This epigraph was recently related to us by the chief learning ofï¬cer (CLO) of a major multinational ï¬rm. It is one familiar to many learning researchers and practitioners. Indeed, even a casual observer of research and practice regarding learning in organizations would have to concede that we have a âcriterionâ problem: however intuitive the value of learning and however strongly many organizations support learning, documenting relationships between learning strategies, interventions, and critical business performance outcomes has proven elusive. The feature article by Andrea Ellinger, Alexander Ellinger, Baiyin Yang, and Shelly Howton describes a research effort that is intriguing in large part because the authors so directly address that criterion problem. The authors took headon this question: Do learning organizations yield higher ï¬nancial performance? Having collected survey data from a sample of practicing logistics managers, the authors conducted an impressive analysis of ï¬nancial performance data of the sort we too rarely see in the HRD literature. They used an established research instrument for measuring learning organization dimensions. Most importantly, they have a compelling punch line: they found positive statistical relationships between managersâ perceptions of learning organization characteristics and ï¬rm ï¬nancial performance. We suspect that most of the regular readers
Human Resource Development Quarterly – Wiley
Published: Mar 1, 2002
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