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Journal ArticleDOI

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

TL;DR: The Dloq-A has been used in a recent study as discussed by the authors, in which the authors present validez convergente y discriminante, fiabilidad and valideza de criterio, ademas de ser parsimonioso.
Abstract: Este 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.

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TL;DR: In this paper, the link and evolution between the concepts of knowledge management, organizational learning and memory is discussed. And the authors present a systematic literature review by synthesizing concepts, highlighting its application and diagnosis for organizations, fomenting the strategic decision-making.

102 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).

59 citations

Journal ArticleDOI
TL;DR: In this paper, the authors examined the relationships among a learning organization, knowledge and financial performance using the Dimensions of the Learning Organization Questionnaire and its abbreviated version and found that a learning organisation has a positive effect on knowledge performance, knowledge performance has an effect on financial performance, and knowledge performance fully mediates the relationship between a learning organizations and financial performances.
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.

54 citations

Journal ArticleDOI
TL;DR: In this paper, the authors proposed 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.
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.

30 citations

Journal ArticleDOI
TL;DR: In this article, a literature review on organizational learning points out five main challenges faced by researchers from this field, and they deserve a special attention at the time of planning research projects in this area.
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.

20 citations

References
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Journal ArticleDOI
TL;DR: Li et al. as mentioned in this paper explored organizational learning culture in Chinese business settings and found that the Dimension of Learning Organization Questionnaire (DLOQ) is applicable to the Chinese context, and demographic variables, such as age and educational level, and the type of ownership of Chinese companies (state-owned enterprises and privately owned enterprises), show differences in organizational learning cultures.
Abstract: This empirical study, using Western concepts incorporated into the Dimension of Learning Organization Questionnaire (DLOQ) instrument and data collected from 919 employees in nine companies located in Guangdong Province, China, explored organizational learning culture in Chinese business settings. Findings suggest that the DLOQ is applicable to the Chinese context, and demographic variables, such as age and educational level, and the type of ownership of Chinese companies (state-owned enterprises and privately owned enterprises), show differences in organizational learning culture. Discussions and implications are provided.

81 citations

Journal ArticleDOI
TL;DR: The authors examined the applicability of the learning organization concept and its measurement in a Chinese context based on the theoretical framework proposed by Watkins and Marsick (1993, 1996, 1997), and identified the differences in seven dimensions of the Dimensions of Learning Organization Questionnaire (DLOQ) between traditional state-owned enterprises (SOEs) versus independent listed companies and companies in service versus manufacturing industries in China.
Abstract: This paper examines the applicability of the learning organization concept and its measurement in a Chinese context Based on the theoretical framework proposed by Watkins and Marsick (1993, 1996, 1997), this paper identifies the differences in seven of the Dimensions of Learning Organization Questionnaire (DLOQ) between traditional state-owned enterprises (SOEs) versus independent listed companies and companies in service versus manufacturing industries in China Results indicate that the Chinese version of the DLOQ demonstrated acceptable psychometric properties Service companies exhibit better learning practices than manufacturing companies; however, the independently listed companies failed to show better learning practices than their unlisted counterparts Implications for practice and future research are discussed

80 citations

Journal ArticleDOI
TL;DR: In this article, a translation, validation and adaptation study of the Dimensions of the Learning Organization Questionnaire (DLOQ) was conducted to assess learning activities in organizations with Spanish-speaking populations, especially those of Latin America.
Abstract: This paper shares methodology and report findings from a translation, validation and adaptation study of the Dimensions of the Learning Organization Questionnaire (DLOQ). Results indicate that the Spanish version of the DLOQ seems to be a valid instrument to assess learning activities in organizations with Spanish-speaking populations, especially those of Latin America.

76 citations

Journal ArticleDOI
TL;DR: In this article, the authors found that although the learning culture of the organization has more to do with whether the innovation will be used than what the individual feels about it, ultimately it is the individual organizational context that makes the difference in this relationship.
Abstract: The problem and the solution. Learning culture is seen as a prerequisite for successful organizational change and innovation. Also, the individual is seen as the factor that differentiates profound innovation implementation from “busy work.” This study in the Malaysian public sector found that although the learning culture of the organization has more to do with whether the innovation will be used than what the individual feels about it, ultimately it is the individual organizational context that makes the difference in this relationship.

57 citations