REGRESSION ANALYSIS OF ORGANIZATIONAL LEARNING (OL) AND KNOWLEDGE MANAGEMENT (KM) ON ORGANIZATIONAL CITIZENSHIP BEHAVIOR (OCB) - A CASE STUDY: YOUTH AND SPORTS DEPARTMENTS OF KERMANSHAH PROVINCE

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The aim of this study was to Regression Analysis of Organizational Learning and Knowledge Management on Organizational Citizenship Behavior in Youth and Sports Departments of Kermanshah Province. The population included 148 employees and experts of General Administration of Sport in Kermanshah province that were randomly selected and evaluated using by three questionnaires: Nifeh's (2001) assessing organizational learning, Abtahi and Salvati's (2006) of knowledge management and a third questionnaire of organizational citizenship behavior and, using Regression in level of P<0.05 were analyzed. The results showed that three components of organizational learning, knowledge management and organizational citizenship behavior are in a desirable status at General Administration of Sport of Kermanshah province; also, there is a significant relationship between the components of the research. According to the findings above, it can be concluded that by providing appropriate opportunities for professional growth and increase their public information and responsible participation in organizational learning and political life cycle of an organization, we can strengthened organizational support and encourage employees and managers to participate actively in the organizations meetings, to provide and receive constructive suggestions, and through improving the effectiveness of units and organizational, also improving the quality of administrative services to be participate in their organization efficiency growth.

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Discretionary behaviors that promote the effectiveness of organizations differ from formal role behaviors. These informal role behaviors have been termed as prosocial organizational behavior (Brief and Motowidlo, 1986; George, 1990) or organizational citizenship behavior (OCB; Bateman and Organ,1983; Organ, 1988; Smith et al., 1983). Dennis Organ and his colleagues (Bateman and Organ 1983; Smith et al., 1983) were the first to conceptualize OCB, describing it as “individual behavior that is discretionary, not directly or explicitly recognized bythe formal reward system, and in the aggregate promotes the efficient and effective functioning of the organization” (Organ, 1988, p. 4). Briefly, these behaviors are not compulsory in job definitions, are not rewarded or punished by organization management, and are discretionary. Dimensions of OCB include altruism (discretionary behavior that intends to help others in the organization about a certain problem), conscientiousness (a general compliance that requires employees to go beyond their minimum job requirements), courtesy (intentions that consider others before acting or deciding and informing them about the ctions), civic virtue (employees’ self-responsibility about organizational problems and attention to the social and political life of the organization) and sportsmanship (willingness to accept the inevitable problemsor matters that are related to the job; Organ, 1988). As the ability to survive in an uncertain and turbulent environment is becoming more vital for work organizations today, the need for employees who voluntarily contribute to the organizational welfare beyond their formal roles is greater than ever (Somech and Drach-Zahavy, 2004). Therefore, organizational climate and structure need to be designed to support the emergence of OCBs. Transforming an organization into a learning organization by spreading the learning culture throughout the organization may both expedite to cope with the uncertainty of the environment more effectively and to meet with OCBs more frequently because employees’ expectations will be satisfied. In this study we tried to demonstrate how employees’ perceptions about their companies in the case the companies being learning organizations would affect their OCBs. Many studies have focused on the antecedents of OCB or OCB’s relation with some organizational factors. However, the learning capacity of the organization as an antecedent of OCB has not been treated as often. A common result of all these studies is that employee perceptions about the job atmosphere are crucial if employees are to behave beyond formal roles or display OCB (Somech and Drach-Zahavy, 2004). In learning rganizations, people focus on continuous learningprocesses that are carried out collectively by all of the employees rather than on their own performance results. In such organizations, people expand their own points of view beyond formal role definitions and develop a system approach (Senge, 1996). This approach facilitates organizational learning so that learning ability of the organization can support OCB within the organization (Somech and Drach-Zahavy, 2004). In some studies, it is suggested that OCB could support interpersonal relations in the organization and that it also might be a useful tool for managers to use in fostering a lively work climate (Kidwell et al., 1997). In this respect, the discretionary characteristic of OCB might be both a motivational factor and one of the most important antecedents of teamwork