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A Model for Organizational Intelligence in Islamic Azad University (Zone 8)

机译:伊斯兰阿扎德大学的组织智能模型(第8区)

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Today organizations are faced with the rapidly changeable events in economical, technological, social, cultural and political environment. Successful and dynamic reaction of organizations depends on their ability to provide relevant information and to find, at the same time, adequate solutions to the problems they are faced with. In that sense, the attention of organizational theoreticians is focused on designing of intellectual abilities of organization and new concept in organizational theory has developed organizational intelligence (OI). In two decades ago, theoretical models have been developed and little research has been conducted. Having a model for defining and assessing the organizational status of an organization can be very helpful but the key questions facing every manager are; how can the level of collective intelligence be promoted? And what factors influence OI? Therefore this research carried out in order to assess OI and its factors influencing I.A.U. and provide a structural equation model. The subject of the study was 311 faculty members of I.A.U (Zone 8). Faculty members completed OI questionnaire (Cronbach's alpha=0.98), learning climate (Cronbach's alpha=0.94), multifactor leadership questionnaire (Cronbach's alpha =0.92) and organizational learning audit (Cronbach's alpha =0.94). Findings of this research showed that mean of organizational intelligence, organizational learning and learning culture were less than mean and transformational leadership was more than mean of questionnaire. Lisrel project software was applied for confirmatory factor analysis (CFA) and structural equation modeling (SEM). Based on the tested structural equation model, transformational leadership style had direct impact on learning culture $(eta=0.78)$, learning culture had a direct impact on OI $(eta=0.46)$, organizational learning had a direct impact on OI $(eta=0.34)$ and learning culture had a direct impact on organizational learning $(eta=0.96)$. The tested model had a good fit. Findings suggest that for the organizational intelligence to be promoted, these factors must be taken into account.
机译:今天,组织面临着经济,技术,社会,文化和政治环境中瞬息万变的事件。组织的成功而动态的反应取决于他们提供相关信息并同时找到所面临问题的适当解决方案的能力。从这个意义上讲,组织理论家的注意力集中在组织知识能力的设计上,而组织理论中的新概念发展了组织智能(OI)。在二十年前,已经开发了理论模型,并且很少进行研究。建立一个定义和评估组织状态的模型可能会非常有帮助,但是每个经理都面临的关键问题是:如何提高集体智慧水平?哪些因素会影响OI?因此进行这项研究是为了评估OI及其影响I.A.U.并提供结构方程模型。该研究的主题是I.A.U(第8区)的311名教职员工。教职员工完成了OI调查表(Cronbach's alpha = 0.98),学习氛围(Cronbach's alpha = 0.94),多因素领导调查表(Cronbach's alpha = 0.92)和组织学习审核(Cronbach's alpha = 0.94)。这项研究的结果表明,组织智力,组织学习和学习文化的均值小于问卷调查的均值,而变革型领导力则大于问卷调查的均值。 Lisrel项目软件已用于验证性因子分析(CFA)和结构方程模型(SEM)。根据测试的结构方程模型,变革型领导风格对学习文化$( beta = 0.78)$有直接影响,学习文化对OI $( beta = 0.46)$有直接影响,组织学习对OI $( beta = 0.46)$有直接影响。 OI $( beta = 0.34)$和学习文化对组织学习$( beta = 0.96)$具有直接影响。测试的模型非常合适。研究结果表明,要提升组织智能,必须考虑这些因素。

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