Examining the Dimensions of the Learning Organization Questionnaire

Kim, Junhee; Egan, Toby; Tolson, Homer

doi:10.1177/1534484314555402

Cited by 41 publications

(42 citation statements)

References 41 publications

(61 reference statements)

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“…Researchers maintain the value of using this approach; Worthington and Whittaker (2006) state that exploratory methods are able to capture the correct factor model in most cases and the hypothesised factor structure should be replicated on a separate sample. Similarly, Kim, Egan and Tolson (2015) suggest that using both EFA and CFA can produce more accurate measurement.…”

Section: Sample and Proceduresmentioning

confidence: 96%

Design, development and validation of a workplace cyberbullying measure, the WCM

et al. 2016

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Section: Sample and Proceduresmentioning

confidence: 96%

Design, development and validation of a workplace cyberbullying measure, the WCM

et al. 2016

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“…Some researchers raised concerns suggesting that the DLOQ may have a multicollinearity or discriminant validity issue, which potentially causes a lack of conformity between theory and operation (J. Kim, Egan, & Tolson, ; Pokharel & Choi, ). Supplemental measures are recommended along with the DLOQ when examining organizational performance because of concerns about the ability to perceive and evaluate performance at the organizational level for people not in managerial positions (Pokharel & Choi, ; Weldy & Gillis, ).…”

Section: Theories Of the Learning Organizationmentioning

confidence: 99%

Current status and promising directions for research on the learning organization

Watkins

Kim

2017

Human Resource Dev Quarterly

127

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This article examines the state of research on the learning organization in the field of HRD and future directions that hold promise for enriching our understanding of organizational learning and the learning organization. The article differentiates these two streams of research and explores areas where one body of research may be useful to the other. The article draws heavily on studies using the Dimensions of a Learning Organization Questionnaire (DLOQ©). Emerging work testing cross‐cultural validity and levels of analysis, as well as social network analyses, shows promise in deepening our understanding of the construct. Finally, a case is made for the need for studies of learning organization interventions in order to continue to test the usefulness of the construct of a learning organization for HRD practitioners.

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“…The remaining dimensions have no effect on organisational performance (Norashikin et al, 2016). DLOQ is developed on the basis of a theoretical framework combining four articles: organisational learning, workplace learning, learning climate and learning structure perspective (Kim et al, 2015). For example, this questionnaire can be used to evaluate an organisation as a learning organisation.…”

Section: Dimensions Of a Learning Organisation Questionnairementioning

confidence: 99%

Relationship Between Learning Time and Dimensions of a Learning Organisation

Zubr¹

2019

Proceedings of the 16th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2019)

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The introduction of a learning organisation model brings many benefits to organisations. To evaluate whether it is a learning organisation, the Marsick and Watkins Dimensions of a Learning Organisation Questionnaire can be used. In the Czech Republic, only a few studies have been conducted using this questionnaire. The aim of this paper is to compare the IT sector and the education sector in terms of learning time and assessment of the individual dimensions of the learning organisation by Marsick and Watkins. In 2018 and 2019, studies with the Dimensions of a Learning Organisation Questionnaire focusing on the IT sector and the education sector (secondary schools) were conducted in the Czech Republic. In total, 201 respondents from the IT sector and 121 respondents from secondary schools participated in the study. When comparing the time spent on self-education in both sectors, it is clear that the employees spend 1 to 20 hours per month with self-education, while in the IT sector common employees dedicate more to self-education, executives dedicate more to self-education in the education system. When comparing the average values of the dimensions of a learning organisation in relation to the time spent on self-education, the results in both sectors are very similar. It can be argued that the assessment of individual dimensions increases with the time spent on self-education up to 20 hours per month. The biggest difference in average values can be seen in Dimension 4, while the smallest difference on average dimension can be seen in Dimension 7.

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Examining the Dimensions of the Learning Organization Questionnaire

Cited by 41 publications

References 41 publications

Design, development and validation of a workplace cyberbullying measure, the WCM

Design, development and validation of a workplace cyberbullying measure, the WCM

Current status and promising directions for research on the learning organization

Relationship Between Learning Time and Dimensions of a Learning Organisation

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