in an organization. As another antecedent of OCB, the clarity of the job might be conceptualized as the extent to which employees know what to expect in their daily routine and how explicitly rules and policies of the organization are communicated. OCB is closely connected to job clarity, comprehensible norms and rules, and good planning of work (Turnipseed and Murkison, 1996). Job clarity is especially related to the shared vision dimension of the concept of learning organization. Sharing the vision among the organization members may increase the clarity of the job. Podsakoff et al., (1996) suggested that if the employees knew the future of their work, their OCB exhibitions would be augmented. Leader attitudes also play a key role in the emergence of OCBs in an organization (Brightman and Moran, 1999; Ehrhart, 2004; Turnipseed and Murkison, 1996). Some leader behaviors, especially transformational leadership behaviors, positively influence OCBs. Many studies have found a direct link between transformational leadership and OCB (e.g., Kent and Chelladurai, 2001; Koh et al., 1995; Podsakoff et al., 1990, 1996). In conclusion, given the interactions described above, it can be summarized that organizational structure and climate have a direct impact on the emergence of OCBs. Thus, we may expect more OCBs from employees in a learning organization than from those in an unlearning one. Hence, the hypotheses can be stated as follows: Hypothesis 1. There will be a positive relationship between employees’ learning organization perceptions and their OCBs. Hypothesis 2. All of the learning organization dimensions will contribute significantly to each of the OCBs independently. In this study, the participants of the survey are white-collar workers from 20 different middle or large-sized companies in Turkey. The questionnaires, consist of Learning Organization Scale and OCB Scale, were posted to the human resources departments of the firms with an information note. Of the 600 questionnaires sent, 460 (76.6%) were returned. As a result, 436 valid responses were used in the study. Findings indicated that intercorrelations between the learning organization and OCB dimensions show statistically significant positive relations between the learning organization and OCB dimensions (p < 0.01). Although intercorrelations between learning organization dimensions were high (.71 ≤r ≤.86), they were average (.50 ≤r ≤.67) between OCB dimensions. The relationship between the learning organization and OCB dimensions was significant, positive, and average (.24 ≤r ≤.55). Hierarchical multiple regression analysis was performed to test whether learning organization dimensions explained additional variance in OCBs. The final model for altruism included continuous learning (β= .11; p < .05), dialogue and inquiry (β= .12; p < .05), and providing leadership (β= .12; p < .05). The conscientiousness model contained continuous learning (β= .14; p < .05) and dialogue and inquiry (β= .16; p < .01). The courtesy model comprised dialogue and inquiry (β= .18; p < .001) and providing leadership (β= .09; p < .05). The sportsmanship model contained continuous learning (β= .13; p < .05), dialogue and inquiry (β= .14; p < .01), and embedded systems (β= .13; p < .05). Lastly, the civic virtue model included continuous learning (β= .16; p < .01) and dialogue and inquiry (β= .32; p < .001). It is interesting that teamlearning, empowerment, and systems connections dimensions had no significant effects on any of the OCB dimensions. The results of this study indicate that there is a significant and positive relation between employees’ learning organization perceptions and their OCBs. Whereas the structures of the organizations are being transformed toward a learning organization, OCBs performed by employees found to be increased, yielding support for Hypothesis 1. To explore whether learning organization dimensions explained additional variance in OCBs, we conducted a hierarchical regression analysis. Results showed that the dimensions of continuous learning and dialogue and inquiry were the most important actors in predicting and explaining the variance of OCBs. Although embedded systems and supportive leadership helped to explain additional variance of OCBs, other learning organization dimensions (team learning, empowerment, and systems connections) had no significant effect; therefore, Hypothesis 2 was partly supported. These findings have some useful implications for managers. Intoday’s working life, employees are obligated to move beyond their formal roles to increase the organization’s accomplishments. Since the findings of this study revealed a strong and significant relationship between employees’ learning organization perceptions and their OCBs, an organizational transformation toward a learning organization in those enterprises could augment OCBs throughout the organization. This study displayed a strong relation between learning organization concept and OCBs. OCBs play a key role in developing the quality of the services produced by organizations. To exist in a competitive world, organizations have to improve their service qualities. If managers can transform their organizations into learning organizations, it seems that OCB exhibition within the organizations is likely be enhanced—as will the service qualities.

