Putting the learning organization into context: contributions from previous works

Örtenblad, Anders; Fan, Ziyun; Peng, Chenghao; Li, Boying; Cong, Ziyang; Zhou, Jie

doi:10.4337/9781781004906.00009

Cited by 2 publications

(4 citation statements)

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“…Specifically, LL appears to be nomologically isomorphic; a finding which contrasts to other studies examining Hierarchical teams' learning dimensions isomorphism in leadership (Chen et al, 2007). Establishing the nomological isomorphism of LL within the DLOQ also extends our understanding of the contingencies within the multilevel DLOQ model (at both the individual and team level) (Örtenblad et al, 2013;Watkins and Kim, 2017). Overall, this study supports and extends the theoretical, methodological and practical application of DLOQ to improve the learning of individuals, teams and organizations.…”

Section: Discussionsupporting

confidence: 63%

“…improving team-level leadership will improve other team-level DLOQ measures such as continuous learning, Tay et al, 2014). The study has also identified a conditional process within the DLOQ and so answered calls for better understanding of the contingencies within the DLOQ model (Örtenblad et al, 2013;Watkins and Kim, 2017). Specifically, LL appears to be nomologically isomorphic; a finding which contrasts to other studies examining Hierarchical teams' learning dimensions isomorphism in leadership (Chen et al, 2007).…”

Section: Discussionmentioning

confidence: 79%

“…personnel, processes, procedures, time and capital) which span multiple levels (e.g. individual, team and organizational) that act together to enhance an organization's capacity to learn (Örtenblad, 2002;Örtenblad et al, 2013;Watkins and Marsick, 1993). While it is not clear exactly how specific levels or dimensions act together to generate an LO (Fiol and Lyles, 1985), nevertheless, evidence shows which dimensions typically support LO capabilities; leadership has been identified as playing a significant role in developing a LO (Goh, 1998;Watkins and Dirani, 2013).…”

Section: Introductionmentioning

confidence: 99%

“…For example, the DLOQ comprises seven dimensions [1] occurring on three levels [2] which together would create a 21-item matrix generating 5.109 Â 10 19 possible interactions. In that context, Örtenblad et al (2013) reviewed 332 studies, and identified 15 different combinations of LO elements used; the often-remarked variety of definitions used within the LO literature may, in part, be caused by the sheer number of potential interactions within a multidimensional, multilevel LO model (Fiol and Lyles, 1985;Örtenblad et al, 2013).…”

Section: Introductionmentioning

confidence: 99%

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

Stothard

2020

TLO

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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.

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Section: Discussionsupporting

confidence: 63%