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Factors Inﬂuencing Academicians’ Organizational Learning and Its Impact on Job Performance

This research aims at studying academicians’ organizational learning, the factors inﬂuencing it, as well as its impact on their job performance. Organizational development is often depending on organization’s capabilities to adapt with rapid process of creating, retaining, and transferring knowledge which often called organizational learning. To identify the factors contributing towards organizational learning this research focuses on two contextual factors, namely, communication technology and networking. These factors are believed to have a signiﬁcant impact on developing a conducive organizational learning. As the outcome of the study, this paper raised the potential of organizational learning inﬂuence on job performance within the working environment. Based on these assumptions, the hypotheses are formulated and conceptual framework is developed and proposed. To validate its model, this research was set to investigate this particular phenomenon on the context of higher learning institutions on two similar, yet distinctive working environments, such as, in Indonesia and Malaysia. As part of its methodological approach, this research employs a quantitative research design and applies inferential statistics as its data analysis. Based on the questionnaire ﬁlled by 237 lecturers, the ﬁndings validated the signiﬁcant inﬂuence of both contextual factors on the organizational learning, as well as the impact of organizational learning on job performance. A comparative analysis was also used to indicate differentiations between lecturers from both countries.


Introduction
In the current fast-moving and competitive business environment, every single organization is required to enhance their competitive edge by at least maintaining their ability to develop. Organizational development is often depending on organization's ICEST 2018 capabilities to adapt with rapid process of creating, retaining, and transferring knowledge which often called organizational learning. The knowledge of modern technology, environment, and complexity of business competition enables organization to reform its operation and to increase its competitiveness in a sustainable way which, eventually, modernizes the organization to cope with changing environment (Sungkhawan, 2008).
Members of an organization are predominantly seen as the functional mechanisms for organizational learning by creating knowledge through interaction and experience.
However, individuals' knowledge only facilitates learning within the organization as a whole if it is transferred, and therefore, the knowledge can be retained. Organizations can retain knowledge in many ways, including using knowledge repositories such as communication tools, processes, routines, networks, and transactive information system (Argote & Ingram, 2000). Such organizational learning activities are even more important in an educational working environment environments, for instance, universities, among their organization members, the lecturers.
Realizing the importance of organizational learning on these settings, therefore, a number of researches and publications have been conducted on this particular field.
Despite its extensive literature, this current research aims at strengthening the empirical proves which showcase the role of the contextual factors in forming sought after organizational learning. With this regard, this research was set to obtain several specific objectives, which are, (1) to empirically validate the influence of communication technology, and (2) networking towards organizational learning, as well as (3) to prove the impact organizational learning on job performance. In order to examine and to fulfill these objectives, this study particularly select and compare lecturers in two developing countries, namely, Indonesia and Malaysia.

Literature Review
As part of its literature review, this paper elaborates all four variables involved in this study before drawing a proposed model and formulating its hypotheses. Organizational learning serves as the core concept of the study, while communication technology and networking are regarded as the independent variables, additionally, job performance is showing how as an organization produces more of a product or service, it increases its productivity, efficiency, reliability and quality of production with diminishing returns.
Learning curves vary due to organizational learning rates which are affected by individual proficiency, improvements in an organization's technology, and improvements in the structures, routines and methods of coordination.
While learning processes depend on the context for optimizing knowledge transfer, the implementation of knowledge management systems incorporates information communication technology into these processes. Knowledge management systems are technologies that serve as a repository, communication, or collaboration tool for transferring and retaining knowledge. Information technology helps organization and its members to respond to change and increases working effectiveness which eventually leads to organizational development (Thianthai, 2007). Embedding knowledge in the technology can prevent organizations and its members to lose knowledge and allow knowledge transfer across numerous barriers, such as, time, distance, cost, and inconvenience. Communication technology promotes learning organization since it is employed for improving work, sharing knowledge, promoting self-learning and self-improvement for members of the organization (Koonsri, 2005).
The utilization of communication technology also serves as a crucial tool of mediation during networking process among the employees within the working environment.
Networking, in an organizational context, reflects the relationships and interactions that an employee has with the people in his/her working surroundings. Networking requires proactive attempts by individuals to develop and maintain personal and professional relationships with others for the purpose of mutual benefit in their work or career (Forret & Dougherty, 2001). According to Janasz and Forret (2008), developing and maintaining such relationships for the purpose of mutual benefit can help individuals to search for and to secure numerous employment opportunities. Good networking ties with people at either lower and higher ranks may help an employee to gain practical benefits, for example, seeking technical help, professional opinion, and guidance. These aspects of networking hold a significance role in determining the development of organizational learning especially at the individual level, thus enhancing their job performance.
Based on the reviewed literature, this paper proposes a conceptual framework (see

Research Methodology
To fulfill the objectives and to test the hypotheses of the study, the researcher has adopted a quantitative research design by employing a cross-sectional survey. Crosssectional survey is a research method where data are collected at one point of time from selected samples representing a larger population (Sincero, 2012). In term of the population of study, a proportional number of lecturers from Indonesia and Malaysia are chosen to be the respondents of the study. The research adopted a stratified random sampling where the lecturers of the university will be categorized by their academic position to ensure it adequately reflect the actual size of the population. In total, over 237 lecturers from both countries are chosen to participate in this study which profile as displayed on Table 1 below: With regards of the data analyses, the researcher applied both descriptive and inferential statistics. The descriptive statistics help the researcher to describe the standings of the variables selected by the study on both universities. This analysis involves the frequency, percentage, mean, maximum, minimum, standard deviation, and variance which are displayed using figures, graphs, and statistical tables. While on the application of inferential statistics, the researcher used the correlations, regression, t-test, and the analysis of variance. These analyses help the researches to test hypotheses as well to validate the proposed model.

Findings and Conclusions
There are four main variables included and analyzed in this study, namely, communication technology, networking, organizational learning, and job performance. On the overall, all four variables are considered satisfactory where Communication Technology has the highest score which is 78.0%, followed by Networking (76.8%), Organizational Learning (75.6%), and Job Performance (74.2%). The details are shown on Table 2 below:   settings also found to significantly affect their job performance at the workplace. Hence, the results supported all of the hypotheses formulated by the study, and therefore, also