European Journal of Physical Education and Sport Science ISSN: 2501 - 1235 ISSN-L: 2501 - 1235 Available on-line at: www.oapub.org/edu 10.5281/zenodo.54875 Volume 1│Issue 4│2016 REGRESSION ANALYSIS OF ORGANIZATIONAL LEARNING (OL) AND KNOWLEDGE MANAGEMENT (KM) ON ORGANIZATIONAL CITIZENSHIP BEHAVIOR (OCB) - A CASE STUDY: YOUTH AND SPORTS DEPARTMENTS OF KERMANSHAH PROVINCE Hekmat Angazi1, Zahra Keshtmand2*, Masud Moradi3 MA Sport Management, Borujerd Branch, Islamic Azad University, Borujerd, Iran 1 MA Sport Management, Kurdistan Science and Research Branch, 2 Islamic Azad University, Sanandaj, Iran MA Sport Management, North Tehran Branch, Islamic Azad University, Tehran, Iran 3 Abstract: The aim of this study was to Regression Analysis of Organizational Learning and Knowledge Management on Organizational Citizenship Behavior in Youth and Sports Departments of Kermanshah Province. The population included 148 employees and experts of General Administration of Sport in Kermanshah province that were randomly selected and evaluated using by three questionnaires: Nifeh's (2001) assessing organizational learning, Abtahi and Salvati's (2006) of knowledge management and a third questionnaire of organizational citizenship behavior and, using Regression in level of P<0.05 were analyzed. The results showed that three components of organizational learning, knowledge management and organizational citizenship behavior are in a desirable status at General Administration of Sport of Kermanshah province; also, there is a significant relationship between the components of the research. According to the findings above, it can be concluded that by providing appropriate opportunities for professional growth and increase their public information and responsible participation in organizational learning and political life cycle of an organization, we can strengthened organizational support and encourage employees and managers to participate actively in the organizations meetings, to provide and receive constructive suggestions, and through improving the effectiveness of units and organizational, also improving the quality of administrative services to be participate in their organization efficiency growth. Copyright © The Author(s). All Rights Reserved Published by Open Access Publishing Group ©2015. 17 Hekmat Angazi, Zahra Keshtmand, Masud Moradi REGRESSION ANALYSIS OF ORGANIZATIONAL LEARNING (OL) AND KNOWLEDGE MANAGEMENT (KM) ON ORGANIZATIONAL CITIZENSHIP BEHAVIOR (OCB) - A CASE STUDY: YOUTH AND SPORTS DEPARTMENTS OF KERMANSHAH PROVINCE Keywords: organizational learning, knowledge management, citizenship behavior, youth and sports departments Introduction In developed countries, sports and healthy recreations are considered as an important industry and an effective element on growth of national economy and also it is considered as one of the most income making industries during the 21 st century (Cohen, 2014). Today, leaders and managers have found that looking at learning in their organizations is a considerable phenomenon; and to build a better future, grow an organization that has an effective and proper way of looking for learning, to survive aligned with changes since organizational learning is a lifelong process. These have various definitions: in an individual aspect, learning, accessing to information, understanding them and gaining skills. From an organizational point, learning is focusing on gaining traditions, perspectives, strategies and transferring knowledge that in both views, learning is in consistence with innovation, recognition, creativity, discovery and production of new knowledge (Amin, 2001). The primary objective of organizational learning is to increase the quality and quantity of performance. In addition, organizations that learn faster, have their strategic capabilities increased, that enable firms to strengthen a position of competitive advantage. These attitudes, behaviors and organizational learning strategies are guidelines in superior long-term performance for organizations (Morales, 2011). Knowledge management plays a critical role in supporting organizational learning since it facilitates effective sharing of collective knowledge at the organization. Knowledge management is a coherent systematically process that use an appropriate combination of information technology and human interactions to identify, manage and sharing the information assets of the organization. These assets are including databases, documents, policies and procedures. In addition, the explicit and tacit knowledge include staffs and uses a wide variety of methods to capture, store and share knowledge within an organization (Abbaspoor, 2006). Several studies have shown that identifying and understanding these behaviors and providing