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The main objective of this study was to examine academic staff's perceptions of the characteristics of a learning organization within higher education: in this instance, the International Islamic University Malaysia (IIUM). The study also examined the relationship between the characteristics of a learning organization and satisfaction with performance in teaching and research activities.

A survey method was used in a sample of 400 academicians with a return rate of 214 (53.5 per cent). Watkins and Marsick's and Marsick and Watkins's learning organization questionnaire was used to measure the characteristics of the learning organization and to collect data for the study.

The main results showed that the academic staff indicated moderate levels of the characteristics of a learning organization and satisfaction with performance. The results also showed that there were positive and significant relationships between dimensions of the learning organization and satisfaction with performance activities in teaching and research. Furthermore, dimensions of the learning organization accounted for small but significant variance of satisfaction with both teaching and research performance activities.

This study contributes empirical findings on learning organization in a higher learning institution, a research area in which there is a scarcity of empirical studies.

The purpose of this paper is to examine the perceptions of managers, supervisors, and employees from different organizations relevant to the seven dimensions of a learning organization (LO), and the two dimensions of knowledge and financial performance.

The perceptions of 143 organizational members from different levels of four organizations were measured and compared using the Dimensions of a Learning Organization Questionnaire (DLOQ).

ANOVA results indicated significant effects for level and organization for the LO dimensions and the two performance dimensions. The results indicated significant differences across levels for two of the learning dimensions (empowerment and system connections), and across organizations for six of the learning dimensions including all except continuous learning. The results for the performance dimensions showed managers higher than supervisors and employees on financial performance, and managers higher than employees on knowledge performance. The results also showed variations in the performance dimensions across organizations.

The results indicated variations across levels and across organizations that may hinder progress toward a learning organization and performance improvements. Practical implications include the need for more communication and participation across all levels of the organization, improved access to and sharing of information at lower levels, and empowering employees to use information for decision making.

The paper addresses the paucity of research on the perceptions of disparate groups relevant to the learning organization and organizational performance. It identifies an important area of research by identifying a potential road‐block for organizations attempting to adopt a learning organization culture.

The primary purpose of this paper is to examine the relationship between people‐level learning dimensions, structural level‐learning dimensions and performance outcomes. The paper proposes and tests the original classification of dimensions of learning organization as given by Watkins and Marsick.

The Dimensions of the Learning Organization Questionnaire (DLOQ) by Watkins and Marsick was adopted to gauge the relationship between people‐level learning dimensions, structural‐level learning dimensions and performance outcomes. In a modified model, empowerment was tested as a structural level dimension in the Indian context, while in previous studies carried out by Yang and Yang et al., it was treated as a people‐level dimension. This study adopted the smaller form of DLOQ and data were collected from 292 executives working in different types of organizations: manufacturing, consultancy, KPO, BPO, financial services and others, representing mostly domestic private, public sector organizations and multinational companies operating in the Indian National Capital Region.

The study results revealed that the relationship between people‐level learning dimensions and performance outcomes is mediated by structural‐level learning dimensions in the Indian cultural context. Statistical analyses revealed that the DLOQ has reasonable reliability in the Indian context. The findings are explained in relation to relevant context.

The value added is that the relationship between people‐level learning dimensions and performance outcomes is mediated by structural‐level learning dimensions in the Indian cultural context. This study confirms the validity of applying the DLOQ as determinants of a learning organization in the Indian context.

Organization hierarchy plays a crucial role in the effective management of knowledge and learning. Typically, the organization hierarchy includes employees at the top, middle and lower levels. Employees possess a wealth of knowledge but often knowledge‐driven learning across organization hierarchies is not uniform due to various factors pertaining to the employees such as their literacy levels, available‐time, access to resources, reward and recognition, mindset, level of empowerment etc. This paper attempts to compare how employees at the top and middle level hierarchies in Indian organizations perceive a learning organization (LO). It also attempts to understand how the dimensions of knowledge management (KM) influence LO and tests whether this is significantly different for the aforementioned two hierarchy levels.

A convenience sample of 57 top and middle level executives from India participated in the study. The extent of learning practices was compared and tested for significant differences across the top and middle level hierarchies.

