A Study on the Impact of Organizational Climates on Organization Learning

Aims: The main aim of the presented paper is to examine the impact of various organizational climates on different learning dimensions related to Learning Organizations.

Study Design: The questionnaire was used as a tool for collecting information.

Place and Duration of Study: The data has been obtained via using surveys from 152 personnel in the Trade Bank of Iraq, between Des. 2020 and May 2021.

Methodology: the sample was predominantly made of males (54.6%), with 45.4% being females. 64.5% of the participants were single while 35.5% were married. In terms of education, the majority had Graduate education qualifications (78.3%), 17.1% had postgraduate qualifications while 4.6% had secondary education qualifications.

Results: the climate score (RS) of responsibility shows to be less effective on the dimensions of a Learning Organization compared to the structural climate, none-the-less, the impact of responsibility climate on empowering is considerably higher, The score of structure climate has a positive correlation at a significance level which is equal to 0.01 to every score of learning climate

Both reward climate and warmth and support climate have a considerably high positive significant relation to every dimension of the Learning Organization. The climate of reward has maximum impacts on the dimension of empowerment, followed by connections of the system and the dimensions of team learning. The climates of support and warmth have an impact on the connections of systems and the dimensions of inquiry and dialogue the most.

The climate of risk has a negative correlation with each dimension of the Learning Organization. Nonetheless, it's only highly related to the dimension of leadership in which the significance level equals 0.05, Similarly to the climate of reward and the climate of warmth and support, they presume that the climate of approval has a positive correlation with every dimension of Learning Organization at a significance level equal to 0.01.

The climate of conflict has e negative correlation with every dimension of the Learning Organization. Every correlation is significant at a 0.01 level except for the dimension of leadership which is nearly correlated at a level of 0.05. The maximum negative relations indicate team and continuous learning.

Conclusion: The results obtained from achieving statistical analysis showed that the organizational climate has a certain impact on Learning Organization's different dimensions. Furthermore, indicated the organizational climate which considerably impacts certain dimensions of Learning Organizations as well as their degree of influence. Additionally, the presented paper specified the optimum combination regarding climate which impact specific dimension of the Learning Organizations.