an appropriate environment will lead on the type of organization's service delivery by its staff would be desirable, higher customer satisfaction and organizational and individual effectiveness to be increase (Kurland, 2010). Continuous learning is a process that occurs over time by gaining knowledge and improving performance. In general, it can be said that those who are seeking continuous learning are skillful in acquisition and transfer of knowledge and European Journal of Physical Education and Sport Science - Volume 1 │ Issue 4 │ 2016 18 Hekmat Angazi, Zahra Keshtmand, Masud Moradi REGRESSION ANALYSIS OF ORGANIZATIONAL LEARNING (OL) AND KNOWLEDGE MANAGEMENT (KM) ON ORGANIZATIONAL CITIZENSHIP BEHAVIOR (OCB) - A CASE STUDY: YOUTH AND SPORTS DEPARTMENTS OF KERMANSHAH PROVINCE act to change and modify their behaviors by the help of acquired new knowledge. In this definition, creating knowledge, innovation and creativity constitute basic pillars of continuous learning, but creativity and gaining knowledge only are not enough for an organization to be considered like a learning organization; so it should be able to apply that knowledge in its behaviors and practices and by help of those improve and modify its operations. Due to this, it is appropriate that the officials in charge of Administration of Physical Education as the main responsible for sport in Iran in order to provide the increasing learning opportunities of the organizations' experts and improve their performance, necessary arrangements have to be considered (Asadi, 2009). In general, citizenship behavior will help to efficiency and effectiveness of organizations through resource developments, innovation and adaptability. Organizational citizenship behavior has many advantages in a way that will bring benefits to organization and employees based on different approaches to the interests of the organization, citizenship behavior would have cause to a group of employees who are committed to the company. According to Jin (1988) organizational citizenship behavior (especially dedication, conscientiousness, and patience) would lead to reduce and decreasing leaving and absenteeism from work; and employees who are committed to remain in the company for a long time, produce products with high quality and help to the company position on the basis of various approaches. Logically it can be assumed that organizational citizenship behavior may be improving a better internal working environment (Castiglione, 2008). Nowadays sport organizations are subject to constant changes. Communication and interaction of these organizations with different factors, such as government agencies, private sector, financial sponsors and other international and national sport organizations and most importantly, social, economic, political and cultural factors causes these organizations face with different and various demands (Abtahi, 2006). Therefore, it is essential for these organizations in order to maintain their position and to be successful in their organizational mission, to improve their performance through organizational learning and other scientific methods. Creating learning organizations in sports protect sports organizations largely against environmental changes. It is noteworthy that the establishments of sport learning organizations coordinate with the axis that organizational learning innovators state, before a certain point at the end of a long path, is endless way. So creating a learning organization means endless progress on this path and move forward from one stage to the next stage (Asadi, 1998). Sports organizations are targeted institutions that have been in search of growth and development in different ways over the time. Regards the importance and necessity of European Journal of Physical Education and Sport Science - Volume 1 │ Issue 4 │ 2016 19 Hekmat Angazi, Zahra Keshtmand, Masud Moradi REGRESSION ANALYSIS OF ORGANIZATIONAL LEARNING (OL) AND KNOWLEDGE MANAGEMENT (KM) ON ORGANIZATIONAL CITIZENSHIP BEHAVIOR (OCB) - A CASE STUDY: YOUTH AND SPORTS DEPARTMENTS OF KERMANSHAH PROVINCE efficient and competent human resources in met the organizational goals in order to adapt daily changes and explore potential opportunities in the field of sport, we need to have creative, innovative and capable employees who are able to discover and learn new subjects (Jimenez, 2008). Employees of each organization and their knowledge have a decisive role in this issue (Lopez, 2005). Thus, understanding the characteristics of employees' is the first and most fundamental issue of the organization. Finally, researcher seeks to answer this question: what is the relationship between organizational learning and knowledge management on organizational citizenship behavior in the General