نقش خودتوسعه‌ای بر آمادگی برای تغییر کارکنان مراکز آموزش عالی؛ با میانجی‌گری بهسازی سازمانی

نوع مقاله : علمی - پژوهشی

نویسندگان

1 استاد گروه مدیریت و برنامه‌ریزی آموزشی دانشگاه تهران

2 دانشجوی دکتری مدیریت آموزش عالی دانشگاه تهران

چکیده

هدف از پژوهش حاضر، تبیین نقش خودتوسعه‌ای بر آمادگی برای تغییر کارکنان دانشگاه خوارزمی و با میانجی‌گری بهسازی سازمانی بود. روش پژوهش توصیفی-همبستگی و روش تحلیل از نوع مدل‌یابی معادلات ساختاری بوده است. جامعه پژوهش شامل کلیه کارکنان ستاد و دانشکده‌های واقع در شهر تهران به تعداد 477 نفر بوده که با استفاده از فرمول نمونه‌گیری کوکران و روش نمونه‌گیری طبقه‌ای با اختصاص متناسب، 172 نفر از آنان انتخاب شدند. برای جمع‌آوری داده‌ها از پرسش‌نامه‌ خودتوسعه‌ای محقق ساخته مبتنی بر نظرات ابیلی و مزاری (1393) با پایایی (91/0)، بهسازی سازمانی لاک و کرافورد (2000) با پایایی (90/0) و آمادگی برای تغییر فرزانه (1393) با پایایی (89/0) استفاده شده است. به‌منظور تحلیل داده‌ها از رگرسیون گام‌به‌گام و مدل‌یابی معادلات ساختاری استفاده شده است. نتایج نشان داد، از میان مؤلفه‌های خودتوسعه‌ای، خودرهبری و خودمدیریتی 20 درصد از تغییرات بهسازی سازمانی و 29 درصد از تغییرات آمادگی برای تغییر را پیش‌بینی می‌کنند. مدل‌معادلات ساختاری نیز با شاخص‌های برازش مدل تأیید شد و نشان داد خودتوسعه‌ای به‌طور مستقیم بر بهسازی سازمانی (26/0=γ) و با میانجی‌گری بهسازی سازمانی بر آمادگی برای تغییر (52/0=β) تأثیر می‌گذارد. هم‌چنین بهسازی سازمانی به‌طور مستقیم بر آمادگی برای تغییر (63/0=β) تأثیر می‌گذارد.

کلیدواژه‌ها


عنوان مقاله [English]

The Role of Self-Development on the Readiness to Change of Higher Education Institutions Staff, with Mediating Role of Organizational Development

نویسندگان [English]

  • Seyed Mohammad Mirkamali 1
  • Ebrahim Mazari 2
1 Professor, Department of Management and Educational Planning, University of Tehran
2 PhD student in Higher Education Management, University of Tehran
چکیده [English]

This study aims to explain the role of “self-development” on “readiness for change” among Kharazmi University staff with mediating role of “organizational development”. The research method is descriptive-correlational. The analytical method was structural equation modeling (SEM). Research population was all headquarter and faculty staff in Tehran consisting of 477 people. By using Cochran's sampling formula, the sample size was determined; 172 employees by stratified random sampling with proportional allocation were selected. To collect data the self-development questionnaire based on Abili and Mazari (1393) with reliability of (0/91), organizational development questionnaire by Lok and Crawford (2000) with reliability of (0/90) and Farzaneh’s readiness to change questionnaire (1393) with reliability of (0/89), were used. For data analysis Stepwise regression and structural equation modeling was used. The results showed that among the components of “self-development”, “self-leadership” and “self-management”, predict 20% changes of “organizational development” and 29% changes of “readiness for change”. Structural equation modeling showed that the index of self-development model has been verified and directly impact on organizational development (γ=0/26) and with the mediation of organizational development impact on readiness for change (β=0/52). The organizational development directly impact on readiness for change (β=0/63).

کلیدواژه‌ها [English]

  • self-development
  • organizational development
  • readiness to change
  • higher education centers
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