The relationship between organizational level factors and

organization, and then they feel anxious and emotional unstable, and this is a reflection about “emotional arousal” (Tsai & Cheng, 2010).

Therefore, the researcher supposed that the correlation existed between knowledge sharing and emotion.

H3. Emotion positively influences learning behavior.

2.2.2 The relationship between organizational level factors and learning behavior

2.2.2.1 The relationship between interpersonal relationship and learning behavior

1. Interpersonal relationship vs. exploratory organizational learning The viewpoints of social construction were developed in the early 1990s, and its concepts were opposite to cognitive perspective.

Furthermore, it treated organizational learning as inter-subjective, inter-group, or interpersonal adjustment process in a specific social-culture context. Social construction perspective emphasized learning orientation, and focused on interpersonal adjustment process and social dynamics, and this should be collectively achieved by organizational members. Through the development and

institutionalization situated learning and social practice, social construction perspective permitted the researchers to investigate that how the power and culture affected the learning in the organization (Hong, Snell, & Easterby-Smith, 2006). The concept of organizational learning focused on providing managers the appropriate technology and interpersonal skills, and it belonged to the psychological level (Trim & Lee, 2007). Argyris and Schon considered that organizational learning theory had to take account of the essentials at the higher level in an organization, and the mutual contact between actions and interactions. Moreover, the interactions with individuals or interpersonal relationship was involved with organizational learning (Beeby & Booth, 2000). As studies above, the correlation existed between organizational learning and interpersonal relationship. Thus, this study inferred that the correlation existed between exploratory organizational learning and interpersonal relationship.

2. Interpersonal relationship vs. knowledge sharing

The learners participate, involve and show social interaction can result in knowledge sharing. For participation and social interaction, both are the facilitators of knowledge acquisition, and then promote learning. Based on the perception of the need to belong theory, it employs attachment motivation and relationship commitment to explain the participation and interaction in a learning process.

Additionally, the need to belong theory referred to the need which formed and maintained the most basic interpersonal relationship.

The attachment motivation is the forming of interpersonal

relationship; relationship commitment belongs to the maintaining of interpersonal relationship. The research result showed that both attachment motivation and relationship commitment positively

influenced the behaviors of online knowledge sharing (Ma & Yuen, 2011). In another study, its result demonstrated that when the interpersonal relationship is stronger, and the moral responsibilities and common interests were promoting, and then facilitated

knowledge sharing (Tseng & Kuo, 2010). As reported above, the researcher considered that the correlation existed between

interpersonal relationship and knowledge sharing.

H4. Interpersonal relationship positively influences learning behavior.

2.2.2.2 The relationship between social relationship and learning behavior

1. Social relationship vs. exploratory organizational learning

Organizational learning is a process and it occurs in daily work practice. In addition, organizational learning can be achieved and facilitated, and exists in the complicated network of social relationship and interaction (Hong et al., 2006). The business relationship is viewed as social relationship, and people can implement various activities in relation to the business, and adjust them in this relationship. The true implication of this adjustment is to understand the exchangeable events in the relationship, and adapt to the problems in programs, and make the organization to rise (Mandják & Szántó, 2010). Following the above literature, which discussed the correlation between organizational learning and social relationship, and then the researcher supposed that the correlation existed between exploratory organizational learning and social relationship.

2. Social relationship vs. knowledge sharing

The communities of practice are to share concepts, problems,

and issues through the social relationship which exists between/among individuals, these interactions can improve individual’s knowledge and experience. Furthermore, online communities positively facilitate knowledge sharing within the organization (Jahnke, 2010). Moreover, the social relationship among organizational members can help individuals to sharing their tacit knowledge, and affects the subsequent behaviors (Chen &

Huang, 2007). Therefore, the researchers inferred that the relationship existed between social relationship and knowledge sharing.

H5. Social relationship positively influences learning behavior.

2.2.2.3 The relationship between collaborative culture and learning behavior

1. Collaboration vs. exploratory organizational learning

Steensma (1996) tested the relationship between the capabilities of organizational learning and inner organizational collaboration, and aimed to acquire technology capabilities. Then, it advocated that the closely correlation existed among technological attribution, collaborative approach, and organizational learning. Additionally, organizational learning was the moderator between collaboration and the development of core capability. For organizational learning, CEO should encourage continuity, commitment, capabilities, contribution, collaboration, and perception (García-Morales, Lloréns-Montes, & Verdú-Jover, 2007). Based on the above studies, which proposed the correlation between organizational learning and collaboration, therefore, the researcher inferred that the correlation existed between collaboration and exploratory organizational learning.

2. Collaboration vs. knowledge sharing

Seonghee and Boryung (2008) discussed the correlation between collaboration and sharing material, and the result showed that the correlation existed, the correlation coefficient was 0.420, p < 0.01.

Furthermore, the research environment was the academic institution;

however, the statistical result showed that collaboration was not the critical factor for knowledge sharing. Knowledge sharing made people acquire relevant tacit or explicit knowledge. One research demonstrated that when people used the collaborative ways, which was similar to social network analysis, so the knowledge sharing was supported. Besides, this assisted people to find relevant content, and knowledgeable collaborators were more likely to share their knowledge (Yang & Chen, 2008). According to the above literatures, the research inferred that the correlation existed between organizational collaborative culture and knowledge sharing.

H6. Organizational collaborative culture positively influences learning behavior.

2.2.2.4 The relationship between organizational climate and learning behavior

1. Organizational climate vs. exploratory organizational learning Because organizational climate provided support and facilitated interpersonal communication, it was considered as the related factors about organizational learning (Chen & Huang, 2007).

Nevertheless, managers should select learning structure, control learning events, and response the goals of business, then create climate to shape the behaviors of employees. What’s more, climate influences the occurrence of the behaviors through limitation of the behaviors of organizational members, or reward or punish certain behavior to achieve it (Davis & Mentzer, 2007). Organizational

climate is not only the result of organizational learning, but also facilitate learning process while supportive organizational climates exists in an organization. One study indicated that the highly correlation existed between organizational learning and organizational climate (Pham & Swierczek, 2006). Above literature have discussed that the correlation existed between organizational learning and organizational climate, and the researcher supposed that the correlation existed between organizational climate and exploratory organizational learning.

2. Organizational climate vs. knowledge sharing

Organizational climate is an important factor to shape the behaviors of employees, and it influences employees’ perceptions for knowledge sharing. In addition, the social interaction among employees is affected by organizational climate. When innovation abilities and collaborative climate are stringer, employees accept and desire to establish interactive network to share and collect knowledge. One study divided organizational climate into innovation and collaborative climate, and the research result presented that the significant positively correlation existed between knowledge sharing and innovation climate, and between knowledge sharing and collaborative climate (Chen & Huang, 2007). However, several potential factors were proved to influence the behavior about knowledge sharing. With regard to organizational climate, organizational climate was considered to create positive influence for on subjective norm of knowledge sharing. From the view of participants, setting up the culture of knowledge sharing is one of the important issues about designing the program of knowledge management, so the managers have to offer this kind of climate for knowledge sharing. Additionally, one research result showed that

organizational climate influenced the subjective norm of knowledge sharing indeed (Tohidinia & Mosakhani, 2010). Thus, the correlation existed between organizational climate and knowledge sharing, and this study put forth the following hypothesis.

H7. Organizational climate positively influences learning behavior.

2.2.3 The correlation between individual level factors and organizational