Influence of Organization Structure on Organizational Learning in Private Hospitals in Nairobi and Mombasa Counties, Kenya

Abstract

This study was aimed at determining the influence of organizational structure on organizational learning in Private Hospitals in Nairobi and Mombasa Counties. To accomplish the research objective, the study employed the use of cross-sectional research design to investigate the relationship between organizational structure and learning. The target population consisted of 88 private hospitals picked through convenience sampling based on Cochran formula on sample size. The study’s primary data was collected using structured combined Robin’s and DLOQ (Dimensions of Learning Organization Questionnaire) questionnaire. The data was collected from professionals within the middle level of management which included members of at least ten professions who were each handed a questionnaire collectable in a week’s time. The data collected was analyzed using regression, descriptive and correlation analysis. The study determined that there existed a strong positive correlation between complexity and specialization on organizational learning. It was established that centralization and formality had a strong but negative correlation to organization learning. The study also realized that the most practiced dimension of organization learning was continuous learning and the other forms like inquiry and dialogue were scoring lower in comparison. Therefore, the study recommended that private hospitals should move focus to other dimensions of organizational learning. The study further suggested that in order to further learning private hospitals needed to reduce levels of formality and centralization while improving on specialization and complexity of work. The study proposed that further studies should be done on public hospitals to learn the corresponding impact on learning in Kenya. In addition, the study also suggested other factors that may affect organizational learning like culture to be investigated.