scispace - formally typeset

Journal ArticleDOI

Dimensões da aprendizagem em organizações: validação do Dimensions of the Learning Organization Questionnaire (DLOQ) no contexto brasileiro

01 Jan 2011-RAM. Revista de Administração Mackenzie (Universidade Presbiteriana Mackenzie)-Vol. 12, Iss: 2, pp 4-29

AbstractEste articulo describe los resultados de un estudio cuyo objetivo ha sido validar la escala de medida de la cultura del aprendizaje y su relacion con el desempeno en la organizacion brasilena. El instrumento dimensions of the learning organization questionnaire (Dloq) o cuestionario de las dimensiones de la organizacion que aprende, propuesto por Marsick e Watkins (2003) fue traducido de la lengua inglesa a la portuguesa, y enseguida fue realizada una validacion semantica. El cuestionario fue contestado por 566 empleados de una organizacion del sector electrico. Los datos fueron recogidos en la intranet de la organizacion estudiada, en el segundo semestre de 2005. El instrumento, en su version completa, posee 55 items, de los cuales 43 son de la cultura del aprendizaje y 12 del desempeno organizacional. El referencial teorico discute, inicialmente, conceptos de la cultura del aprendizaje organizacional y ensena estudios que utilizaron el Dloq en otros contextos. Despues, fueron discutidos conceptos del desempeno organizacional usados por Marsick y Watkins (2003) en la construccion del instrumento. La aplicacion del Dloq en el contexto brasileno en su version completa presento una validez convergente y fiabilidad adecuada, sin embargo no presento una vali-dez discriminante (CORREA; GUIMARAES, 2006). Para resolver este problema, el estudio ha utilizado una version simple de este instrumento, creada por Yang (2003), llamado por ella de Dloq-A. Esta version es compuesta por 27 items distribuidos en siete dimensiones de la cultura del aprendizaje - oportunidades para el aprendizaje continuo, cuestionamiento y dialogo, colaboracion y aprendizaje en equipo, sistemas para capturar y compartir el aprendizaje, delegacion del poder y responsabilidad, desarrollo de la vision sistemica de la organizacion y estimulo al liderazgo estrategico para el aprendizaje - y en dos dimensiones del desempeno organizacional - desempeno financiero y lo que fue regalado como conocimiento organizacional. Los resultados del estudio presentaron validez convergente y discriminante, fiabilidad y validez de criterio, ademas de ser parsimonioso. De esta manera, se concluye que el Dloq-A tiene validez en el contexto brasileno. Los resultados de la encuesta ensenan que la cultura del aprendizaje explica 43% de varianza en el desempeno organizacional. more

Content maybe subject to copyright    Report

More filters

Journal ArticleDOI
Abstract: The objective of this research is to understand the link and evolution between the concepts of knowledge management, organizational learning and memory. Seeking a better clarification of concepts, discussing them in the theoretical field, understanding their evolution in the last decades. A systematic literature review was developed by synthesizing concepts. From two databases, a total of 2511 scientific articles between 1960 and 2017 were analyzed, divided into two studies. Organizational learning is seen as a dynamic process based on knowledge and is translated through various levels of activity. The ability of an organization to use and leverage the knowledge is heavily dependent on its Human Resources, which are effectively who creates, shares and uses that knowledge. Knowledge management is seen as the management of the processes of creation, storage, access, and dissemination of the intellectual resources of an organization. Organizations must consider your main objective as increasing the capacity of individuals and organizational knowledge enhancers. Managers should pay special attention to the more general knowledge associated with the context of the firm, as it supports the introduction of various types of innovation. Knowledge can be encouraged by a set of collaborative practices of HRM. We can consider organizational learning as a process and organizational memory as the corresponding output. Thus, establishing the relationship that the organizational memory is a consequence of organizational learning. Key concepts that can be used in the new future research are summarized, highlighting its application and diagnosis for organizations, fomenting the strategic decision-making.

41 citations

Journal ArticleDOI
Abstract: Purpose The purpose of this study is to examine the relationships among a learning organization, knowledge and financial performance using the Dimensions of the Learning Organization Questionnaire and its abbreviated version. Design/methodology/approach This study used a secondary data set and performed second-order factor analysis and structural equation modeling for testing the proposed relationships. Findings The study found that a learning organization has a positive effect on knowledge performance; knowledge performance has a positive effect on financial performance; and knowledge performance fully mediates the relationship between a learning organization and financial performance. Research limitations/implications This study contributes to validating the current dimensionality of the theoretical framework of a learning organization proposed by Watkins and Marsick (1993, 1996) and offers a valid conceptual framework of the relationship among the learning culture and organizational performance dimensions. Practical implications This study re-stresses the significance of the learning and knowledge generated by the human resources of an organization and developed by human resource development practitioners. Originality/value This study is valuable to human resource development scholars and practitioners interested in improving and measuring organizational performance.