Directorate of Youth and Sports in Kermanshah province. Methods The research method is descriptive-correlational and the research is implemented as a field study. The population were includes 148 employees and experts of General Administration of Sport in Kermanshah province that were randomly selected and evaluated using by three questionnaires of Nifeh's (2001) assessing organizational learning, Abtahi and Salvati's (2006) knowledge management and third questionnaire of organizational citizenship behavior was used. The validity of the questionnaires was approved by expert professors of sport management and the Cronbach’s “lpha reliability for the questionnaires were obtained and using regression in level of P<0.05 were analyzed. All the statistical operations are performed by SPSS software. Results Table 1: Impact of knowledge management on organizational citizenship behavior (OCB) Organizational Citizenship Behavior Variable Knowledge Management R2 P-Value R 0.0625 0.010 0.25 According to the results presented in Table 1, the achieved significant level was less than 0.05, thus the null hypothesis is rejected and the other hypothesis is confirmed; i.e. by assurance of 95% we could say that there is a significant relationship between knowledge management and organizational citizenship behavior (OCB) at Administrative of Youth and Sports in Kermanshah province. Also, the calculated coefficient of determination shows that 0.0625 of knowledge management component is defined by the OCB. European Journal of Physical Education and Sport Science - Volume 1 │ Issue 4 │ 2016 20 Hekmat Angazi, Zahra Keshtmand, Masud Moradi REGRESSION ANALYSIS OF ORGANIZATIONAL LEARNING (OL) AND KNOWLEDGE MANAGEMENT (KM) ON ORGANIZATIONAL CITIZENSHIP BEHAVIOR (OCB) - A CASE STUDY: YOUTH AND SPORTS DEPARTMENTS OF KERMANSHAH PROVINCE Table 2: Impact of organizational learning and its aspects on organizational citizenship behavior Variable Organizational Learning R R2 Sig. Shared Vision 0.29 0.0635 0.001 Organizational Culture 0.21 0.0586 0.015 Organizational 0.24 0.0455 0.005 Citizenship Behavior 0.18 0.0386 0.011 (OCB) 0.23 0.0425 0.020 Systematic Thought 0.20 0.0439 0.025 Participative Leadership 0.17 0.0486 0.019 Competence Development 0.24 0.0489 0.001 Team Work and Learning Sharing Knowledge According to the results presented in Table 2, the achieved significant level of organizational learning and all its components were less than 0.05, thus the null hypothesis is rejected and the other hypothesis is confirmed; i.e. by assurance of 95% we could say that there is a significant relationship between organizational learning and its aspects with organizational citizenship behavior (OCB) at Administrative of Youth and Sports in Kermanshah province. Table 3: Impact of knowledge management and its aspects on organizational citizenship behavior Variable R R2 Sig. 0.29 0.0684 0.003 Organizational 0.25 0.0564 0.012 Citizenship Behavior 0.21 0.0539 0.035 (OCB) 0.22 0.0550 0.017 Knowledge Structure 0.18 0.0453 0.021 Organizational Process for Creating Knowledge 0.19 0.0495 0.021 Technological and Cultural Factors 0.26 0.0615 0.021 Knowledge Management Organizational Culture for Creating Knowledge Knowledge Leadership Knowledge Source According to the results presented in Table 3, achieved significant level of knowledge management and all its components were less than 0.05, thus the null hypothesis is rejected and the other hypothesis is confirmed; i.e. by assurance of 95% we could say that there is a significant relationship between knowledge management and its aspects with organizational citizenship behavior (OCB) at Administrative of Youth and Sports in Kermanshah province. European Journal of Physical Education and Sport Science - Volume 1 │ Issue 4 │ 2016 21 Hekmat Angazi, Zahra Keshtmand, Masud Moradi REGRESSION ANALYSIS OF ORGANIZATIONAL LEARNING (OL) AND KNOWLEDGE MANAGEMENT (KM) ON ORGANIZATIONAL CITIZENSHIP BEHAVIOR (OCB) - A CASE STUDY: YOUTH AND SPORTS DEPARTMENTS OF KERMANSHAH PROVINCE Table 4: Results of organizational learning regression effects with predictability in the ability of organizational citizenship behavior Model T Sig Standard Non-Standard Coefficients Coefficients Beta SE B Organizational Learning 2.463 0.000 0.608 1.414 3.425 Organizational Citizenship Behavior 2.874 0.001 - 0.041 0.325 Knowledge Management 1.254 0.000 0.534 1.425 2.025 11.454 0.001 - 0.045 0.689 Organizational Citizenship Behavior According to Table 4, the results of variable regression effects over the predictor of variable criterion on the component of organizational learning, its standardized regression coefficient is equal to 3.425 and significant; also in organizational citizenship behavior, standardized regression coefficient is equal to 0.325 and