Degrees of satisfaction: An exploration of multi-level constructs of learning
dc.contributor.author | Dayaram, Kandy | |
dc.contributor.author | Pacheco, G. | |
dc.date.accessioned | 2018-02-01T05:22:13Z | |
dc.date.available | 2018-02-01T05:22:13Z | |
dc.date.created | 2018-02-01T04:59:46Z | |
dc.date.issued | 2012 | |
dc.identifier.citation | Dayaram, Kandy and Pacheco, Gail. 2012. Degrees of satisfaction: An exploration of multi-level constructs of learning, Department of Economics Working Paper Series: 2012/03, Auckland University of Technology, Department of Economics. | |
dc.identifier.uri | http://hdl.handle.net/20.500.11937/62156 | |
dc.description.abstract |
This paper presents an investigation into the impact of three hierarchical levels of learning (individual, team and organizational) on job satisfaction. Through the employment of logit regression, this study assesses the relative influence of each level of learning on satisfaction in the workplace. A key finding of this study is the high level of significance across all specifications for individual learning. Consequently, this results in a two-fold postulation. First, the proposition of an alternative methodology, namely a bivariate probit which allows for a sequential process between an employee's attitude towards individual learning and job satisfaction. Second, from a training perspective, a rethinking and realignment of learning strategies at various levels within a firms' organizational architecture. | |
dc.publisher | Auckland University of Technology | |
dc.subject | training | |
dc.subject | Job satisfaction | |
dc.subject | team learning | |
dc.subject | individual learning | |
dc.subject | organizational learning | |
dc.title | Degrees of satisfaction: An exploration of multi-level constructs of learning | |
dc.type | Working Paper | |
dcterms.source.startPage | 1 | |
dcterms.source.endPage | 29 | |
dcterms.source.series | Department of Economics Working Paper Series | |
curtin.department | School of Management | |
curtin.accessStatus | Open access |