Date of Award

1-7-2022

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Educational Policy Studies

First Advisor

Janice B. Fournillier, Ph.D.

Second Advisor

Audrey Leroux, Ph.D.

Third Advisor

Kevin Fortner, Ph.D.

Fourth Advisor

Joyce King, Ph.D.

Abstract

This concurrent Mixed Methods (MM) research study explored employee learning perceptions and experiences in a state of Georgia government agency. The study used the Dimension of the Learning Organization Questionnaire (DLOQ) to examine employee perceptions of a learning organization across management levels and tenure. It also used semi-structured phenomenological interviews to examine learning experiences. The two questions that framed the study were: (1) How do employees navigate learning individually, in teams, and organizationally? (2) How do employee perceptions of the learning organization compare based on tenure and management level? The concurrent mixed methods design allowed for comparison of findings from the questionnaire and the interviews. Participants were simultaneously recruited from the same state of Georgia government agency to complete the questionnaire and interview voluntarily. Three hundred and thirty-eight (338) employees responded to the questionnaire, the quantitative (QUAN) strand. Five (5) employees participated in the interviews, the qualitative (QUAL) strand. The interview data was analyzed using a hybrid/eclectic methodology of coding, theming, and analytic memos. The questionnaire data was analyzed using descriptive and non-parametric statistical tests. The findings of the study suggest that leadership influences learning critically. For this organization to continue learning and growing, it must focus on the leaderships’ impact on its employees' learning in the work environment. Additionally, significant differences in employee perceptions of the learning organization were observed. These differences were between employees with 6 to 10 years and those with 16 to 20 years of tenure on Inquiry/Dialogue (Dimension 2), Organization Environment Connection (Dimension 6), and Individual Level learning (Level 1). While the findings present possible explanations for the differing perceptions, future research should examine this further.

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