Is My Organization a Learning Organization? Rebecca Fairchild, Ph.D., RN Tau Eta Chapter 437 Alcorn State University October 22, 2015 Is My Organization a Learning Organization?

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 organization 5. identify valid and reliable instruments for measuring the characteristics of a learning organization. 10/08/15 Fairchild

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 10/08/15 Fairchild

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. 10/08/15 Fairchild

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 09/28/14 Fairchild

Disciplines of a Learning Organization Personal Mastery Team Learning Shared Vision Mental Models Systems Thinking Senge (1990) wrote about the five disciplines that must be practiced in order for an organization to become a learning organization. The five disciplines are Personal Mastery Team Learning Shared Vision Mental Models: those assumptions that determine how we think and act. Systems Thinking Senge’s Framework for a Learning Organization 03/28/14 Fairchild

Underlying Concepts of Senge’s Model Argyris & Schon (1974) Espoused Theories vs. Theories in Use Single-loop Thinking vs. Double-loop Thinking 09/28/14 Fairchild

Dimensions of a Learning Organization Marsick & Watkins Continuous Learning (DLOQ 1-3) Dialogue & Inquiry (DLOQ 4-6) Team Learning (DLOQ 7-9) Embedded Systems (DLOQ 10-12) Collective Vision DLOQ 13-15) Connect to Environment (DLOQ 16-18) Strategic leadership (DLOQ 19-21) Senge (1990) wrote about the five disciplines that must be practiced in order for an organization to become a learning organization. The five disciplines are Personal Mastery Team Learning Shared Vision Mental Models: those assumptions that determine how we think and act. Systems Thinking 09/18/14 Fairchild

Dimensions of a Learning Organization Individual Level Learning Team Learning Organization Level Learning Continuous Learning (DLOQ 1-3) Dialogue & Inquiry (DLOQ 4-6) Team Learning (DLOQ 7-9) Embedded Systems (DLOQ 10-12) Collective Vision DLOQ 13-15) Connect to Environment (DLOQ 16-18) Strategic leadership (DLOQ 19-21) Senge (1990) wrote about the five disciplines that must be practiced in order for an organization to become a learning organization. The five disciplines are Personal Mastery Team Learning Shared Vision Mental Models: those assumptions that determine how we think and act. Systems Thinking Personal Mastery Team Learning Shared Vision Mental Models Systems Thinking Senge’s Framework for a Learning Organization 03/28/14 Fairchild

Building Blocks of a Learning Organization Garvin, 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) Solving Problems Systematically Experimenting Learning from Past Experience Learning from Others Transferring Knowledge 09/28/14 Fairchild

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 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.

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. Encourage formal and informal learning. Nursing education programs can support learning at the individual level by assisting with registration fees and time off for continuing education programs; sponsoring continuing education programs; developing creative scheduling for nursing faculty seeking a higher degree; and maintaining competitive salaries for nurses with higher degrees. 03/28/14 Revised 10/09/15 Fairchild

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. Performance Assessment to include strengths, areas for improvement, and insights gained through performance assessment 03/28/14 Revised 10/09/15 Fairchild

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. 03/28/14 Revised 10/09/15 Fairchild

Recommendations for Nursing Education and Practice Strategic Leadership 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.. 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. 03/28/14 Revised 10/09/15 Fairchild

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. 10/05/15 Fairchild

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