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TLO
20,4/5
322
Received 9 December 2012
Revised 25 March 2013
15 May 2013
Accepted 11 June 2013
The Learning Organization
Vol. 20 No. 4/5, 2013
pp. 322-337
q Emerald Group Publishing Limited
0969-6474
DOI 10.1108/TLO-12-2012-0079
Organizational learning culture
and leader-member exchange
quality
The way to enhance organizational
commitment and reduce turnover intentions
Talat Islam and Saif ur Rehman Khan
Faculty of Management, Universiti Teknologi Malaysia, Johor Bahru, Malaysia
Ungku Norulkamar Ungku Bt. Ahmad
Department of Business Administration, Faculty of Management,
Universiti Teknologi Malaysia, Johor Bahru, Malaysia, and
Ishfaq Ahmed
University of the Punjab, Lahore, Pakistan
Abstract
Purpose – In this global era every organization aims to retain its key workers through salary,
incentives, rewards and recognition. Organizational learning culture and leaders’ support are amongst
those aspects that have not been focused on extensively by organizations to retain their key
employees. The present study aims to investigate the relationship between organizational learning
culture, leader-member exchange quality, organizational commitment and turnover intention.
Design/methodology/approach – A total of 415 employees working in Malaysian banks were
approached on the basis of convenience sampling. Respondents were asked about leader-member
exchange, organizational learning culture, organizational commitment and their intention to leave the
organization through a questionnaire-based survey.
Findings – Leader-member exchange, organizational learning culture and organizational
commitment are found to correlate with each other. Furthermore, structural equation modeling
confirms that organizational commitment performs the role of mediator between organizational
learning culture and turnover intention.
Research limitations/implications – HR managers should know the importance of leaders’
support and learning environment, as these affect employees’ level of commitment, which ultimately
reduces their intentions to leave the organization. Limitations are also discussed.
Originality/value – The current study elucidates the importance of learning culture for both
employers and employees. It produces several unique findings and managerial takeaways for building
a better organizational environment for employees to learn and stay with the organization.
Keywords Leadership, Employee turnover, Learning
Paper type Research paper
Introduction
It is a universally accepted phenomenon that a creative and innovative workforce plays
an important role in the growth and success of business ventures. Drucker termed such
a workforce the “knowledge worker” (Florida, 2005). Knowledge workers are those
employees who apply analytical and theoretical knowledge to develop innovative Organizational
products and services through formal education (Drucker, 1992). These workers learning culture
always work in teams, are impulse-driven (Beyerlein et al., 1999), have less intention to
leave the organization, and have a high level of commitment (Benson and Brown, 2007).
Allen and Meyer’s (1996) study on employees’ organizational commitment gave a
new dimension to researchers (Mowday, 1998; Beck and Wilson, 2000). According to
Allen and Meyer (1996), how an employee feels about an organization can be referred to 323
as “organizational commitment”. Commitment is the employee’s mental connection
with his/her present organization, and is related to their behavioral investment with
the organization, and the coincidence of individual and organizational goals (Mowday
et al., 1982). Understanding employee commitment is more important now than ever
before, as it is now recognized that commitment is less thematic and a constant
measureable parameter than satisfaction in this knowledge based economy (Mowday
et al., 1982). Furthermore, the importance of organizational commitment is essential in
retaining a knowledge based workforce (Mathieu and Zajac, 1990).
Individuals with low levels of organizational commitment are always ready to
switch jobs at the first opportunity (Bluedorn, 1982). Therefore, to retain
knowledgeable workers, organizations have focused on enhancing employee
commitment through rewards, recognition, better remuneration, and a better work
environment (Smith, 2005). One aspect of a better work environment that is designed to
enhance employee commitment is a learning culture (Jo and Joo, 2011), which has not
drawn much attention from researchers in the past. An organization that promotes a
learning culture is defined as “an organization skilled at creating, acquiring, and
transferring knowledge, and at modifying its behavior to reflect new knowledge and
insights” (Garvin, 1993, p. 80). Similarly, Levering (1996) concluded that organizations
with a learning culture attract knowledgeable individuals, support innovation, and
reduce workers’ intention to leave the organization.
The literature has confirmed that turnover intention is the last cognitive step
employees make in voluntarily turnover (Steel and Ovalle, 1984; Mathieu and Zajac,
1990; Tett and Meyer, 1993), which is the only antecedent of actual turnover (Miller
et al., 1979). Therefore, managers try to enhance employees’ commitment and
satisfaction to retain knowledgeable workers (Lee and Bruvold, 2003; Koch and Steers,
1978; Lee et al., 1999).
Ample studies have contributed to exploring the relationship between
organizational commitment and turnover intention over the last two decades.
However, it is difficult to determine how leader-member exchange and organizational
learning culture influences an employee’s organizational commitment and employee
turnover intention ( Joo, 2010). Retaining the notion of Dalessio et al. (1986) that
turnover intentions should be studied directly or indirectly rather than actual
intentions to leave the organization, this study investigates the influence of
organizational learning culture and leader-member exchange (LMX) on employee
turnover intentions through organizational commitment. The findings of the study
benefit HR managers when developing strategies to reduce turnover intentions. The
next section of the study reviews the literature on organizational learning culture
(OLC), LMX, commitment and turnover intentions to develop relations. A
questionnaire-based survey method was used to collect data. The Methodology
TLO section of the study details the instruments used and the data collection procedure.
20,4/5 Statistical tools were used to compile the results, and implications are suggested.

