Abstract
Scholars and practitioners have identified many important factors that influence the development of a learning organization or employees’ perception of that organization as a learning organization. However, in The Bahamas, there have been few studies that have empirically examined whether employees' perceptions are influenced by their educational level or by their age. This study focused on the perceptions of law enforcement officers of their organization as a learning organization at individual, team and organizational levels. Additionally, the study examined whether the officers' perceptions are influenced by their educational level and age. A total of 290 participants were surveyed and the data were analyzed using descriptive statistics and ANOVAs. The results from the study revealed that the officers’ perceptions of the organization as promoting learning practices and cultures are neutral, revealing significant differences in their perceptions related to educational level.
Highlights
The continual investment in training and development by an organization often gives the illusion that the organization is a learning organization
To test for significant differences related to educational level and age, ANOVAs were used. These tests allowed me to determine if the perceptions regarding educational level and age differed. Both genders were represented in the 290 law enforcement officers who participated in the study
In order to be recognized as a learning organization, it is recommended that sharing of new knowledge, whether formally or informally, be implemented via a knowledge management system
Summary
The continual investment in training and development by an organization often gives the illusion that the organization is a learning organization. Such investment in training and development, or training itself, is only a characteristic of a learning organization and does not define an organization as a learning organization (Marsick & Watkins, 1996). The investment in training is often coupled with the expectation of promoting an organizational environment and/or culture that encourages continuous learning at the levels just mentioned (Hunter-Johnson & Closson, 2011).
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