Towards a methodology to assess organizational learning capability

Purpose - The present study aims to revalidate a measurement scale for organizational learning capability in the context of university faculty members. This is a particularly relevant context because it deals with knowledge‐intensive services. Following Chivaet al., organizational learning capability was conceptualized as a second factor construct including five dimensions: experimentation, risk taking, interaction with the external environment, dialogue and participative decision making. Design/methodology/approach - Data were collected from the Instituto Tecnológico de Costa Rica, a leading university in Costa Rica. The survey was addressed to faculty members. A total of 795 valid questionnaires were obtained. Using confirmatory factor analysis, the construct measurement model was tested and the scale was validated. Findings - The results show the internal consistency and the satisfactory factorial structure of the scale within the context of knowledge‐intensive services. Originality/value - This validation of organizational learning capability measurement instruments has considered cultural differences (Spain vs Costa Rica), sectorial differences (industrial vs services), and the different educational background distribution of the sample. Another contribution of our study is the consideration of the non‐independence of observations through the complex Mplus method, since the samples in human resource research are affected by multilevel influences.