| Summary: | 碩士 === 國立中興大學 === 農業推廣教育研究所 === 94 === This research examines the situation of organizational social capital and organizational learning on Hakka community development association, and the relationship between organizational social capital and organizational learning is investigated as well. Hakka communitues in Taoyuan, Hsinchu and Miaoli are taken into account as the target population. The community development associations are targets to which the cluster sampling and survey research method are applied. The investigated sample is composed of 233 valid questionnaires. The analysis eechnigues employed are description statisticses, reliability analysis, exploratory factor analysis, and regression analysis. The findings are presented as followed:
1. In terms of organizational social capital degree of Hakka community development associations, a factor analysis is induced to extract four components: “identification and obligation”, “network position”, “network ties”, “expectation and return”, and “trust and norm”. Organizational social capital presents is medium level.
2. With regard to organizational learning, three factors are extracted: “shared vision”, “commitment of learning”, and “open-mindedness”. Organizational learning is presents medium level.
3. Three dimensions of the organizational social captial show effects on organizational learning of the interviewed Hakka community development associations. The cognition dimension of social capital has significantly influence on the shared vision dimension of organizational learning. The relational dimension and the cognition dimension have critical effect on the commitment of learning. Furthermore, the cognition dimension exhibits obvious impact on the open-mindedness dimension.
4. There are five factors of organizational social capital which make organizational learning different. The “identification and obligation”, the “network position”, and the “expectation and return” have significant influence on shared vision dimension. Both the “identification and obligation” and the “expectation and return” have critical effect on the commitment of learning. Furthermore, the “identification and obligation” and the “expectation and return” significantly influence the open-mindedness dimension.
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