یادگیری سازمانی

Succession is a process which in it talented people are selected and trained to hold managerial jobs and important and key positions in the organization. One of the problems of many organizations today is the lack of effort and investment to succession of managers. Therefore, the aim of this study was to identifying the succession components of primary school principals with the method of grounded theory. 

The current research was practical and from type of qualitative. The research population was universal experts and specialists in the field of human resources management and educational management of familiar with the research area of Tehran city in 2021 year. The sample size according to the principle of theoretical saturation was calculated 25 people, which these people were selected by purposive sampling method. The tool of the current research was a semi-structured interview, which the validity was confirmed by the triangulation method and the reliability was obtained by the coefficient of agreement between two coders at 0.79. The data of this study were analyzed by the coding method based on the grounded theory method in MAXQDA software. 

The results of the findings showed that the succession of primary school principals had 100 indicators and 26 components in 6 factors of grounded theory. The central phenomenon were included one component of succession, the causal conditions were included six components of talent pool, efficient promotion system, human resource management, organizational thinking, organization's support of individual efforts and professionalism, the background conditions were included four components of organizational structure, organizational culture and atmosphere, management stability and resistance to change, the intervening conditions were included five components of political environment, peripheral environment, socio-cultural environment, international environment and policy and legal environment, the strategies were included seven components of familiarization of managers, participation, organizational learning, trust building, foresight, independence of education and system insight and the consequences were included three components of individual consequences, unit consequences and organization consequences. Finally, the pattern of the succession components of primary school principals with the method of grounded theory was drawn. 

The results of this study have many practical implications for the education organization and according to the pattern of succession of primary school principals, senior managers and officials of the education organization can take an effective step towards the succession of primary school principals.

Universities can implement the desired model of organizational learning if employees establish close, deep, interactive and cooperation with each other and adopt co-creation approaches (Zhang et al., 2011, p. 52). Co-creation supports the processes of change and group formation and enhances organizational learning by stimulating intellectual, collaborative and discursive, creative and innovative activities among employees and achieving a learning organization. In academic and university environments, faculty members with a co-creative approach can share the necessary information through mutual dialogue in a transparent environment, interact with each other, and improve their skills from organizational learning. Such learning is not only dependent on tools and techniques; rather, it is attained with support, insight and collective and meaningful participation (Mastio Chew & Dovey, 2019, p. 296). However, most of the studies related to organizational learning have not considered the factor that strengthens and even creates it, that is, co-creation. Therefore, in the present study, the researcher aimed to analyze the role of co-creation components on organizational learning among the faculty members of Birjand University and examined four sub-objectives. Therefore, the present study aims at:investigating the predictive role of dialogue on organizational learning among faculty members of University of Birjand. examining the predictive role of access on organizational learning among faculty members of University of Birjand. analyzing the predictive role of flexibility on organizational learning among faculty members of University of Birjand. scrutinizing the predictive role of transparency on organizational learning among faculty members of University of Birjand.

The current research is applied and descriptive in terms of purpose and method, and survey in terms of data collection. The statistical population of the study consisted of all 341 faculty members of University of Birjand. The population included five groups of humanities, basic sciences, engineering, agriculture and art, and each group was considered as a separate stratum by using a proportional stratified sampling method. The percentage of faculty members in each group was calculated about the total faculty members of Birjand University. In the final stage, the questionnaires were distributed among a proportion of faculty members in each group, which was estimated in relation to the total faculty members, and distributed randomly. Considering the size of the statistical population in the study (341 people) and considering that the minimum sample size is 200 in structural equation modeling, 210 questionnaires were distributed among the population and finally, 186 valid questionnaires were collected and analyzed. To measure the research variables, two questionnaires were used: a co-creation questionnaire (Taherpour, 2021) with a reliability coefficient of 0.91 and organizational learning questionnaire (Pham & Swireszek, 2006) with a reliability coefficient of 0.94. Data analysis was done by descriptive statistics and inferential statistics using SPSS software (version 23) and structural equation modeling was used to determine the relationship between co-creation and organizational learning.