meaningful. According to Table 4, the results of predictable variable regression effects over the variable criterion on the component of knowledge management, its standardized regression coefficient is equal to 2.025 and significant; also in organizational citizenship behavior, standardized regression coefficient is equal to 0.689 and meaningful. Discussion and Conclusion The results show that organizational learning is in a desirable level at Administrative of Youth and Sports in Kermanshah province. Learning is not important just because of learning nature and advantages, but for the success and development of the organization. The organization would pay the excessive expenses of lack of learning, not knowing, duplication and inefficiency of something, wasting of resources and skills, losing of employees' self-confidence and finally decreasing its income because of lack of innovation. However, if learning and continuous commitment to it would be exist, the profit organizations will increase and individuals will change to the organizations' capital rather than dumped only into workforce. Knowledge management is in a desirable level at Administrative of Youth and Sports in Kermanshah province. In organizations, knowledge is easily transferred and available to all employees. When employees access to corporate knowledge, they can know their environment and make it meaningful. They can find new and better methods for implementing their tasks, work together, fill the gap of knowledge, boost productivity, satisfy the customers and ultimately reach to effective competition. Organizations that through research and development or informal learning processes European Journal of Physical Education and Sport Science - Volume 1 │ Issue 4 │ 2016 22 Hekmat Angazi, Zahra Keshtmand, Masud Moradi REGRESSION ANALYSIS OF ORGANIZATIONAL LEARNING (OL) AND KNOWLEDGE MANAGEMENT (KM) ON ORGANIZATIONAL CITIZENSHIP BEHAVIOR (OCB) - A CASE STUDY: YOUTH AND SPORTS DEPARTMENTS OF KERMANSHAH PROVINCE seek to generate new knowledge are superior to those which act based on other ones rather themselves. Knowledge management deals with issues such as organizational adaptation, survival and competence in encountering increasingly changing environment. In fact, knowledge management seeks synergistic combination of information processing, information technology and creative ability of human beings. Organizational citizenship behavior is in a desirable level at Administrative of Youth and Sports in Kermanshah province. Organizational citizenship behavior as one of the new concepts of organizational behavior management that emphasizes on the ultra-role of staffs and managers, in organizational processes and changing the traditional environment to a dynamic and efficient one has a decisive role. So, if successful and unsuccessful organizations in order to create organizational citizenship behavior decisively take steps, in this case, the productivity and efficiency of the organization will potentially increase therefore their performance will improve among competing organizations. If the ability to learn in organizations is improved, consequently, citizenship behaviors among employees will grow and they would have more willing to provide organizational citizenship behaviors. Managers of the organizations, by identifying knowledge management processes and extending them, will encounter fewer expenses in the issues of information technology. And also with focus on organizational citizenship behaviors, they could direct theirs view and their employees toward the organizational objectives and goals; so these types of behaviors, however, are beyond the duties and obligations of the employees, but will improve and increase the capabilities and abilities of individual and all members of the group and would be a factor for the survival of the organization in the competitive environment. The study also shows a significant and positive relationship between organizational learning and its aspects with organizational citizenship behavior at Administrative of Youth and Sports in Kermanshah province. In managements which feelings of eligibility, the right to choose, effectiveness, meaningfulness and trusting among employees are more and considerable, the more organizational learning will exist. Based on this, increasing staffs eligibilities, believe in self-ability and capacities, the ability to influence on strategic outcomes, individual feeling about his. Its right to choose and self-confidence will also increase organizational learning. Knowledge management deals with issues such as organizational adaptation, survival and competence in encountering increasingly changing environment. In fact, knowledge management seeks synergistic combination of information