Proceedings of the 8th International Conference on Intellectual ...

2-3 years vs. more than 20
years ↑
4-5 years vs. 6-10 years ↓
4-5 years vs. more than 20
years ↑
Tenure 6-10 years vs. 11-15 years
↑
6-10 years vs. more than
20 years ↑
11-15 years vs. more than
20 years ↑
Ruth Alas et al.
than 20 years ↑
2-3 years vs. 6-10 years ↑
2-3 years vs. 16-20 years ↓
4-5 years vs. 6-10 years ↑
4-5 years vs. 16-20 years ↓
6-10 years vs. 16-20 years ↓
11-15 years vs. 16-20 years ↓
16-20 years vs. more than 20
years ↑
2-3 years vs. 6-10
years ↑
2-3 years vs. 11-15
years ↑
2-3 years vs. more
than 20 years ↑
4-5 years vs. 11-15
years ↑
4-5 years vs. more
than 20 years ↑
6-10 years vs. more
than 20 years ↑
11-15 years vs.
more than 20 years
↑
16-20 years vs.
more than 20 years
↑
Learning Trust in changes Interest in
changes
Contract Permanent vs. temporary ↑ Permanent vs. temporary ↓ -
Position Deputy top manager vs.
front-line manager ↓
Deputy top manager vs.
technical worker ↓
Middle manager vs. frontline
manager ↓
Middle manager vs.
technical worker ↓
Pr<strong>of</strong>essional interests Have interests vs. not have
interests ↑
Top manager vs. deputy top
manager ↓
Top manager vs. middle
manager ↓
Top manager vs. front-line
manager ↓
Top manager vs. technical
worker ↓
Deputy top manager vs. frontline
manager ↓
Deputy top manager vs.
technical worker ↓
Middle manager vs. front-line
manager ↓
Middle manager vs. technical
worker ↓
Have interests vs. not have
interests ↓
Top manager vs.
deputy top manager
↓
Top manager vs.
middle manager ↓
Top manager vs.
front-line manager ↓
Top manager vs.
technical worker ↓
Deputy top manager
vs. front-line
manager ↓
Middle manager vs.
front-line manager ↓
Have interests vs.
not have interests ↓
Note: The arrows indicate a representative <strong>of</strong> what role has higher or lower assessment <strong>of</strong> a certain
scale.
In different cultural contexts employees have a different disposition towards organisational learning
and change attitudes, but <strong>the</strong> variation within <strong>the</strong> cultures is also quite high.
3.2.2 Relationships between organisational learning and attitudes towards change
This study aims to explore how organisational learning is related to attitudes towards change in
Turkey and China. At <strong>the</strong> first stage, <strong>the</strong> correlation analysis is performed and results are presented in
<strong>the</strong> Table 4.
The results show that trust in changes is important in both countries, while it holds opposite meanings
for China and Turkey. The Turkish employees who have assessed trust in changes highly and are
eager to support organisational learning, but <strong>the</strong> Chinese organisational members are not so
absolutely eager. In China interest in changes does not correlate with organisational learning to <strong>the</strong>
same extent as it does in Turkey.
The linear regression models were composed for <strong>the</strong> both samples. Organisational learning
(dependent variable) is predicted by attitudes towards change (independent variables) in Turkey and
China at a very high level. Namely, <strong>the</strong> Adjusted R Squares were .54 for <strong>the</strong> both <strong>of</strong> samples. These
relationships are illustrated by Figures 1 and 2.
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