Document Type : Original Article
Authors
1
Associate Professor, Faculty of Economics and Management, University of Tabriz, Tabriz, Iran. Corresponding Author, Email: s.rahimi@tabrizu.ac.ir
2
MSc. Student in MBA, Faculty of Economics and Management, University of Tabriz, Tabriz, Iran. Email: m-ebrahimpouraghdam1402@ms.tabrizu.ac.ir
Abstract
Purpose: This study investigates how organizational learning culture affects employees’ readiness for change in Iranian telecommunications firms—knowledge-intensive settings marked by rapid digitalization and competition. It examines not only the direct influence of learning culture but also the mediating role of affective commitment to change, reflecting employees’ emotional attachment to and enthusiasm for change initiatives. Integrating organizational learning theory, social exchange theory, and change management literature, the research proposes that a supportive learning environment fosters positive affective responses, which in turn boost readiness for change. The findings aim to advance theoretical understanding and practical strategies for managing change effectively in developing-country contexts.
Design/Methodology/Approach: The study is an applied research. Methodologically, it employs a descriptive–correlational design grounded in the quantitative research paradigm. The statistical population comprised employees of major Iranian telecommunications companies. A combination of stratified sampling and simple random sampling was employed. Organizational units were treated as strata, with random selection performed within each stratum to yield a final sample of 287 participants. Data were collected through a carefully designed survey instrument, and the content validity of questionnaire items was evaluated by academic experts. Construct validity was established through confirmatory factor analysis (CFA), while internal consistency reliability was assessed using Cronbach’s alpha and composite reliability indices, all of which exceeded the standard thresholds of 0.70, confirming acceptable reliability. Structural equation modeling (SEM) was then conducted to examine both direct and indirect relationships among variables using SPSS24 for descriptive statistics and preliminary analysis, and Smart PLS3 for the SEM estimation, given its suitability for complex causal models and moderately sized samples. Sobel test was applied to test the significance of the mediation effect and to ensure the robustness of statistical inference.
Findings: Organizational learning culture was found to have a significant indirect effect on employees’ readiness for organizational change through their affective commitment to change. The path analysis revealed that while the direct path from learning culture to change readiness became statistically nonsignificant when affective commitment was included, the indirect effect remained significant and positive, indicating full mediation. This suggests that the presence of a learning-supportive culture fosters employees’ emotional connection to organizational goals. In turn, this emotional connection enhances their readiness to accept, support, and participate in change initiatives. Employees in such learning-oriented contexts are more likely to interpret change as an opportunity for personal and collective growth rather than as a threat or disruption. Moreover, the study revealed that affective commitment to change translates employees’ positive learning experiences into motivation and optimism toward new changes. These findings align with social exchange theory, suggesting that when organizations invest in creating a supportive learning culture, employees reciprocate through stronger emotional bonds and greater readiness to contribute during transformation processes. The robustness of these results across alternative model specifications confirmed the reliability of the proposed mediating mechanism and provides empirical evidence aligning with international research trends on employee-centered change management.
Discussion and Conclusion: Theoretically this study highlights the central role of affective commitment as an emotional pathway through which organizational learning culture fosters change readiness. By focusing on the affective dimension, the research introduces a more holistic understanding of change preparedness, integrating emotional and cultural perspectives. From a practical standpoint, the findings underscore that cultivating a robust learning culture can significantly enhance employees’ affective and behavioral alignment with organizational transformations. Managers and change leaders are encouraged to promote learning-friendly practices such as transparent communication, participatory decision-making, and opportunities for reflective dialogue. In conclusion, the study asserts that a learning-oriented culture is not merely a background condition but a strategic enabler of successful change. When organizations actively invest in learning systems and nurture affective bonds between employees and organizational goals, they build resilience and adaptability crucial for surviving in volatile markets. By empirically validating this integrative model within the Iranian telecommunications sector, the research offers valuable lessons both for national organizations facing digital transformation and for scholars seeking to understand the emotional dynamics underlying change readiness. Hence, strengthening learning culture and affective commitment emerges as a vital dual strategy for achieving effective, sustainable, and human-centered organizational change.
Keywords
Subjects
