Learning Organization Questionnaire Research Articles

Relationship Between Continuous Improvement and Organizational Performance in A European Bank: The Mediating Role of Organizational Learning

This study attempted to determine the relationship between continuous improvement and organizational performance, with organizational learning functioning as the mediating variable, among Data and Analytics professionals at a European Bank located in Manila. The descriptive-correlational research design was used to determine if there are existing relationship between continuous improvement and organizational performance as its independent and dependent variables, respectively. The components of continuous improvement were management empowerment and leadership and employee participation. The following were the parameters used for assessing organizational performance: cost-effectiveness, business objectives, customer satisfaction, employee satisfaction, and innovation. The survey containing Continuous Improvement Questionnaire, Dimensions of Learning Organization Questionnaire (DLOQ) and Organizational Performance Questionnaire were distributed among data and analytics professionals with the goal of gathering data. The study’s findings indicated a significant relationship between continuous improvement and organizational performance. Furthermore, there was a significant mediation influence with organizational learning; however, on a partial level, as continuous improvement positively influences organizational performance. The study concluded with an understanding of an implication and the development of recommendations for the organization and future researchers that could be useful in the study of continuous improvement, organizational learning, and organizational performance.

Using the learning organization questionnaire in combination with latent profile analysis: an example on how to identify latent classes in an organization to improve learning potential

PurposeLearning organization (LO) concept has received much attention in the last decades. The purpose of an LO is to proactively shape its future by fostering a culture of continuous learning among its members. This approach empowers the organization to adapt, evolve and innovate, aligning with the needs and aspirations of both internal and external stakeholders. As a result, the assessment of an organization’s LO level, whether strong or weak, becomes a matter of significance. This study aims to use Senge’s LO Questionnaire (SLOQ) in conjunction with latent profile analysis (LPA) to identify latent classes within the organization. This approach seeks to enhance the organization‘s learning potential and facilitate its evolution.Design/methodology/approachThis research was a cross-sectional study conducted at Hamadan University of Medical Sciences, Iran. The statistical population consisted of 451 managers and employees across seven departments based at the university headquarters. The sample included 295 individuals, and data was collected using the SLOQ.FindingsThe LPA has shown an excellent accuracy (97%) in identifying SLOQ cut-off points (three classes of good, moderate and low). Most of the participants are considered as a moderate LO (55.9%), which implies the possibility of improving learning, especially enhancing “common vision” and “systemic thinking.” Also, individuals belonging to the high-class category were more likely to be male and hold associate degree than individuals in other categories.Research limitations/implicationsThis study depends on self-report, and different perceptions of questions can cause percept bias. Another limitation is about the nature of this research, which is cross-sectional, which may bring back causality among variables. The other is only three demographic variables have been considered, and it is necessary to pay attention to other influential variables in future studies.Originality/valueThe originality of this study lies in its use of the SLOQ in combination with LPA to identify latent classes in an organization to improve learning potentials.

Investigating the Impact of Organizational Justice on the Relationship Between Organizational Learning and Organizational Silence in Clinical Nurses: A Structural Equation Modeling Approach

Background: When nurses feel that the learning processes in their organization are fair and just, they are more likely to feel confident about sharing their knowledge, expressing their concerns, and contributing to the learning process. Conversely, suppose employees perceive a lack of organizational justice. In that case, they may be less likely to speak up and share their valuable input due to concerns about unfair treatment or possible negative consequences.Objective: Nurses’ silence and organizational learning may have a connection yet to be thoroughly investigated. We are exploring whether organizational justice mediates this relationship by improving nurses’ perception of it and reducing silence among them.Methods: A study was conducted in Ardabil, Iran, to analyze the correlation between organizational learning, organizational justice, and organizational silence among 319 healthcare professionals from five hospitals. The study utilized three assessment tools: the organizational learning questionnaire, the organizational justice scale, and the organizational silence scale. The collected data were analyzed using IBM SPSS Statistics, and a structural equation model (SEM) was developed using the bootstrap method in AMOS 24.0 to test the proposed model.Results: Our study found a strong positive relationship between organizational learning and organizational justice and a significant negative correlation between organizational learning and silence. Also, there was a significant negative relationship between organizational justice and silence. SEM showed that organizational learning indirectly affects organizational silence through organizational justice as a mediator, explaining 72.3% of all variance in organizational silence.Conclusion: Our findings indicated that organizational learning is positively associated with justice but negatively associated with silence. When nurses experience organizational justice, they are less likely to remain silent. Encouraging nurses to share their opinions and concerns reduces silence and improves working conditions, morale, and patient care. Further research is needed to understand the complex interplay between organizational learning, justice, and silence in nursing settings.

