پیوندهای مفید
آمار
| تعداد نشریات | 21 |
| تعداد شمارهها | 675 |
| تعداد مقالات | 9,814 |
| تعداد مشاهده مقاله | 69,673,493 |
| تعداد دریافت فایل اصل مقاله | 49,028,450 |
Identification and explanation of organizational services from the point of view of work and health care system experts in a mixed method | ||
| International Journal of Nonlinear Analysis and Applications | ||
| مقاله 24، دوره 15، شماره 10، دی 2024، صفحه 293-310 اصل مقاله (1.42 M) | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22075/ijnaa.2023.32071.4758 | ||
| نویسندگان | ||
| Ali Moradi؛ Faramarz Malekian* ؛ Maryam Eslampanah؛ Elham Kavyani | ||
| Department of Educational Sciences, Kermanshah Branch, Islamic Azad University, Kermanshah, Iran | ||
| تاریخ دریافت: 26 شهریور 1402، تاریخ بازنگری: 23 آبان 1402، تاریخ پذیرش: 26 آبان 1402 | ||
| چکیده | ||
| Extracting barriers to organizational learning can be effective in improving the healthcare system. The current research has been carried out to identify and explain the barriers to organizational learning from the point of view of employees and experts in the healthcare system. The research has been carried out with the mixed approach of explanatory sequential follow-up on the employees and experts of the health care system of the public sector. The statistical sample in the quantitative phase (first phase) includes 206 people who were included in the study by census method. In the qualitative phase (second phase), 30 experts of the organization were selected purposefully and until theoretical saturation. Data was collected in the quantitative phase with a questionnaire and in the qualitative phase with a semi-structured interview. Quantitative phase data analysis was done with descriptive statistics and Spss and Amos software. The reliability of the questionnaire using Cronbach's alpha coefficient is higher than /75. Was. Experts were used for face validity and construct validity was evaluated through confirmatory factor analysis. In the qualitative phase, Brown and Clark thematic analysis and Maxqda2018 software were used. In the quantitative phase, it was determined that organizational learning barriers have a positive and significant relationship with all its components. The employees stated that the most important of these obstacles were resistance to new ideas in the organization and not having the opportunity to apply the learned materials. In the qualitative part, 25 codes, 13 sub-themes and 6 main themes including cultural barriers, work pressure, weakness in training, lack of resources for ideas and programs, neglecting the principle of competence and old work methods were obtained. Obstacles of workload, lack of resources for ideas and programs, and old ways of doing work were common in the quantitative and qualitative sectors. The themes of cultural barriers, weakness in education and neglect of the merit principle also developed the results of the quantitative section. This study identified some barriers to organizational learning. It is suggested that these findings be used to improve learning in healthcare organizations. | ||
| کلیدواژهها | ||
| barriers to organizational learning؛ mixed sequential explanation؛ health organizations؛ structural equations | ||
| مراجع | ||
|
[1] M. Ansari, M. Kianpoor, and M. Asmaeili, Hierarchical analysis of barriers to learning transfer in an organisation, J. Innov. Manag. Defense Organ. 2 (2019), no. 2, 85–114. [In Persian] [2] L. Argote, S. Lee, and J. Park, Organizational learning processes and outcomes: major findings and future research directions, Manag. Sci. 67 (2021), no. 9, 5399–5429. [3] C. Argyris, Action science and organizational learning, J. Manag. Psycho. 10 (1995), no. 6, 20–26. [4] C. Argyris, Double loop learning in organizations, Harvard Business Rev. 55 (1977), no. 5, 115–125. [5] D. Basten and T. Haamann, Approaches for organizational learning: A literature review, SAGE Open 8 (2018), no. 3, 240–217. [6] H. Berends, K. Boersma, and M. Weggeman, The structuration of organizational learning, Human Rel. 56 (2003), no. 9, 1035–1056. [7] S. Cabrilo and S. Dahms, The role of multidimensional intellectual capital and organizational learning practices in innovation performance, Eur. Manag. Rev. 17 (2020), no. 4, 835–855. [8] J.W. Creswell and L.P.C. Vicki, Designing and Conducting Mixed Methods Research, Sage Publications Inc., 2007. [9] R.L. Daft and K.E. Weick, Toward a model of organizations as interpretation systems, Acad. Manag. Rev. 2 (1984), no. 9, 284–295. [10] N.M. Dixon, Organizational learning: A review of the literature with implications for HRD professionals, Human Resource Dev. Quart. 1 (1992), no. 3, 29–49. [11] J. Engelhard and J. Nagele, Organizational learning in subsidiaries of multinational companies in Russia, J. World Bus. 38 (2003), no. 3, 262–277. [12] C.M. Fiol and M.A. Lyles, Organizational learning, Acad. Manag. Rev. 10 (1985), no. 4, 803–813. [13] K. Fushimi, Limits of the concepts of organisational learning and learning organisation for government-owned international development agencies, Int. J. Public Sector Perform. Manag. 