First, Pearson’s correlation was used to examine the relationship between co-creation components and organizational learning. The results showed that all variables had a significant correlation with each other at the 0.01 level. The results also showed that co-creation predicted organizational learning. Co-creation had a positive and significant relationship with organizational learning at the 0.0001 level, with a standard coefficient of 0.78 and a t-statistic of 9.08. This means that on average, a one-unit increase or decrease in co-creation would lead to a 0.81-unit increase or decrease in organizational learning, respectively. Also, the fit of the research model was assessed by using the main absolute, parsimonious and comparative indices, which were all in an acceptable range. The normed fit index and the goodness of fit index (GFI) were both 0.94, the comparative fit index (CFI) was 0.94, and the root mean square error of approximation (RMSEA) was 0.09, which is close to zero. Therefore, the proposed model had a good fit.

The results indicated that there was a positive and significant relationship between co-creation and organizational learning of faculty members. Co-creation, by facilitating dialogue among faculty members, provided opportunities for sharing ideas and work experiences. Co-creation enabled employees to talk about their work experiences with colleagues, and thus, to share knowledge, information, plans and new ideas. This created a path to enhance and improve the organization and led to the generation of new knowledge and better and more learning in the organization. Co-creation also provided access to scientific information for faculty members, and thus, professors communicated with each other and created a field of knowledge and information sharing, which resulted in organizational learning. Co-creation ensured that faculty members provided information in an authentic, accurate, complete and clear manner to other colleagues, which increased organizational learning. Co-creation, by using the flexibility component, provided the field of constructive communication for faculty members to achieve organizational goals and to cooperate to learn more in their specialized field. In general, it can be concluded that co-creation created and improved organizational learning by providing the necessary conditions and factors such as access, transparency, dialogue and flexibility.

One of the most important tasks of human resources management in the army is to cultivate efficient and capable forces that can provide the defense needs of the country in the field of human resources according to the existing threats. In this sense, the quality of the trained forces in this organization, which indicates the proportionality of these resources with threats, is an important factor in determining the effectiveness of the organization. This study was conducted with the aim of investigating the effect of organizational and extra-organizational factors on employee empowerment, and the organizational learning variable played a moderating role in the causal relationship between organizational factors and empowerment.

The target population of this research includes all the employees of the Artillery and Missile Training Center of the Islamic Republic of Iran Army, 178 of whom were selected and studied through three questionnaire tools: organizational factors, organizational learning, and empowerment. For data analysis, descriptive correlation strategy and structural equation model were used with the help of SPSS and Smart PLs3 statistical software.

Based on the findings, the variable of organizational learning strengthens the causal relationship between the variable of organizational factors and empowerment, which shows the importance of this variable in adjusting the relationship between organizational and external factors and empowering employees.

The result of the research indicates the confirmation of the effect of organizational factors on empowerment and the rejection of the effect of non-organizational factors on the empowerment of the studied employees. Meanwhile, the moderator of organizational learning has strengthened the causal relationship between the two variables of organizational factors and empowerment, which shows the importance of this moderator in the process of improving employee empowerment. Has it

The purpose of this research is to present a comprehensive model of intellectual capital with an organizational learning approach as a model for the development of educational systems as the main question of the research, in other words, to identify the dimensions and components of intellectual capital and organizational learning in educational systems from the basic hypotheses. It is considered research. From the point of view of the nature and method of data collection, the current research is a descriptive-survey and a combined research strategy (qualitative and quantitative). The studied population were academic and professional education experts and sampling was done in a targeted manner and a total of 25 people were selected. After defining the topic and conducting exploratory and library studies, the dimensions and components of the variables were collected through the Delphi method and a researcher-made questionnaire, and based on qualitative statistical methods, the analysis was done by the software (Spss 22) and finally the fit of the model reached the consensus of the experts. Further, the confirmatory factor analysis of each of the research variables was performed by software (PLS 3). The findings of the research include the identification and introduction of dimensions related to intellectual capital with 21 components, the identification and introduction of dimensions of organizational learning with 12 components, and since the construction of common cross-validity, the composite reliability and the average variances extracted were at an acceptable level. , a suitable model was recognized in line with organizational goals and competitive advantage.