processing, information technology and creative ability of human beings. Attention to the citizens in a democratic value system is rising. Organizations cannot move on their path without European Journal of Physical Education and Sport Science - Volume 1 │ Issue 4 │ 2016 23 Hekmat Angazi, Zahra Keshtmand, Masud Moradi REGRESSION ANALYSIS OF ORGANIZATIONAL LEARNING (OL) AND KNOWLEDGE MANAGEMENT (KM) ON ORGANIZATIONAL CITIZENSHIP BEHAVIOR (OCB) - A CASE STUDY: YOUTH AND SPORTS DEPARTMENTS OF KERMANSHAH PROVINCE their members as good citizens’ acts and have positive behaviors. In organizations, knowledge is easily transferred and available to all employees. When employees access to corporate knowledge, they can know their environment and make it meaningful. They can find new and better methods for implementing their tasks, work together, fill the gap of knowledge, boost productivity, satisfy the customers and ultimately reach to effective competition. Organizations that through research and development or informal learning processes seek to generate new knowledge are superior to those which act based on other ones rather themselves. According to the findings above, it can be deduced that by providing opportunities for professional growth and increasing their public information and responsible participation in organizational learning and political life cycle of an organization, we can strengthened organizational support and encourage employees and managers to participate actively in the organizations meetings to provide and receive constructive suggestions and through improving the effectiveness of units and organizational, and also improving the quality of administrative services to be participate in their organization efficiency growth. Also in communicate with people out of the organization, civil behavior through volunteer and participate actively in the meetings by group actions' coordinating of team members, efficiency and effectiveness of groups and organizations will provide a positive image of the organization and promote the reputation of the organization. Conscious staffs usually, have high performance and by reducing the volatility in united working performance will lead to stability of organizational performance. References 1. Abbaspoor, Asghar. (2006). "The relationship between HR practices and organizational citizenship behaviors among employees of Bank Mellat"; Master Thesis, School of Management, Tehran University. 2. Abtahi, Hussain; Salavati, Adel. (2006). Knowledge Management in Organization, Tehran: Peywand Now. 3. Amin, A., Bargach, S., Donegan, J. & Others. (2001). Building a KnowledgeSharing Culture, Oilfield Review, 13(1), 48-65. 4. Asadi, Hassan; Ghanbarpour Nosrati, Amir; Ghoprbani, Mohammad Hussain; Dusti, Morteza. (2009). The relationship between learning and organizational performance of experts at Physical Education Organization of Islamic Republic of Iran, a research of executive management, 6. European Journal of Physical Education and Sport Science - Volume 1 │ Issue 4 │ 2016 24 Hekmat Angazi, Zahra Keshtmand, Masud Moradi REGRESSION ANALYSIS OF ORGANIZATIONAL LEARNING (OL) AND KNOWLEDGE MANAGEMENT (KM) ON ORGANIZATIONAL CITIZENSHIP BEHAVIOR (OCB) - A CASE STUDY: YOUTH AND SPORTS DEPARTMENTS OF KERMANSHAH PROVINCE 5. Asadi, Hassan; Ghoprbani, Mohammad Hussain. (1998). The relationship between missions and organizational integration among experts at Physical Education Organization of Islamic Republic of Iran, Scientific Research Journal of Olympic, 4(44), 59-69. 6. Castiglione, J. (2008). Organizational learning and transformational leadership in the library environment, Library Management, 27(4.5), 289-299. 7. Cohen k et al. (2014). Fundamental movement skills and physical activity among children living in low-income communities: a cross-sectional study, Cohen et al. International Journal of Behavioral Nutrition and Physical Activity, 11(49). 8. Jimenez-Jimenez Daniel, Vall Raquel Sanz, Hernandez- Espallardo Miguel. (2008). "Fostering innovation The role of market orientation and organizational learning", European Journal of innovation management, 11(3), 389-412. 9. Kurland, H. et al. (2010). Leadership style and organizational learning: the mediate effect of school vision, Journal of Educational Administration, 2010: 48(1), 7- 30. 10. Lopez, S. P., J. M. Peon and C. M. Ordas. (2005). Organizational Learning as a Determining Factor in ”usiness Performance ; The Learning Organization, , 227-45. 11. Morales, V. J. G., et al. . Strategies Factors and ”arriers for Promoting Educational Organizational Learning ; Teaching and Teacher Education, , - 502. European Journal of Physical Education and Sport Science - Volume 1 │ Issue 4 │ 2016 25

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