Utilization of the dimensions of learning organization for enhanced hospital performance

BackgroundThe healthcare system of Saudi Arabia has evolved radically into an institution that is adaptive to global change and is abreast with new advances in medical field to meet Saudi Vision 2030. The concept and practice of the dimensions of learning organization could provide a framework to significantly improve organizational performance. This study explores the practice of the seven dimensions of LO and determines their utilization toward enhanced performance at hospitals in Hail, Kingdom of Saudi Arabia (KSA). The findings of this study will help improve organizational (hospital) performance.MethodThis cross-sectional study included 117 nurse respondents from various government and private hospitals in the Hail region. Staff nurses were surveyed using the Dimensions of Learning Organization Questionnaire (DLOQ), and supervisors and managers were interviewed.ResultsCreation of continuous learning opportunities, team learning and collaboration, and strategic leadership in learning were perceived to be very satisfactorily utilized. Promotion of dialogue and inquiry, systems to capture and share learning, and empowerment and connection of the organization to the community were perceived to be satisfactorily utilized. Furthermore, the dimensions were found to be directly correlated, evidently signifying a strong relationship.ConclusionOverall, hospitals in the Hail region were found to be learning organizations. The dimensions of learning organization were utilized very satisfactorily, and the culture of learning was strongly embedded in the hospitals' systems and practices.

The effect of servant leadership on Greek public secondary schools acting as learning organizations

ABSTRACT This study aims to explore the effect of servant leadership on Greek public secondary schools operating as learning organizations. Over 192 public school principals completed both the servant leadership questionnaire (SLQ) and the dimensions of learning organization questionnaire (DLOG). A quantitative survey was conducted all over the country. From a practical standpoint, servant leadership seems not to be impractical as it is exercised to a moderate degree. Schools act as learning organizations to a moderate to strong degree. The results of the multilevel analysis emphasize the importance of empowerment, emotional healing and creating value for the community as major predictors of establishing a school-based organizational learning culture. Furthermore, employment status, teacher qualifications and school size have a significant impact on the perceived learning organization culture. Findings are expected to encourage managers to embrace and adopt the doctrine of servant leadership as a whole to improve long-term performance.

Internal consistency of the Vietnamese version dimensions of learning organization questionnaire

Background: A learning organization epitomizes an environment where individuals incessantly harness their capabilities to accomplish stipulated objectives, foster the generation of innovative ideas, advocate teamwork, and engage in relentless collective learning. Objectives: This study aims to ascertain the internal consistency of the Vietnamese translation of the Dimensions of Learning Organizations Questionnaire (DLOQ). Methods: A descriptive cross-sectional study was executed in December 2022, with the participant cohort comprising healthcare personnel from Pham Ngoc Thach Hospital. Results: Analysis of 148 responses from the cross-sectional survey identified Cronbach’s Alpha coefficient of 0.97 for the measurement tool, signifying high reliability. The lowest Cronbach's Alpha coefficient was found in the "empowerment" dimension (0.7810), while the "group learning and collaboration" dimension presented the highest value (0.9276). Conclusions: The Vietnamese adaptation of the Dimensions of Learning Organizations Questionnaire demonstrates sufficient internal consistency, rendering it suitable for the evaluation of learning organization elements within healthcare institutions in Vietnam.