Theoretical framework and hypotheses

A set of constructs was selected after reviewing the literature, i.e.:
324 .
LMX quality;
.
organizational learning culture;
.
turnover intentions; and
.
organizational commitment.

This framework was derived from earlier theories on antecedents and consequences of
organizational commitment (Figure 1).

Organizational learning culture

To enhance the employee’s commitment towards their organization the importance of
organizational learning culture (OLC) cannot be ignored. Senge (1990) defined a
learning organization as “a place where people continuously expand their capacity to
create the results they truly desire, where collective aspiration is set free, where new
and expansive patterns of thinking are nurtured, and where people are constantly
learning to see the whole together”. Such organizations are adaptive, flexible and
improve organizational performance through tapping individual learning (Rijal, 2010).
Watkins and Marsick’s (1997) seven-dimensional organizational learning culture
serves as another theoretical base for the study. Such a culture in an organization:
(1) promotes dialogue sharing;
(2) offers chances to learn on a continual basis;
(3) encourages learning in teams;
(4) promotes shared learning;
(5) uses leaders who promote learning at individual and team level;
(6) creates a connection between environment and organization; and
(7) empowers individuals to openly share common values and vision.

Figure 1.
Conceptual framework
Thus, learning organizations are those in which continuous learning, empowerment, Organizational
embedded system and dialogue sharing are essential for collective means and values
(Confessore and Kops, 1998).
learning culture

Leader-member exchange quality

Graen and his colleagues pioneered the introduction of leader-member exchange theory
by focusing on the social exchange relations between leader and member (Dansereau 325
et al., 1973; Graen, 1976; Dansereau et al., 1975). This theory is all about the relationship
between supervisor and subordinate (Graen and Uhl-Bien, 1995). Leader-member
quality determines the exchanged social, mental and psychic support between the
supervisor and his/her subordinate (Liden et al., 1997). In such relations, subordinates
interact with their supervisors frequently to obtain experience, confidence,
encouragement and consent to accomplish work-group stated outcomes beyond the
contractual prospects (Sparrowe and Liden, 1997).

Relationship between OLC and LMX quality

Structuring work around self-managing teams is considered to be the fundamental unit
of organizations and a key leverage point for improving the functioning of the
organization (Hackman, 1990). Tasks that are self-managed by teams may reduce the
need for supervisors or leaders (Morgeson, 2005). Therefore, traditional leadership
might not needed by such teams, but supportive leadership is. For this reason most
organizations have begun to pay attention to coaching and mentoring.
Leader-member exchange and organizational learning culture are two major factors
of the environment, but unfortunately little attention has been paid by researchers to
these constructs. Joo (2010) conducted a study on Korean employees working in the
manufacturing sector. A self-administered questionnaire was distributed among 516
employees about their perceptions regarding OLC and LMX. The results of the study
revealed a positive and significant correlation between the two constructs (r ¼ 0:56)
because supportive leaders promote knowledge among individuals, which contributes
to an organizational learning culture. Joo (2010) further added that to enhance the
generalizability the study should be conducted in other sectors as well. Based on this
information it is hypothesized that:
H1. There will be a positive association between organizational learning culture
and leader-member exchange quality among employees in the banking sector.

