Dimensions of learning in organizations: validation of the dimensions of the learning organization questionnaire (dloq) in the brazilian context
Autor(a) principal: | |
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Data de Publicação: | 2010 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | RAM. Revista de Administração Mackenzie |
Texto Completo: | https://editorarevistas.mackenzie.br/index.php/RAM/article/view/1585 |
Resumo: | The main objectives of this paper are the validation of a scale of learning culture and the analysis of its relationship with organizational performance, in Brazil. The scale, Dimensions of the Learning Organization Questionnaire (DLOQ), proposed by Marsick e Watkins (2003) was translated from English into Portuguese and was subsequently semantically validated. The questionnaire was answered by 566 employees from a Brazilian organization of the electrical sector. The data were collected via the organization intranet in the second half of 2005. The scale in its full version has 55 items being 43 of learning culture and 12 of organizational performance. The theoretical framework firstly discusses concepts of organizational learning culture and presents studies using DLOQ in other contexts. Subsequently, concepts of organizational performance used by Marsick and Watkins (2003) to build the scale are discussed. The application of DLOQ full version in Brazilian context showed adequate reliability and convergent validity, however, did not show discriminate validity (Corrêa and Guimarães, 2006). To solve this problem, this study used a simplified version of that scale, created by Yang (2003), called by the author DLOQ-A. This version is composed of 27 items distributed in the seven dimensions of organizational learning culture: learning opportunities; questioning and dialogue; collaboration and team learning; systems to capture and share learning; responsibility and delegation of power; development of a systemic vision of organization; stimulating strategic leadership for learning, and two dimensions of organizational performance: financial performance and organizational knowledge gain. The results of this study showed convergent validity, discriminate validity, reliability and criterion validity, as well as being parsimonious. Thus, it was possible to conclude that the DLOQ-A has been validated in the Brazilian context. The survey results showed that the learning culture explains 43% of the variance in organizational performance. |
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Dimensions of learning in organizations: validation of the dimensions of the learning organization questionnaire (dloq) in the brazilian contextDimensiones de aprendizaje en las organizaciones: validación de las dimensiones del cuestionario de organización de aprendizaje (dloq) en el contexto brasileñoDimensões da aprendizagem em organizações: validação do dimensions of the learning organization questionnaire (dloq) no contexto brasileiroLearningOrganizational LearningDimensions of Learning in OrganizationsLearning CultureOrganizational PerformanceAprendizajeAprendizaje organizacionalDimensiones del Aprendizaje en OrganizacionesCultura del AprendizajeDesempeño OrganizacionalConocimiento OrganizacionalAprendizagemAprendizagem OrganizacionalDimensões da Aprendizagem em OrganizaçõesCultura de AprendizagemDesempenho OrganizacionalThe main objectives of this paper are the validation of a scale of learning culture and the analysis of its relationship with organizational performance, in Brazil. The scale, Dimensions of the Learning Organization Questionnaire (DLOQ), proposed by Marsick e Watkins (2003) was translated from English into Portuguese and was subsequently semantically validated. The questionnaire was answered by 566 employees from a Brazilian organization of the electrical sector. The data were collected via the organization intranet in the second half of 2005. The scale in its full version has 55 items being 43 of learning culture and 12 of organizational performance. The theoretical framework firstly discusses concepts of organizational learning culture and presents studies using DLOQ in other contexts. Subsequently, concepts of organizational performance used by Marsick and Watkins (2003) to build the scale are discussed. The application of DLOQ full version in Brazilian context showed adequate reliability and convergent validity, however, did not show discriminate validity (Corrêa and Guimarães, 2006). To solve this problem, this study used