People aspect of learning organisation and performance of administrative staff in a public university context

PurposeThe purpose of this study was to examine effects of the human aspects of the learning organisation (i.e. continuous learning; inquiry and dialogue; team collaboration and learning; and employee empowerment) on the performance of a public university’s administrative staff. Differences in the human aspects of the learning organisation across perhaps the two most important demographic characteristics (educational attainment and years of experience) were also examined.Design/methodology/approachThis study focused exclusively on the human aspect of the dimensions of the learning organisation questionnaire. Specifically, differences in the people aspect of learning organization (PALO) across demographic characteristics were analysed using the Kruskal–Wallis test with a Bonferroni adjustment to the alpha values in the Mann–Whitney U tests that followed. Hierarchical linear regression using the standard (enter) method was adopted in analysing the PALO and administrative staff performance while controlling for age and gender.FindingsThis study demonstrated that a difference in the PALO existed across the education level and years of experience of the administrative staff. Specifically, Diploma holders performed better than those with Postgraduate degree. Also, administrative staff with 5–10 years of experience did better than the staff who had more than 15 years of experience. In addition, continuous learning; inquiry and dialogue; and collaboration and team learning each had a significant effect on administrative staff performance.Practical implicationsEmployees, especially those with higher levels of education and more work experience, should be motivated through rewards as well as challenging and thought-provoking tasks as they could serve as mechanisms that would make them contribute substantially to the sustainability of the PALO. Again, public universities should pay attention to the PALO, which is at the individual and team levels.Originality/valueThis study focuses solely on the people aspect of the dimensions of the learning organisation questionnaire and sheds light on its importance to the learning organisation culture.

Stilovi rukovođenja, organizaciono učenje i organizaciona konkurentnost - dokazi iz Republike Severne Makedonije

This study, in the Republic of North Macedonia (NM), identifies the differences between the Leadership Styles (LS) in the given context of Organizational Learning (OL), Situational Leadership (SL), and Organizational Competitiveness (OC). In addition, the study identifies specific factors which make up these constructs. The research was conducted across several industries, organizational hierarchical levels, and various work experiences. A pre-test survey was conducted on a small scale of respondents (n=79) for Organizational learning questionnaire, while the final questionnaire was administered on a larger scale (n=273), both using the convenient sampling. Results prove that there are no statistically significant differences between LS in OC, nor in the OL, while statistically significant differences existed in SL. This study also explored the existing multiple factors in LS, OL, and OC. These findings shed light on possible future research which can integrate these results and dive into further exploratory studies that can dwell into more comprehensive understanding which in effect can increase managerial implications for companies and researchers alike.

The validity and reliability of an instrument to evaluate the practices of learning organization

<span lang="EN-US">The future of students learning, and excellence of schools absolutely depend on the competence, skills, and expertise of its teachers. This study aimed to report on the validity and reliability of the practices of the learning organization instrument. The dimension of the learning organization questionnaire (DLOQ) instrument was used for the validity and reliability practices of learning organization among teachers. A total of 50 teachers who were selected at random from four indigenous primary schools located in Negeri Sembilan, Malaysia were the respondents in this survey study. The results showed: i) The item-content validity index (I-CVI) value achieved was between 0.67 to 1.00; ii) The scale-content validity index (S-CVI) value between 0.95 to 1.00; and iii) The modified kappa statistic between 0.57 to 1.00, proved that the DLOQ instrument adapted in this study had a high content validity. Hence, Cronbach’s Alpha values, Cronbach’s alpha if item deleted, inter-item correlation and corrected item-total correlation also explained that this instrument had high reliability. Therefore, the DLOQ instrument was reliable to measure characteristics of learning organization practices in the context of indigenous primary schools, Malaysia. In line with this, the practices of learning organization among teachers in schools especially primary schools need to be fully applied and implemented to produce more broadly skilled teachers, competent, have a high quality of teaching, able to produce students with high marketability, maintaining the sustainability of schools and educational institutions.</span>

