A journey of collaborative learning organization research

Abstract

Purpose This paper aims to provide an overview of the development of learning organization concepts from the perspectives of Dr Victoria Marsick and Dr Karen Watkins and presents an interesting evolution of their work together spanning over three decades. Design/methodology/approach Through a conversation with thought-leading scholars Dr Victoria Marsick and Dr Karen Watkins, this paper discussed serval topics pertaining to the evolution of the learning organization debate and provides their unique perspective on the development of their theories. Findings The learning organization debate has many foundations that today have led to differing perspectives, which Dr Marsick and Dr Watkins advocate. They developed their learning organization concepts from their particular background, which varies from others. To these thought leaders, cultural aspects are the critical focus of the learning organization. Originality/value The discussion with Victoria Marsick and Karen Watkins reveals their understanding of the evolution of the contested discussion around learning organization definition and implications. The understanding of this evolution, in their words, provides context for researchers and practitioners.

Context related learning opportunities for individual and organizational improvement in learning organizations

“…One of the best ways to do that is to explore conceptualizations of learning organizations by the most prominent thought leaders in this field. Reese and Sidani (2020) provided such an overview by summarizing the interviews they had with Victoria Marsick and Karin Watkins (Sidani and Reese, 2018a), Bob Garratt (Sidani and Reese, 2018b), Michael Marquardt (Reese and Sidani, 2018) and Peter Senge (Reese, 2020). For instance, Marquardt focused on the levels of This work is a part of the project "Development of management in the entrepreneurial economy and society" supported by the University of Rijeka, Croatia, Grant Number: 18-44 1174. learning and the expected outcome in the definition of a learning organization as an organization in which there is learning "at all levels to adapt and succeed with the environment that continually changes" (Reese and Sidani, 2018).…”

“…Based on the previous statement, another key learning organization constituent should be identified: learning culture. This aspect was apostrophized by Marsick and Watkins who put more emphasis on the importance of a learning culture than on "specific behaviors or 'action imperatives'" (Sidani and Reese, 2018a). This is quite expected as learning behavior cannot be prescribed.…”

Learning organization thought leaders interview series

“…Marsick and Watkins confirm that their interest goes beyond an individual manager learning, emphasizingto a greater extenthow learning needs to be wired within individuals that comprise the organization (Sidani and Reese, 2018a).…”

“…Marsick and Watkins note that a climate of learning emerges as learning is interactive, happening within a context (Sidani and Reese, 2018a). Yet, Marsick and Watkins conceptualization seems less directly linked to learning at work, as described in their interview, "Where [our definition has] evolved is that we are much more clearly focused on creating a learning culture than [on] specific behaviours or action imperatives" (Sidani and Reese, 2018a, p. 200).…”

A Sectoral and Regional Benchmarking Study With the Dimensions of Learning Organization Questionnaire (Dloq) Scale Measurements

“…They consist of CL = Continuous Learning, DI = Dialogue & Inquiry, TL = Team Learning, ES = Embedded Systems, EP = Empowered People, SC = System Connection, and SL = Strategic Leadership. By doing so, they also proposed an instrument called Dimensions of Learning Organization Questionnaire (DLOQ), beneficial to organizations for composing their learning organization culture (Marsick & Watkins, 1999;Sidani & Reese, 2018). Definitions of their seven dimentions were determined by factor analysis of 42 questions of DLOQ (Yang, Watkins & Marsick, 2004) with a high Cronbach alpha value (α>0,80) (see Table 3).…”