Creative climate and learning organization factors: their contribution towards innovation

2005 ◽  
Vol 26 (8) ◽  
pp. 639-654 ◽  
Author(s):  
Meriam Ismail
Keyword(s):  
Learning Organization ◽  
Learning Culture ◽  
Organization Culture ◽  
Content Type ◽  
Private Organizations ◽  
Population Sizes ◽  
Creative Climate ◽  
The Mean ◽  
Job Levels ◽  
Post Hoc

PurposeThe purpose of this study is to explore the effects of two independent variables, creative climate and learning organization, on innovation separately and simultaneously.Design/methodology/approachThe methodology used was multiple regression analysis executed on the data collected. Apart from that, the study also used T‐tests to compare the means of variables between the randomly selected local organization and MNCs. ANOVA was also conducted to compare the means of the variables between three different employee categories of job levels, namely the top, middle/lower management and supporting staff.FindingsThe results indicated that both learning culture and creative climate contributed 58.5 percent to the explanation of the observed variances in the innovation construct. The learning organization culture separately was found to have a significantly stronger relationship with innovation (r=0.733) than did the organizational creative climate (r=0.473). This implied a larger contribution from the learning organization variable towards innovation. The findings also showed that there were no significant differences in the mean scores (P>0.05) among the three organizational job levels included, namely the top management, middle/lower management and staff, in the members' perceptions of innovation, creative climate and learning culture. The study also found no significant differences in the mean scores (P>0.05) among the small, medium, large and very large organizational population sizes in the members' perceptions on innovation, creative climate and learning culture.Originality/valueThe study involved a sample of 18 private organizations selected at random from a list of 165 organizations across various core businesses. The instrument used for innovation is developed by the researcher, validated by post hoc factor analysis involving 259 respondents.

The Dimensions of Learning Organization Questionnaire (DLOQ)

2011 ◽  
Vol 32 (5/6) ◽  
pp. 661-676 ◽  
Author(s):  
Mohammad Sadegh Sharifirad
Keyword(s):  
Learning Organization ◽  
Organization Culture ◽  
Self Report ◽  
Service Firms ◽  
Manufacturing Companies ◽  
Validity And Reliability ◽  
Cross Sectional ◽  
Content Type ◽  
Dimensions Of Learning ◽  
Iranian Context

PurposeThe purpose of this research is to assess the validity and reliability of the measurement scores related to the learning organization culture, the Dimensions of Learning Organization Questionnaire (DLOQ), in an Iranian context. This research can contribute to the growing literature of learning in organizations.Design/ methodology/approachThe data were collected through distributing questionnaires to 54 service firms and manufacturing companies in ten major cities of Iran during the third quarter of 2010. Rigorous translation procedures, including both forward and backward processes, have been used to guarantee the relevance of this instrumentation in different cultural contexts. Confirmatory factor analysis, simple item‐internal consistency estimates, and item inter‐correlation analysis were performed to test the validity of DLOQ.Research limitations/implicationsThere are five positional limitations. First, this study relies on self‐report and different perceptions of questions can bring about percept‐percept bias. Second, the nature of this research is cross‐sectional which may cause causality among variables. Third, the various organizational levels in the questionnaire can render some misinterpretations while answering the questions. Furthermore, the length of the original questionnaire (43 questions) could cause lack of concentration and boredom, which in turn, can impact the results. Last, two constructs related to performance (knowledge and financial performance) in the questionnaire were omitted.Originality/valueThis study confirms, according to some statistical results, that the Iranian version of DLOQ has produced reliable measurement scores with the construct validity sufficient to measure the learning organization culture in the Iranian context.