Validation of dimensions of the learning organization questionnaire (DLOQ) in a Vietnamese context

Purpose The main purpose of this study was to validate the Dimensions of Learning Organization Questionnaire (DLOQ) in a Vietnamese context. Using the DLOQ as a research tool, this study also investigated the impact of demographic features on participants’ perceptions of learning organizations (LOs). Design/methodology/approach Data were collected from 748 valid responses to a version of the DLOQ translated into Vietnamese. Cronbach’s alpha and confirmatory factor analysis were used to test the reliable internal consistency and validity of the DLOQ in a Vietnamese context. Then, one-way ANOVA analyses and independent sample t-tests were used to assess the differences produced by the characteristics of respondents and their enterprises. Findings The results of this study show that three versions of the DLOQ are applicable to a Vietnamese context. The findings of this study also suggest that several demographic features produced significant differences in respondents’ perceptions of organizational learning. Research limitations/implications There are several limitations of this study. First, this study used self-reporting, and individual perspectives of questions can bring about perception bias. Also, the length of the original version of the DLOQ (i.e. 43 questions) might impact the results, because of participants’ lack of patience and focus. In addition, various levels of organizational learning may cause some confusion, leading to misinterpretation. Finally, the overrepresentation of large state-owned enterprises in the service industry in the sample may have caused bias when interpreting the results. Future research should be conducted to further validate and extend the findings of this study for small- and medium-sized enterprises, which account for 98% of businesses in Vietnam. It is strongly suggested that scholars use the validated Vietnamese DLOQ to measure the impacts of learning culture on learning-related results in Vietnam, such as individual/team/organizational performance, staff satisfaction and so on. Finally, future research should consider making appropriate study designs to collect and analyze data from various resources and not be limited to self-reported questionnaires. This would minimize common method bias. Practical implications Application of the DLOQ provides valuable insights and understanding for use in designing and evaluating efforts to learn at all levels in Vietnamese enterprises. Social implications Regarding designing, adjusting and implementing strategies to boost the learning capacity of an organization, the findings of this study also imply that business leaders and practitioners in Vietnamese enterprises can build strategies for enhancing LO culture without biases stemming from gender or management level. However, education level and work experience should be considered critical features that could impact the effectiveness of such strategies. Also, understanding and applying the DLOQ when building LOs will promote Vietnamese businesses’ competitiveness and international integration. Originality/value Using statistical results, this study confirmed that a rigorously translated Vietnamese version of the DLOQ produced reliable measurement scores with a construct validity sufficient to measure LOs in a Vietnamese context.

LEARNING ORGANIZATION 2.0: AN EMPIRICAL STUDY OF CONTEXTUAL ADAPTATION IN PT MMI PURWAKARTA

<em>Business rapid development with technology advancement urges enterprises to create a sustainable competitive advantage. Being a Learning Organization (LO) becomes favorable, yet cultural backgrounds and the need to adapt with open innovation urge an adapted LO 2.0. This paper aims to study the application in Indonesia’s industrial context, the underlying factors, and obstacles in a manufacturing plant at PT MMI. The preliminary study interview involved four strategic managers, followed by an empirical study surveying the 130 employees using the adapted Learning Organization Questionnaire (LOQ). The analysis used descriptive statistics and a Confirmatory Factor Analysis (CFA). Its findings suggest that PT MMI successfully enhances the practice of LO 2.0 on its contextualized adapted approach such as an innovative environment, effective information sharing, enhancing employee empowerment, supporting employees’ self-development/ mastery, and becoming a facilitative leader with a multi-stakeholder approach. Nevertheless, some factors with marginal mean scores on each dimension risk destabilizing the long-term learning practice in PT MMI, which the leaders should consider improving and strengthening.</em>