a simplified version of that scale, created by Yang (2003), called by the author DLOQ-A. This version is composed of 27 items distributed in the seven dimensions of organizational learning culture: learning opportunities; questioning and dialogue; collaboration and team learning; systems to capture and share learning; responsibility and delegation of power; development of a systemic vision of organization; stimulating strategic leadership for learning, and two dimensions of organizational performance: financial performance and organizational knowledge gain. The results of this study showed convergent validity, discriminate validity, reliability and criterion validity, as well as being parsimonious. Thus, it was possible to conclude that the DLOQ-A has been validated in the Brazilian context. The survey results showed that the learning culture explains 43% of the variance in organizational performance.Este artículo describe los resultados de un estudio cuyo objetivo ha sido validar la escala de medida de la cultura del aprendizaje y su relación con el desempeño en la organización Brasileña. El instrumento Dimensions of the Learning Organization Questionnaire (DLOQ) o Cuestionario de las Dimensiones de la Organización que Aprende, propuesto por Marsick e Watkins (2003) fue traducido de la lengua inglesa a la portuguesa, y enseguida fue realizada una validación semántica. El cuestionario fue contestado por 566 empleados de una organización del sector eléctrico. Los datos fueron recogidos en la Intranet de la Organización estudiada, en el segundo semestre de 2005. El instrumento, en su versión completa, posee 55 ítems, de los cuales 43 son de la cultura del aprendizaje y 12 del desempeño organizacional. El referencial teórico discute, inicialmente, conceptos de la cultura del aprendizaje organizacional y enseña estudios que utilizaron el DLOQ en otros contextos. Después, fueron discutidos conceptos del desempeño organizacional usados por Marsick y Watkins (2003) en la construcción del instrumento. La aplicación del DLOQ en el contexto brasileño en su versión completa presentó una validez convergente y fiabilidad adecuada, sin embargo no presentó una validez discriminante (CORRÊA e GUIMARÃES, 2006). Para resolver este problema, el estudio ha utilizado una versión simple de este instrumento, creada por Yang (2003), llamado por ella de DLOQ-A. Esta versión es compuesta por 27 ítems distribuidos en siete dimensiones de la cultura del aprendizaje. Oportunidades para el aprendizaje continuo; Cuestionamiento y diálogo; colaboración y aprendizaje en equipo; Sistemas para capturar y compartir el aprendizaje; Delegación del poder y responsabilidad; Desarrollo de la visión sistémica de la organización; Estímulo al liderazgo estratégico para el aprendizaje, y en dos dimensiones del desempeño organizacional: desempeño financiero y lo que fue regalado como conocimiento organizacional. Los resultados del estudio presentaron validez convergente y discriminante, fiabilidad y validez de criterio, además de ser parsimonioso. De esta manera, se concluye que el DLOQ-A tiene validez en el contexto brasileño. Los resultados de la encuesta enseñan que la cultura del aprendizaje explica 43% de varianza en el desempeño organizacional.Este artigo descreve resultados de um estudo que teve por objetivo validar a escala de medida de cultura de aprendizagem e sua relação com desempenho em organização Brasileira. O instrumento, Dimensions of the Learning Organization Questionnaire (DLOQ) ou Questionário das Dimensões da Organização que Aprende, proposto por Marsick e Watkins (2003) foi traduzido da língua inglesa para a portuguesa e em seguida foi semanticamente validada. O questionário foi respondido por 566 empregados de uma organização do setor elétrico. Os dados foram coletados via Intranet da organização pesquisada, no segundo semestre de 2005. O instrumento em sua versão completa possui 55 itens sendo 43 da cultura de aprendizagem e 12 do desempenho organizacional. O referencial teórico discute inicialmente conceitos de cultura de aprendizagem organizacional e apresenta estudos que utilizaram o DLOQ em outros contextos. Na seqüência, são discutidos conceitos de desempenho organizacional utilizados por Marsick e Watkins (2003) na construção do instrumento. A aplicação do DLOQ no contexto brasileiro com sua versão completa apresentou validade convergente e confiabilidade adequada, no entanto, não apresentou validade discriminante (CORRÊA e GUIMARÃES, 2006). Para resolver este problema, nesse