Customs, as one of the important organizations in the cycle trade of goods, is responsible forcontrolling and monitoring the entry and exit of goods. With the ever-increasing volume of trade, it is inevitableto carry out controls with maximum accuracy and speed, while facilitating and making socio-economicdevelopment more productive. The purpose of the research is to identify the effective factors on theorganizational learning model in the supervision of foreign trade in the Customs with the improvement offacilities and security indicators. The research is of qualitative type and Grounded Theory method was used fordata analysis. The data collected by in-depth interviews that were conducted with 14 Customs experts and otherrelated organizations using the snowball sampling method. Then, the data analyzed through open, axial andselective coding. Finally, the paradigm model of organizational learning in monitoring foreign trade consistingof causal conditions, background conditions, intervening factors, central phenomenon, strategies andconsequences was drawn. The main phenomenon of the designed model is the organizational learning process.The findings of the research showed that the causal factors include the integration of foreign trade information,national and transnational cooperation, training and empowerment of employees and culture building.Intervening factors include political conditions, integration of laws, environmental factors and managementintegration. Background factors include business unit window and risk management and strategies includeinformation-based monitoring, process re-engineering and intelligentization. The consequences of theorganizational learning system include economic, social and educational achievements that are in line withsocio-economic development.

The purpose of this study was to analyze the status of organizational learning of anti-drug police personnel and to provide new strategies to the managers of the organization to create a completely new mindset about the learning concepts in the organization, using a systematic approach. For this purpose, the status of organizational learning in the anti-drug police was evaluated and the existing weaknesses were assessed.  

The purpose of the present study is to apply a descriptive survey method. For collecting data, the statistical community (116 employees) uses the standard questionnaire to assess the organizational learning indicators of the anti-narcotics police. From the Gomez learning model and its colleagues Used. To analyze the data, factor analysis of the main components and T and Friedman tests have been used.

The results indicate that organizational learning is 90.5% of the respondents is moderate. Also, among the components of organizational learning, management commitment with 21.6% is the highest.

The element of knowledge, management commitment, systemic vision, open space for employee experimentation, and integration of employee knowledge are effective in the organizational learning of FATEB anti-narcotics police employees.

Today, organizational learning is recognized as one of the basic and essential tools for the performance of organizations and provides a basis for the survival and success of organizations in the future. The aim of this study was to determine the relationship between organizational Intelligence and organizational learning in Employees police force of sari city.

The research applied in terms of purpose and method was descriptive, correlation one. The statistical population consisted of all Employees police forces of sari city. The statistical sample was 234 participants that determined by the Cochran formula and selected by stratified random sampling according to gender. Data were gathered by using two standard questionnaires: organizational Intelligence and organizational learning questionnaires. Their reliability was calculated to 0.78 and 0.82 respectively by the use of Cronbach Alpha. Descriptive statistics and inferential statistics including Pearson correlation coefficient and regression were used to analyze the data.

The results indicated that there is a positive and significant correlation between organizational intelligence and its Dimensions with organizational learning of employees. Also, the contribution of each aspect of organizational intelligence in predicting organizational learning is different.

By strengthening organizational intelligence in employees, their organizational learning can be improved.

The purpose of this study is to investigate the effect of knowledge sharing on organizational learning process. This research is descriptive-survey in terms of data collection method and applied in terms of research purposes. The statistical population of this study was the staff of the police command of Mazandaran province in which 214 people were selected as a sample. For data collection, standard questionnaires of knowledge sharing Chang et al. (2013) and standard questionnaire of organizational learning Nif (2001) were used and the validity of the questionnaires was confirmed by respected professors and its reliability was used using Cronbach's alpha formula. 0.78 and 0.90 were obtained, respectively. Data were analyzed using SPSS24 software. Findings show that there is a positive and significant effect of knowledge sharing on organizational learning. Also, the dimensions of knowledge sharing (sharing of individual knowledge, sharing of learning opportunities, encouraging learning motivation) have a positive and significant effect on organizational learning. According to Friedman test, the highest average is allocated to sharing individual knowledge, then sharing learning opportunities and finally encouraging learning motivation.

The aim of this research was to study the relation of transformational leadership to creativity through organizational learning mediation.