A comparison of the mean scores shows that there is hardly any difference in the way executives at the two levels perceive LO. All the mean scores are below five on a scale of six, pointing to scope for improvement. Further, no statistical difference is found in the mean scores. The impact of KM dimensions on LO was found to be statistically insignificant for the two levels. Most of the KM dimensions were found to positively impact the LO as per the proposed hypothesis.

The sample comprises 34 responses from top and 17 from middle level executives. This small sample size can be largely attributed to respondents' reluctance, especially of those from the public sector organizations, to openly share their views. A larger representation of respondents from the middle level hierarchy would certainly enhance the generalization of results. This low response rate has limited the use of the regression analysis technique as against any other powerful explanatory techniques.

The findings of this study can provide insights to organizations on the role of hierarchies in the management of knowledge and learning which can, in turn, help in developing best practices to manage the same.

The paper addresses the paucity of empirical research done to examine whether top and middle level executives perceive LO differently. It also studies the impact of KM on LO and provides evidence to demonstrate the difference in perception among different hierarchy levels. The value added is in identifying future areas of research by extending this synergy between KM and LO to enhance performance and competitiveness. This approach could be adopted to examine the relationship in different socio‐economic contexts and cultures.

The purpose of this study is to determine employees' perception of the dimension of culture toward organizational learning readiness. The study also seeks to compare employees' work experience (longevity), work shifts and their perception toward the dimension of culture in enhancing organizational learning readiness.

A questionnaire was administered to 150 employees of a manufacturing enterprise. ANOVA was utilized to investigate the relationship between longevity, work shift, and perception toward the dimension of culture in enhancing organizational learning. To determine which of the work shifts had a significant relationship with the dependent variable employees' perception toward the dimension of culture in enhancing organizational learning, a posteriori contrasts were established.

The independent variables longevity and work shift were statistically significant, while the interaction effect was nonsignificant. Omega‐squared test statistic revealed longevity and work shift each accounted for 9 percent and 7 percent, respectively of the variance in the dependent variable employee perception toward the dimension of culture in enhancing organizational learning. Moderate effect sizes for independent variables longevity and work shift were also established.

The application of the results of this study is limited to the one small business enterprise that participated in this study and cannot be generalized to other similar organizations. But the findings are important since they reveal that employees' work experience and work shifts make a difference when compared to the participants' perception toward the dimension of culture in enhancing organizational learning readiness of the small business enterprise studied.

Findings of this study show that it is important to determine the perceptions of employees toward the dimension of culture in enhancing organizational learning readiness. In addition, managers of this small business enterprise should find the results of this study useful in designing work shifts intended to promote organizational learning practices. Emphasis should be directed towards shift interface issues, knowledge dissemination, and evaluation.

Organizational learning has been well researched in large business enterprises. However, limited research in small business enterprises exists. This study set out to determine the employees' perception of the dimension of culture in enhancing learning readiness in a small business enterprise.

The purpose of this paper is to identify and define dimensions of organizational learning and the way it affects small‐ or medium‐size enterprise (SME) performance.

The empirical research is carried out in Polish SMEs (the sample size is 211 enterprises). In order to test the constructed hypotheses we use factor analysis with varimax rotation, correlation analysis and cluster analysis. The sales and employment growth figures and synthetic McKenzie index are used to evaluate SME performance.

In the empirical study, 11 empirical dimensions of organizational learning are identified and defined. The empirical research shows that sales and employment growth is most dependent on the following dimensions: dialogue and empowerment of the employees, collaboration, team learning, leaders' attitudes. In this research, it is suggested that there is an empirical relationship between organizational learning and organizational performance. In practice it means that organizations reaching a higher level of organizational learning probably achieve higher performance.

This research uses a single‐respondent questionnaire. Further research could include analysis of other SME members and take into consideration subjective measures of SME development.

The research results in some important recommendations for SME leaders, who should make every effort to inspire the employees' confidence in each other and create an atmosphere of honest and frank exchange of information and ideas.

The results of the research fill a gap in the current knowledge of strategic management and can be used by managers, specialists, independent experts.

