The effect of nurses? use of the principles of learning organization on organizational effectiveness

College of Nursing, University of Illinois at Chicago, Chicago, Illinois, USA.
Journal of Advanced Nursing (Impact Factor: 1.74). 04/2007; 58(1):53-62. DOI: 10.1111/j.1365-2648.2006.04206.x
Source: PubMed


This paper is a report of a study to describe the effect on organizational effectiveness of nurses' use of the principles of learning organization.
Since Senge proposed the learning organization model in 1990, the principles of learning organization have been considered as a new organizational vision. However, there is little empirical evidence that shows how nurses' use of the principles of learning organization affects organizational effectiveness in healthcare settings.
A cross-sectional survey was used and the data were collected in 2003. Participants were 629 professional nurses who had worked full-time for more than 1 year in the general units of nine tertiary medical hospitals in South Korea. A questionnaire was distributed to nurse managers of nine hospitals, who distributed it to 665 nurses, 635 of whom responded (response rate 95.5%). Six returns were discarded due to incomplete responses, leaving 629 for data analysis.
There was a statistically significant positive relationship between nurses' use of the principles of learning organization and organizational effectiveness. Hierarchical multiple regression analysis revealed that the concept explained an additional 24.9% of organizational commitment and a further 22.6% of job satisfaction. The learning organization principles of shared vision and team learning were statistically significant predictors for organizational effectiveness.
Individual nurses can use the principles of learning organization to enhance organizational effectiveness. Intervention programmes that integrate and strengthen shared vision and team learning may be useful to enhance organizational effectiveness. Further research is required to identify other factors related to the principles of learning organization.

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    • "As personal mastery helps to develop a personal vision, shared vision helps to develop an organizational vision (Amidon, 2005:415). Shared vision covers the share of values, objectives and tasks within the organization (Jeong, et al., 2007:55). "
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    ABSTRACT: In this study it was aimed to identify the characteristics of learning organizations and testing the learning organization scale in Turkish companies. The questionnaire was applied to 48 managers and 426 employees in 11 companies, operating in outsourcing for call center industry. The reliability and validity of the “Organizational Learning” scales developed by Mets and Torokoff (2007), which were based on Senge's five disciplines, in order to determine the characteristics of the learning organizations was investigated for Turkish study population within the scope of this study. According to study findings, it can be stated that aforementioned scale is a powerful tool that can be used to measure organizational learning with its high reliability and validity, specifically for Turkish respondents. The reliability and validity of the “Organizational Learning” scales developed by Mets and Torokoff (2007), which were based on Senge's five learning disciplines and Mets’ three-dimensional learning model, for the Estonian enterprises, were investigated for Turkish study population within the scope of the study and results indicate that this scale is considered valid and reliable for Turkish use.
    Preview · Article · Sep 2014 · Procedia - Social and Behavioral Sciences
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    • "Nursing staff must engage in a process of continual learning to improve their care skills and provide a superior service to their patients. Hospital administrators can enhance creativity and efficiency through individual learning, satisfy the demands inherent within the duties of healthcare staff, and improve organizational commitment by promoting the notion of being a ‘learning organization’ [2]. "
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    ABSTRACT: Knowledge capital is becoming more important to healthcare establishments, especially for hospitals that are facing changing societal and industrial patterns. Hospital staff must engage in a process of continual learning to improve their healthcare skills and provide a superior service to their patients. Internal marketing helps hospital administrators to improve the quality of service provided by nursing staff to their patients and allows hospitals to build a learning culture and enhance the organizational commitment of its nursing staff. Our empirical study provides nursing managers with a tool to allow them to initiate a change in the attitudes of nurses towards work, by constructing a new 'learning organization' and using effective internal marketing. A cross-sectional design was employed. Two hundred questionnaires were distributed to nurses working in either a medical centre or a regional hospital in Taichung City, Taiwan, and 114 valid questionnaires were returned (response rate: 57%). The entire process of distribution and returns was completed between 1 October and 31 October 2009. Hypothesis testing was conducted using structural equation modelling. A significant positive correlation was found between the existence of a 'learning organization', internal marketing, and organizational commitment. Internal marketing was a mediator between creating a learning organization and organizational commitment. Nursing managers may be able to apply the creation of a learning organization to strategies that can strengthen employee organizational commitment. Further, when promoting the creation of a learning organization, managers can coordinate their internal marketing practices to enhance the organizational commitment of nurses.
    Full-text · Article · Apr 2014 · BMC Health Services Research
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    • "How teams learn and innovate has captured the attention of researchers in organizational learning and managerial sciences and this area is defined as an important competence of teams and organizations (Jeong et al. 2007, Salas et al. 2008 4 , Van Achterberg et al. 2008). Several theoretical studies state that teams in organizations must learn to change what they are doing and these studies define team learning as a facilitator for the production and development of nursing care (Chan 2003, Edmondson et al. 2007, Jeong et al. 2007). Throughout the appliance of team learning activities, teams become more efficient, apply new skills and change their business (Firth-Cozens 2001, Chan 2003, Friedman & Bernell 2006, Edmondson et al. 2007). "
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    ABSTRACT: Aims. To report a correlational study of the relation between team learning activities and implementation-effectiveness of innovations in nursing teams. Background. Non-compliance to implementation of innovations is a problem in nursing teams. In the literature, team learning is proposed as a facilitator for change. Still, studies reporting the effects of team learning activities on the implementation of innovations in nursing teams are scarce. To address this gap in the literature, this study explored the influence of team learning on the implementation of two innovations. Design. A cross-sectional survey. Methods. The survey was conducted in 20082009 with a sample of 469 nurses, representing 30 nursing teams from The Netherlands and Belgium. The relationship between variables representing team learning and the use and the knowledge of an incremental (n = 14) or a radical innovation (n = 16) was examined by correlation and multiple regression analyses. Results. Correlation analyses revealed positive relationships between the team learning activities handling production-oriented information and implementation-effectiveness of an incremental innovation. In addition, team learning activities about development-oriented information positively affected the implementation of a radical innovation. Multiple regression yielded models that explain 83% of the variance on the use of an incremental variable, 73% on knowledge of a radical innovation, and 80% on use of a radical innovation. Conclusion. In nursing teams, team learning activities that relate to the production of nursing care affect the implementation of an incremental innovation. The implementation of a radical innovation is effected by team learning activities that relate to the development of the provided nursing care.
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