This research was descriptive and correlation studies. This research population were all the teachers of high schools in Kermanshah city (5900), that a sample in 360 people size were chose by simple random sampling and Morgan’s table. The research instrument was three standard questionnaires of Transformational Leadership Bass and Avilio (2000), Nifeh Organizational Learning (2001) and Moqimi Creativity (2009). Statistical techniques and statistical software SPSS and LISREL were used to analyze the data. In descriptive analysis of the data, frequency distribution tables, central indices (Mode, Median and Mean), dispersion indices (Standard deviation and Variance) were used. Pearson correlation coefficient and confirmatory path analysis were used to test the research hypotheses.

The findings showed that transformational leadership has a positive effect (0/2532) and significant effect on creativity at 0/05 level. The organizational learning has a positive effect (0/08) and significant effect on creativity at 0/05 level. The transformational leadership through organizational learning (0.0432) and t value (2.12) has positive and significant effect on creativity at the 0.05 level.

Therefore, applying transformational leadership style in organization enhances organizational learning and employee creativity.

Organizational learning is defined as the perceptual structure of the social environment, physical environment, and social relationships of the people involved. Organizational learning is a continuous social activity between individuals in work environments that is different from the individual cognitive process (Hariharan & Vivekanand, 2018). In the future, organizations will succeed in discovering how to leverage the commitment and learning capacity of individuals at all levels of the organization. Therefore, learning has a special role in today's organizations and is a reflection of high intelligence and profitability resulting from opportunities and commitment to continuous improvement in the organization (Senge, 1990). On the other hand, trust in organizations creates a participatory atmosphere in organizations and increases trust, cooperation, and organizational cooperation. Additionally, organizational trust is an important and effective factor in leadership effectiveness, employee satisfaction, organizational performance, and commitment. Organizational trust is divided into two parts: interpersonal trust (interpersonal trust) and non-individual trust (institutional trust). Individual trust is based on interactions and is created through special communications and is divided into two types of lateral trust (trust between employees) and vertical trust (trust between employees and managers) (Fazel et al., 2011). Organizational trust is defined as the positive expectations of individuals about the competence, reliability, and well-being of members of the organization as well as the fundamental organizational trust within the organization (Ellonen et al., 2008). Organizational inertia, inflexibility, or stickiness is a topic that has long been the focus of researchers in the field of management sciences. Organizational inertia indicates the weakness of robust and reproducible structures that ensure the reliability and accountability of organizations. Therefore, the process of organizational adaptation to the environment requires that organizations overcome the organizational inertial forces that exist in an organization (Mikalef et al., 2018). Organizational inertia affects the ability of the organization to be creative and innovative in learning and solving problems. In the state of organizational inertia, organizations are in a state of stagnation in the face of environmental changes and use their past methods and techniques in the face of new issues and problems. It is obvious that to solve new problems, creativity and innovation are necessary, while organizational inertia is a strong barrier to creative methods (Sepahvand et al., 2017). Insufficient attention to the phenomenon of organizational inertia has many negative effects such as ignoring valuable information, incorrect management of organizational knowledge, attention and emphasis on current strategies of the organization and not paying attention to environmental changes over time and feeling the need for change (Ebrahimi, 2015).

The statistical population of the study consisted of managers, deputies, and experts active in the General Department of Natural Resources and Watershed Management of Isfahan Province, which was about 300 individuals. The sampling method in this study was stratified random sampling proportional to the volume. Morgan table was used to determine the sample size. The sampling accuracy was assumed to be equal to 5% and the sample size was 169 people. Data were collected using a questionnaire including 21 organizational trust questions based on Guyer and Demirdag’s questionnaire (2014), 17 organizational learning questions based on Neif’s questionnaire (2001) and 9 organizational inertia questions based on Hong et al. (2012) questionnaire. Also, a 5-point Likert scale was used to answer the questionnaire questions. In this research, content validity and construct validity methods have been used to determine to what extent the questionnaire has correctly measured the variables of the research subject. The content validity of the questionnaire was confirmed by five professors of the Department of Management, University of Isfahan, Iran. Confirmatory factor analysis was used to evaluate the construct validity. The reliability of the questionnaire was obtained using Cronbach's alpha method. Cronbach's alpha for organizational learning was 0.816, for organizational trust was 0.858, and for organizational inertia was 0.835. In this research, SPSS 24 and Amos24 software have been used for statistical analysis of data.

