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Showing 6 results for Organizational Learning

Shima Shafie Baghbadrani , Ali Chitsaz, Ali Shaemi Barzaki,
Volume 7, Issue 1 (5-2015)
Abstract

Introduction: Crises are part of the business environment and it is impossible to eliminate all the crises that threaten the organization. Crisis management operations enable the organization to eliminate some of the crises and manage others effectively and to provide the tools needed to complete and rapid learning from the crises that have occurred. Crisis management conveys the implicit message that crisis is the important and principle that no system is in a state of stable and long-term equilibrium. Thus, although organizations are not able to accurately predict or plan for the future they must be prepared to overcome many known and unknown threats. This readiness can only be achieved through using and sharing the valuable experience of others and the dissemination of these valuable experiences, and more importantly, the learning of these experiences and their application. Therefore, in this study, the effect of knowledge sharing infrastructure on improving the quality of crisis management operations is analyzed through organizational learning among Red Crescent Society relief workers in Isfahan province.
Method: In this descriptive-correlational study, all relief workers of Red Crescent society’ bases in 24 cities of Isfahan province (about 3082 ones) were studied and finally 360 persons were selected by stratified sampling. By using the self-administrated questionnaire, the validity and reliability were examined based on Cronbach's alpha coefficient. Data were analyzed using SPSS-20 and SmartPLS software.
Findings: The findings are as follows: the factor loading for strategy, culture, structure and information technology in knowledge sharing infrastructure are 0.867, 0.842, 0.824, and 0.828 respectively. The factor loading for organizational learning with dimensions of consistency, single loop, double loop and triple loop including 0.837, 0.864, 0.847, and 0.876. The dimensions of crisis management (prevention, preparedness, reaction, review) estimated to be 0.804, 0.840, 0.881, and 0.783 respectively. Effectiveness of knowledge sharing on organizational learning and crisis management are such as 81% and 24%; and effectiveness of organizational learning on crisis management estimated 58%. The results of t- test show that there is a meaningful relation between knowledge sharing and organizational learning (t=37.87, p<0.0001), knowledge sharing and crisis management (t=4.36, p<0.0001) and also organizational learning and crisis management.
Conclusion: According to the results, changing strategies seems essential to provide the motivational incentives and to have a friendly atmosphere for sharing knowledge and experiences. In addition, it seems necessary to perform various maneuvers and further constructive and group reviews and adopt a new educational system, as well as documenting the lessons learned from various missions in electronic repositories.
Alireza Ebrahimi, Ali Nasr Esfehani, Seyed Akbar Nilipour Tabataba'i,
Volume 9, Issue 2 (7-2017)
Abstract

Introduction: This research has been done with the aim of designing an organizational learning institutionalization pattern and its relationship analysis with self-efficacy of managers and experts in Red Crescent Society.
Method: In this exploratory analytical research, 215 ones were determined by using Cochran formula. In order to design an organizational learning institutionalization model, 450 concepts about the institutionalization of culture were extracted from sociological texts and scientific databases in general and using experts’ opinions through Delphi technique. In the following, seventy-three concepts were agreed by experts in the field of institutionalization of the organizational learning culture and finally the questionnaire was prepared. In the first stage, according to the research literature, the exploratory factor analysis, and using SPSS, five main components were identified and named including management, goals, cultural, strategic, and learning. In the second stage, DEMATEL software was used to determine the influence and impact between criteria. In the third stage, the organizational learning institutionalization model was designed by using Lisrel software.
Findings: There is a significance relationship between the components of the institutionalization model organizational learning (cultural factors, management, goals, strategic and learning) with self-efficacy dimensions (successful experiences, verbal or social persuasions, emotional and physiological states). In addition, the relationship between organizational learning components of organizational learning and the dimensions of self-efficacy (successful experiences, verbal or social persuasion, emotional and physiological states) has been significant based on the results of stepwise regression analysis.
Conclusion: According to the results, to provide a model for institutionalizing organizational learning, it is necessary to include the components of organizational learning institutionalization model, namely cultural and managerial factors, goals, strategic and learning with self-efficacy dimensions i.e. successful experiences, verbal or social motivations, emotional and physiologic states must be close relationship so that better self-efficacy can better realize the institutionalization of the knowledge capital of the Red Crescent Society.

Forugh Rudgar Nezhad, Karim Kia Kojouri, Seyedeh Neda Khalili Nodehi,
Volume 12, Issue 1 (9-2020)
Abstract

INTRODUCTION: A critical importance has been attached to altruism and organizational learning capability in the improvement of organizational performance. In light of this significance, the present study investigated the effect of altruism on organizational learning capability with the mediating role of communication conflict and organizational trust in Red Crescent provincial branches of Gilan and Mazandaran.
METHODS: This practical study was conducted based on a descriptive-correlational design. The statistical population included 107 managers, deputies, and heads of departments who were selected by convenience sampling method. Data collection tools included standard altruistic questionnaires developed by  Podsakoff, MacKenzie, Moorman, and Fetter (1990)  Podskov, McKinsey, Morman and Fetter (1990), conflict scale by Cox(1998), organizational learning ability by Chiva, Alegre, and Lapiedra (2007), and Organizational Trust Inventory (OTI) scale developed by Nyhan and Marlow (1997) consisting of 28 items. Moreover, the reliability coefficient for all variables is above α = 0.7.
FINDINGS: Based on the results, organizational learning is enhanced by an increase in organizational trust, and organizational trust plays a mediating role between learning and organizational altruism. Communication conflict in organizations reduces altruism and organizational learning capability. On the contrary, high altruism and trust among employees will positively affect organizational learning capability and communication conflict. In other words, it increases organizational learning ability and decreases conflict among employees.
CONCLUSION: Today, organizations are facing fundamental issues, including altruism, trust, organizational learning capability, and communication conflict. As evidenced in the current study, it can be concluded that organizational learning capability is enhanced by an increase in altruism and organizational trust. Furthermore, considerable efforts are required to reduce the effects of communication conflict through ongoing training and team building to increase altruistic behaviors and encourage staff.
 

