Is the DLOQ learning-oriented leadership isomorphic? Learning-oriented leadership mediates hierarchical teams’ learning dimensions

Abstract

Purpose Learning organizations are often theorized at a team level, yet there is a lack of team-level studies. This study aims to evaluate if team-level dimensions of a learning organizational questionnaire (DLOQ) measures are reliable and reflect real team properties and if both individual-level and team-level DLOQ leadership mediates the effect of rank on other DLOQ measures. Design/methodology/approach An empirical analysis evaluated if team-level DLOQ measures are reliable and reflected real team properties and if DLOQ learning-oriented leadership mediates the effect of rank or team hierarchy on all other DLOQ measures. A novel approach (random group resampling) was used to evaluate if team level measures reflected either a real team property or a statistical artifact. Next, a series of mediation models evaluated if learning-oriented leadership was isomorphic, namely, displays a similar pattern at both individual and team levels. Findings The analysis found team-level DLOQ measures reflected real properties of the teams and were reliable and learning-oriented leadership mediates between rank and team hierarchy and the other six dimensions at both individual and team-levels (i.e. DLOQ team and individual level were isomorphic). Practical implications The results show that hierarchical teams’ learning capacities can be improved by focusing on the learning-oriented leadership, which overcomes the typically negative effect of hierarchical differences within teams. Originality/value This study provides a significant step forward by applying an innovative analysis that shows that the DLOQ team level measures reflect real team properties and DLOQ leadership displays isomorphic characteristics.

Implementing dimensions of a learning organization questionnaire: new insights

“…The role of team leaders could be twofold: to establish systems and processes necessary for joint work and learning, and implement a specific culture and climate that, in the context of learning organizations, stimulates dialogue, inquiry, knowledge sharing, experimenting, learning and change. Stothard (2021) found that learning-oriented leadership indeed plays a key role in improving other measures from the questionnaire in hierarchical teams and minimizes the negative effect power asymmetry could have on team performance, including learning. Her finding is pertinent to military teams.…”

“…When learning-oriented leadership is implemented, even more success regarding team learning and performance could follow. Stothard (2021) postulated that learning-oriented leadership not only benefits team learning and their performance, but also affects other dimensions from the questionnaire. The role of team leaders could be twofold: to establish systems and processes necessary for joint work and learning, and implement a specific culture and climate that, in the context of learning organizations, stimulates dialogue, inquiry, knowledge sharing, experimenting, learning and change.…”

“…By conducting multiple case studies, Boccia and Cseh (2021) examined learning-related activities in non-chain, full-service restaurants. Stothard (2021) investigated how learningoriented leadership affects hierarchical teams. Ellinger and Ellinger (2021) continue by emphasizing the importance of managerial coaching in the context of strategic leadership for learning.…”