Validation of a German Version of the Dimensions of the Learning Organization Questionnaire (DLOQ) in German Craft Companies

Abstract

Abstract. An explicit learning culture can help to systematize learning in small companies with a high degree of informal human resource development. The Dimensions of the Learning Organization Questionnaire (DLOQ; Marsick & Watkins, 2003 ) has already been used to assess learning culture in many international studies mainly with large organizations. However, the multidimensional structure of the DLOQ was criticized in the past. Therefore, this study (N = 856) investigated the dimensionality of a German translation of the DLOQ in the German crafts sector and the effect of the DLOQ dimensions on two criterions (i. e., commitment, job satisfaction). The results confirm the expected seven-factor structure of the German DLOQ (21 items) with good psychometric characteristics that were stable in different subsamples (i. e., different work levels and sectors). The correlations with the criterions confirm the external validity of the DLOQ. Furthermore, leaders rated all seven DLOQ dimensions higher than nonleaders did.

Learning @ work: informal learning strategies of German craft workers

“…This assumption was supported by a recent study which was conducted in small companies and that showed that a continuous learning culture (i.e. a learning culture that is characterized by helping each other, being supported and being rewarded for learning) was positively connected to employees’ commitment (Kortsch and Kauffeld, 2019). In contrast, in large companies the learning culture was not important for employees’ turnover intentions (Egan et al , 2004).…”

“…Faced with these changes, large organizations have spent much money on formal training and development (Blume et al , 2010) and research has focused on formal learning (Noe et al , 2014) as well as its supportive conditions (Holton et al , 2000; Massenberg et al , 2017). However, many studies have demonstrated that most of today’s learning in organizations happens informally (Cerasoli et al , 2018) – especially in organizations with low formal human resource development (HRD) which is mostly linked to one single person without any HR background (Kortsch and Kauffeld, 2019), such as small companies (Rowden, 2002). Thus, informal learning is becoming seemingly more crucial for organizational success.…”

A Meta-Analytic Review of the Relationship Between Learning Organization and Organizational Performance and Employee Attitudes: Using the Dimensions of Learning Organization Questionnaire

“…Although these studies have reported positive relationships between the learning organization and organizational outcomes, DLOQ research has not presented a clear understanding of specific relationships or influences associated with the proposed dimensions. Related, comprehensive comparative analyses of the results of DLQO studies have rarely been conducted to determine the appropriate level of analysis (Kim et al, 2015;Kortsch & Kauffeld, 2019). For instance, Song et al (2013) suggested that dialogue and inquiry, team learning, empowerment, and strategic leadership in the DLOQ should be organizational learning process factors while continuous learning, system connection, and embedded systems should be contextual factors.…”

“…This study has several implications for HRD practitioners. Many DLOQ studies have attempted to assess the learning culture within large organizations where active and continuous learning and sharing of learning are recognized as essential for organizational success (Kortsch & Kauffeld, 2019;Xie, 2019;Yoo, 2012). By understanding the features of the learning organization using the DLOQ, HRD practitioners can gain a holistic understanding of the cultural and structural elements at the individual, team, and organizational levels and can provide guidance on how organizations should perform (Watkins & Dirani, 2013).…”

„Kompetenzen und ihre Entwicklung in der Arbeitswelt von Morgen: branchenunabhängig, individualisiert, verbunden, digitalisiert?“

“…Das Zusammenspiel aus formellem und informellem Lernen kann dabei als agiles Lernkontinuum beschrieben werden. Nach einem formellen Lernprozess folgt ein vom Lerner selbst initiierter informeller Lernprozess (Lernen von und mit Anderen durch informellen Austausch, Selbstversuch oder Selbststudium Kortsch und Kauffeld 2019 ; Kortsch et al. 2019 ; Decius et al.…”