Higher educational institutes as learning organizations for employer branding

2015 ◽  
Vol 47 (5) ◽  
pp. 265-276 ◽  
Author(s):  
USHA LENKA ◽  
SANIYA CHAWLA
Keyword(s):  
Knowledge Management ◽  
Conceptual Framework ◽  
Learning Organization ◽  
Learning Organizations ◽  
Learning Culture ◽  
Continuous Learning ◽  
Total Quality ◽  
Open Communication ◽  
Content Type ◽  
Academic Literature

Purpose – Contemporary organizations emphasize upon continuous learning to be able to face the environmental dynamism and further build a learning organization. The purpose of this paper is to reflect the conceptual framework of learning organization, integrating variables at individual, team, and organizational levels. Design/methodology/approach – The framework has been devised through the review of literature from 1950s to 2014 using the databases of EBSCO, Emerald, Proquest, Science Direct, and Scopus to ensure the reliability. Findings – The variables are resonant leadership style, knowledge management, intrapreneurship, total quality management (TQM), and supportive learning culture. Resonant leaders are emotionally intelligent leaders who evoke positive emotions among their subordinates through setting an example, ensuring mindfulness, hope, and compassion. Knowledge management is basically creating, transferring, maintaining, and organizing knowledge in organizational repositories. Intrapreneurship is the initiative and risk taken by the employees. TQM is a management practice that promotes total involvement, continuous improvement, and reflexive decisions taken by team members. Supportive learning culture pushes individuals toward a common goal, which is further facilitated, by open communication, affective and cognitive trust, and organic structure. These factors pose as enablers to foster continuous learning among employees. A learning organization, therefore, can establish a strong employer brand by enhancing employees’ emotional attachment and further aides’ attraction and retention of talent. Originality/value – So far, all these important variables have been ignored in the academic literature especially in the context of educational institutes as learning organizations. Also, there is a void in academic literature with respect to integrated model of learning organization. In this way, the paper tries to fill the gap by developing a conceptual framework of learning organization, followed by discussion and managerial implications.

Transforming an organization into a learning organization: Liberty Shoes Ltd, Karnal Unit

2018 ◽  
Vol 8 (1) ◽  
pp. 1-18
Author(s):  
D.P. Sahoo
Keyword(s):  
Learning Organization ◽  
Executive Director ◽  
Subject Area ◽  
Organization Culture ◽  
Leadership Roles ◽  
Contributing Factors ◽  
Mba Programs ◽  
Content Type ◽  
Executive Mba ◽  
Executive Mba Programs

Subject area Liberty Shoes Ltd, had been experiencing falling sales and decreased production as a result of frequent strikes by workers. By 2010, total sales had fallen to INR 300 crores (from INR 500 crores in 2005). In the Annual Board meeting in 2010, Mr Shammi Bansal, the Executive Director expressed his concerns and told the board members that “they must learn to survive or be extinct”. The case study discusses how The Executive Director turned the company around and how the organization became a “learning organization”. Study level/applicability MBA and Executive MBA programs. Case overview In 2004, Liberty Shoes Ltd, had a sales turnover of INR 500 crores. In the year 2006, this dropped to INR 300 crores as a result of regular staff strikes and low morale. However, by 2013, the company had registered sales of INR 800 crores and a growth rate of around 30 per cent on a year-to-year basis. With continued focused initiatives in the organization from 2010 the management aimed to reach a sales turnover of INR 1,000 crores by March, 2014. The contributing factors to this turnaround were the leadership roles which encouraged a learning organization culture with an emphasis placed on the importance of “communication”, “employee development” and “employee empowerment”. Expected learning outcomes Understand the role of a business leader in building a learning organization. Understand the factors contributing to the building of a culture of a learning organization. Understand the critical aspects and benefits to the organization from becoming a learning organization. Supplementary materials Teaching Notes are available for educators only. Please contact your library to gain login details or [email protected] to request teaching notes. Subject code CSS: 6 Human resource management.

Learning organization as a framework for networks’ learning and collaboration

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Khalil Dirani ◽  
Jack Baldauf ◽  
Zenon Medina-Cetina ◽  
Katya Wowk ◽  
Sharon Herzka ◽  
...  
Keyword(s):  
Knowledge Sharing ◽  
Learning Organization ◽  
Driving Forces ◽  
Shared Vision ◽  
Organization Culture ◽  
Content Type ◽  
Organization Framework ◽  
Learning And Collaboration ◽  
Network Collaboration ◽  
Interdisciplinary Network

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.

