Organizational Behavior, BUS 5450
September 16, 2012
Organizational Commitment ii
A great deal of research has gone into determining which types of employees are more committed to their employers. The objective of this paper is to assess the demographic factors that influence organizational commitment and work habits. Specifically, this paper will focus on organizational and occupational commitment within the context of employee education. Based on the literature reviewed, the primary theme of this proposal is that education level and employee training programs are significant indicators of organizational commitment. Second, this review will provide a general overview of previous research methods and data collection within this area of research and conclude with a possible model and method for future research and analysis.
Organizational Commitment 1
Demographic Factors Influencing Organizational Commitment
A Review of the Literature
Organizational commitment is generally defined as the level of commitment an employee has to an organization, as well as how closely the employee identifies with the organizations values and goals. The 2011 study on organizational commitment by Ismail Bakan, Tuba Buyukbese and Bureu Ershan was a quantitative study of the relationship between an employee’s education and their organizational commitment. Using data complied from employee questionnaires; the study was taken from employees in a textile company located in Turkey. The Bakan et al. (2011) study measured variables by utilizing Meyer and Allen’s 1990 three-component model of organizational commitment, which consisted of affective, continuance and normative commitment, measured the study variables. Affective commitment refers to the emotional attachment and willingness of an employee to remain with the company. Continuance commitment is measured in the employees perceived cost as it relates to leaving the organization, and normative commitment is the employees’ perceived obligation to remain with the company. Analysis was conducted using the analysis of variance (ANOVA) method. Organizational Commitment 2
The Bakan et al. (2011) study clearly demonstrated that employees with higher levels of education we more committed to the organization. Moreover, it showed graduating levels of organizational commitment for employees with vocational and university level educations when compared to high school, secondary school and primary school educated respondents. Limiting factors of the study were acknowledged to be gathering data from just one organization. Additionally, respondents that had a high school level education didn’t report higher organizational commitment than respondents with lower education levels. In 2010, researcher Adman Iqbal completed an assessment of demographic factors and organizational commitment within the Pakistani knitwear industry. Mr. Igbal’s study was based on age, level of education and organizational tenure. For contextual purposes, only information specific to level of education will be discussed from this study. Consistent with the Bakan et al. (2011) study, this study utilized a Meyer and Allen’s three-component model of organizational commitment as well as Mowday, Porter, and Steers three characteristics of commitment, which are defined as: • A belief and acceptance of the values and goals of an organization, • a strong willingness to put in effort for the organization, and • The desire to remain with the organization
Organizational Commitment 3
This study produced limited results in the way of comparing employee education and organizational commitment. The author implies that there is a significant negative relationship between the educational level and the organizational commitment. Specifically, that employees with higher education have career expectations that are not being met with their current...
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