Mohammad Kamali - Rehabilitation Research Center, Department of Rehabilitation Management, School of Rehabilitation Sciences, IranUniversity of Medical Sciences, Tehran, Iran
Shabnam Asadollahi - Department of Rehabilitation Management, School of Rehabilitation Sciences, Iran University of Medical Sciences,Tehran, Iran
Mahnaz Afshari - Maragheh University of Medical Sciences, Maragheh, Iran- Health Management and Economics Research Center, Iran University of Medical Sciences, Tehran, Iran
Hosein Mobaraki - Rehabilitation Research Center, Department of Rehabilitation Management, School of Rehabilitation Sciences, IranUniversity of Medical Sciences, Tehran, Iran

Background: Since disabled persons and their families are those who refer towellbeing organization, staff of such organization requires special education toprovide essential capabilities in them. On the other hand, such educations shouldincrease job satisfaction of staff leading to the increasing commitment. The currentresearch aims to find the relation between organizational learning andorganizational commitment of staff in wellbeing organization of Yazd province.Methods: This is an analytical-descriptive research and the statistical population isall staff of wellbeing organization of Yazd province (74 persons). Sampling was doneby census in 2015. To gather information, Nifa organizational learning questionnaireand Allen & Mayer s organizational commitment questionnaire were used and eachincludes 24 items. Data were analyzed using SPSS18 software, t-test, ANOVA,Pearson correlation and linear regression tests in significance level of P-value < 0.05.Results: Participants were 34 men (46%) and 40 women (54%). 66% ofrespondents had bachelor and 35.1% had work experience between 11 and 15years. There was no significant difference between organizational commitment,organizational learning and gender. There was no significant relation between ageand other research variables except for normative commitment. There was a linearsignificant relation and positive and direct correlation between components oforganizational commitment including affective commitment, continuouscommitment and normative commitment (P-value < 0.01).Conclusion: there was a positive and direct relation between organizationallearning and organizational commitment of staff. Organizational commitment andorganizational learning were averagely low in the organization. Therefore,managers of wellbeing organization should identify educational requirements ofstaff and offer opportunities to meet such needs and to promote abilities, skills,loyalty and commitment of staff to the organization.

Organizational Learning, Organizational Commitment, Well-Being Organization