36 citations

Journal ArticleDOI
Abstract: Analyzing the state of the art in organizational behavior, we identified a lack of distinction between the types of action that are expected at different stages in supporting the occurrence of learning as well as the need for a systematic theoretical proposition about the support for informal learning in its different phases. This article aims to propose a theoretical model based on the stages of psychosocial support for informal learning, according to the characteristics and qualities of the different stages of the concept of informal learning at work. Emphasizing the social learning theory, social cognitive theory and the hierarchy of learning strategies, this study highlights the importance of psychosocial support, taking into account the theory of reciprocity in social relations. Based on a literature review, it's proposed a classification of the concept of support considering the phases through which the concept of learning takes place, from acquisition till the individual to application at work. The support for learning is discussed considering the procedural stages of acquisition, retention, maintenance, generalization and transfer of knowledge, skills and competencies that must be expressed as tangible and observable results at work routines. Thus, it becomes relevant to investigate what specific type of action will increase the chance of learning and its transfer to work, taking into account the learning process steps. The study of formal learning is emphasized in the organizational behavior literature, through training, development and education programs. Little attention is given to study informal learning at work. The main limitation this study that is the proposed classification of the concept of learning support has not been tested empirically, although the literature indicates support for learning as the main determinant of the impact of training. Regarding the contributions of this study, it is expected that the classification theory presented is the first step in systematizing the concept of learning support. As a research agenda is proposed the empirical proof of the classification that has been proposed, including the development and psychometric validation of an instrument that will guide the conduct of the research and operationalization of each one of the proposed steps.

28 citations

Journal ArticleDOI
Abstract: This literature review on organizational learning points out five main challenges faced by researchers from this field. The challenges identified had a theoretical, conceptual, and methodological nature and they deserve a special attention at the time of planning research projects in this area. The first finding of the bibliographical survey is that there is not a theory of organizational learning and, therefore, researchers face the challenge of building theory related to this complex and multifaceted phenomenon. In turn, the second challenge refers to multilevel analysis of a process that takes place at the individual level and goes beyond the group, the organization, and other organizations, requiring a suitable analytical model. The theme has been studied by several disciplines from different perspectives, representing the third research finding and the challenge of building interdisciplinary bridges to develop a comprehensive and useful theory in various fields of science. This challenge becomes even more complex given the verification of the multiplicity of research concepts and constructs directly related to the same processes of generating and operating knowledge for organizational adaptation and performance. Finally, the fifth challenge refers to research methodologies on organizational learning, with barely explored possibilities and hegemony of instruments of individual perception.

18 citations

Journal ArticleDOI
TL;DR: This article aims to present seven didactic examples with real data sets available to those who want to learn or teach PLS-SEM, dealing with such topics as measurement model evaluation, structural model Evaluation, multicollinearity, second-order latent variable, mediation, moderation with numerical and categorical variables (MGA - multi-group analysis).
Abstract: The structural equation modeling with partial least squares estimation (PLS-SEM) has been used in a wide variety of research areas, increasing the number of articles published using this method in an exponential way. There are several reasons for this to be happening, but one of them is the fact that the SmartPLS software facilitated the use of PLS-SEM. This article aims to present seven didactic examples with real data sets available to those who want to learn or teach PLS-SEM, dealing with such topics as measurement model evaluation, structural model evaluation, multicollinearity, second-order latent variable, mediation, moderation with numerical and categorical variables (MGA - multi-group analysis).

17 citations

More filters

Journal ArticleDOI
Abstract: The statistical tests used in the analysis of structural equation models with unobservable variables and measurement error are examined. A drawback of the commonly applied chi square test, in addit...

53,384 citations

01 Jan 1975
Abstract: Contents: Preface. Introduction. Bivariate Correlation and Regression. Multiple Regression/Correlation With Two or More Independent Variables. Data Visualization, Exploration, and Assumption Checking: Diagnosing and Solving Regression Problems I. Data-Analytic Strategies Using Multiple Regression/Correlation. Quantitative Scales, Curvilinear Relationships, and Transformations. Interactions Among Continuous Variables. Categorical or Nominal Independent Variables. Interactions With Categorical Variables. Outliers and Multicollinearity: Diagnosing and Solving Regression Problems II. Missing Data. Multiple Regression/Correlation and Causal Models. Alternative Regression Models: Logistic, Poisson Regression, and the Generalized Linear Model. Random Coefficient Regression and Multilevel Models. Longitudinal Regression Methods. Multiple Dependent Variables: Set Correlation. Appendices: The Mathematical Basis for Multiple Regression/Correlation and Identification of the Inverse Matrix Elements. Determination of the Inverse Matrix and Applications Thereof.

29,559 citations

Book ChapterDOI
06 Mar 2009
Abstract: In order to determine the status quo of PLS path modeling in international marketing research, we conducted an exhaustive literature review. An evaluation of double-blind reviewed journals through important academic publishing databases (e.g., ABI/Inform, Elsevier ScienceDirect, Emerald Insight, Google Scholar, PsycINFO, Swetswise) revealed that more than 30 academic articles in the domain of international marketing (in a broad sense) used PLS path modeling as means of statistical analysis. We assessed what the main motivation for the use of PLS was in respect of each article. Moreover, we checked for applications of PLS in combination with one or more additional methods, and whether the main reason for conducting any additional method(s) was mentioned.

4,077 citations

Book ChapterDOI
TL;DR: All organizations learn, whether they consciously choose to or not—it is a fundamental requirement for their sustained existence and firms deliberately advance organizational learning, developing capabilities that are consistent with their objectives.
Abstract: All organizations learn, whether they consciously choose to or not—it is a fundamental requirement for their sustained existence. Some firms deliberately advance organizational learning, developing capabilities that are consistent with their objectives; others make no focused effort and, therefore, acquire habits that are counterproductive. Nonetheless, all organizations learn.

2,128 citations

Journal ArticleDOI
Abstract: The problem and the solution. Some organizations seek to become learning organizations. Yet, implementation is elusive and is not often based on research about what constitutes a learning culture. Over the past 16 years, a model of a learning organization was developed that draws on both the literature and organizational case studies. However, organizations wanted a way to diagnose their current status and guide change, and scholars wanted better measures of learning to compare organizations and to explore links between organizational learning and the performance of the firm. The solution was to develop and validate an instrument that addresses these needs.

946 citations