Validation of a short form of the Inventory of Organizational Learning Facilitators: A national survey of public service executives in Canada

Purpose This paper aims to develop a short form of the Inventory of Organizational Learning Facilitators (IOLF) by using the same factors as the long form to test the equivalence between two language versions (English and French) and to explore executives' attitudes toward organizational learning (OL). Design/methodology/approach The structure of the long-form IOLF is based on five factors found in previous work: knowledge acquisition and transformation; OL culture; learning-focused leadership; OL support; and strategic management of new knowledge and learning. Two surveys of Canadian Federal Government executives assessed their perception of OL facilitators, organizational commitment, cynicism and intention to leave the organization. Correlational pattern analysis, conducted after confirmatory factor analyses, assessed the equivalence of the two language versions. Findings The short-form IOLF replicated the factor structure of previous work and demonstrated satisfactory internal consistency. Correlations showed equivalence between and across languages. Significant correlations with outcome variables, albeit in a cross-sectional design, supported predictive validity. Research limitations/implications This conceptually valid instrument can be adapted to English- and French-speaking populations. It can test hypotheses about the relationship between OL facilitators and individual, collective and organizational outcomes. The findings stem from self-report data in a cross-sectional design and require further research. Practical implications The short-form IOLF can quickly identify areas for improvement and monitor the evolution of an organization's learning abilities. Originality/value This quick, efficient tool assesses OL context and can indicate factors likely to influence OL. This study offers empirically driven insights into conditions that influence executives' attitudes.