| From the perspective of knowledge economics, organizational learning refers to a type of the collocation of personal knowledge resources in an organization and serves as an organizational solution to the contradiction of information explosion and information scarcity. At present, as far as an organization is concerned, how to identify, collect, integrate and distribute personal and organizational knowledge has turned out to be one of the heated issues in the theoretical studies on organizational learning.On the basis of the comparative studies of the following respective fields, such as history of organizational learning research, methodology and academic schools, the author has applied some relevant principles in economy psychology, organizational behaviorism, sociology, and political science to an systematic analysis on its essential, characteristics and tendency of learning motivation in an organization. And so, the conception and the model of organizational learning motivation have been proposed according to both the detailed research work and delicate consideration. In other words, this paper has not only expanded this research field, but also pushed it forward a big step by means of supporting its theoretical basis for both the theory and practice of organizational learning motivation management.This dissertation has adopted the quantitative methodology, for example, questionnaire and case analysis, to investigate the current situation of organizational learning motivation in some kinds of enterprises in different major industries in China. The whole process of such research work is as fallowings: Under the guidance of the previous theoretical evidence, one preliminary questionnaire (4 sub-questionnaires, 116 questions) has been worked out to measure and diagnose the status of organizational learning motivation with the help of structural interview methods. And there are 130 subjects who have been tested first. Concerning all the received information, the author undergoes such processing procedures as item analysis, element analysis and reliability analysis. At a result, one formal questionnaire has been developed. That is entitled with "Comprehensive questionnaire of organizational learning motivation", including 4 sub-questionnaires,. 71 questions. Based on the verification of test-retest reliability, the formal one has proved appropriate to this organizational learning motivation project. Subsequently, the large-scale investigation has been implemented. The samples come from 4 kinds of enterprises, 5 industries, 6 provinces. The total number of the subjects is 1123, at different age and length of service, with different academic degrees and at different levels of status. Apart from the 49 questionnaires for the test-retest reliability, 1074 are left for the formal statistics. As far as case analysis is concerned, the organizational learning activity in one department at a certain university has been singled out as one case against the organizational learning motivation model put forward by the author in the previous chapter.Finally, some conclusions have been drawn from the above theoretical and quantitative approaches:l.The conception and the model of organizational learning motivation have been formed;2. About 4 research findings have been achieved as followings. A high correlation between organizational learning motivation and organizational learning behavior. And among the factors in organizational learning, "organizational coordination" is in negative correlation with those in organizational learning behavior; "reciprocity" is in high positive correlation with the longinquity and integrality of cooperation. The model of motivation structure has been best supported by all data received. Cooperation learning level in state-owned enterprises is much higher than that in other types of enterprises. For example, in such state-owned industries as finance, culture andeducation and health, it is better than that in manufacture; and as for other non-state industries, c...
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