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Model Literature Review on Effect of Empowerment Practices on Organizational

Commitment
Over the 50 years empowerment or participation is the subject of research.
(Nykodym, Simonetti, Nielsen &Welling, 1994).Empowerment is the ability of the
employee to make the choices which are perceived as the difference for the
employer. One element of this ability is that at any given time choices are open to
the employee and after making the choice employee will be able to continue making
choices. (Guy, 2003).A number of researchers define empowerment; the original
meaning of empowerment is giving power to the other person or authorize. (Tulloch,
1993).It is being considered that empowerment is the part of a process and it is the
combination of the subordinate psychological state that is affected by the supervisor
behavior of empowering the subordinate. (Pastor, 1996).

In providing quality of services employee empowerment is the major factor that has
the significant impact. (Samat, Ramayah & Saad, 2006).Services providing
organizations are paying more attention towards employee empowerment in order to
improve the service quality. (Cacioppe, 1998).Empowerment is the process that
basically motivates the employees to make use of their experiences and skills by
providing the power and authority so that the employees work effectively. (Eccles,
1993).

Empowerment includes employee commitment and involvement level. (Val & Lloyd,
2002).Previous researches show that empowerment is positively linked with work
satisfaction. Empowerment was envisaged by an individual locus of control,
availability of information and self esteem. Spreitzer’s (1995) .Empowerment
significantly impacts the employee intention to leave the organization. (Avey,
Hughes, Norman, Luthans, 2007).Empowerment should be divided in two
components that are psychological and behavioral. ( Meyerson & Kline, 2007).
Employees develop higher level of trust in their managers when they feel empowered
(Moye & Henkin,2006).By giving power to the employees in decision making can lead
to greater responsibility on the behalf of employees in achieving job and customer
satisfaction.(Jarrar & Zairi,2002). So by empowering teachers it assist them in
improving leadership skills, improves work-life quality, and improve professionalism.

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(Dee, Henkin & Duemer, 2003). Empowerment plays a significant impact on

organizational commitment of the employee. (Lee, Nam, Park & Lee, 2006).

Defining empowerment
Supporting with literature
Establishing link with own research

From 30 years the concept of organizational commitment is evolving. (Putterill &

Rohrer, 1995).Organizational commitment of the employees get positively influences
if there are opportunities to work challenging tasks.(Chew & Chan, 2007).According
to Parish, Cadwallader & Busch (2008) Employees commit more positively to the
change occurring at workplace only when they judge the role autonomy. Depending
upon the level of attachment of an individual the consequences of commitment
varies accordingly (O’Reilly & Chatman, 1986).

Defining Commitment
The success of the organization depends upon the organizational commitment that
can be gain by the involvement of the employee. (Denton, 1994) In the innovation
process it is very important employ the knowledge and skills of the employees.
(McEwan & Sackett, 1997).The degree to which employees inquire about
empowerment varies significantly. (Greasley ,Bryman, Naismith & Soetanto,
2008).Previous researches founded that organizational commitment increases
accordingly as the work empowerment perception

Linking commitment and empowerment

increase.( Liu ,Chiu &Fellows, 2007).organizational learning is facilitated by the
empowerment which ultimately enhances the commitment level. (Bhatnagar, 2007).

References:
Avey.J.B., Hughes.L.W., Norman.S.M., & Luthans.K.W. (2008). Using positivity,
transformational leadership and empowerment to combat employee negativity.
Leadership & Organization Development Journal,29 (2), 110-126.

Bhatnagar. J. (2007). Predictors of organizational commitment in India: strategic HR

roles, organizational learning capability and psychological empowerment The
International Journal of Human Resource Management, 18 (10) ,1782-1812.

Cacioppe.R. (1998). Structured empowerment: an award-winning program at the

Burswood Resort Hotel. Leadership & Organization,Development Journal 19(5), 264–
274.

APA
Referencing Format

Dee.J.R., Alan B. Henkin.A.B. & Duemer.L.(2003).Structural antecedents and

psychological correlates of teacher empowerment.Teacher Empowerment, 41(3),
257-277.

Denton.D.K. (1994). Empowerment through Employee Involvement and participation

Ford’s Development and Training Programs. Empowerment in Organizations, Vol. 2
No. 2, 1994, pp. 22-28

Greasley.K., Bryman.A., Dainty.A., Price.A., Naismith.N., & Soetanto.R.(2008).

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Understanding empowerment from an employee perspective What does it mean and

do they want it?. Team Performance Management,14 ( ½), 39-55.

Guy.F.(2003). High-involvement work practices and employee bargaining power.

Employee Relations, 25 (5), 453-469.

Jarrar.y.f., & Zairi.M. (2002). Employee empowerment-a UK survey of trends and

best practices. Managerial auditing journal, 17(5), 266-271.
Lee.Y.K., Nam.F.H., Park.D.H., & Lee.K.A.(2006). What factors influence customer-
oriented prosocial behavior of customer-contact employees?. Journal of Services
Marketing,20(4) ,251–264.

Liu.A.M.M., Chiu.W.M., & Fellows.R.(2007). Enhancing commitment through work

empowerment. Engineering, Construction and Architectural Management, 14(6),568-
580.

McEwan.A.M., & Sackett.P.(1997). Theoretical considerations of employee

empowerment within computer integrated manufacturing production. Empowerment
in Organizations, 5 (3), 129-138.

Meyerson.S.L., & Kline.T.J.B.(2008). Psychological and environmental

empowerment: antecedents and consequences. Leadership & Organization
Development Journal ,29 ( 5) ,444-460.