Cultivating a learning culture in the US Navy

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Liz Cavallaro ◽  
William J. Nault
Keyword(s):  
Learning Organization ◽  
Learning Organizations ◽  
Learning Culture ◽  
Cultural Barriers ◽  
Content Type ◽  
Learning Cultures ◽  
Global Trend ◽  
The Us ◽  
Us Navy ◽  
Security Organizations

Purpose This paper aims to explore the cultivation of a learning culture in the US Navy (USN). The intent of preparing and sharing this research is to reveal the particular challenges of developing learning organization capability in national security organizations. This paper believes this effort will contribute to the evolution and establishment of learning organization models that are replicable across and adaptable to distinct industrial settings. Design/methodology/approach Several efforts were explored and assessed by applying relevant research in the learning organization literature to trends in current organizational practice within the USN. Findings Recent USN learning culture efforts align with the broader, multi-sector, global trend toward building learning organizations to develop people as a source of competitive advantage. This research reveals the trials of enabling learning organizations across large, hierarchical bureaucracies with substantial structural and cultural barriers. The myriad obstacles currently being addressed by the USN, both at an institutional level and at smaller organization and unit levels, can inform the development of learning cultures. In particular, this research highlights the need to align specific efforts to the appropriate level of the organization. Originality/value This paper contributes to the learning organization conversation by examining the associated challenges through a multi-level framework – top, middle and bottom.

Culture driven regeneration (CDR): a conceptual business improvement tool

2017 ◽  
Vol 29 (2) ◽  
pp. 403-420 ◽  
Author(s):  
Kumaraguru Mahadevan
Keyword(s):  
Organizational Learning ◽  
Learning Organization ◽  
Corporate Culture ◽  
Empirical Studies ◽  
Organization Culture ◽  
Total Quality ◽  
Conceptual Approach ◽  
Organization Learning ◽  
Content Type ◽  
Conceptual Paper

Purpose The purpose of this paper is to present the research carried out on a conceptual approach in business improvement termed as culture driven regeneration (CDR). The research positions CDR as business improvement tool that leverages organizational learning, organization culture and corporate knowledge in implementing changes. The CDR concept is positioned half way between business process re-engineering (BPR) that thrives on radical design and process changes, and total quality management (TQM) that takes the slow and incremental approach to improvement. CDR regenerates the processes in the journey to business improvement. Design/methodology/approach A structured and a comprehensive literature review were carried out on BPR and TQM in the context of leadership, organization learning, organizational learning and corporate knowledge. The review confirmed that TQM and BPR are connected to the four areas. This connection led to the conceptualization that organizations deploy culture and corporate knowledge to drive business improvement. Organization culture and knowledge was quantified based on previous research in this area and methods applied in other research studies relating to benchmarking. There are no empirical analyses included in this paper, however knowledge and culture were given scores in illustrating the CDR concept. Findings This conceptual paper has pointed out that organization culture, knowledge, organizational learning and leadership are important components of a business improvement tool such as BPR and TQM. The CDR concept leverages those components and draws on the organization’s corporate culture to enable change. Research limitations/implications Additional empirical studies are required on various types of industries, organization cultures, organization structures and professions to establish more robust scores for knowledge and culture applied in the CDR concept. The concept could be further expanded into a framework that could be applied across a number of industries. Originality/value The CDR concept is a business improvement tool that enables organizations to leverage their existing culture in driving change. The concept is built up on the existing relationship BPR and TQM has with organization learning, organization culture, corporate knowledge and the quantification of culture and knowledge.

scholarly journals Building learning organizational culture during COVID-19 outbreak: a national study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Wadi B. Alonazi
Keyword(s):  
Organizational Learning ◽  
Learning Organization ◽  
Learning Organizations ◽  
Descriptive Analysis ◽  
Cross Sectional Study ◽  
Learning Culture ◽  
Organization Culture ◽  
Team Work ◽  
National Study ◽  
Cross Sectional

