The purpose of this paper is to explore the learning dynamics in the local level public organizations due to a policy intervention in collaboration with university. This study aims to identify the existence of four different types of organizational learning in different localities and to explain their implications to public sector organizations as well as private firms.
The paper used both the secondary data collected for over a period of more than four years and quantitative analysis for parameter estimation. It also collected the primary data by deploying a semi‐structured survey instrument for their collection. Two sets of data were triangulated to derive the learning types.
The study measured the presence of a learning environment that was hypothesized to influence the degree of organizational learning and evaluated learning variations as approximated by the penetration rate in local departments of social services. Evidence was found of differential, dispersed, and intermittent learning in various localities. That differential learning was labeled as conscious, façade, unaware, and absent learning. Organizations should strive to achieve conscious learning and minimize undesirable situations created by the façade and absent learning.
Since the results are derived from the study of one state, Virginia, and one policy area, foster care, they may not be fully applicable to other states and other policy areas without some modifications. The implication of the study, however, is that even similar stimuli are bound to produce differential responses when local conditions vary.
The paper presents a refreshing insight into varieties of organizational learning derived from the study of local level public sector organizations and triangulation of two different sets of information.
