Universities of Medical Sciences are required to take steps to implement dimensions of the learning organization due to their wide-range of activities and their role in maintaining and improving the community health. This study was conducted to determine the compliance of Isfahan University of Medical Sciences with the components of learning organization.
This descriptive-analytic study was conducted among all senior and middle managers of Isfahan University of Medical Sciences at the Central headquarters, colleges, and hospitals. For data collection, the standard Neife Learning Organization Questionnaire (2001) was applied .Validity of the questionnaire was evaluated in terms of content validity based on the experts' opinion and the questionnaire's reliability was confirmed by calculating the Cronbach's alpha coefficient of 0.89. Data were analyzed using descriptive and analytical statistics such as Pearson correlation coefficient, t-test, and Spearman correlation coefficient through SPSS 20.
The compliance rate of Isfahan University of Medical Sciences with components of the learning organization was 72.60 from the viewpoint of the senior and middle managers of this university in total. The highest mean score was attributed to the individual skills (77.60) and the lowest mean scores were related to the components of mental models (67.03), team learning (70.70), and shared vision (72.20), respectively. Independent t-tests showed that the total mean score of adoption with the learning organization and scores of the shared vision, team learning, and systematic thinking components were significantly higher in male than female managers (p < 0.05).
The Isfahan University of Medical Sciences' compliance with characteristics of the learning organization is at a desirable level. Managers and authorities can achieve the highest level of learning organization by improving all components of the learning organization, especially the mental model, team learning, and shared vision.
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