et al., 2014). The evaluation of Formatted: Font: (Default) Times New Roman, 12 pt
reflective measurement models indicated that it can be stated without a caveat. T; this model can Formatted: Font: (Default) Times New Roman, 12 pt
be used for the next evaluation which is the structural model evaluation. Formatted: List Paragraph, Indent: Left: 0.5", Hanging:
0.31", Numbered + Level: 1 + Numbering Style: 1, 2, 3,
The result of the structural model evaluation clearly indicated the existence of the a significant … + Start at: 1 + Alignment: Left + Aligned at: 1.04" +
and positive relationship between learning organization and individual work performance Indent at: 1.29"
reflected in the standardized beta coefficients (0.647), as (Hair , Hult et al., (2014) suggested that Formatted: Line spacing: Multiple 1.15 li
values close to + 1 represented strong positive relationships and vice versa. ThisIt means that the Formatted: Font: (Default) Times New Roman, 12 pt
learning organization concept can explain a considerable proportion of the individual work Formatted: Font: (Default) Times New Roman, 12 pt
performance and this indicates that learning organization could be considered as the predictor of Formatted: Font: (Default) Times New Roman, 12 pt
individual work performance.
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Discussion and Implications Formatted: Font: (Default) Times New Roman, 12 pt

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The results show evidence of internal consistency and construct reliability and provide a sound
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answer that there is a positive and significant relationship between learning organization with
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and individual work performance. Hence, this study respectively suggests that organizational
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efforts to implement learning organization concepts is the right path and also underlines the
crucial significance of employees’ continuous learning and development where learning is Formatted: Font: (Default) Times New Roman, 12 pt

designed into the work. These efforts ensure the employees have an opportunity to regularly Formatted: Font: (Default) Times New Roman, 12 pt
acquire new and suitable skills and knowledge to enhance their performance in performing their
primary job they are assigned, while ; maintaining enthusiasm and initiatives at work bywith
taking on extra responsibilities; and continuing to upgrade their competencies. Ultimately, it
decisively contributes to the realization of the organizational objectives.

However, the results of this study should be interpreted with caution due to several some
limitations. Through the lens of methodology, this study used the self-rating method.
Consequently, the leniency effect may havebe happened when the a person is inclined to judge
their' performance favorably and may be inflated by common method variance. This study also
has constrained itself to a cross-sectional survey method that implies the causality among the
variables may be a prerequisite of speculation. Theis study also demonstrated the overall
relationship of the learning organization on individual work performance. In the future, we hope
our work will encourage more scholars to embark on empirical research addressing the
substantive issues of the construct of learning organizations and work performance with specific
causal effects among its dimensions.

REFERENCES
Campbell, J. P., &and Wiernik, B. M. (2015), "The modeling and assessment of work Formatted: Indent: Left: 0", Hanging: 0.38"
performance"., Annual Review of Organizational Psychology and Organizational
Behavior, Vol. 2 ( No. 1), pp. 47–74.
Dekoulou, P., &and Trivellas, P. (2015), "Measuring the impact of learning organization on job
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and Behavioral Sciences, Vol. 175, pp. 367–375.
Ellinger, A. D., Ellinger, A. E., Yang, B., &and Howton, S. W. (2002), "The relationship
between the learning organization concept and firms’ financial performance: An empirical
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Hair J. F. J., Hult, G. T. M., Ringle, C. and & Sarstedt, M. (2014), A pPriemier on Partial Least
Squares Structural Equation Modeling (PLS-SEM)., Thousand Oaks, CA: Sage.
Koopmans, L., Bernaards, C. M., Hildebrandt, V. H., de Vet, H. C. W. & van der Beek, A. J.
(2014), Measuring iIndividual wWork pPerformance: Identifying and selecting indicators., Formatted: Font: Not Italic
Body@WorkWork 48 (2),, 229–238 Netherland. Formatted: Font: (Default) Times New Roman, 12 pt

Sonnentag, S. & and Frese, M. (2002), Performance concepts and performance theory. In: Formatted: Font: Italic
Sonnentag, S. (ed.) Psychological mManagement of iIndividual pPerformance., New York:
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Yang, B., Watkins, K. E. and & Marsick, V. J. (2004), "The construct of the learning
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