The aim of this thesis is to explore organizational learning and its mechanism by empirical research. Literature review and syntheses, interview, survey were used in this research. It concluded four main parts: the structure and measurement of organizational learning, the effectiveness of organizational trust on organizational learning, the individual level mechanism of organizational learning, the collective level mechanism of organizational learning. The research received 982 valid responses nested in more than 43 different kinds of Chinese companies which were from 9 cities, different industries allover the country, and EFA (exploratory factor analysis), CFA (confirmatory factor analysis), HLM(Hierarchical Linear Model), HRA(Hierarchical Regression Analysis)and other statistics methods were used. The main findings are as the following:
First, organizational learning consisted of six factors which include interorganizational learning, feedforward learning, feedback learning, organizational level learning, collective learning, and individual learning. The reliability and validity of Organizational Learning Questionnaire (OLQ) were highly enough.
Second, organizational trust atmosphere had significantly positive effectiveness on individual learning, collective learning and organizational level learning.
Third, in individual level, individual learning was the complete mediate variable in the relationship between ollective learning, organizational level learning, interorganizational learning, feedforward learning and employee's satisfaction.
Individual learning also completely mediated the relationship between organizational level learning and emotional commitment; but individual learning partially mediated the relationship between interorganizational learning, feedback learning, feedforward learning and emotional commitment, which they can directly had significantly positive effectiveness on employee's emotional commitment.
Individual learning had significantly negative effectiveness on turnout intention.
Organizational learning had no significant effectiveness on task performance.
The relationship between employee's satisfaction, emotional commitment and turnout intention were stronger in companies that organizational level learning was high than in companies which organizational level learning was low. However, the relationship between employee's satisfaction, emotional commitment and turnout intention were stronger in companies that feedback learning was low than in companies which feedback learning was high.
Fourth, in collective Ievel, organizational level learning and feedback learning significantly mediated the relationship between average employee's satisfaction, average emotional commitment and organizational innovation capacity; and interorganizational learning was the significant mediate variable between average employee's satisfaction and organizational financial performance.