Organizational Culture and Learning Organization: An Empirical Study of the Colleges in Bhutan

Aims: The study assessed the learning organization (LO) dimensions, dominant culture, and the relationship between the organizational culture and learning organization dimensions of the colleges of Royal University of Bhutan (RUB).
 Study Design: It was a correlational study.
 Place and Duration of Study: The sample consisted of teaching and non-teaching staff of the colleges of RUB. The survey was conducted in Bhutan between February and April 2022.
 Methodology: The study participants were 201 teaching (161) and non-teaching (40) staff of the colleges of RUB. The Organizational Culture Assessment Instrument (OCAI) was used to analyze the culture of the colleges. The Dimensions of the Learning Organization Questionnaire (DLOQ) was used to examine the LO characteristics of the colleges. IBM SPSS (Statistical Product and Service Solutions) version 21 was used for data analysis.
 Results: RUB can be considered as a learning organization, as the average (4.051) of the DLOQ dimensions’ ratings by the staff is higher than the DLOQ scale average. The DLOQ dimension, connect the organization to its external environment, achieved the highest score. The DLOQ dimension, foster inquiry and dialogue, achieved the lowest score. The dominant culture of the colleges of RUB is clan culture. Clan culture significantly positively predicted, and hierarchy culture significantly negatively predicted the dimensions of a learning organization – continuous learning, inquiry and dialogue, team learning, strategic leadership for learning, systems to capture learning, empower people, and connect the organization. These predictors predicted 17.86 percent to 25.72 percent of the variance in the learning organization dimensions.
 Conclusion: The dominant culture of the colleges can promote or act as a barrier to the LO practices in the organization. The colleges need to shift orientation from control to collaboration to promote LO characteristics in the colleges.

Dimensions of the Learning University in Confronting COVID 19 Pandemic Challenges: A Field Study in Saudi Public Universities from a Leadership Perspectives

The present study aims to investigate the relationship and predictability between the roles of leaders in Saudi public universities in consolidating the dimensions of learning organizations (universities) and their abilities in confronting COVID 19 pandemic challenges. A total of 228 leaders in three Saudi public universities took part in the current study. A questionnaire was designed for collecting data, which consisted of general data, The Dimensions of Learning Organization Questionnaire (DLOQ), and Confronting COVID 19 Pandemic Challenges Scale (CCPCS) developed by the researcher of this study. The results of the study showed a positive relationship between the roles of leaders in Saudi public universities in consolidating the dimensions of learning organizations (universities) and their abilities in confronting COVID 19 pandemic challenges, and that these roles of leaders are good predictors of these abilities. Results also indicate that there are no significant differences in both study scales across gender, age, academic qualifications, and years of work experience. It is recommended to increase the leaders’ roles in the Saudi public universities in consolidating the dimensions of the learning organization, as this has an impact on their abilities in in confronting COVID 19 Pandemic challenges.

Nurses’ Perception of Learning Organization Dimensions

Converting the healthcare delivery system into a learning organization is essential for improving health outcomes. As nurses are the forces that implement changes to meet organizational objectives, they are continuously involved in the learning process. This study aims to explain the learning organization dimensions as perceived by Nursing staff in Saudi Arabia. This is a descriptive study that uses a convenience sample of 550 nurses. Data was collected using The Dimensions of the Learning Organization Questionnaire (DLOQ). The questionnaire consists of seven dimensions of learning organization. The DLOQ is based on a six-point Likert scale which was scored from 1-6. The study found the highest perceived dimension was “Embedded Systems.” While the lowest perceived dimension was “Empowerment.” The study concluded that while some dimensions were perceived highly by nurses like embedded systems, some dimensions, like system connections and empowerment, were perceived lowly which indicates areas of weaknesses in the organization.

