Is My Organization a Learning Organization?

Rebecca Fairchild, Ph.D., RN

Tau Eta Chapter 437

Alcorn State University

October 22, 2015

Objectives• Upon completion of this presentation the learner should be able to:

1. differentiate between a learning organization and organizational learning.2. identify the major characteristics of a learning organization.3. discuss the advantages an organization may experience by becoming a learning organization.4. describe strategies to support an organization’s journey in becoming a learning organization5. identify valid and reliable instruments for measuring the characteristics of a learning organization.

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What is a Learning Organization?•Concept founded in the fields of human resource development and business

•Purpose: To enable businesses to stay ahead of the competition by being able to adapt to changes in the environment quickly

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Is there a difference between a learning organization and organizational learning?• Learning organization addresses characteristics and actions of the organization that favorably impact the ability of the organization to cope with change.•Organizational learning addresses processes involving knowledge acquisition, knowledge management, information distribution, and organizational memory.

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Major Contributors to the Concept of a Learning Organization

• Peter Senge (1999)• Disciplines of a Learning Organization

• Marsick & Watkins (1997, 2003)• Dimensions of a Learning Organization

• Garvin (1993)• Building Blocks of a Learning Organization

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Disciplines of a Learning Organization

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Senge’s Framework for a Learning Organization

Personal

Mastery

Team Learning

Mental

Models

Systems

Thinking

Shared Vision

Underlying Concepts of Senge’s Model

•Argyris & Schon (1974)

• Espoused Theories vs. Theories in Use• Single-loop Thinking vs. Double-loop Thinking

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Dimensions of a Learning OrganizationMarsick & Watkins

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Continuous Learning(DLOQ 1-3)

Dialogue &

Inquiry(DLOQ 4-6)

Team Learnin

g(DLOQ 7-9)

Embedded

Systems

(DLOQ 10-12)

Collective

VisionDLOQ 13-15)

Connect to

Environment

(DLOQ 16-18)

Strategic leadersh

ip(DLOQ 19-21)

Dimensions of a Learning Organization

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Senge’s Framework for a Learning Organization

Personal

Mastery

Team Learni

ng

Mental

Models

Systems

Thinking

Shared

Vision

Continuous Learning(DLOQ 1-3)

Dialogue &

Inquiry(DLOQ 4-6)

Team Learnin

g(DLOQ 7-9)

Embedded

Systems

(DLOQ 10-12)

Collective

VisionDLOQ 13-15)

Connect to

Environment

(DLOQ 16-18)

Strategic

leadership

(DLOQ 19-21)

Individual Level Learning

Team Learning Organization Level Learning

Building Blocks of a Learning OrganizationGarvin, Edmondson, & Gino (2008)

• Building Block 1: A supportive learning environment.• Psychological safety.• Appreciation of differences.• Openness to new ideas.• Time for reflection.

• Building Block 2: Concrete learning processes and practices.

• Building Block 3: Leadership that reinforces learning.

Building Blocks of a Learning Organization

• Garvin (1993)

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Solving Problems

Systematically

Experimenting

Learning from Past

Experience

Learning from Others

Transferring Knowledge

How do I know if my organization is a learning organization?Assessment Tools

Disciplines of a Learning Organization

Dimensions of a Learning Organization

• Dimensions of a Learning Organization Questionnaire (DLOQ)• 42 items divided into seven constructs• Reliability and Validity data available• Used across a variety of disciplines including nursing

(Estrada, 2007)

• Academic Version of the DLOQ• 21 items divided into seven constructs• Reliability and Validity data available• Used in the context of nursing education

The Learning Organization Survey(LOS)

• https://hbs.qualtrics.com/SE/?SID=SV_b7rYZGRxuMEyHRz

• Individuals may take the survey• Groups of individuals take the survey and average the scores.• Benchmark scores are available.• Did not publish reliability and validity data.

The LOS-27

• Singer, Moore, Meterko, & Williams, S. (2012).• Development of a tool specific to healthcare setting.• Reliability and Validity data published.

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Recommendations for Nursing Education and Practice

Continuous Learning and Personal Mastery

• Hold employees personally responsible for continuous learning.

• Seek education/clinical practice partner support in providing continuing education.

Inquiry and Dialogue

• Employees should be encouraged to reflect on mental models (espoused theories vs. theories-in-use).• Practice dialogue

as suggested by Senge (1990).• Initiate a zero

tolerance policy for incivility.

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Recommendations for Nursing Education and Practice

Team Learning

• Establish teams.• Implement

performance assessments by self, colleague, and supervisor.

• Reassign team members to other teams as necessary.

Embedded Systems and Systems Thinking

• Utilize accreditation standards to identify data to be trended.

• Establish databases for trending data.

• Utilize data for decision-making.

• Establish networks with other clinical facilities/nursing education programs and professional nursing organization to share data and lessons learned.

• Use double-loop thinking to predict the effect of change on the entire system.

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Recommendations for Nursing Education and Practice

Empower People Toward a Collective Vision• Periodically review mission and philosophy of

the governing institution.• Allow teams to implement new strategies.• Provide necessary resources for attainment of

the vision.• Cultivate an environment that promotes

respect of individual and team ideas.Connect to the Environment• Maintain collaborative relationships with

education/practice partners. • Encourage new clinical teaching models such

as dedicated education units.• Support faculty practice with work hours

dedicated to clinical updates/community service.

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Recommendations for Nursing Education and Practice

• Must model desired behaviors and mentor nurses/faculty at all levels.

• Begin leadership training for new and/or younger employees.

• Look for new opportunities for learning.

• Share information regarding the organization with employees and other stakeholders on a regular basis.

• Assist employees in using double-loop and systems thinking..

Strategic Leadership

• Form nursing education/practice partnerships and seek input from each other.

• Incorporate regular assessment of the organization for the characteristics of a learning organization.

• Incorporate becoming a learning organization into the strategic plan for the organization.

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Limitations

• The nature of some organizations limits full expression of the dimensions/building blocks of a learning organization.• The findings from an assessment tool produces only a snapshot in time. • Leadership must support the concept.• Becoming a learning organization is a process or journey, not a destination.

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Selected References

Argyris, C., & Schon, D. (1974). Theory in practice: Increasing professional effectiveness. San Francisco, CA: Jossey- Bass.

Estrada, N. A. (2007). Learning organizations and evidence-based practice by RNs (Doctoral dissertation, The University of Arizona, AZ). Retrieved from https://www.nursing.arizona.edu/Library/Estrada_N.pdf

Garvin, D., Edmondson, A., & Gino, F. (2008). Is yours a learning organization? Harvard Business Review, 86(3), 109.

Hedderick, V. M. (2009). The utilization of NCLEX predictor assessments and the effect on NCLEX success rates in nursing programs within the state of Pennsylvania (Doctoral dissertation). Retrieved from ProQuest UMI 3352422.

Marsick, V. J., & Watkins, K. E. (2003). Demonstrating the value of an organization's learning culture: The dimensions of the Learning Organization Questionnaire. Advances in Developing Human Resources 2003, 5(2), 132-151. doi:10.1177/1523422303005002002

Senge, P. (1990). The fifth discipline: The art & practice of the learning organization. New York, NY: Doubleday.

Singer, S., Moore, S., Meterko, M., & Williams, S. (2012). Development of a short-form learning organization survey: The LOS-27. Medical Care Research and Review, 69(4), 432-459. http://dx.doi.org/10.1177/1077558712448135