In organizations, organizational trust between employees and managers has decreased, which is due to the complexity of organizations and changes in customer needs. Therefore, one of the concerns of organizations, especially large organizations, is to create organizational trust between employees and managers. For employees to learn new trends, they need to create the right space organization. An environment in which people can trust each other in the organization and have effective relationships in the organization. The results showed that organizational trust has a positive and significant effect on organizational learning and the extent of this effect is higher than average. High organizational trust partially compensates for the weakness in other resources necessary to improve productivity and affects the internal and external relations of the organization by creating internal and external effects (Zahed Babalan & Karimianpour, 2015). Organizational inertia cannot mediate between the effect of organizational trust and organizational learning. Lateral trust has no effect on organizational learning and also vertical trust and institutional trust have a positive and significant effect on organizational learning and this effect is more than average. Trust between employees and groups of an organization is an important variable in maintaining the long-term stability of the organization and the health of its members (Hassanzadeh et al., 2014). Lack of trust in the CEO makes employees spend a lot of time and energy thinking about their future in the company, the possibility of being fired, or the future of the company. Conversely, trust in senior management allows employees to focus on what needs to be done (Mayer & Gavin, 2015). Institutional trust prevents opportunistic behavior and promotes participation (Hassanzadeh et al., 2014).

The aim of this study was to investigate the factors affecting the organizational learning of the employees of the I.R.I. Police organization (Case study: Bandar Abbas Maritime Base).

Research method is of a descriptive-analytical type that has been conducted using a survey method. The statistical population included all the employees of the maritime base of Bandar Abbas police force. 170 employees were selected using Cochran's formula and simple random sampling method. The research instrument was a researcher-made questionnaire based on factors affecting the organizational learning of the I.R.I. Police and the Senge standard questionnaire based on the five-value Likert scale, the validity and reliability of which have been confirmed.

The research findings show that the factors of proper leadership, deepening space, localization, work-family balance, time management and gaining experience have had a positive and significant effect on organizational learning of employees of Bandar Abbas maritime police base at the significance level of 0.05. Also, proper leadership has the most and time management has the least impact at the significance level of 0.05.

Appropriate leadership factors, deepening space, localization, work-family balance, time management and learning experience had a positive effect on the organizational learning of the employees of Bandar Abbas maritime police base.

In today's increasingly competitive world, with everything undergoing change, in order to face new changes that are taking place in today's competitive world, organizations need to think fit for change and seek out potential opportunities. The main purpose of this research is to investigating the effect of organizational leadership on organizational agility with the mediating role of organizational learning in the municipality of khuzestan province. The statistical population of this study was 2800 employees of the municipality of Khuzestan province; using a simple random sampling method using Kerjci and Morgan tables, 338 of them were selected as samples. The method of the present study, based on the purpose is application and according to the method of data collection, is a descriptive research type, and in relation to the relationship between the research variables is causal and specifically based on the modeling of structural equations. In order to measure the variables of the research, a questionnaire and statistical analysis methods were used with spss and lisrel softwares. The results of the analysis of the questionnaire indicated that the research hypotheses were confirmed.

The present study was carried out to investigate the factors affecting learning transfer to workplace for organizational learning-training of Northern Khorasan Police Command Staff during 2017-2018. This is an applied research of correlation type conducted as retrospective-prospective, library and field (descriptive survey) research. Data were collected by two questionnaires viz. learning transfer system inventory (LTSI) developed by Holton et al (2000) including 51 items and a self-administered scale of organizational learning-training including 38 items. According to information gathered in this research, 3000 employees work in Northern Khorasan police office; out of which a sample 431 individuals was selected using Cochran’s formula. 300 complete questionnaires were collected after distribution of the instrument within the sample. After confirming validity and reliability of the instrument and approving data normal distribution, research hypotheses were tested using SPSS 25 and PLS software by path analysis, regression and correlation test to evaluate the relations among the research variables. The results regarding the main hypothesis indicated that there was significant correlation between learning transfer to workplace and organizational learning-training (p<0.05). Moreover, considering sub-hypotheses, it was revealed that there is significant relation between personal and organizational factors and organizational learning-training; whereas there is no significant relation between educational factors, job experience and education level with organizational learning-training.

