تبیین نقش میانجی ظرفیت یادگیری سازمانی در ارتباط بین سرمایه فکری و یادگیری سازمانی با عملکرد شغلی

محورهای موضوعی : آموزش و پرورش

سیروس قنبری ¹ (استاد رشته مدیریت آموزشی، دانشکده علوم انسانی، دانشگاه بوعلی سینا، همدان، ایران.)
پروانه محمدی ² (دانشجوی دکتری مدیریت آموزشی، دانشکده علوم انسانی، دانشگاه بوعلی سینا ، همدان، ایران.)

تاریخ دریافت : 1399/09/08 تاریخ پذیرش : 1400/01/26 تاریخ انتشار : 1401/10/01

کلید واژه: عملکرد شغلی, سرمایه فکری, یادگیری سازمانی, ظرفیت یادگیری سازمانی,

چکیده مقاله :

مقدمه و هدف: پژوهش حاضر با هدف تبیین نقش میانجی ظرفیت یادگیری سازمانی در ارتباط بین سرمایه فکری و یادگیری سازمانی با عملکرد شغلی انجام گرفت.
روش شناسی پژوهش: روش پژوهش توصیفی از نوع همبستگی بود. جامعه آماری مشتمل بر کارکنان اداره آموزش و پرورش شهرستان سنندج در سال تحصیلی 1399-1398 با حجم 503 نفر است. از روش نمونه‌گیری تصادفی ساده استفاده شد. حجم نمونه با توجه به جدول کرجسی و مورگان، 215 نفر تعیین شد. برای جمع‌آوری داده‌ها از پرسشنامه‌ی سرمایه فکری بونیتس(2001)، یادگیری سازمانی چیوا و همکاران(2007)، ظرفیت یادگیری سازمانی نیف(2001) و پرسشنامه­ی عملکرد شغلی پاترسون(1988) استفاده شد. روایی ابزارها با نظر اساتید علوم تربیتی و روانشناسی تأیید گردید. داده­ها با استفاده از دو نرم ­افزار Spss.v. ₂₂ و   Lisrel. _8.50و با روش مدل معادلات ساختاری تجزیه و تحلیل شد.
یافته ­ها: . نتایج نشان داد که متغیرهای ظرفیت یادگیری سازمانی و یادگیری سازمانی به صورت مستقیم و متغیرهای سرمایه فکری و یادگیری سازمانی به صورت غیر مستقیم از طریق متغیر ظرفیت یادگیری سازمانی بر عملکرد شغلی کارکنان تأثیر معنی­دار دارد(05/0>p).
بحث و نتیجه­ گیری: جهت بهبود عملکرد شغلی کارکنان آموزش و پرورش پیشنهاد می­شود تلاش در جهت تقویت سرمایه فکری و بسترسازی برای افزایش یادگیری سازمانی و بهبود ظرفیت یادگیری سازمانی به عنوان یک الویت جدی در دستور کار قرار گیرد.
 

چکیده انگلیسی:

Introduction: This study aimed to explain the mediating role of organizational learning capacity in the relationship between intellectual capital and organizational learning with job performance.
research methodology: Methodology of the research was descriptive-correlative. The statistical population consisted of the staff of the Education Department of Sanandaj city in the academic year of 1398-1399 with 503 people. The sampling method was random. The sample size according to the Kregci-Morgan model was considered 215 persons. For data collection, intellectual capital questionnaire of Bunites (2001), organizational learning of Chuwa (2007), organizational learning capacity questionnaire      of Neef (2001) and job performance questionnaire of Paterson (1988) were used. Validity of the tools was confirmed by the professors of education and psychology. Data were analyzed using two software’s Spss vs. ₂₂ and lisrel. 8/50 and analyzed by structural equation modeling
Findings: The results showed that variables of organizational learning capacity and organizational learning directly and the variables of intellectual capital and organizational learning indirectly have a significant impact on employees' job performance through the variable of organizational learning capacity (P<0/05). Conclusion: It is suggested that efforts to strengthen intellectual capital and provide support for enhancing organizational learning and improving organizational learning capacity as a serious priority are suggested.

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