Abstract Background Hospitals and healthcare institutions should be observant of the ever-changing environment and be adaptive to learning practices. By adopting the steps and other components of organizational learning, healthcare institutions can convert themselves into learning organizations and ultimately strengthen the overall healthcare system of the country. The present study aimed to examine the influence of several organizational learning dimensions on organization culture in healthcare settings during the COVID-19 outbreak. Methods During COVID-19 crisis in 2020, an online cross-sectional study was performed. Data were collected via official emails sent to 1500 healthcare professionals working in front line at four sets of hospitals in Saudi Arabia. Basic descriptive analysis was constructed to identify the variation between the four healthcare organizations. A multiple regression was employed to explore how hospitals can adopt learning process during pandemics, incorporating several Dimensions of Learning Organizations Questionnaire (DLOQ) developed by Marsick and Watkins (2003) and Leufvén and others (2015). Results Organizational learning including system connections (M = 3.745), embedded systems (M = 3.732), and team work and collaborations (M = 3.724) tended to have major significant relationships with building effective learning organization culture. Staff empowerment, dialogues and inquiry, internal learning culture, and continuous learning had the lowest effect on building health organization culture (M = 3.680, M = 3.3.679, M = 3.673, M = 3.663, respectively). A multiple linear regression was run to predict learning organization based on the several variables. These variables statistically significantly predicted learning organization, F (6, 1124) = 168.730, p < .0005, R2 = 0.471, (p < .05). Discussion The findings concluded that although intrinsic factors like staff empowerment, dialogues and inquiry, and internal learning culture, revealed central roles, still the most crucial factors toward the development of learning organization culture were extrinsic ones including connections, embed system and collaborations. Conclusions Until knowledge-sharing is embedded in health organizational systems; organizations may not maintain a high level of learning during crisis.

Gamma knife radiosurgery in the management of cavernous sinus meningiomas

2000 ◽  
Vol 93 (supplement_3) ◽  
pp. 68-73 ◽  
Author(s):  
Pierre-Hugues Roche ◽  
Jean Régis ◽  
Henry Dufour ◽  
Henri-Dominique Fournier ◽  
Christine Delsanti ◽  
...  
Keyword(s):  
Mr Imaging ◽  
Tumor Growth ◽  
Gamma Knife ◽  
Cavernous Sinus ◽  
Gamma Knife Radiosurgery ◽  
Surgical Removal ◽  
Content Type ◽  
Cavernous Sinus Meningioma ◽  
The Mean ◽  
Fine Print

Object. The authors sought to assess the functional tolerance and tumor control rate of cavernous sinus meningiomas treated by gamma knife radiosurgery (GKS). Methods. Between July 1992 and October 1998, 92 patients harboring benign cavernous sinus meningiomas underwent GKS. The present study is concerned with the first 80 consecutive patients (63 women and 17 men). Gamma knife radiosurgery was performed as an alternative to surgical removal in 50 cases and as an adjuvant to microsurgery in 30 cases. The mean patient age was 49 years (range 6–71 years). The mean tumor volume was 5.8 cm3 (range 0.9–18.6 cm3). On magnetic resonance (MR) imaging the tumor was confined in 66 cases and extensive in 14 cases. The mean prescription dose was 28 Gy (range 12–50 Gy), delivered with an average of eight isocenters (range two–18). The median peripheral isodose was 50% (range 30–70%). Patients were evaluated at 6 months, and at 1, 2, 3, 5, and 7 years after GKS. The median follow-up period was 30.5 months (range 12–79 months). Tumor stabilization after GKS was noted in 51 patients, tumor shrinkage in 25 patients, and enlargement in four patients requiring surgical removal in two cases. The 5-year actuarial progression-free survival was 92.8%. No new oculomotor deficit was observed. Among the 54 patients with oculomotor nerve deficits, 15 improved, eight recovered, and one worsened. Among the 13 patients with trigeminal neuralgia, one worsened (contemporary of tumor growing), five remained unchanged, four improved, and three recovered. In a patient with a remnant surrounding the optic nerve and preoperative low vision (3/10) the decision was to treat the lesion and deliberately sacrifice the residual visual acuity. Only one transient unexpected optic neuropathy has been observed. One case of delayed intracavernous carotid artery occlusion occurred 3 months after GKS, without permanent deficit. Another patient presented with partial complex seizures 18 months after GKS. All cases of tumor growth and neurological deficits observed after GKS occurred before the use of GammaPlan. Since the initiation of systematic use of stereotactic MR imaging and computer-assisted modern dose planning, no more side effects or cases of tumor growth have occurred. Conclusions. Gamma knife radiosurgery was found to be an effective low morbidity—related tool for the treatment of cavernous sinus meningioma. In a significant number of patients, oculomotor functional restoration was observed. The treatment appears to be an alternative to surgical removal of confined enclosed cavernous sinus meningioma and should be proposed as an adjuvant to surgery in case of extensive meningiomas.

