جستجوی مقالات مرتبط با کلیدواژه « یادگیری مستمر » در نشریات گروه « علوم انسانی »

This study aimed to measure the level of organizational learning in schools, as an educational organization for preparing students to enter the knowledge job market. The method of the study based on the technique of collecting data and objective of the study was description-survey and applied research respectively. The data was collected by using a questionnaire consisted 61 close-ended questions based on Likert scale. Internal consistency was estimated using Cronbach's alpha. It was showed an acceptable internal consistency with alpha value.78. The study population was the Islamic non-profit high schools located in the second district of Tehran during the academic year of 1392-1393. The sample was recruited by using cluster sampling method. For doing so, at first five schools were selected randomly. Then the questionnaire was distributed to all principals and vice-principals at the selected high schools. Finally, 31 questionnaires were returned to the researchers for data analysis. Friedman test was utilized to determine the level of importance (ranking) the characteristics of a learning organization in the status que. The results showed the following characteristics in order of relative importance: continuous evaluation, the connection with the environment, continuous learning opportunities, information sharing, collaborative decision making, human resource specialists and common vision. Among principals, the common vision and proper understanding of it as well as continuous assessment had the lowest and the highest importance related to characteristics of a learning organization respectively.

The devilment of organizational learning requires proper situation and provisions. The role of human resources in developing learning organizations are quite vital. Understanding the role of leadership and facilitating leadership of learning organizations can provide a ready situation for developing leaning organizations. Therefore، this research is intended to study the role of leadership in the development of learning organizations. The relationship between five dimensions of transformational leadership، including personal understanding، mental motivation، supportive leadership، inspiring communication، and explanation of the vision) were compared with six dimensions of leering at three individual، group، and organizational levels. The research population included the managers of petrochemical companies، consulting engineers، and petrochemical construction engineering companies (950 people) among whom 295 people were selected as sample group. The results indicated transformational leadership with all of its components are significantly effective in the development of learning organization. Transformational leadership can provide a proper social situation for learning organizations.

The purpose of this study is to examine empirically the relationship between the Organization readiness for change and dimensions of Learning Organization. The constructs of Learning Organization were identified on the basis of seven Watkins and Marsick dimensions, and the organizational readiness for change was identified on the basis of employee's perceptions of their organization’s readiness for change by utilizing the attitudes toward change concept by Dunham et al. The results of the study suggested that: 1) the highest perceived level of learning organization is strategic leadership, whereas creating relationship with the environment is the lowest level. 2) there is a significant positive relationship between the participants’ perceived level of each of the seven dimentions and the perception of organizational readiness for change. And finally, providing strategic leadership and the overall DLOQ have the highest correlation with organizational readiness for change.

Nowadays, for an organization to survive in competitive environment, its rate of learning must be equal to, or greater than, the rate of environmental change. Thus, we need an organization that is more flexible, responsive and less hierarchical. These assumptions rise to the notion of learning organization. However, examining the relationship between learning organization and other organizational elements makes it possible to draw on suitable strategies in order to improve learning and eventually to become a learning organization. This study is a survey and correlational research. Considering goal, it is an applied research. Population of the study includes National Petrochemical companies. The suitable sample of Companies is selected at random. The findings of the present research illustrate that there isnt a significant relationship between information technology and learning organization dimensions. On the other hand, this research shows a significant relationship between information technology and tow dimensions (among 7 dimensions) of learning organization which consist of "Empowerment" and" Strategic leadership".

Nowadays, organizational learning is not a choice, but it is a strategic necessity in the organizations. Efforts to enhance the level of organizational learning consolidate the competitive status at local, national, and global levels. Examining the relationship between organizational learning and other organizational elements makes it possible to draw on suitable strategies in order to improve learning. The findings of the present research illustrate that there is a significant relationship between organizational culture and organizational learning. Furthermore, this research shows a significant relationship between organizational culture and all dimensions of organizational learning which consist of continuous learning, question and answer, team learning, empowering, embedding system, system relationship, and strategic leadership. The relationship is especially stronger with team learning and strategic leadership.
The findings of this research illustrate a significant relationship between organizational culture and triple levels of learning (individual, group, and organizational), and its correlation with learning at organizational level is about 0.95.