In today’s rapidly changing world, the successful organizations are those that learn faster and better than competitors, and make use of these learned lessons in their working processes. The purpose of this study was to identify the obstacles to organizational learning in security organizations. In this applied research the descriptive-analytical method was used. The sample size of the study includes a number of 62 professors and faculty members of the security forces universities of the armed forces, that has been selected randomly among 189 members of the statistical population. Attempts were made to answer to this question that what are the barriers to learning in security organizations. A questionnaire consisting of 53 items about the variables of the study was developed, and after the distributing and collecting the data, responses were analyzed using SPSS software. The results showed that the most important barriers to organizational learning in Security agencies include:Getting not enough support from the senior managers, the tendency to do things using old fashion methods, the lack of dissemination of critical culture in the organization, the organization’s resistance to new ideas, not attending to educational ideas in practice, the lack of awareness of managers about the necessary changes, inability in having critical views, managers’ inefficiency in recording, encouraging,and honoring of sharing insight into the organization

1.Introduction Given the adaptation of development to organizations, technological changes, and the necessity of increasing the quality of services, organizational learning is regarded as one of the most important factors concerning organizational innovations. Therefore, exploring and explaining the effective factors in organizational learning are of similar importance due to the significance of organizational learning’s influence on the development of organizations within today’s ever-changing environment. However, with relatively numerous studies conducted in the past few decades as well as the increased number of scientific research in the areas related to the subject of organizational learning in the country, the scientific community is facing extensive and accumulated information on the effective factors in organizational learning. Nevertheless, there are very few collaborative, joint studies in which an abstract, extract, and the results of the conducted research in the area of organizational learning are presented to researchers in an organized, practical manner. Therefore, in this study it is attempted to provide a precise, thorough examination of the existing research in the area of organizational learning in order to present their abstracts and results systematically.
2. Theoretical Framework
A considerable number of effective factors in organizational learning were identified through studying several models on this subject. In the majority of these models, similar instances were introduced as effective factors in organizational learning which can be classified into three levels of individual, collective, and organizational. However, there are no organizational learning models or theories that are accepted by everyone. As a result, the identification of the effective factors in organizational learning within the learner organization in a comprehensive model framework is the main necessity of such organizations, and the absence of an integrated, all-inclusive model involving the whole effective individual, collective and organizational factors in organizational learning is considered as a theoretical gap in this area.
3.Methodology The method used in the present study is meta-analysis. In this method, the background of the subject undergoes a systematic review in order to specify the effect of one variable on another one in previous studies. Similar to cross-sectional inquiries, the sample population of the present study includes research results instead of individuals. The total sample of this study includes all articles on organizational learning published in valid journals of the Ministry of Science, Research and Technology from 2005 to the end of the second half of 2016 and finally 39 articles with the intended criteria were selected.
4.Results The results of our systematic reviews showed that all 39 studies had been conducted through a descriptive-analytical method, and 46% of these studies were conducted by three researchers. The questionnaires designed by the authors as well as the NIF questionnaire were among the most used with 37% and 15.5%, respectively. The most investigated variable was related to intellectual capital as well as organizational culture, both of which were examined in the research hypotheses seven times.
The results of meta-analysis also showed that the relationship between organizational intelligence and learning, which was investigated in four articles, was equal to 0.76, which is positive and significant. The relationship between intellectual capital and organizational learning in seven hypotheses were found to be 0.74, both positive and significant. The relationship between the empowerment of staff and organizational learning in three studies was equal to 0.64. According to the results, the relationship between transformative leadership and organizational learning in four hypotheses was almost 0.61, both positive and significant. The results of meta-analysis on seven studies presented a relationship between organizational culture and learning equal to 0.61, which was both positive and significant. Furthermore, the relationship between knowledge management and organizational learning in three hypotheses was equal to 0.57, both positive and significant.
5.Conclusion The results of the study showed that variables including intellectual capital and organizational learning were of great effect (more than 0.7) on organizational learning, which is in line with the previous theories in this area. Haber (1991) states that organizational learning occurs when an organization acquires the required knowledge; this means that the main requirement for organizational learning is the knowledge created or acquired by the staff. As a result, such a requirement is intellectual capital which has positive and significant effect on organizational learning. The results of the study also demonstrate a positive and significant relationship between organizational intelligence and learning. In the literature on organizational intelligence, the link between the learning process and organizational intelligence is pointed out theoretically. According to this literature, an intelligent organization is basically one that is capable of learning. Consequently, the variables of organizational intelligence and intellectual capital are theories at the organizational level which have a direct relationship with organizational learning.  

