بررسی و اولویت‌بندی مولفه‌های الگوی بومی پیشایندهای دوسوتوانی سازمانی در آموزش و پرورش با رویکردهای IPA و OPA
سمیه دیناری
1
(
دانشجویی دکترای مدیریت آموزشی، گروه علوم تربیتی و روانشناسی دانشگاه آزاد اسلامی واحد کرمان، کرمان، ایران
)
نجمه حاجی پور عبایی
2
(
استادیار، گروه علوم تربیتی و روانشناسی ، دانشگاه آزاد اسلامی واحد کرمان، کرمان،ایران
)
ویدا اندیشمند
3
(
استادیار، گروه علوم تربیتی و روانشناسی ، دانشگاه آزاد اسلامی واحد کرمان، کرمان،ایران
)
حمدالله منظری توکلی
4
(
استادیار، گروه علوم تربیتی و روانشناسی ، دانشگاه آزاد اسلامی واحد کرمان، کرمان،ایران
)
کلید واژه: پیشایندهای دوسوتوانی, آموزش و پرورش, اولویت‌بندی, تجزیه و تحلیل اهمیت-عملکرد.,
چکیده مقاله :
مقدمه و هدف: دوسوتوانی سازمانی به توانایی سازمان در متعادل‌سازی و ادغام اکتشاف فرصت‌های نوین و بهره‌برداری از فرصت‌های فعلی اشاره دارد. این مفهوم به معنای توانایی نوآوری و یافتن روش‌های جدید برای انجام وظایف روزانه، ایجاد تغییرات و استفاده از تکنیک‌های نوین در فرآیندهای جاری سازمان است. این امر می‌تواند شامل توسعه روش‌ها یا فرآیندهای عملیاتی جدید و بهبود فرآیندهای موجود برای افزایش کارایی باشد.مطالعه حاضر با هدف بررسی و اولویت‌بندی مولفه‌های الگوی بومی پیشایندهای دوسوتوانی سازمانی در آموزش و پرورش با رویکردهای IPA و OPA پرداخته است.
روش شناسی پژوهش: مطالعه حاضر یک پژوهش توصیفی-پیمایشی است. نمونه آماری این مطالعه را 176 نفر از کارکنان سازمان آموزش و پرورش کل استان کرمان که به شیوه نمونه‌گیری غیرتصادفی دردسترس انتخاب شده بودند، تشکیل می‌دادند. ابزار گردآوری داده‌ها در این مطالعه دو پرسشنامه 48 سوالی مبتنی بر طیف لیکرت جهت ارزیابی اهمیت و عملکرد الگوی بومی پیشایندهای دوسوتوانی سازمانی در آموزش و پرورش و یک پرسشنامه شش سوالی جهت اولویت‌بندی مولفه‌های اصلی مدل بود. به منظور اولویت‌بندی مولفه‌های اصلی الگوی بومی پیشایندهای دوسوتوانی سازمانی در آموزش و پرورش از تکنیک OPA استفاده شد.
یافتهها: بر اساس نتایج نرم‌افزار لینگو، مؤلفه‌های عوامل زمینه‌ای، قابلیت‌های پویای دوسوتوان، شایستگی مدیران، عوامل ساختاری، راهبردهای منابع انسانی و سرمایه اجتماعی به ترتیب رتبه‌های اول تا ششم را به خود اختصاص داد‌ند. همچنین بر اساس نتایج تجزیه و تحلیل اهمیت – عملکرد پیشایندهای اصلی دوسوتوانی در سازمان آموزش و پرورش، شاخص‌های سرمایه اجتماعی دوسوتوان، قابلیت‌های پویای و عوامل ساختاری دارای اهمیت زیاد و عملکرد پایین بودند همچنین شاخص شایستگی مدیران دارای اهمیت زیاد و عملکرد زیاد بود؛ شاخص‌های راهبردهای منابع انسانی نیز دارای اهمیت کم و عملکرد کم بود.
بحث و نتیجهگیری: سازمان آموزش و پرورش باید به منظور ارتقا دوسوتوانی سازمانی باید بر روی شاخص‌های سرمایه اجتماعی دوسوتوان، قابلیت‌های پویای و عوامل ساختاری تمرکز کند. همچنین سازمان بایستی عملکرد مطلوب خود را در شاخص شایستگی حفظ کند.
چکیده انگلیسی :
Introduction: Organizational ambidexterity refers to the organization's ability to balance and integrate the exploration of new opportunities with the exploitation of existing ones. This concept encompasses the organization's capacity for innovation and discovering new methods to perform daily tasks, make changes, and apply modern techniques to its ongoing processes.This study aims to investigate and prioritize the components of the indigenous model of organizational ambidexterity antecedents in the education system using IPA and OPA approaches.
research methodology: This study is a descriptive-survey research. The statistical sample consisted of 176 employees from the Kerman province's Department of Education, selected through non-random convenience sampling. The data collection tools included two 48-item Likert-scale questionnaires designed to assess the importance and performance of the indigenous model of organizational ambidexterity antecedents in education, and a six-item questionnaire to prioritize the model’s main components. The OPA technique was used to rank the primary components of the indigenous model of organizational ambidexterity antecedents in the education system.
Findings: The LINGO analysis ranked contextual factors, dynamic ambidextrous capabilities, managerial competencies, structural factors, human resource strategies, and social capital from first to sixth. Key findings showed that while ambidextrous social capital, dynamic capabilities, and structural factors were highly important, they had low performance. Managerial competencies exhibited both high importance and performance, whereas human resource strategies were rated low on both counts.
Conclusion: To improve organizational ambidexterity, the education sector should prioritize ambidextrous social capital, dynamic capabilities, and structural factors. Additionally, it is essential for the organization to sustain its strong performance in the managerial competencies index.
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