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Book part
Publication date: 25 July 2008

Howard J. Klein and Aden E. Heuser

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…

Abstract

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.

Details

Research in Personnel and Human Resources Management
Type: Book
ISBN: 978-1-84855-004-9

Article
Publication date: 13 January 2012

Ali Khamis Ali

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…

2240

Abstract

Purpose

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.

Design/methodology/approach

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.

Findings

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.

Originality/value

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.

Details

International Journal of Educational Management, vol. 26 no. 1
Type: Research Article
ISSN: 0951-354X

Keywords

Article
Publication date: 20 July 2010

Teresa G. Weldy and William E. Gillis

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

4872

Abstract

Purpose

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.

Design/methodology/approach

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).

Findings

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.

Research limitations/implications

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.

Originality/value

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.

Details

The Learning Organization, vol. 17 no. 5
Type: Research Article
ISSN: 0969-6474

Keywords

Article
Publication date: 29 June 2012

Richa Awasthy and Rajen K. Gupta

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…

1395

Abstract

Purpose

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.

Design/methodology/approach

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.

Findings

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.

Originality/value

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.

Details

International Journal of Emerging Markets, vol. 7 no. 3
Type: Research Article
ISSN: 1746-8809

Keywords

Book part
Publication date: 7 June 2010

N. Sharon Hill and Karen Wouters

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…

Abstract

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.

Details

Research in Personnel and Human Resources Management
Type: Book
ISBN: 978-0-85724-126-9

Article
Publication date: 8 May 2009

Anna Michna

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.

3183

Abstract

Purpose

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.

Design/methodology/approach

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.

Findings

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.

Research limitations/implications

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.

Practical implications

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.

Originality/value

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

Details

Journal of European Industrial Training, vol. 33 no. 4
Type: Research Article
ISSN: 0309-0590

Keywords

Article
Publication date: 24 April 2007

Carroll M. Graham and Fredrick Muyia Nafukho

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'…

4550

Abstract

Purpose

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.

Design/methodology/approach

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.

Findings

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.

Research limitations/implications

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.

Practical implications

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.

Originality/value

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.

Details

The Learning Organization, vol. 14 no. 3
Type: Research Article
ISSN: 0969-6474

Keywords

Article
Publication date: 17 July 2017

A. Uday Bhaskar and Bijaya Mishra

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…

1654

Abstract

Purpose

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.

Design/methodology/approach

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.

Findings

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).

Research limitations/implications

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.

Originality/value

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.

Details

International Journal of Emerging Markets, vol. 12 no. 3
Type: Research Article
ISSN: 1746-8809

Keywords

Article
Publication date: 19 July 2011

Marlieke Van Grinsven and Max Visser

Research on antecedents of organizational learning generally ignores the fact that organizational learning is at least a two‐dimensional construct and that its dimensions may be…

3732

Abstract

Purpose

Research on antecedents of organizational learning generally ignores the fact that organizational learning is at least a two‐dimensional construct and that its dimensions may be conflicting. This research often fails to investigate the simultaneous effects of antecedents on these dimensions. To address this gap in the literature, this paper aims to discuss the effects of empowerment and knowledge conversion, two factors often considered to be important antecedents of organizational learning.

Design/methodology/approach

The approach adopted involves a review of and reflection on the pertinent literature on learning organizations, organizational learning, empowerment and knowledge conversion.

Findings

It is found that both antecedents have contradictory effects on two dimensions of organizational learning. Empowerment affects second‐order learning in a positive sense, but first‐order learning in a negative sense. Knowledge conversion is positively related to first‐order learning, but negatively to second‐order learning. Thus, it appears that efforts to improve organizational learning on one dimension may have (unintended) effects on the other, unmeasured dimension.

Originality/value

The paper connects disjointed streams of theory and research in a novel way that is of interest and importance to both the academic literature and to organizational practitioners.

Article
Publication date: 25 May 2012

Kjell Gronhaug and Robert Stone

Twenty years ago, Senge's, 1990 pioneering article, ”The learning organization,” published in MIT's Sloan Management Review, received center‐stage attention. The concept received…

4366

Abstract

Purpose

Twenty years ago, Senge's, 1990 pioneering article, ”The learning organization,” published in MIT's Sloan Management Review, received center‐stage attention. The concept received much support and was followed with articles by prominent writers and educators, Margaret Wheatley amongst them. Only ten years later, however, another prominent writer and educator, David Garvin, remarked, “Learning organizations have been embraced in theory but are still surprisingly rare.” The purpose of this paper is to argue and present support for a perspective that learning organizations have existed for over 100 years. Linking this concept to the past versus arguing that learning organizations are new will better pave the way for learning organizations to achieve a status of being more than simply “embraced in theory.”

Design/methodology/approach

Three objectives were presented. The first developed an historical link, with the goal of showing that learning organizations have had a rich history and did not simply appear in 1990. The approach to the second was based on drawing implications from literature about the learning process. The very heart of competitiveness depends on how firm members experience the learning process. The process is a function of the use of tools (T) within a learning climate (C) and their interaction (T x C). The approach to the third objective was to conceptualize learning climate dimensions, old compared to new learning organizations.

Findings

First, the idea that learning is always a competitiveness issue has not been consistently advanced in the literature, if hardly at all. Second, the internal learning climates within firms are what is at the heart of other cultures' successes. Much time has been spent studying the tools used in these firms, for instance quality circles, but little time with the climate learning dimension. The climate dimension has been the reason for their success.

Originality/value

The paper presents a tools/climate learning dimensions matrix (a 2x2 matrix) and develops the understanding that all learning stems from two learning dimensions, tools, and the learning dimension, climate, within which the tools are employed. Within this discussion, the authors present the idea of the competitive advantage of cultures; this advantage appearing in a firm as a consequence of the “climate learning dimension” of various cultures. The concluding section of the paper presents five climate dimensions; those of yesterday compared with those of today. These well known management perspectives (e.g. single loop learning/double loop learning, independence/interdependence) are linked to the learning process with a special focus on the climate dimension of the process. It is there that the degree of the firm's competitiveness is enhanced.

Details

Competitiveness Review: An International Business Journal, vol. 22 no. 3
Type: Research Article
ISSN: 1059-5422

Keywords

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