estudo foi utilizada uma versão simplificada desse instrumento, criada por Yang (2003), chamado pela autora de DLOQ-A. Essa versão é composta de 27 itens distribuídos nas sete dimensões da cultura de aprendizagem: Oportunidades para a aprendizagem contínua, Questionamento e diálogo, Colaboração e aprendizagem em equipe, Sistemas para capturar e compartilhar a aprendizagem, Delegação de poder e responsabilidade, Desenvolvimento da visão sistêmica da organização, Estímulo à liderança estratégica para a aprendizagem e nas duas dimensões do desempenho organizacional: desempenho financeiro e Ganho de conhecimento organizacional. Os resultados desse estudo apresentaram validade convergente, validade discriminante, confiabilidade e validade de critério, além de ser parcimonioso. Dessa forma, conclui-se que o DLOQ-A foi validado no contexto brasileiro. Os resultados da pesquisa mostraram que a cultura de aprendizagem explica 43% da variância do desempenho organizacional.Editora Mackenzie2010-12-20info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionAvaliado por ParesSurveyapplication/pdfhttps://editorarevistas.mackenzie.br/index.php/RAM/article/view/1585Revista de Administração Mackenzie; Vol. 12 No. 2 (2011)Revista de Administração Mackenzie; Vol. 12 Núm. 2 (2011)Revista de Administração Mackenzie (Mackenzie Management Review); v. 12 n. 2 (2011)1678-69711518-6776reponame:RAM. Revista de Administração Mackenzieinstname:Universidade Presbiteriana Mackenzie (MACKENZIE)instacron:MACKENZIEporhttps://editorarevistas.mackenzie.br/index.php/RAM/article/view/1585/2746Copyright (c) 2015 Revista de Administração Mackenzieinfo:eu-repo/semantics/openAccessMenezes, Elisabeth Aparecida CorreaGuimarães, Tomás de AquinoBido, Diógenes de Souza2011-04-12T19:25:10Zoai:ojs.editorarevistas.mackenzie.br:article/1585Revistahttps://editorarevistas.mackenzie.br/index.php/RAM/PUBhttps://editorarevistas.mackenzie.br/index.php/RAM/oairevista.adm@mackenzie.br1678-69711518-6776opendoar:2011-04-12T19:25:10RAM. Revista de Administração Mackenzie - Universidade Presbiteriana Mackenzie (MACKENZIE)false |
dc.title.none.fl_str_mv |
Dimensions of learning in organizations: validation of the dimensions of the learning organization questionnaire (dloq) in the brazilian context Dimensiones de aprendizaje en las organizaciones: validación de las dimensiones del cuestionario de organización de aprendizaje (dloq) en el contexto brasileño Dimensões da aprendizagem em organizações: validação do dimensions of the learning organization questionnaire (dloq) no contexto brasileiro |
title |
Dimensions of learning in organizations: validation of the dimensions of the learning organization questionnaire (dloq) in the brazilian context |
spellingShingle |
Dimensions of learning in organizations: validation of the dimensions of the learning organization questionnaire (dloq) in the brazilian context Menezes, Elisabeth Aparecida Correa Learning Organizational Learning Dimensions of Learning in Organizations Learning Culture Organizational Performance Aprendizaje Aprendizaje organizacional Dimensiones del Aprendizaje en Organizaciones Cultura del Aprendizaje Desempeño Organizacional Conocimiento Organizacional Aprendizagem Aprendizagem Organizacional Dimensões da Aprendizagem em Organizações Cultura de Aprendizagem Desempenho Organizacional |
title_short |
Dimensions of learning in organizations: validation of the dimensions of the learning organization questionnaire (dloq) in the brazilian context |
title_full |
Dimensions of learning in organizations: validation of the dimensions of the learning organization questionnaire (dloq) in the brazilian context |
title_fullStr |
Dimensions of learning in organizations: validation of the dimensions of the learning organization questionnaire (dloq) in the brazilian context |
title_full_unstemmed |
Dimensions of learning in organizations: validation of the dimensions of the learning organization questionnaire (dloq) in the brazilian context |
title_sort |
Dimensions of learning in organizations: validation of the dimensions of the learning organization questionnaire (dloq) in the brazilian context |
author |
Menezes, Elisabeth Aparecida Correa |
author_facet |
Menezes, Elisabeth Aparecida Correa Guimarães, Tomás de Aquino Bido, Diógenes de Souza |
author_role |
author |
author2 |
Guimarães, Tomás de Aquino Bido, Diógenes de Souza |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Menezes, Elisabeth Aparecida Correa Guimarães, Tomás de Aquino Bido, Diógenes de Souza |
