The learning organization: an empirical test of a normative perspective

Goh, Swee C.

doi:10.1108/ijotb-04-03-04-2001-b007

Cited by 24 publications

(19 citation statements)

References 17 publications

(37 reference statements)

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“…29 The internal consistency for the OLS five subscales were a Cronbach's α coefficient of 0.90, and test-retest reliability after 10 weeks was 0.77. 30 Section three of the survey, comprising seven questions, was designed to explore Nurse Managers' attitudes and beliefs about EBP and was patterned after a survey used to study the attitudes of general practitioners towards evidence-based medicine. 31 To determine the attitudes and beliefs of Nurse Managers employed on the stroke unit towards EBP, Nurse Managers were required to estimate their own attitude and perceived attitudes of colleagues towards EBP (0 = extremely cynical to 100 = extremely positive), usefulness of EBP in day-to-day management of patients (0 = completely useless to 100 = extremely useful) and percentage of clinical practice that was evidence based (0%-100%).…”

Section: Survey Instrumentmentioning

confidence: 99%

Stroke unit Nurse Managers' views of individual and organizational factors liable to influence evidence‐based practice: A survey

Drury

McInnes

Hardy

et al. 2015

Int J of Nursing Practice

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The uptake of evidence into practice may be impeded or facilitated by individual and organizational factors within the local context. This study investigated Nurse Managers of New South Wales, Australia, stroke units (n = 19) in their views on: leadership ability (measured by the Leadership Practices Inventory), organizational learning (measured by the Organizational Learning Survey), attitudes and beliefs towards evidence-based practice (EBP) and readiness for change. Overall Nurse Managers reported high-level leadership skills and a culture of learning. Nurse Managers' attitude towards EBP was positive, although nursing colleague's attitudes were perceived as less positive. Nurse Managers agreed that implementing evidence in practice places additional demands on staff; and almost half (n = 9, 47%) reported that resources were not available for evidence implementation. The findings indicate that key persons responsible for evidence implementation are not allocated sufficient time to coordinate and implement guidelines into practice. The findings suggest that barriers to evidence uptake, including insufficient resources and time constraints, identified by Nurse Managers in this study are not likely to be unique to stroke units. Furthermore, Nurse Managers may be unable to address these organizational barriers (i.e. lack of resources) and thus provide all the components necessary to implement EBP.

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Section: Survey Instrumentmentioning

confidence: 99%

Stroke unit Nurse Managers' views of individual and organizational factors liable to influence evidence‐based practice: A survey

Drury

McInnes

Hardy

et al. 2015

Int J of Nursing Practice

View full text Add to dashboard Cite

show abstract

“…If organizations are viewed from a systems perspective, the external and internal environmental factors may act as constraints in organizational functioning (Goh, 2001). These factors may act as facilitators or inhibitors, and then the nature of empowerment pattern of HLO may vary from that of LLO.…”

Section: Assumptionsmentioning

confidence: 99%

“…A brief look at the literature pertaining to learning organization suggests that a learning organization is nothing but a particular organizational form (Goh, 2001). Senge (1990) who popularized the concept of learning organization stated that in order to build a learning organization, five disciplines are necessary.…”

Section: Concept Of Learning Organizationmentioning

confidence: 99%

“…When the management accomplishes this, employees share a commitment to learning. The current review suggests that there are wide ranging theoretical perspectives that provide a basis for identifying a bundle or set of variables that define the management practices and characteristics of a learning organization (Goh, 2001).…”

Section: Concept Of Learning Organizationmentioning

confidence: 99%

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Empowerment: a Necessary Attribute of a Learning Organization?

Mishra

Bhaskar²

2010

OMEE

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Purpose: The purpose of this paper is to study the role of empowerment in a learning organization. This research tries to explore whether empowerment is a necessary attribute for organizations to enhance their learning capability or not. It attempts to address two fundamental questions:• What is the role of empowerment in an organization’s learning capability?• Is empowerment an essential attribute of a learning organization?Methodology: The study adopted a mixed method of research design, which includes both qualitative and quantitative methods of data collection and analysis. The quantitative survey comprised of two questionnaires was used to survey 213 executives from various IT organizations. Interviews were also conducted with executives of two case organizations where in-depth study was conducted. Qualitative data was analyzed using the grounded theory methodology.Findings: The findings indicate that only the decision making dimension of empowerment has emerged as a significant predictor of organizational learning, not the power sharing and people valuing dimensions. Further, no difference is observed in high and low learning organizations on their empowerment pattern.Research Limitations/Implications: The sample organizations were from one geographical location (National Capital Region) of India and the study was conducted in the IT sector only. Future studies may investigate this further in different regions and sectors.

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“…These typical models on the learning ability of forging enterprises, from different angles for us to provide a theoretical basis for how to forge the ability of enterprises to learn [4]. But these models did not really from the enterprise learning ability forging process pointed out that the forging process and other business process should be in the end how linked together, in order to constitute a learning enterprise overall and continuous process [5].…”

Section: Enterprise Learning Ability Forging: Theoretical Analysismentioning

confidence: 99%

Study on the Forging of Enterprise Learning Ability Based on the Learning Cycle Theory

Liu¹

2016

Proceedings of the 2016 International Conference on Education, Management and Computer Science

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The basis of learning ability is the ability to extract. Is able to organize the individual good experience, a good way to sum up, and on this basis to find the law in order to guide the organization of the future work, this action is forging. But most enterprises have not formed the system of learning ability forging method. The learning ability of enterprises is the driving force and necessary condition for the enterprise to gain the competitive advantage. This paper discusses the enterprise learning ability concept and the correlation dimension, and comments on the learning ability forging of the related theoretical models and focuses on the study of enterprise learning ability forging way, in order to enterprise management research to provide reference. In order to continuously improve the learning ability of the enterprise, it is necessary to create a good environment and conditions, to create a learning oriented enterprises, enhance the competitiveness of enterprises and sustainable development.

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The learning organization: an empirical test of a normative perspective

Cited by 24 publications

References 17 publications

Stroke unit Nurse Managers' views of individual and organizational factors liable to influence evidence‐based practice: A survey

Stroke unit Nurse Managers' views of individual and organizational factors liable to influence evidence‐based practice: A survey

Empowerment: a Necessary Attribute of a Learning Organization?

Study on the Forging of Enterprise Learning Ability Based on the Learning Cycle Theory

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