Organizational commitment
Commitment is the psychological association between individual and organization. An
assortment of conceptualizations regarding organizational commitment can be found
in the literature (e.g. Mowday et al., 1982; Meyer and Allen, 1991, 1997). Organizational
commitment is defined by Mowday et al.(1982) as “the relative strength of an
individual’s identification with and involvement in a particular organization” (p. 27).
Hall et al. (1970) view it as the process of integrating and assimilating the
organization’s goals and the individual’s goals.
Meyer and Allen (1991) conceptualized the construct into three dimensions:
(1) affective commitment;
(2) continuance commitment; and
(3) normative commitment.
TLO Mowday et al.(1982) also characterized the construct into three components, defined as:
20,4/5 (1) strong belief in the organization’s values and goals;
(2) willingness to put effort into the organization; and
(3) willingness to be with the organization.

The primary focus of the study is on affective organizational commitment, which can
326 be further defined as an “individual’s emotional attachment with the working
organization. Emotionally attached individuals don’t think to leave their organization
because they want to continue with it” (Meyer and Allen, 1991, p. 67).
Allen and Meyer’s (1996) study on impact of organizational commitment on the
organizational effectiveness and performance of employees has given new dimension
to researchers in the same field (Mowday, 1998). Understanding employees’
work-related behavior has become more essential than ever because it is recognized
as less thematic and relative to daily realities than satisfaction in this knowledge-based
economy (Mowday et al., 1982). In a meta-analysis, Mathieu and Zajac (1990) concluded
that along with certain demographical characteristics, job satisfaction, motivation and
organizational characteristics positively influence organizational commitment.
Furthermore, organizational commitment negatively influences employee turnover
intentions.

The relationship between organizational learning culture and organizational

commitment
Although researchers have identified an association between OLC and organizational
commitment, the literature suggests that studies need to expand beyond the
manufacturing sector. Mathieu and Zajac (1990) suggested that to enhance
organizational commitment, organizational characteristics are of great importance. A
significant correlation was found by Lim (2003) between subconstructs of
organizational learning and affective commitment. While studying the
manufacturing sector, Joo and Lim (2009) also found a positive relationship between
perceived organizational learning culture and organizational commitment, but the
same research area still needs to be explored in the service sector ( Joo, 2010). So, the
limited literature regarding organizational learning culture revealed that employees’
perceptions about continuous learning, dialogue sharing, empowerment and strategic
leadership enhance their emotional attachment to their organization.
H2. There will be a positive association between organizational learning culture
and organizational commitment among the employees in the banking sector.

The relationship between LMX quality and organizational commitment

Until now, there has been little study of the relation between LMX and organizational
commitment, with the exception of only a few researchers ( Joo, 2010). The literature
supports the notion that support is one of those factors that enhances organizational
commitment. For instance, a study by Eisenberger et al. (1986) confirms that
organizational commitment is enhanced on the employee’s perception of support. Allen
and Meyer (1990) conducted a study on new hires and found that in supportive
organizations, they show more commitment towards their organization. Mottaz (1988)
pointed out that supervisor’s support is also linked with organizational commitment.
Furthermore, researchers are of the view that a similarity in individual and Organizational
organizational goals also enhances commitment (Vancouver and Schmitt, 2006; learning culture
Vancouver et al., 1994). Joo (2010) conducted a study on Korean employees working in
the manufacturing sector and found a strong association between supervisor support
and organizational commitment. Joo (2010) further added that a similar type of study
should be conducted in other sectors. Based on this information it was hypothesized
that: 327
H3. There will be a positive association between leader-member exchange quality
and organizational commitment among employees in the banking sector.

