A Study on the relationship between organizational learning culture and organizational performance in Taiwan's university and college libraries

Most of the college and university libraries in Taiwan always pay much attention on their staff training and give highly support on their staff learning through various workshops or conferences. However, can these learning activities bring positive influence to performance and effectiveness in a library organization? And, whether library staff members recognize the importance of organizational learning culture in Taiwan's colleges and universities? Based on above mentioned questions, this study designed a survey questionnaire mainly according to the constructs of DLOQ. The population for this study includes all university and college libraries in Taiwan, a total of 162. 810 questionnaires were sent out in total for this study. Finally, a total of 478 library employees responded resulting in an overall response rate of 59%. The main findings of this study including: 1. Regarding the perceived value of organizational learning culture among college and university library staff in Taiwan, the dimension of "promoting inquiry and dialogue" is in the lead, followed by the dimensions of "providing strategic leadership for learning", "connecting the organization to its environment", "encouraging collaboration and team learning", "empowering people toward a collective vision", "creating system to capture and share learning", and "creating continuous learning opportunity". 2. Most library staff showed quiet good command on the improvement of organizational performance. 3. Different characteristics of library staff did vary in different perceived levels to organizational culture, such as attribute of library, position of job, and years of service. 4. The three organizational cultural dimensions of "creating continuous learning opportunity", "creating system to capture and share learning", and "providing strategic leadership for learning" have a significantly positive effect on organizational knowledge performance. 5. The three dimensions of "creating continuous learning opportunity", "create system to capture and share learning", and "providing strategic leadership for learning" have a significantly positive effect on organizational extrinsic performance.