Dimensions of the learning organization questionnaire (DLOQ): validation for the brazilian context

Dimensions of the learning organization questionnaire (DLOQ): validation for the brazilian context

On the systems intelligence of a learning organization: Introducing a new measure

AbstractWe introduce and validate the Organizational Systems Intelligence (OSI) scale, a measurement tool for learning organization, and propose the scale as a useful tool for human resource development (HRD) at the individual level. The scale complements the operationalization of Senge's “Five Disciplines” of the learning organization. OSI provides a new perspective that links employees' perceptions of various seemingly mundane everyday practices with the organizationally desirable effects of a learning organization. The model suggests developmental perspectives that highlight micro‐level behavioral, informal, interactional, and accessible‐to‐all aspects of the learning organization as a route to improvement. Operating in the vernacular and focusing on human experience in organizations, the OSI perspective points to improvement possibilities in and among people in contrast to structural manager‐level constructs. It contributes to HRD literature that explores developmental outcomes and theoretical understanding from human experience in contrast to rank, status, structure, or hierarchy. With its bottom‐up logic as an operationalization of the Sengean learning organization as a form of applied systems thinking, the model introduces an employee‐level perspective of systems thinking in action into the field of HRD. It is demonstrated that with respect to perceived performance, the OSI scale performs equally well as the widely used Dimensions of the Learning Organization Questionnaire.

Implementing dimensions of a learning organization questionnaire: new insights

Implementing dimensions of a learning organization questionnaire: new insights

Learning organization as a framework for networks’ learning and collaboration

Purpose The purpose of this study was to use Watkins and Marsick model of a learning organization (1993, 1996), the dimensions of the learning organization questionnaire as a framework for interdisciplinary network collaboration and knowledge sharing. Design/methodology/approach The research team used a mixed-methods approach for data collection. Survey data was collected from 181 networks. In addition, data was collected from two focus groups with six participants each. Findings Results, in general, showed that the learning organization culture could be used as a framework for interdisciplinary network collaboration. In particular, results showed that shared vision, imbedded systems and knowledge sharing were key driving forces required for successful collaboration. Research limitations/implications Theoretical and practical implications were discussed, and conditions for learning organization culture for networks were established. Originality/value People in a network era need more than training; they need ongoing, interdisciplinary, collaborative support to solve complex problems. Organizations can only work effectively if barriers to organizational learning were removed. This originality of this paper lies in applying learning organization framework at the network level.

The Effects of Learning Climate on Innovative Work Behavior in Digital Start-Up Company

Along with the fast development of technology, makes computers, robots, and automatization are usually used in the business. This phenomenon makes the competition quite strict for the digital start-up, which provides services in corporate systems. Therefore, a company, an IT-based company, in particular, requires innovation and development. This research aims to analyze the effect of learning climate on innovative work behavior in digital start-up companies. This research used a simple linear regression method with a measuring instrument, namely The Dimensions of Learning Organization Questionnaire and Innovative Work Behaviour. This research was conducted on 102 employees. The result shows that learning climate affects the innovative work behavior in 51% of employees in the company, and the rest 49% are affected by other variables outside this research.

A Meta-Analytic Review of the Relationship Between Learning Organization and Organizational Performance and Employee Attitudes: Using the Dimensions of Learning Organization Questionnaire

The purpose of this meta-analysis study is to examine the correlations between the Dimensions of Learning Organization Questionnaire (DLOQ) and frequently examined outcomes including organizational performance and employee attitudes. Positive relationships were found between the DLOQ and organizational performance (e.g., financial, knowledge, and innovative performance) and employee attitudes (e.g., organizational commitment and job satisfaction) and the sub-dimensions (e.g., affective, continuance, and normative commitment), with a notable exception of a negative relationship between the DLOQ and turnover. Because the DLOQ has been used in many countries over the years, this study also examined the influence of national culture on the outcomes. Power distance moderated the relationship between the learning organization and overall organizational performance. Our meta-analytic review makes substantive contributions to the literature on the learning organization concept and the study of national culture as a significant moderator. Implications of these findings and suggestions for future research are discussed.