Turnover intentions
For the most part, a turnover plan has been shown to be the strongest antecedent to
turnover. Those who pioneered improvements in the behavioral intentions literature
(e.g. Fishbein and Ajzen, 1975) advanced a contemplated activity model that
recognized the best single indicator to be a measure of the prior planning of a conduct.
There is a large collection of study affirming the linkage between turnover
propositions and the real behavior of leaving. Highlighting turnover expectation as a
core component in the demonstration of worker turnover behavior, researchers have
resolved that behavioral expectations are the single best indicator of turnover (Lee and
Bruvold, 2003; Bluedorn, 1982).

The relationship between organizational commitment and turnover intentions

The literature on management has explored turnover intentions in relation to attitude,
personality, job satisfaction, governmental policies, intelligence, unemployment and
organizational commitment (Sturman et al., 2006). Several studies have supported the
relationship between job satisfaction, turnover and organizational commitment
(Hollenbeck and Williams, 1986; Bluedorn, 1982). In addition, the consequences
regarding organizational commitment have also been studied. For instance, Meyer and
Allen (1997) are of the view that organizational commitment is related to the
employee’s intentions to leave. Furthermore, many studies have been conducted in the
past that confirm the relationship between organizational commitment and turnover
intentions (Lee and Bruvold, 2003; Koch and Steers, 1978).
H4. There will be a negative association between organizational commitment and
turnover intentions among employees in the banking sector.

Methods
This section explains the procedure through which data was collected, as well as
information about the measures and analytical strategy.

Sample and data collection procedures

Malaysian employees working in banks participated in the study. The study used a
convenience sampling technique. A self-administered questionnaire-based survey was
used to obtain the participants’ views. After first obtaining permission from branch
managers, a total of 500 questionnaires were distributed among employees, resulting in
415 responses (response rate ¼ 83 percent).
TLO Respondents were also evaluated on the basis of demographic characteristics,
20,4/5 i.e. gender, age, qualification, nature of job, duration of current tenure and total job
tenure. The responses revealed that most employees in the Malaysian banking sector
were female (88 percent), aged in their thirties (65 percent), and had permanent jobs (72
percent). Of the total, 51 percent of the respondents held a four-year Bachelor’s degree.
The length of time they had worked with their current organization was evenly
328 distributed across the categories:
.
less than one year, 17 percent;
.
between one and two years, 27 percent;
.
between two and three years, 19 percent;
.
between three and five years, 18 percent; and
.
over five years (19 percent).

Overall job experience was calculated as:

.
less than one year, 17 percent;
.
between one and two years, 18 percent;
.
between two and three years, 21 percent;
.
between three and five years, 26 percent; and
.
over 5 five years, 18 percent.

In summary, most of the respondents were female graduates.

Measures
Almost all the scales regarding the construct used in this study were developed and
used in the USA and Europe. The same scale was prepared for use in Malaysia.
Questionnaires were measured on a five-point Likert scale ranging from 1 (strongly
disagree) to 5 (strongly agree).
LMX quality. To assess the mutual respect between supervisor and subordinates,
Scandura and Graen (1984) developed a seven-item scale regarding LMX quality. In the
same study, Scandura and Graen (1984) collected data twice and reported reliability
coefficient a values of 0.86 and 0.84. Using the same scale with Korean participants, Joo
(2010) reported a reliability coefficient a of 0.87. The reliability in the present study
was 0.86. A sample item was “My supervisor understands my needs and job related
problems very well”.
Organizational learning culture. Watkins and Marsick (1997) developed a scale for
organizational learning culture, and later Yang et al. (2004) shortened the scale to seven
items. This study used the same seven-item scale including an item for each dimension
with the highest factor loading (i.e. continuous learning, team learning, dialogue and
inquiry, empowerment, system connection, embedded system, and strategic
leadership) as this study was related to the employees’ perceptions regarding
learning culture. This shortened version of the scale by Yang et al. (2004) was used to
study organizational learning culture as a single construct and coefficient a values for
the seven dimensions ranged from 0.68 to 0.83. The reliability of the seven items in this
study was 0.84. A sample statement is “In my bank, whenever people state their views,
they also ask what others think”.
 Organizational commitment. Based on three dimensions of organizational Organizational
commitment (i.e. affective commitment, continuance commitment and normative learning culture
commitment) an eight-item scale regarding affective commitment developed by Meyer
et al. (1993) was used in the study. The median reliability of the scale reported by
Meyer et al. (1993) in many studies was 0.85. In the present study the internal reliability
was 0.87. A sample item is: “I would be very happy to spend the rest of my career with
this bank.” 329
Turnover intentions. To measure the turnover intention of employees, a three-item
scale was used as developed by Mobley et al. (1978). In the factor analysis, items were
distinct from each other. In the present study the reliability was 0.86. An sample item
is: “As soon as I can find a better job, I will leave the bank”.

