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Abstract
This action research study explores value congruence and psychological safety and how these concepts affect organizational learning culture. Two research questions guided this study: (1) What is learned at the individual, group, and system levels about value congruence and psychological safety, and how do they affect the learning culture within a business unit of a large research university?
(2) To what extent is the effect of value congruence and psychological safety linked to the learning culture?
This study used the Dimensions of the Learning Organization Questionnaire (DLOQ)
(Marsick & Watkins, 1999; Yang et al., 2004), Amy Edmondson’s (1999, 2018) psychological safety research and Chris Argyris’s (1980) theories of action as the theoretical foundations for the study. Through the case study and action research design, the researcher collaborated with community members at a US-based professional education unit within an institution of higher learning to create a series of interventions focused on psychological safety, value congruence, and the effects these variables have on the learning culture. Multiple regression analysis found a positive correlation between psychological safety and the learning culture and an insignificant correlation between value congruence and the learning culture. Findings show that clear definitions of desired values, examples of behaviors to be exhibited, and relevant connections to day-to-day activities aid in creating the conditions for value congruence and psychological safety. Moreover, implementing accountability measures supported the achievement of value congruence and psychological safety within this community. Insights drawn from this study suggest organizations that values a learning culture clearly articulate values and cultivate a culture of safety so that deficiencies can be pointed out and addressed.