The purpose of this dissertation is to explore how healthcare teams can use dialogue and inquiry techniques to move towards becoming a learning organization. Action research and the action learning methodology were employed, with findings indicating that learning took place at the individual, group and system levels, thereby building stronger partnerships through improved communication channels and collaboration. Through evidence-based interventions, the study group participated in more inclusive conversation that employed techniques promoting dialogue and inquiry. Increased dialogue and inquiry positively enhanced the interactions between clinicians and administrators, thereby supporting movement towards a learning culture.
INDEX WORDS: learning organization, organizational learning, healthcare
INDEX WORDS: learning organization, organizational learning, healthcare