Results
This section contains confirmatory factor analysis (CFA), correlation, reliability,
descriptive statistics and structure model assessment to measure the results.

Confirmatory factor analysis

Confirmatory factor analysis (CFA) should be used to measure the factor loading of
each item used in the construct (Gerbing and Anderson, 1988). Thus, CFA was also
included in the present study. Table I presents significant (p . 0:001) values regarding
an item’s factor loading and composite reliability of each construct. In this regard,
standard values for model fitness were introduced by Hair et al. (2006), for example:
.
the higher the value of the comparative fit index (CFI), the higher will be the
model fit;
.
the values of the normed fit index (NFI) and the non-normed fit index (NNFI)
should be equal to or greater than 0.90;
.
the value of the root mean square error of approximation (RMSEA) should be
less than or equal to 0.08; and
.
the value of x 2/df should be less than 3.

The values of test adaptability were found to be: NNFI ¼ 0:94, NFI ¼ 0:91,
CFI ¼ 0:95, RMSEA ¼ 0:07, x 2 ¼ 2; 538:97 and x 2 =df ¼ 2:71. All the figures
regarding model fitness were better than the stated values.
Table II shows the correlations among all the variables along with their mean
reliability and standard deviation. Organizational learning culture was found to be
positively associated with LMX quality and organizational commitment (i.e. r ¼ 0:58
and 0.55, respectively) but negatively associated with turnover intentions (r ¼ 2 0:37).
Leader-member exchange quality was also found to be positively associated with
organizational commitment (r ¼ 0:62) and negatively associated with turnover
intentions (r ¼ 2 0:41). Finally, a high negative correlation was found between
organizational commitment and turnover intentions (r ¼ 2 0:59). All measures
demonstrated adequate levels of reliability (0.84-0.87).

Structural equation modeling assessment

To determine whether the theoretical relationships specified at the conceptualization
phase are supported by the data, SEM assessment analysis was applied
TLO
Factor loading Composite reliability
20,4/5
Organizational learning culture
OLC1 0.94 0.74
OLC2 0.89
OLC3 0.79
330 OLC4 0.88
OLC5 0.83
OLC6 0.86
OLC7 0.81
Leader-member exchange quality
LMX1 0.77 0.71
LMX2 0.79
LMX3 0.81
LMX4 0.89
LMX5 0.87
LMX6 0.86
LMX7 0.89
Turnover intentions
TI1 0.89 0.75
TI2 0.83
TI3 0.87
Organizational commitment
OC1 0.88 0.76
OC2 0.92
OC3 0.89
OC4 0.79
Table I. OC5 0.78
Factor loading and OC6 0.91
composite reliability of OC7 0.93
the constructs: OC8 0.87

Variables Mean SD 1 2 3 4

1. Organizational learning culture 3.41 0.58 (0.86)

2. LMX quality 3.49 0.63 0.58 * * (0.84)
3. Organizational commitment 3.39 0.61 0.55 * * 0.62 * * (0.87)
Table II. 4. Turnover intentions 3.19 0.71 20.37 * * 2 0.41 * * 20.59 * * (0.86)
Descriptive statistics and
reliabilities Notes: Mean, standard deviation, Pearson correlations and reliability; n ¼ 415; * *p , 0:01

