بررسی رابطه‌ی میان هوش و سلامت سازمانی در دانشگاههای شهر اصفهان در سال تحصیلی 89-1388

محورهای موضوعی : آموزش و پرورش

سید محمد زهرایی ¹ , سعید رجایی پور ²

1 - کارشناس ارشد رشته مدیریت آموزشی دانشکده علوم تربیتی و روانشناسی دانشگاه خوراسگان
2 - استادیار دانشکده علوم تربیتی و روانشناسی دانشگاه اصفهان

تاریخ دریافت : 1394/09/10 تاریخ پذیرش : 1394/09/10 تاریخ انتشار : 1390/04/01

کلید واژه: دانشگاه, هوش سازمانی, سلامت سازمانی,

چکیده مقاله :

هدف از این پژوهش، بررسی رابطه‌ی بین هوش و سلامت سازمانی در دانشگاههای شهر اصفهان از نظر اعضای هیئت علمی آن‌ها بود. مولفه‌های هوش سازمانی از نظر آلبرشت شامل: چشم انداز استراتژیک، میل به تغییر، سرنوشت مشترک، جرات و شهامت، فشار عملکرد، کاربرد دانش و اتحاد و توافق و مولفه های سلامت سازمانی از نظر هوی و میسکل شامل:پشتیبانی منابع، یگانگی نهادی، روحیه، تاکید بر پیشرفت تحصیلی، نفوذ مدیر، ملاحظه گری و ساخت دهی می‌باشد. روش پژوهش از نوع توصیفی- همبستگی و جامعه‌ی آماری شامل تمام اعضای هیئت علمی دانشگاههای شهر اصفهان در سال تحصیلی 89-1388 بود که تعداد آن‌ها حدود 1793 نفر می‌باشد و از راه نمونه گیری طبقه‌ای متناسب با حجم، تعداد 211 نفر از آن‌ها به عنوان نمونه انتخاب شدند. ابزار اندازه‌گیری این پژوهش پرسشنامه‌های، هوش سازمانی آلبرشت با 35 گویه و پرسشنامه‌ی سلامت سازمانی هوی و فیلدمن با 43 گویه می‌باشد. مقدار آلفای کرونباخ پرسشنامه‌ی هوش سازمانی 93 /0 و پرسشنامه‌ی سلامت سازمانی 86/0 محاسبه شد. جهت تجزیه و تحلیل داده‌های بدست آمده از اجرای پرسشنامه‌ها، در سطح آمار توصیفی از فراوانی، درصد، فراوانی تراکمی، میانگین، انحراف معیار و واریانس و در سطح آمار استنباطی از ضریب همبستگی پیرسون، رگرسیون چندگانه و تحلیل واریانس چند متغیره استفاده شده است. نتایج پژوهش نشان دادند که بین هوش سازمانی و سلامت سازمانی درجه‌ی متوسطی از رابطه وجود دارد؛ بین فشار عملکرد با یگانگی نهادی در سطح 05/0≥p ارتباط معنی دار و مستقیم است؛ بین مولفه‌های هوش سازمانی با ملاحظه گری ارتباط معنی دار نمی‌باشد. بین مولفه‌های جرات و شهامت، اتحاد و توافق و فشار عملکرد با ساخت دهی در سطح 05/0≥p ارتباط معنی دار و مستقیم است. بین سرنوشت مشترک، میل به تغییر و جرات و شهامت با روحیه نیز در سطح 05/0≥p ارتباط معنی دار و مستقیم مشاهده شد. بین سرنوشت مشترک با تاکید علمی نیز در سطح 05/0≥p ارتباط معنی دار و مستقیم می‌باشد. بین سرنوشت مشترک و اتحاد و توافق با پشتیبانی منابع در سطح 05/0≥p ارتباط معنی دار و مستقیم می‌باشد.

چکیده انگلیسی:

The goal of this research was to study the relationship between organizational intelligence and organizational health at Isfahan universities from the point of view of faculty members. Alberesht believes that organizational intelligence indexes include strategic vision, change appetite, shared fate, courage, performance pressure, knowledge deployment, and; alignment and congruence, while from the view of Hoy and Fieldman organizational health indexes include resource support, institutional integration, morale, academic emphasis, manager influence, consideration, and initiating structure. The statistical universe included all the 1793 teaching staff of all the universities in Isfahan during the 2009-2010 academic year. A sample of 211 participants were selected through stratified random sampling in proportion to the volume.Alberesht’s questionnaire of Organizational Intelligence (OI) with 35 items and; Hoy and Fieldman’s Organizational Health(OH) questionnaire, with 43 items, were used for the collection of data. The Cronbach alpha coefficients for the OI and OH were 0.93 and 0.86respectively. To analyse the data, in addition to descriptive statistics, Pierson correlation, multiple regression, and multivariate analysis of variance were used. Results showed that there was a moderate correlation between organizational intelligence and organizational health. Additionally, there was a direct meaningful relation between the performance pressure and institutional integration at p≤0.5. However, there was no meaningful relationship between the organizational intelligence and consideration. Moreover, a direct relationship between courage, alignment and congruence; and, performance pressure indexes and the initiating structure, at p≤0.5. Furthermore, the relationship between the shared fate, appetite for change, courage, and morale was direct and meaningful. There was also a positive meaningful relationship between the shared fate and academic emphasis at p≤0.5. Finally, The relationship between the shared fate and; the alignment and congruence; with resource support was also direct and meaningful at p≤0.5.

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