Proceedings of the 3rd European Conference on Intellectual Capital

Ayşen Berberoğlu and Emine Ünar
distributed and 83 had returned. The answers were analyzed using Descriptives and Correlation Test
to measure <strong>the</strong> level <strong>of</strong> perceived organizational learning and also organizational commitment and
<strong>the</strong>n to find out whe<strong>the</strong>r <strong>the</strong>re is a relationship between <strong>the</strong>se two concepts. A positive methodological
approach was adopted in interpreting <strong>the</strong> findings.
3.2 Population <strong>of</strong> research
The sample <strong>of</strong> <strong>the</strong> research was taken from <strong>the</strong> population <strong>of</strong> a private bank in North Cyprus. The
bank has currently 140 people employed. For <strong>the</strong> research, 140 questionnaires were distributed and
83 <strong>of</strong> <strong>the</strong>m had returned.
3.3 Instrumentation <strong>of</strong> research
The questionnaire was a composition <strong>of</strong> “Dimensions <strong>of</strong> Learning Organization Questionnaire,
(DLOQ)” which is developed by Watkins and Marsick (1993), a condensed version including 21
questions, and “Organizational Commitment Questionnaire (OCQ)” developed by Meyer, Allen and
Smith (1993). The questionnaire was made up <strong>of</strong> three parts. In <strong>the</strong> first part, <strong>the</strong> demographic
information <strong>of</strong> <strong>the</strong> respondents were asked, like gender, educational background and working time.
The second part <strong>of</strong> <strong>the</strong> questionnaire consisted <strong>of</strong> <strong>the</strong> questions for measuring perceived
organizational learning, separated on basis <strong>of</strong> individual learning, team or group learning and
organizational learning. The last part <strong>of</strong> <strong>the</strong> questionnaire included <strong>the</strong> questions regarding <strong>the</strong> level <strong>of</strong>
organizational commitment and <strong>the</strong>y are grouped as affective, continuance and normative
respectively. A three level scale was used to measure <strong>the</strong> answers; 1-Agree, 2-Undecided and 3-
Disagree. The questionnaire was translated into Turkish to get <strong>the</strong> best answers from respondents.
3.4 Demographic information
The questionnaire <strong>of</strong> <strong>the</strong> research was made up <strong>of</strong> three parts. First part is <strong>the</strong> questions regarding
demographic information <strong>of</strong> <strong>the</strong> employees, second part was <strong>the</strong> questions assessing <strong>the</strong> perceived
organizational learning and third part was <strong>the</strong> questions regarding organizational commitment. The
first part <strong>of</strong> <strong>the</strong> questionnaire is analyzed below in <strong>the</strong> frequency tables. As can be seen in Table 1,
57.8% <strong>of</strong> <strong>the</strong> respondents were female and <strong>the</strong> remaining 42.2% were male workers.
Table 1: Frequencies <strong>of</strong> gender
Valid
Frequency Percent Valid Percent Cumulative Percent
Female 48 57,8 57,8 57,8
Male 35 42,2 42,2 100,0
Total 83 100,0 100,0
According to Table 2, Frequencies <strong>of</strong> Educational Level, half <strong>of</strong> <strong>the</strong> respondents were high school
graduates (53.0%) and among <strong>the</strong> remaining majority were university graduates with a Bachelor
Degree (28.9%).
Table 2: Frequencies <strong>of</strong> educational level
Valid
Frequency Percent Valid Percent Cumulative Percent
Masters Degree 5 6,0 6,0 6,0
Bachelor Degree 24 28,9 28,9 34,9
High School 44 53,0 53,0 88,0
O<strong>the</strong>r 10 12,0 12,0 100,0
Total 83 100,0 100,0
Lastly, Table 3 shows <strong>the</strong> status and work time <strong>of</strong> <strong>the</strong> respondents. The majority <strong>of</strong> <strong>the</strong> respondents
were clerks who are working in this bank for between 2-10 years. Also among <strong>the</strong> respondents 8 <strong>of</strong>
<strong>the</strong>m were assistant supervisors working between 10-19 years and 8 <strong>of</strong> <strong>the</strong>m were supervisors with
<strong>the</strong> same working time.
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