Moye.M.J., & Henkin.A.B.(2006). Exploring associations between employee

empowerment and interpersonal trust in managers. Journal of Management
Development,25 (2), 101-117.

Nykodym.N., Simonetti.J.L., Nielsen.W.R., & Welling.B. (1994). Employee

Empowerment. Empowerment in Organizations, 2 (3), 45-55.

Pastor.J.(1996). Empowerment: what it is and what it is not. Empowerment in

Organizations,4(2) , 5–7.

Samat.N., Ramayah.T., & Saad.N.M. (2006). TQM practices, service quality, and
market orientation some empirical evidence from a developing country. Management
Research News ,29(11), 713-728.

Spreitzer.G.M. (1995). Psychological Empowerment in the Workplace: Dimensions,

Measurement, and Validation. The Academy of Management Journal, 38(5 ) ,1442-
1465.

Val.M.P.D., & Lloyd.B. (2003).Measuring Empowerment. Leadership and organization

development journal,24(2),102-108.

Helping Material for solution

While most of the international literature uses the terms training and development,
the South Africa literature tends to use the term, skills development. However, for
the purposes of this report, the assumption is that training and development and
skills development mean the same thing.

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Skills development is a priority issue globally and South Africa is no exception to this
phenomenon. Several studies have been conducted into skills development and its
importance to human resources development. It is noted by Nel et al (2001:43 5),
that education and training has been the most powerful lever for improving both
individual opportunity and the institutional competitiveness of countries worldwide.

In relation to the above-mentioned points, it is important to understand the concepts

of education, training and development.

Nel et al (2001:467), describe education as the activities aimed at providing

knowledge, skills, moral values and understanding required in the normal course of
life.

According to Nel et al (2001:467), training and development are defined as the

factors that guide an individual and prepare him or her to perform specific activities
as directed by the job they occupy. Training and development are essentially
learning experiences in that they seek a relatively permanent change in an individual
that will improve his or her ability to perform on the job (Nel et al, 2001:467).

Furthermore, Nel et al (2001:467), state that training is a planned process which is

aimed at modifying attitude, knowledge or skills behaviour and is directed at
improving an employee's work performance. It is important that training is results-
oriented and is measurable in terms of the organisation's requirements. To this end
training must make a real contribution to improving the goal achievement and the
internal efficiency of the organisation (Nel at al, 2001:467)

On the other hand, Nel at al (2001:468), point out that the development focuses on
future jobs within the organisation. It refers to the acquiring of new skills and abilities
as the individual's career progresses. Therefore, development pertains to the
development opportunities within a job for a specific employee, with reference to
that individual's personal growth and goals.

Desimone et al (2002:11), describe human resources development as the integrated

use of training and development, organisation development and career development
to improve individual, group and organisational effectiveness. Human resources
development also takes strategic management decisions into account.

Nel et al (2001:436), point out that in order for training to be successful and to yield
positive returns it is important that training and education policies be shaped within
the prevailing macro-social and economic circumstances as well as the national
strategic vision of a particular country. Strategic management involves decisions and
actions that aim to provide a competitively superior fit with the external environment
and enhance the long run performance of the organisation (Desimone et al,
2002:12). This supports the point by Desimone et al (2002:12), that the external
environment is important in considering human resources development.

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In the South African context, the country has undergone profound socio-economic
transformation in that old apartheid structures have been dismantled and have been
replaced by egalitarian and democratic structures (Department of Labour, 2002:1).
These changes have brought about changes in the economy of the country, which
has migrated from activities based in primary sectors such as agriculture to more
knowledge-based activities, which require a high level of skills (Department of
Labour, 2002:1). According to the Department of Labour (2002:1), the legacy of
apartheid denied access to quality education to a vast majority of the population,
therefore resulting in a large sector of the population lacking key competencies
required to meet the challenges of the economic change within the country's macro
environment. It is against this background that the country needs to identify areas of
skills shortages and put plans in place to develop and improve the quality of the
human resources within the country so as to transform the economy from a low skills
base to one that is committed to life long learning. The South African government
fully appreciates

the need for skills development and has committed itself to human resources
development strategies in an effort to be more responsive to the education and
training needs of South Africans and to make South Africa more competitive
(Department of Labour, 2002:1).

Organizational Learning

Purpose – The purpose of this paper is to investigate the impact of personal

characteristics (goal orientation) and contextual characteristics (organizational
learning culture and developmental feedback) on employees' career satisfaction,
organizational commitment, and turnover intention.

Design/methodology/approach – Subjects were drawn from four Fortune Global 500

companies in Korea. Descriptive statistics and hierarchical multiple regression
analyses were used to explain the variance in outcome variables.

Findings – The results indicate that career satisfaction is predicted by organizational

learning culture and performance goal orientation. Organizational learning culture,
developmental feedback, and learning goal orientation are the significant predictors
of organizational commitment. Finally, organizational learning culture, career
satisfaction, and organizational commitment turn out to be the predictors of turnover
intention.

Practical implications – By enhancing organizational learning culture and by

considering goal orientation, human resource development/organization
development practitioners could play important roles in improving organizational
commitment, in career satisfaction, and in decreasing turnover.

Originality/value – The theoretical contribution of this paper lies in its inclusive

approach encompassing both the personal and contextual factors (such as
organizational learning, leadership, and personality) on career and organizational
commitment research. It is an interesting finding that while performance goal is

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associated with career satisfaction, learning goal orientation is related with

organizational commitment.

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