(Diamantopoulos and Siguaw, 2000). The hypotheses are examined through

investigating the path coefficients. All the research hypotheses were supported,
showing statistically significant path coefficients (t , 1:98, p , 0:01).
Hypothesized structural model. Path coefficients and the overall model fit of the
supposed structural model regarding the strength and relationship among the
variables are shown in Figure 2. The hypothesized model indicated a good fit in all
indices (x 2 ½273
¼ 1; 286:11; p , 0:00; NNFI ¼ 0:94; RMSEA ¼ 0:072; CFI ¼ 0:97; Organizational
SRMR ¼ 0:051). All the paths among constructs were significant (t , 1:98). learning culture
Alternative structural model. Two direct paths were also taken along with the four
hypotheses in the alternative model from LMX, and organizational learning culture to
turnover intentions were also evaluated (Figure 3). An almost identical fit to the data
was observed from the alternative model (x 2 ½275
¼ 1; 284:21; p , 0:00; NNFI ¼ 0:94;
RMSEA ¼ 0:071; CFI ¼ 0:96; SRMR ¼ 0:051) with the suggested model. Furthermore, 331
additional relationships were found to be non-significant (t , 1:98, p . 0:05),
i.e. organizational learning culture and turnover intentions (path coefficient ¼ 20:18,
t , 2 1:48) and LMX and turnover intentions (path coefficient ¼ 20:03, t , 5s9). This
identifies that both LMX and organizational learning culture affect employee turnover
intentions through organizational commitment.

Discussion
The study developed and tested a model regarding the joint impact of leader-member
exchange and organizational learning culture on employee turnover intentions through

Figure 2.
Hypothesized model

Figure 3.
Alternate model
TLO organizational commitment. The results of the study have revealed a positive and
20,4/5 significant association between organizational learning culture, organizational
commitment and leader-member exchange quality among employees working in the
Malaysian banking sector. On the other hand, organizational learning culture,
leader-member exchange and organizational commitment were found to be negatively
associated with employee turnover intentions. Thus it might be concluded that when
332 employees of an organization are exposed to a culture where they can learn on a
continual basis and are supported by their supervisors they exhibit more commitment
towards their organization, and this commitment towards the organization helps them
to reduce their intentions to leave. According to the recent findings of Islam et al.
(2012a), a learning culture diverts the employee’s intentions to leave the organization
and has a negative influence on these intentions. Other researchers have also derived
the same results (e.g. Lee-Kelly et al., 2007; Guidice et al., 2009). In addition,
organizational commitment was found to perform the role of mediator between the
relationship of organizational learning culture and employee turnover intentions with
42 percent of the variance, while organizational commitment was not found to mediate
the relationship between LMX and turnover.
Only a few studies have been conducted by researchers to examine the relationship
between organizational learning culture and organizational commitment (e.g. Islam
et al., 2012b; Joo, 2010). The present study suggests that employees’ perception of
organizational support and learning culture enabled them to be more committed to
their organizations. The social exchange theory of Blau (1964) also supports the notion
that when employees perceive something positive about their organization, they
reciprocate with commitment.
Secondly, several studies in the past have confirmed the relationship between
supervisor’s or leader’s support and organizational commitment (Allen and Meyer,
1990; Mottaz, 1988; Eisenberger et al., 1986; Vancouver et al., 1994). Thus the results of
the present study are in agreement with earlier studies and it can be said that relational
context enhances the employee’s commitment towards their organization.
The literature on HRD has confirmed that organizational commitment lessens
employees’ intentions to leave the organization (e.g. Bluedorn, 1982; Koch and Steers,
1978; Lee and Bruvold, 2003; Hollenbeck and Williams, 1986; Sturman et al., 2006;
Meyer and Allen, 1997). The results of the present study also revealed that there is an
inverse relationship between organizational commitment and turnover intentions. It
could be said that employees’ emotional attachment to the organization is essential to
reduce their intentions to leave the job.

