Dimensions of the learning organization in an Indian context

Abstract

PurposeThe 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/approachThe 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.FindingsThe 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/valueThe 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.

Integrating the Linkages between Learning Systems and Knowledge Process: An Exploration of Learning Outcomes

“…According to Billet (2006), structural factors associated with work practices shape the workplace learning experience. Awasthy and Gupta (2012) assert that significance of learning, KM, and skilled workforce have depicted the advantages of operating as a learning organization. For example, Asian member countries are empowering organizations to develop an environment in order to facilitate workplace learning.…”

Learning Organizations and Innovation Mediated by Job Satisfaction

“…Learning organization is not a new concept; it has existed since approximately the early twentieth century. However, it has recently attracted great interest, mainly because the environments in which present-day organizations operate have become more dynamic and sophisticated [2]. The significance and magnitude of learning organization has been extensively debated in previous literature [31]; however, despite such discussions, a clear definition of learning organization has not yet been determined [32].…”

“…The concept of learning organization is more related to developing countries; since it assists in improving the efficiency of its individuals' skills, knowledge, and their capabilities for decision-making [2]. A learning organization is defined as an organization that continually shares knowledge about markets, products, technologies, and business procedures [33].…”

“…Today, organizations are operating in complex, dynamic, and competitive environments [1]; they are regularly confronted by challenges related to the impact of globalization, technology, and economic factors, and this has created a need for innovative solutions [2].…”

“…There are many distinctions between past and present-day organizations; however, one of the primary features of today's organizations is that their formulation is based on learning [14]. Depending on the dynamic nature of work, organizations should consider learning as more critical factor than it could have been before [2]. However, the capability of employees and organizations to learn is seen as a primary source of success [10].…”