طراحی الگوی استقرار سازمان یادگیرنده با تاکید بر رهبری دانش و سطوح یادگیری در سازمان نوسازی، توسعه و تجهیز مدارس کشور با رویکرد آمیخته

دوماهنامه علمی - پژوهشی رهیافتی نو در مدیریت آموزشی

مقاله 9، دوره 14، شماره 5 - شماره پیاپی 63، آذر و دی 1402، صفحه 152-135   

نوع مقاله: مقاله پژوهشی

شناسه دیجیتال (DOI): 10.30495/jedu.2023.29896.5971

نویسندگان

رضا بیجاری¹؛ علیرضا منظری توکلی^{* 2}؛ سمانه مهدیزاده³؛ سنجر سلاجقه⁴

¹دانشجوی دکتری، رشته مدیریت دولتی گرایش رفتار سازمانی، دانشگاه آزاد اسلامی واحد کرمان، کرمان، ایران

²دانشیار ، گروه روانشناسی تربیتی، دانشگاه آزاد اسلامی، کرمان، ایران.

³استادیار، گروه مدیریت دولتی ،واحد کرمان،دانشگاه آزاد اسلامی،کرمان،ایران.

⁴دانشیار، گروه مدیریت دولتی ،واحد کرمان،دانشگاه آزاد اسلامی،کرمان،ایران.

تاریخ دریافت: 12 اردیبهشت 1401،  تاریخ بازنگری: 24 مرداد 1401،  تاریخ پذیرش: 29 مرداد 1401 

چکیده

پژوهش حاضر با هدف طراحی الگوی استقرار سازمان یادگیرنده با تاکید بر رهبری دانش و سطوح یادگیری در سازمان نوسازی، توسعه و تجهیز مدارس کشور با رویکرد آمیخته صورت گرفت. این پژوهش از لحاظ هدف کاربردی و از نظر شیوة جمع‌آوری داده‌ها از نوع اکتشافی است که با رویکرد آمیخته (کیفی- کمی) مورد تحلیل قرار گرفته است. در مرحلة اول جهت شناسایی مولفه‌های الگو، از روش کیفی و مصاحبه‌های عمیق استفاده شد. مشارکت‌کنندگان در بخش کیفی، 15 نفر از خبرگان دانشگاهی و مدیران ارشد سازمان نوسازی، توسعه و تجهیز مدارس کشور بودند که به روش هدفمند انتخاب شدند. جهت تحلیل داده‌های بخش کیفی از روش تحلیل تم و با استفاده از نرم افزار مکس‌کیودا استفاده شد. در ادامه جهت برازش الگوی طراحی شده در بخش کیفی، از روش کمی با رویکرد مدلسازی معادلات ساختاری استفاده شد. مشارکت‌کنندگان در این بخش شامل 340 نفر از مدیران و کارشناسان سازمان نوسازی، توسعه و تجهیز مدارس کشور بودند که به روش تصادفی طبقه‌ای انتخاب شدند. ابزار گردآوری داده‌ها در بخش کمی، پرسشنامه مبتنی بر یافته‌های بخش کیفی بود که روایی و پایایی آن مورد تایید قرار گرفت. تحلیل داده‌های بخش کمی به وسیله نرم‌افزار اموس انجام شد. نتایج بخش کیفی نشان داد عوامل مرتبط با یادگیری با سه مقوله اصلی ویژگی‌های سازمان یادگیرنده، ابعاد سازمان یادگیرنده و عوامل محیطی شناسایی شد. سطوح یادگیری مشتمل بر سه مقوله اصلی فردی، گروهی و سازمانی است. رهبری دانش شامل سه مقوله اصلی رهبری، مشارکت و ادغام دانش و نوآوری است. در نهایت سازمان یادگیرنده دارای 5 مقوله اصلی قابلیت‌های شخصی، آرمان مشترک، تفکر سیستمی، الگوهای ذهنی و یادگیری جمعی است. در بخش کمی مشخص شد مدل عوامل مرتبط با سازمان یادگیرنده مبتنی بر رهبری دانش و سطوح یادگیری در سازمان نوسازی، توسعه و تجهیز مدارس کشور از برازش خوبی برخوردار است.

کلیدواژه‌ها

سازمان یادگیرنده؛ رهبری دانش؛ سطوح یادگیری؛ سازمان نوسازی؛ توسعه و تجهیز مدارس کشور

عنوان مقاله [English]

Designing a model for establishing a learning organization with an emphasis on knowledge leadership and learning levels in the organization of renovation, development and equipping of schools in the country with a mixed approach

نویسندگان [English]

[e-mail] [e-mail]¹؛ alireza manzaritavakoli²؛ Samaneh Mehdizadeh³؛ Sanjar Salajeghe⁴

¹PhD Student, Department of Public Management, Organizational Behavior, Islamic Azad University, Kerman Branch, Kerman, Iran.

²Associate Professor, Department of Educational Psychology, Islamic Azad University, Kerman, Iran.

³Assistant Professor, Department of Public Administration, Kerman Branch, Islamic Azad University, Kerman, Iran.

⁴Associate Professor, Department of Public Administration, Kerman Branch, Islamic Azad University, Kerman, Iran.

چکیده [English]

The present study was conducted with the aim of designing a model for the establishment of a learning organization with an emphasis on knowledge leadership and learning levels in the organization of renovation, development and equipping of schools in the country with a mixed approach. This research is an exploratory type in terms of applied purpose and in terms of data collection method, which has been analyzed with a mixed (qualitative-quantitative) approach. In the first stage, qualitative method and in-depth interviews were used to identify the components of the model. Participants in the quality section were 15 academic experts and senior managers of the Organization for Renovation, Development and Equipping of the country's schools who were purposefully selected. To analyze the data of the qualitative section, the theme analysis method was used using Maxiquida software. Then, in order to fit the designed model in the qualitative part, a quantitative method was used with the structural equation modeling approach. Participants in this section included 340 managers and experts of the Organization for Renovation, Development and Equipping of the country's schools who were selected by stratified random sampling method. The data collection tool in the quantitative section was a questionnaire based on the findings of the qualitative section, the validity and reliability of which were confirmed. Quantitative data analysis was performed by Amos software. The results of the qualitative section showed that learning-related factors were identified with three main categories of learning organization characteristics, learning organization dimensions and environmental factors. Learning levels consist of three main categories: individual, group and organizational. Knowledge leadership includes three main categories: leadership, participation, and the integration of knowledge and innovation. Finally, the learning organization has 5 main categories of personal capabilities, common aspirations, systems thinking, mental patterns and collective learning. In a small part, it was found that the model of factors related to the learning organization based on knowledge leadership and learning levels in the organization of renovation, development and equipment of schools in the country has a good fit.

کلیدواژه‌ها [English]

Learning organization, knowledge leadership, learning levels, organization of renovation, development and equipping of schools in the country

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