Development of a Short-Form Learning Organization Survey: The LOS-27

Singer, Sara J.; Moore, Scott C.; Meterko, Mark; Williams, Sandra L.

doi:10.5465/ambpp.2012.15659abstract

Cited by 19 publications

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“…A number of instruments have been designed to measure organisational learning (or factors closely related to organisational learning) (Correia‐Lima et al, ). In particular, the Learning Organisation Survey‐27 (LOS‐27) (Singer, Moore, Meterko, & Williams, ) and the Dimensions of a Learning Organisation Questionnaire (DLOQ) (Watkins & O'Neil, ; Yang, Watkins, & Marsick, ) are two examples of well‐developed instruments available to measure factors associated with organisational learning. Importantly, the LOS‐27 has been tested in the health care setting (Singer et al, ).…”

Section: Resultsmentioning

confidence: 99%

Organisational learning in hospitals: A concept analysis

2018

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Aim To provide a clear definition and description of organisational learning in hospitals. Background Organisational learning is a promising strategy nurse managers, and leaders can use to improve organisational performance. A clear definition and description of organisational learning is necessary to advance theory, research and practice in this field. Methods Walker & Avant's method was used to conduct a concept analysis of organisational learning in hospitals. Data sources included 147 empirical studies, 16 review articles, three dictionary entries and three book chapters. Results Organisational learning occurs when experiences are translated into positive changes in the organisation's collective knowledge, cognition and actions. Organisational context plays a key role in the learning process. Other manifestations of the concept are identified. Conclusions This concept analysis provides a clear definition of organisational learning and a description of its defining attributes, antecedents, empirical referents and consequences. Implications for Nursing Management Nurse managers and leaders can improve patient and organisational outcomes by creating an environment conducive to translating experiences into organisational learning. Further research is needed to continue advancing the science of organisational learning in hospitals.

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Section: Resultsmentioning

confidence: 99%

Organisational learning in hospitals: A concept analysis

2018

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“…Higgins et al (), however, used three of the five Psychological Safety subscale items among a sample of teachers and found a Cronbach's alpha of .83. In addition, Singer et al () developed a shortened version of the LOS composed of only 27 items using an exploratory factor analysis and a multitrait analysis, which confirmed the eight‐factor structure of the original 55‐item measure. All of the Psychological Safety and Appreciation of Differences subscale items loaded on one of two factors: Safe Environment or Unsafe Environment.…”

Section: Methodsmentioning

confidence: 92%

“…The statements of each subscale are rated on a 7‐point Likert‐type scale ranging from 1 ( highly inaccurate ) to 7 ( highly accurate ), with higher scores representing perceptions of a safer environment (Psychological Safety) and greater appreciation of differences (Appreciation of Differences). In line with previous researchers (Higgins, Ishimaru, Holcombe, & Fowler, ; Singer, Moore, Meterko, & Williams, ), we adapted the language of the items to reflect the counseling program as the environment under evaluation (by replacing the word unit with program ).…”

Section: Methodsmentioning

confidence: 99%

“…Researchers have noted the face validity of the LOS and reported that item derivation stemmed from decades of organizational research and a conceptual model; however, the dearth of published psychometrics (e.g., internal consistency) is a limitation (Singer et al, ). Higgins et al (), however, used three of the five Psychological Safety subscale items among a sample of teachers and found a Cronbach's alpha of .83.…”

Section: Methodsmentioning

confidence: 99%

“…In the shortened version, a selection of items from the Safe Environment and Unsafe Environment factors composed the final Supportive Learning Environment scale. Among a sample of Veterans Health Administration employees, the Supportive Learning Environment scale scores yielded a reliability coefficient of .89 (Singer et al, ). Future researchers may consider using the shortened 27‐item LOS.…”

Section: Methodsmentioning

confidence: 99%

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Psychological Safety and Appreciation of Differences in Counselor Training Programs: Examining Religion, Spirituality, and Political Beliefs

Giordano

Bevly

Tucker

et al. 2018

Jour of Counseling & Develop

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This study focused on the extent to which religion, spirituality, and political beliefs predicted counseling students' perceptions of psychological safety and appreciation of differences in their programs. The authors used hierarchical regression models to analyze data from 264 students from 4 different institutions. Results indicated that student age, political conservatism, extrinsic religiosity, and intrinsic spirituality were significant predictors of perceived psychological safety and appreciation of differences. The authors discuss implications of these findings.

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Learning from implementation setbacks: Identifying and responding to contextual challenges

Harrison

Grantham

2018

Learning Health Systems

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Introduction We address organizational learning about implementation context during setbacks to primary care redesign in an ambulatory system. The redesign expanded care teams and added a medical assistant assigned administrative and coordination tasks. The redesign was expected to improve care efficiency, prevention, and continuity. In response to setbacks, redesign and system leaders used understanding of context to plan system‐wide changes, as well as program adjustments. Doing so enhanced the redesign's prospects and contributed to system learning. Methods We conducted a 33‐month, mixed‐methods study. Qualitative data included quarterly calls with the redesign leaders and 63 activity log entries. There were three site visits; 73 interviews with practice leaders, providers, and medical assistants. Data analysis used categories from an implementation research framework; these were refined and then expanded inductively using log reports, debriefings with change leaders, and documents. Quantitative analysis used system operational data on chronic care, prevention, efficiency, productivity, and patient access. Results Redesigned teams were not implemented as widely or rapidly as anticipated and did not deliver hoped‐for gains in operational metrics. Interviews reported that team redesign was leading to improvements in chronic care and prevention and eased provider burden. Besides making small adjustments to cope with setbacks, redesign and system leaders engaged in more thorough organizational learning. They examined contextual challenges underlying setbacks and posing risks to the delivery system as a whole. Their responses to challenges helped strengthen the redesign's prospects, improved the delivery system's position in its labor market, and helped the system prepare to meet emerging requirements for value‐based care and population health. Conclusions This case points to benefits for both health care researchers and change practitioners of paying closer attention to how context affects implementation of organizational change, and to opportunities and conditions for learning from setbacks during change.

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Development of a Short-Form Learning Organization Survey: The LOS-27

Cited by 19 publications

References 0 publications

Organisational learning in hospitals: A concept analysis

Organisational learning in hospitals: A concept analysis

Psychological Safety and Appreciation of Differences in Counselor Training Programs: Examining Religion, Spirituality, and Political Beliefs

Learning from implementation setbacks: Identifying and responding to contextual challenges

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