9 (2022), no. 3, 211–222. [14] N. Genc and N. O. Iyigun, The role of organizational learning and knowledge transfer in building strategic alliances: A case study, Proc. Soc. Behav. Sci. 24 (2001), no. 3, 1–24. [15] S. Glasscock, Schools that learn: A fifth discipline field book for educators, parents, and everyone who cares about education, J. Family Consumer Sci. 93 (2001), no. 4, 16. [16] G.P. Huber, Organizational learning: The contributing processes and the literatures, Organ. Sci. 24 (1991), no. 1, 36–24. [17] A.M. Jones and C. Hendry, The learning organization: adult learning and organizational transformation, Br. J. Manag. 5 (1994), no. 2, 153–162. [18] S.H. Kavari, R. Yousefi, S M.A. Hosseini, A. Makarem, and M. Farzi, Organizational learning capability assessment and it’s barriers and facilitators viewpoint of staff in rehabilitation centers in Tehran 2012, Arch. Rehabil. 15 (2014), no. 1, 13–20. [In Persian] [19] S. Kwon, Is it possible to improve social workers’ program planning capability through organizational learning strategy?, Asian Soc. Work Policy Rev. 15 (2021), no. 3, 292–303. [20] S. Loon Hoe and S. McShane, Structural and informal knowledge acquisition and dissemination in organizational learning, Learn. Organ. 17 (2010), no. 4, 364–386. [21] C. Maden, Transforming public organizations into learning organizations: A conceptual model, Public Organ. Rev. 12 (2012), no. 1, 71–84. [22] N.K. Mai and T.T. Do, The role of leadership and organizational learning in fostering high performance of tourism firms in Vietnam, Cogent Bus. Manag. 10 (2023), no. 1, 101–121. [23] W. Maguni, Flexibility learning organization in organizational leadership, Int. J. Appl. Bus. Econ. Res. 13 (2015), no. 2, 891–903. [24] M.J. Marquardt, Building the Learning Organization: Mastering the Five Elements for Corporate Learning, Hachette, UK, 2011. [25] F. Matzdorf, I. Price, and M. Green, Barriers to organizational learning in the chartered surveying profession, Property Manag. 18 (2000), no. 2, 92–113. [26] S.M. Moghimi and M. Ramezan, Educational Management Questionnaire Book, Modiran Publications, 2012. [In Persian] [27] R. Moilanen, Diagnosing and measuring learning organizations, Learn. Organ. 12 (2005), no. 1, 71–89. [28] N. Montazer Someesaraee, M. Hosseini, S. Yazdani, M. Nakhostin, Sh, Yazdani, and M.R. Nakhostin, Organizational learning capability and its barriers and facilitators at the University of social welfare and rehabilitation sciences, J. Med. Educ. Dev. 17 (2015), no. 8, 93–101. [In Persian] [29] M. Mousa, H. Massoud, and R. Ayoubi, Contexts of organizational learning in developing countries: the role of training programmes in Egyptian public banks, Personnel Rev. 51 (2022), no. 3, 1169–1186. [30] I. Nonaka, A dynamic theory of organizational knowledge creation, Organ. Sci. 5 (1994), no. 1, 14–37. [31] I. Nonaka, P. Byosiere, C.C. Borucki, and N. Konno, Organizational knowledge creation theory: A first comprehensive test, Int. Bus. Rev. 4 (1994), no. 3, 337–351. [32] A. Ortenblad, On differences between organizational learning and learning organization, Learn. Organ. 8 (2001), no. 3, 125–133. [33] S. Pakdel, N. Malekian, and D. Ghafouri, Learning organization; the new platform for today’s organizations, Controller 22 (2012), no. 4, 1-15. [In Persian] [34] A. Radding, Knowledge Management Succeeding in the Information-Based Global Economy, Computer Technology Research Corp., 1998. [35] F. Ricciardi, V. Cantino, and C. Rossignoli, Organisational learning for the common good: An emerging model, Knowledge Manag. Res. Practice 19 (2021), no. 3, 277–290. [36] D. Robey, M.C. Boudreau, and G.M. Rose, Information technology and organizational learning: A review and assessment of research, Account. Manag. Inf. Technol. 10 (2000), no. 2, 125–155. [37] P.M. Senge, Taking personal change seriously: The impact of organizational learning on management practice, Acad. Manag. Perspect.17 (2003), no. 2, 47–50. [38] P.M. Seng, Leader’s new work: Building learning organizations, Sloan Manag. Rev. 32 (1990), no. 1, 7–23. [39] P. Senge, A. Kleiner, C. Roberts, R. Ross, G. Roth, and B. Smith, The dance of change: The challenges to sustaining momentum in learning organizations, Group Facil. 3 (2001), 82. [40] O. Serrat, Knowledge Solutions, Springer Singapore, 2017. [41] J.H. Song and B.K. Joo, and T.J. Chermack, The dimensions of learning organization questionnaire (DLOQ): A validation study in a Korean context, Human Resource Dev. Quart. 29 (2009), no. 1, 43–64. [42] H.C. Sun, Conceptual clarifications for “organizational learning”, “learning organization” and “a learning organization, Human Resource Dev. Int. 2 (2003), no. 6, 153–166. [43] G.F. Templeton, B.R. Lewis, and C.A. Snyder, Development of a measure for the organizational learning construct, J. Manag. Inf. Syst. 2 (2002), no. 19, 175–218. [44] M. Visser, Deutero-learning in organizations: A review and a reformulation, Acad. Manag. Rev. 2 (2007), no. 32, 659–667. | ||
|
آمار تعداد مشاهده مقاله: 1,388 تعداد دریافت فایل اصل مقاله: 612 |
||