Implications
The present study has theoretical and practical implications. One of the theoretical
implications is that the organizational learning culture is a valid construct not only in
the manufacturing sector but also in the service sector (i.e. banking). On the other hand,
this study emphasized how cultural (organizational learning culture), relational
(leader-member exchange) and behavioral (organizational commitment) aspects will
help organizations and HR managers to understand employees’ intention to leave the
organization, which has become a chronic situation in Malaysia due to the arrival of
multinational banks.
 Turnover intentions have become the main problem for HR managers since Organizational
organizations are becoming more active in seeking to hire their rivals’ best employees. learning culture
It is thought that being an employer of choice is essential to retain and gain key and
talented employees (Sutherland et al., 2002). This has affected overall organizational
performance because most talented and well-skilled individuals are shifting their jobs
towards those organizations where they are given the opportunity to learn.
The study will benefit HR managers in retaining key talented individuals by 333
enhancing exchange relations and providing them with an environment with
continuous learning, as the organizational learning culture, leader-member exchange
and organizational commitment reiterate the significant impact of turnover intention
(Jo and Joo, 2011; Agarwal et al., 2012). The results of the study are not confined to
Malaysian HR managers, but are also applicable for European HR managers, as
Lee-Kelly et al. (2007) noted the same problem in the UK and suggested the
development of a learning culture to retain key employees.
Like previous studies, this study found that to enhance employees’ commitment
towards their organization, group-level and organizational-level efforts are required.
This is important for HR managers, as they want to enhance employee commitment.
Thus, organizations should provide a research culture (learning culture) along with
leader support.
By improving and developing new practices, managers could enhance employee
commitment at the group and organizational levels. HR managers can be supported by
HRD professionals through relevant practices. Thus, one factor (leader or supervisor’s
support) is not enough to develop commitment towards an organization, and other
factors (like a learning culture) are also required. In short, these practices should not be
implemented alone. Quite simply, enhancing commitment requires the incorporation of
cultural management, organizational strategy, leadership development and job redesign.

Limitations and future directions of the study

Along with the theoretical and practical implications, the study is not limitation-free.
First of all, the present study used self-reported questionnaires. Although participation
was on a voluntary basis, bank management influence may have lessened the
generalizability of the study (although the participants were completely instructed
prior to completing the questionnaire). Secondly, the data were collected at one point in
time (i.e. cross-sectional), which leaves room for speculation and does not allow the
researcher to determine causality among variables. Only longitudinal research can
adequately disentangle cause and effect. As a result, a longitudinal study is
recommended for future researchers. Thirdly, most of the respondents of the study
were female; this could create gender bias in the study.
The present study was conducted with the perspective of highly qualified workers; the
same study with different knowledge workers may change the results. Furthermore the
present study was conducted in the service sector in Malaysia; to make the results more
generalizable in the same sector, other countries should also be considered for the same
study. The current study used leader-member exchange relations and organizational
learning culture to reduce employees’ intentions to leave the organization through
affective organizational commitment. In future other exchange relations (i.e. perceptions
of organizational support) and behaviors (such as citizenship behaviors, and normative
and continuance commitment) should also be considered because it is not necessarily true
TLO that only emotionally attached employees will show fewer turnover intentions – the
20,4/5 study of obligatory and psychological behaviors are of equal importance.

Conclusion
The present study aimed to explore how leader-member exchange and organizational
334 learning culture influence an employee’s commitment towards their organization and
eventually the turnover intentions among employees working in the banking sector.
The findings of the study revealed that both LMX and learning culture positively
influence employee commitment, but have a negative influence on turnover intentions.
It has become essential for organizations to retain their key and talented employees. To
do this, organizations are trying to become an employer of choice. To attain this, an
organizational learning culture, innovativeness, and supervisor’s support enable them
to be among the list of employers of choice.

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Further reading
Bluedorn, A.D. (1982), “A unified model of turnover from organizations”, Human Relations,
Vol. 35 No. 2, pp. 135-153.
Marsick, V.J. and Watkins, K.E. (2003), “Demonstrating the value of an organization’s learning
culture: the dimensions of the learning organization questionnaire”, Advances in
Developing Human Resources, Vol. 5 No. 2, pp. 132-151.
Noe, R.A., Hollenbeck, J., Gerhart, B. and Wright, P. (2005), Human Resource Management:
Gaining a Competitive Advantage, 5th ed., McGraw-Hill, New York, NY.

Corresponding author
Talat Islam can be contacted at: talatislam@yahoo.com

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