E-learning programs exist in a wide variety of formats. Without a framework for distinguishing between different e-learning programs, it is a challenge for researchers to compare their effectiveness or identify characteristics of e-learning that contribute to learning effectiveness. Based on general theories of learning, we develop a typology that compares e-learning programs in terms of the nature of the learning interactions they provide for learners in three dimensions: degree of interaction, learner control of interactions, and informational value of interactions. The typology dimensions apply to learner–instructor, learner–learner, and learner–instructional material interactions. We also discuss important theoretical implications of the typology. First, we show the utility of the typology for comparing the effectiveness of different e-learning programs. Second, we apply the typology dimensions to develop a theoretical framework for e-learning research that provides a foundation for examining factors that influence learning effectiveness in an e-learning program. The framework identifies e-learning program characteristics, learner characteristics, and contextual factors that impact learning effectiveness in different e-learning environments. It also shows how the typology dimensions align with learning goals to influence learning effectiveness.

This chapter briefly reviews findings from recent socialization research to provide an updated view of the socialization literature. To help advance the literature, this chapter then takes an instructional system approach, viewing socialization fundamentally as a process of learning about a new or changed role and the environment surrounding that role. As such, attention will first be given to further understanding exactly what needs to be learned during socialization. In doing so, an expanded socialization content typology is presented. In addition, two other components are added to this typology to reflect the fact that (a) each of those content dimensions needs to be learned relative to different organizational levels (e.g., job, work group, unit, organization) and (b) socialization occurs over several months and there are temporal considerations relating to the different socialization content dimensions. This chapter then examines how to best facilitate the learning of that expanded socialization content. The Gagné-Briggs theory of instruction is used in connecting socialization content with the means of learning that content. The socialization and orienting activities commonly used by organizations to help new employees in the adjustment process are also identified and then mapped onto the learning outcomes they could best help facilitate. Finally, the conceptual, measurement, and research needs suggested by these extensions to the socialization literature are identified.

This paper aims to measure the organizational learning in two of Estonia’s Higher Education Institutions (HEI) and identify connections between the organizational learning and various characteristics of HEI, such as ownership form and market participation rate.

Watkins and Marsick’s learning organization questionnaire, the Dimensions of the Learning Organization Questionnaire (DLOQ), as one of the most popular organizational learning measurement instruments, was taken to measure the organizational learning of HEIs. Employees from a total of two Estonian HEIs, which differ in several characteristics, completed the Watkins and Marsick’s questionnaire. To identify the dependence of organizational learning on two observed HEIs’ characteristics, the ordinary least squares (OLS) regression analysis method was used. The analysis was performed at the DLOQ dimensions level.

The average organizational learning rate of the two universities under study was over average (3.72 on six-point Likert scale) which allows arguing that both observed institutions are learning organizations. The organizational learning rate based on samples of employees from two HEI-s depends on the institution`s market participation on the 90 per cent level in the first dimension, 95 per cent in the second dimension and 90 per cent in the sixth dimension. Correlation between the HEI ownership form and any of the DLOQ dimensions is weak.

The study is based on two universities. The sample size is insufficient; therefore, the results cannot be generalized to HEIs as a whole.

The relationship between higher education institutions’ organizational learning and higher education institutions’ characteristics has not been investigated before. The results of this paper allow a better focus on different aspects of organizational learning in HEIs’ development and relate to their specific development needs.

The purpose of this paper is to study the validity of the concept of learning organization through the use of the Dimensions of Learning Organization Questionnaire (DLOQ) in an Indian public sector organization. Literature on learning organizations was reviewed to ascertain the sample organization’s progress toward becoming a learning organization. The current research also tries to explore the relationship (if any) between learning organization dimensions and organizational performance.

The study employed a survey method for collecting data from 204 respondents from the sample organization. The data were statistically analyzed and interpretations were made.

The study reveals that the sample organization scores high on the various learning organization dimensions (seven dimensions of DLOQ), which in turn impact knowledge performance and financial performance. Learning organization practices and processes are prevalent in the sample organization and it is progressing well toward its vision of becoming a learning organization (mentioned in its HR vision).

The data for the study were collected from a single sample organization. Hence, any sweeping generalization of the results needs to be made with caution.

This research demonstrates the impact of the four levels of specific learning organization dimensions on its knowledge and financial performance in the context of an emerging country like India.