Gamma knife radiosurgery for craniopharyngiomas

2000 ◽  
Vol 93 (supplement_3) ◽  
pp. 47-56 ◽  
Author(s):  
Wen-Yuh Chung ◽  
David Hung-Chi Pan ◽  
Cheng-Ying Shiau ◽  
Wan-Yuo Guo ◽  
Ling-Wei Wang
Keyword(s):  
Clinical Outcome ◽  
Gamma Knife ◽  
Tumor Volume ◽  
Gamma Knife Radiosurgery ◽  
Tumor Control ◽  
Content Type ◽  
Stereotactic Aspiration ◽  
Cystic Component ◽  
The Mean ◽  
Fine Print

Object. The goal of this study was to elucidate the role of gamma knife radiosurgery (GKS) and adjuvant stereotactic procedures by assessing the outcome of 31 consecutive patients harboring craniopharyngiomas treated between March 1993 and December 1999. Methods. There were 31 consecutive patients with craniopharyngiomas: 18 were men and 13 were women. The mean age was 32 years (range 3–69 years). The mean tumor volume was 9 cm3 (range 0.3–28 cm3). The prescription dose to the tumor margin varied from 9.5 to 16 Gy. The visual pathways received 8 Gy or less. Three patients underwent stereotactic aspiration to decompress the cystic component before GKS. The tumor response was classified by percentage reduction of tumor volume as calculated based on magnetic resonance imaging studies. Clinical outcome was evaluated according to improvement and dependence on replacement therapy. An initial postoperative volume increase with enlargement of a cystic component was found in three patients. They were treated by adjuvant stereotactic aspiration and/or Ommaya reservoir implantation. Tumor control was achieved in 87% of patients and 84% had fair to excellent clinical outcome in an average follow-up period of 36 months. Treatment failure due to uncontrolled tumor progression was seen in four patients at 26, 33, 49, and 55 months, respectively, after GKS. Only one patient was found to have a mildly restricted visual field; no additional endocrinological impairment or neurological deterioration could be attributed to the treatment. There was no treatment-related mortality. Conclusions. Multimodality management of patients with craniopharyngiomas seemed to provide a better quality of patient survival and greater long-term tumor control. It is suggested that GKS accompanied by adjuvant stereotactic procedures should be used as an alternative in treating recurrent or residual craniopharyngiomas if further microsurgical excision cannot promise a cure.

Gamma knife radiosurgery for uveal melanomas: an 8-year experience

2000 ◽  
Vol 93 (supplement_3) ◽  
pp. 184-188 ◽  
Author(s):  
Gerald Langmann ◽  
Gerhard Pendl ◽  
Georg Papaefthymiou ◽  
Helmuth Guss ◽  
Keyword(s):  
Gamma Knife ◽  
Ciliary Body ◽  
Tumor Regression ◽  
Gamma Knife Radiosurgery ◽  
Neovascular Glaucoma ◽  
Content Type ◽  
Prescription Dose ◽  
The Mean ◽  
Fine Print ◽  
Uveal Melanomas

Object. The authors report their experience using gamma knife radiosurgery (GKS) to treat uveal melanomas. Methods. Between 1992 and 1998, 60 patients were treated with GKS at a prescription dose between 45 Gy and 80 Gy. The mean diameter of the tumor base was 12.2 mm (range 3–22 mm). The mean height of the tumor prominence was 6.7 mm (range 3–12 mm). The eye was immobilized. The follow-up period ranged from 16 to 94 months. Tumor regression was achieved in 56 (93%) of 60 patients. There were four recurrences followed by enucleation. The severe side effect of neovascular glaucoma developed in 21 (35%) patients in a high-dose group with larger tumors and in proximity to the ciliary body. A reduction in the prescription dose to 40 Gy or less and excluding treatment to tumors near the ciliary body decreased the rate of glaucoma without affecting the rate of tumor control. Conclusions. Gamma knife radiosurgery at a prescription dose of 45 Gy or more can achieve tumor regression in 85% of the uveal melanomas treated. Neovascular glaucoma can develop in patients when using this dose in tumors near the ciliary body. It is advised that such tumors be avoided and that the prescription dose be reduced to 40 Gy.

Sign in / Sign up

Export Citation Format

Share Document