dc.subject.por.fl_str_mv |
Learning Organizational Learning Dimensions of Learning in Organizations Learning Culture Organizational Performance Aprendizaje Aprendizaje organizacional Dimensiones del Aprendizaje en Organizaciones Cultura del Aprendizaje Desempeño Organizacional Conocimiento Organizacional Aprendizagem Aprendizagem Organizacional Dimensões da Aprendizagem em Organizações Cultura de Aprendizagem Desempenho Organizacional |
topic |
Learning Organizational Learning Dimensions of Learning in Organizations Learning Culture Organizational Performance Aprendizaje Aprendizaje organizacional Dimensiones del Aprendizaje en Organizaciones Cultura del Aprendizaje Desempeño Organizacional Conocimiento Organizacional Aprendizagem Aprendizagem Organizacional Dimensões da Aprendizagem em Organizações Cultura de Aprendizagem Desempenho Organizacional |
description |
The main objectives of this paper are the validation of a scale of learning culture and the analysis of its relationship with organizational performance, in Brazil. The scale, Dimensions of the Learning Organization Questionnaire (DLOQ), proposed by Marsick e Watkins (2003) was translated from English into Portuguese and was subsequently semantically validated. The questionnaire was answered by 566 employees from a Brazilian organization of the electrical sector. The data were collected via the organization intranet in the second half of 2005. The scale in its full version has 55 items being 43 of learning culture and 12 of organizational performance. The theoretical framework firstly discusses concepts of organizational learning culture and presents studies using DLOQ in other contexts. Subsequently, concepts of organizational performance used by Marsick and Watkins (2003) to build the scale are discussed. The application of DLOQ full version in Brazilian context showed adequate reliability and convergent validity, however, did not show discriminate validity (Corrêa and Guimarães, 2006). To solve this problem, this study used a simplified version of that scale, created by Yang (2003), called by the author DLOQ-A. This version is composed of 27 items distributed in the seven dimensions of organizational learning culture: learning opportunities; questioning and dialogue; collaboration and team learning; systems to capture and share learning; responsibility and delegation of power; development of a systemic vision of organization; stimulating strategic leadership for learning, and two dimensions of organizational performance: financial performance and organizational knowledge gain. The results of this study showed convergent validity, discriminate validity, reliability and criterion validity, as well as being parsimonious. Thus, it was possible to conclude that the DLOQ-A has been validated in the Brazilian context. The survey results showed that the learning culture explains 43% of the variance in organizational performance. |
publishDate |
2010 |
dc.date.none.fl_str_mv |
2010-12-20 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Avaliado por Pares Survey |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://editorarevistas.mackenzie.br/index.php/RAM/article/view/1585 |
url |
https://editorarevistas.mackenzie.br/index.php/RAM/article/view/1585 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://editorarevistas.mackenzie.br/index.php/RAM/article/view/1585/2746 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2015 Revista de Administração Mackenzie info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2015 Revista de Administração Mackenzie |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Editora Mackenzie |
publisher.none.fl_str_mv |
Editora Mackenzie |
dc.source.none.fl_str_mv |
Revista de Administração Mackenzie; Vol. 12 No. 2 (2011) Revista de Administração Mackenzie; Vol. 12 Núm. 2 (2011) Revista de Administração Mackenzie (Mackenzie Management Review); v. 12 n. 2 (2011) 1678-6971 1518-6776 reponame:RAM. Revista de Administração Mackenzie instname:Universidade Presbiteriana Mackenzie (MACKENZIE) instacron:MACKENZIE |
instname_str |
Universidade Presbiteriana Mackenzie (MACKENZIE) |
instacron_str |
MACKENZIE |
institution |
MACKENZIE |
reponame_str |
RAM. Revista de Administração Mackenzie |
collection |
RAM. Revista de Administração Mackenzie |
repository.name.fl_str_mv |
RAM. Revista de Administração Mackenzie - Universidade Presbiteriana Mackenzie (MACKENZIE) |
repository.mail.fl_str_mv |
revista.adm@mackenzie.br |
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