IntroductionOne of the issues discussed by social science researchers is organizational life and, in particular, job satisfaction. Job Satisfaction is the common theme of all organizations, and therefore analyzing and recognizing it is the main concern of all thinkers of the humanities. One of the factors that can affect job satisfaction is organizational learning. The main purpose of this paper is to investigate the relationship between organizational learning and job satisfaction of employees with an emphasis on Kermanshah government departments.
In this study, Parsons’ (1977) theoretical view is used. He believes that organizations need to solve their four tasks for survival and progress over time: 1. Achievement of goal; 2. Adaptation; 3. Integrity; 4. Preservation of the pattern. Parsons considers the organization as a social system based on a larger social system, that is, society, and on this basis, the concept of job satisfaction (Parsons, 1965, p. 30) is set forth.
2. Theoretical Framework
Feldman (1987) thinks that the process of socialization in organizations has three stages:1. The first stage is the stage before entering the organization or the preliminary stage. The person has a series of general information about the organization.
2. The second stage is the stage of confrontation or adaptation. A person faces the reality of the organization and knows the roles of himself and others.
3. The third stage is the stage of metamorphosis or role management. The individual either adapts himself to the organizational culture or leaves the expected organization. At this stage, the person knows his or her own job restrictions and those of the others, and he is to perform as part of the role he plays (Saatchi, 2008, p. 277).
Senge (1992) considers the five principles or disciplines of individual skills, mental models, common goals, team learning, and systemic thinking are essential in organizational learning.
MethodologyIn this research, 377 people were surveyed by Kermanshah public administration staffs whose total number was 14777 people. They were studied by stratified random sampling and Linn table sampling method. Factor analysis was used to estimate the validity of the two concepts of job satisfaction and organizational learning. Five-dimensional organizational learning (personal skill, mental model, common goal, team learning, and system learning) was measured.
Results & DiscussionThe results show that the mean job satisfaction of employees is 40.23, which is lower than the expected mean (45) and indicates a low level of employee satisfaction. There is a significant and positive relationship between organizational learning and job satisfaction (r = 0. 495), and this is a generalizable result for the entire statistical population. The results of the functional model of the organizational learning variable show that the non-significant Chi-Square of the CMIN is 263.77 and the significance level of 0.0000 does not show a good result. The second RMSEA is 0.053 which is close to zero and confirms the fitness of the model. The value of the RMR index or root mean square of the residuals is 0.046, which is close to zero and confirms the fitness of the model. The CMIN/DF was used for assessing the model, the value of which is 1.84, and that one in turn represents a recovery condition for the model. The comparative fitting index of CFI is 0.933, which shows good results. For PCFI adaptive fit index, values of 0.50 and above are acceptable. The results show the values of this index is 0.702.
SuggestionsBased on the findings of this study, job satisfaction is directly affected by organizational learning. In other words, increase of organizational learning of employees lead to their job satisfaction changes. The correlation coefficient for this variable is 0.45, which indicates a strong, direct and significant relationship between the two variables. This result can be explained in the form of a social learning perspective. In the theory of social learning, it is assumed that people that are new in an organization are free of inter-organizational processes that become organizational entities through the influence of the organizational world. Such a person learns in the organization to attract parts of the behavior that will make him unique. Based on Bandura's (1977) social learning theory, one of the most fundamental tools for modeling a new behavior is to personally view behavior and adapt with it. Generally, having dedicated and loyal committed employees is the most important factor in the success of any organization. The main priority for any company should be to attract and retain committed and competent employees. Failure to realize this means losing productivity, a lack of growth and a loss of business. Success in a competitive world belongs to companies that consider committed and loyal employees as their greatest capital. Many scholars have argued that human resources are the only competitive advantage that organizations need, and they should turn this potential force into action by taking appropriate actions and directing them to the organization. Lack of human resources can never achieve their goals. In other words, human resources play a key role in maintaining market competition.