The dimensions of the learning organization questionnaire (DLOQ)

Validation of dimensions of the learning organization questionnaire (DLOQ) in a Vietnamese context

Purpose

The main purpose of this study was to validate the Dimensions of Learning Organization Questionnaire (DLOQ) in a Vietnamese context. Using the DLOQ as a research tool, this study also investigated the impact of demographic features on participants’ perceptions of learning organizations (LOs).

Design/methodology/approach

Data were collected from 748 valid responses to a version of the DLOQ translated into Vietnamese. Cronbach’s alpha and confirmatory factor analysis were used to test the reliable internal consistency and validity of the DLOQ in a Vietnamese context. Then, one-way ANOVA analyses and independent sample t-tests were used to assess the differences produced by the characteristics of respondents and their enterprises.

Findings

The results of this study show that three versions of the DLOQ are applicable to a Vietnamese context. The findings of this study also suggest that several demographic features produced significant differences in respondents’ perceptions of organizational learning.

Research limitations/implications

There are several limitations of this study. First, this study used self-reporting, and individual perspectives of questions can bring about perception bias. Also, the length of the original version of the DLOQ (i.e. 43 questions) might impact the results, because of participants’ lack of patience and focus. In addition, various levels of organizational learning may cause some confusion, leading to misinterpretation. Finally, the overrepresentation of large state-owned enterprises in the service industry in the sample may have caused bias when interpreting the results. Future research should be conducted to further validate and extend the findings of this study for small- and medium-sized enterprises, which account for 98% of businesses in Vietnam. It is strongly suggested that scholars use the validated Vietnamese DLOQ to measure the impacts of learning culture on learning-related results in Vietnam, such as individual/team/organizational performance, staff satisfaction and so on. Finally, future research should consider making appropriate study designs to collect and analyze data from various resources and not be limited to self-reported questionnaires. This would minimize common method bias.

Practical implications

Application of the DLOQ provides valuable insights and understanding for use in designing and evaluating efforts to learn at all levels in Vietnamese enterprises.

Social implications

Regarding designing, adjusting and implementing strategies to boost the learning capacity of an organization, the findings of this study also imply that business leaders and practitioners in Vietnamese enterprises can build strategies for enhancing LO culture without biases stemming from gender or management level. However, education level and work experience should be considered critical features that could impact the effectiveness of such strategies. Also, understanding and applying the DLOQ when building LOs will promote Vietnamese businesses’ competitiveness and international integration.

Originality/value

Using statistical results, this study confirmed that a rigorously translated Vietnamese version of the DLOQ produced reliable measurement scores with a construct validity sufficient to measure LOs in a Vietnamese context.

Leveraging learning interventions for talent development: an inductive approach

Purpose: The paper aims to focus on the question “How can we leverage learning interventions for talent development?” The rise in the need for learning and development for employees has become a priority and a primary reason for job dissatisfaction. Learning and development initiatives are believed to build the required through training campaigns, competencies, and exposure to critical experiences where employees across different bands and streams can be nudged to attend training, enhance their skills, and increase engagement. For an organization to have a learning culture, the most important thing is employee awareness concerning their learning and how their learning is benefiting the business and aligning the individual’s needs to organizational goals. It is usually found that because of time constraints and other factors, employees do not pay much attention to up skill themselves, which calls for a systematic framework to nudge them for inculcating a learning environment. Design/Methodology/Approach - An explorative, qualitative study based on focus groups designed. Findings: Due to time constraints and other factors, employees do not pay much attention to up skill themselves, which calls for a systematic framework to nudge them for inculcating the learning environment. Limitations: Based on the findings, few priority aspects may be crucial to the learning environment. Originality/Value: This paper serves the purpose of explaining the necessity of learning intervention techniques for talent development.

Learning organization as a framework for networks’ learning and collaboration

Purpose

The purpose of this study was to use Watkins and Marsick model of a learning organization (1993, 1996), the dimensions of the learning organization questionnaire as a framework for interdisciplinary network collaboration and knowledge sharing.

Design/methodology/approach

The research team used a mixed-methods approach for data collection. Survey data was collected from 181 networks. In addition, data was collected from two focus groups with six participants each.

Findings

Results, in general, showed that the learning organization culture could be used as a framework for interdisciplinary network collaboration. In particular, results showed that shared vision, imbedded systems and knowledge sharing were key driving forces required for successful collaboration.

Research limitations/implications

Theoretical and practical implications were discussed, and conditions for learning organization culture for networks were established.

Originality/value

People in a network era need more than training; they need ongoing, interdisciplinary, collaborative support to solve complex problems. Organizations can only work effectively if barriers to organizational learning were removed. This originality of this paper lies in applying learning organization framework at the network level.