Organization Questionnaire Demonstrating the Value of an Organization's Learning Culture: The Dimensions of the Learning (original) (raw)
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Organizational learning culture plays an important role in the successful implementation of business excellence model at the firm level. Although an organization has introduced various improvement initiatives and has implemented collaborative and team playing platforms like Quality Circle and Kaizen, it still may not be having a supportive learning culture. The anecdotal experience of the author as an in-house resource person for implementing the model in a firm and also as an external assessor suggests that the learning culture of an organization plays a great role in effective implementation of the model. This observation is also supported by various authors in the literature, some of which are referred in this paper. Various approaches to measuring learning culture in the existing literature are reviewed in this paper. Proposing that Garvin, Edmondson and Gino’s tool gives actionable findings in assessing organizational learning culture, I present an application of this tool in a...
The Dimensions of a Learning Organization Questionnaire (DLOQ)
Advances in Developing Human Resources, 2013
The Problem Forces influencing organizations in the past decade profile the central role of organizational learning in ensuring sustainability and competitive advantage. The Dimensions of the Learning Organization Questionnaire (DLOQ) was developed in the 1990s to assess organizational learning culture. The DLOQ has since been used for organizational research in many countries, languages, and settings. This volume addresses questions about what research using the DLOQ says about diagnosing and/or improving organizational learning culture in different cultures and settings. The Solution This preface article overviews the development of the DLOQ in response to organizational changes and previews what is measured through the DLOQ. A brief overview of each contributing article is provided. The Stakeholders Scholars and practitioners focused on organizational learning culture will be interested in how research using the DLOQ has been used across cultures to intervene in organizations ove...
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Background and perspectives on organizational learning and learning organizations The increasing need for learning in organizations is one of the latest 'isms' of current management literature. Not only is the ability to learn expected to create the major source of competitive advantage for organizations in the future (Senge, 1990; Stata, 1989), but learning itself is seen as a prerequisite for the survival of today's organizations. This is because organizations continuously need to change internally, as well as adapt to changes they meet in their operational environment. So it is quite understandable that there is a growing need to know more about the most favourable conditions for learning, as well as to understand the processes of both organizational learning and change, in order to improve learning effects. Filling this knowledge gap is, however, not an easy job. The reasons are twofold. First, it has been shown that due not only to change resistance, but also to feelings of stress and insecurity, people do not learn new behaviours when they are 'forced' to, which is the case in many change processes (e.g.
A Literature Review on Organizational Learning and Learning Organizations
The survival of any organisation, particularly, a proft oriented organisation depends to a large extent, on how well it can adapt to environmental changes, accepts changes and do better in terms of its operations. This conceptual paper reviewed some extant literatures on organisational learning and learning organisations with a view to answering the following question: First, how do you identify a learning organisation when you see one? Secondly, what is the conceptual difference between organisational learning and learning organisation? Thirdly, what are those impediments that deprive organisation from becoming a learning organisation? Fourthly, what benefts do organisations derive from being a learning organisation? Furthermore, it attempted to pinpoint some examples of learning organisations in Nigeria and USA. Accordingly, this paper supports the proposition that organisation learning culture has direct influence on organisational innovativeness, which is directly tied to long-term organisational success. It is recommended, therefore, that all organisations that want to remain competitive should focus on becoming a learning organisation.
ijetrm journal , 2021
This study investigated organization learning culture impact on organization performance in the Nigerian context, where primary source of data was used to gather information from the respondents through questionnaire design and distributed to MTN employees. The questionnaire was designed in two parts and formulated in 5-Likert form (such as strongly agree, agree, undecided, disagree, and strongly disagree). The first part covers the respondents' demographic statistics, while the second part covers the respondents' perspectives on the subject matter. The study findings reported that organizational learning culture impact significantly positive on organization performance, knowledge management contributes positively on organization performance but not significant, employee motivation impact on organization performance positively and significantly, and leadership style has a positive impact on organization performance significantly. It was concluded that organizational learning culture and organization performance revealed a positive and significant relationship.
The Dimensions of Learning Organization Questionnaire (DLOQ)
International Journal of Manpower, 2011
Purpose-The purpose of this research is to assess the validity and reliability of the measurement scores related to the learning organization culture, the Dimensions of Learning Organization Questionnaire (DLOQ), in an Iranian context. This research can contribute to the growing literature of learning in organizations. Design/ methodology/approach-The data were collected through distributing questionnaires to 54 service firms and manufacturing companies in ten major cities of Iran during the third quarter of 2010. Rigorous translation procedures, including both forward and backward processes, have been used to guarantee the relevance of this instrumentation in different cultural contexts. Confirmatory factor analysis, simple item-internal consistency estimates, and item inter-correlation analysis were performed to test the validity of DLOQ. Research limitations/implications-There are five positional limitations. First, this study relies on self-report and different perceptions of questions can bring about percept-percept bias. Second, the nature of this research is cross-sectional which may cause causality among variables. Third, the various organizational levels in the questionnaire can render some misinterpretations while answering the questions. Furthermore, the length of the original questionnaire (43 questions) could cause lack of concentration and boredom, which in turn, can impact the results. Last, two constructs related to performance (knowledge and financial performance) in the questionnaire were omitted. Originality/value-This study confirms, according to some statistical results, that the Iranian version of DLOQ has produced reliable measurement scores with the construct validity sufficient to measure the learning organization culture in the Iranian context.
From Organizational Learning to the Learning Organization
Management Learning, 1998
This article reviews theories of organizational learning and presents a framework with which to organize the literature. We argue that unit of analysis provides one critical distinction in the organizational learning literature and research objective provides another. The resulting two-by-two matrix contains four categories of research, which we have called: (1) residues (organizations as residues of past learning); (2) communities (organizations as collections of individuals who can learn and develop); (3) participation (organizational improvement gained through intelligent activity of individual members), and (4) accountability (organizational improvement gained through developing individuals' mental models). We also propose a distinction between the terms organizational learning and the learning organization. Our subsequent analysis identifies relationships between disparate parts of the literature and shows that these relationships point to individual mental models as a crit...