Alireza Ebrahimi,
Volume 12, Issue 1 (9-2020)
Abstract

INTRODUCTION: In Iran, natural disasters are constantly increasing; however, no research has clearly explained the indicators of resilience in such situations. Resilience enhances internal strengths and protects against potential threats to maintain and promote the health of the community. The present study aimed to design a crisis resilience model based on the institutionalization of organizational learning for managers and experts.
METHODS: The present exploratory analysis study was performed on a sample size of 215 which was calculated using Cochran's formula. In order to design a crisis resilience model based on the institutionalization of organizational learning, first, the general texts of applied sociology and scientific databases were studied. Afterward, 450 concepts regarding the general institutionalization of culture were extracted and provided for the experts in universities and the Red Crescent Society using the Delphi method. Subsequently, the experts agreed upon 73 concepts regarding the institutionalization of the culture of resilience based on organizational learning. Finally, a questionnaire was prepared based on these 73 concepts.
FINDINGS: The first step was the performance of the exploratory factor analysis in the SPSS version22 software on 73 concepts which resulted in the emergence of five main components, including management, objectives, culture, strategy, and education of crisis resilience. These components were identified and named according to the review of the related literature. In the second stage, the DEMATEL technique and software were used to determine the importance and effectiveness of the criteria. Eventually, in the third stage, the LISREL software was used to design the crisis resilience model based on the institutionalization of organizational learning.
CONCLUSION: First, the exploratory factor analysis was performed in SPSS software version22 and the effectiveness and susceptibility of each factor were determined using the DEMATEL software. Subsequently, the model components, including the culture, strategy, education, and objectives of resilience were used as the input of LISREL software and the resilience model was designed based on the institutionalization of organizational learning.

Ehsaneh Bolouki Rad, Karim Kia Kojouri,
Volume 13, Issue 2 (5-2021)
Abstract

INTRODUCTION: Today, organizations live in changing environmental conditions and various factors affect their performance strategies. Therefore, organizations should consider critical situations or crises and identify organizational strategies for crisis prevention and effective and efficient crisis management. To deal with the crisis, organizational learning plays an effective role in strategic preparation for crisis management; moreover, altruistic behavior and social innovation can play a facilitating and effective role in critical situations. Accordingly, the present study aimed to investigates the relationship of organizational learning and strategic preparation for crisis management with the mediating role of social innovation and altruism in the Red Crescent Society, Gilan, Iran.
METHODS: This descriptive-correlation study was conducted based on an applied research method. The statistical population includes the staff of the branches of the Red Crescent Society, Gilan, Iran. The participants were selected using the stratified sampling method, and Cochran's formula was used to determine the sample size (n=208).  The data were collected through standard questionnaires.
FINDINGS: According to the results, organizational learning has a significant and direct effect on altruism, social innovation, and strategic preparation for crisis management. Moreover, social innovation and altruism play a mediating and effective role in the relationship between organizational learning and strategic preparation for crisis management.
CONCLUSION: The results revealed that organizational learning has a positive effect on strategic preparation for crisis management, social innovation, and altruism. In addition, an increase in learning improves social innovation, altruism, and strategic preparation for crisis management.

Farideh Mardaninejad, Mahin Nastaran,
Volume 14, Issue 4 (12-2022)
Abstract

INTRODUCTION: Environmental hazards caused by climate change and urban life prevailing practices have had a much greater impact in recent years than in the past. Aquatic ecosystems are not immune to such threats and their consequences, such as droughts and the emergence of interconnected crises. Since crisis studies are interdisciplinary, the organizational capacity of decision-making entities in urban areas plays a vital role in controlling these complex environmental changes. Therefore, this study aims to investigate organizational resilience as a guiding perspective in the crisis management process emphasizing organizational learning from crisis experience. The objective is to assess the organizational resilience capacity of public and official organizations in Isfahan, Iran, regarding the risks of the drought crisis.
METHODS: This study proposes applying the Delphi method, the Bulls-eye method, and Gray relational analysis based on previous theoretical studies. The analysis begins by entering the initial weight of the Delphi method into the algorithm of this integrated method of weighing the values of uncertain indicators, followed by Gray relational analysis to describe the classification of official and public organizations in Isfahan, Iran. The statistical population consists of experts and professionals active in crisis management in the municipalities of Isfahan. The data of the Gray relational analysis decision matrix were obtained from a valid and structured questionnaire (Cronbach’s alpha=0.79) administered to a sample of 70 individuals with the Delphi method examining the quality of decisions by municipal experts from the 15 districts of Isfahan, who were purposefully selected for sampling. The municipalities were prioritized based on relative organizational resilience capacity.
FINDINGS: The three indicators of investment, specification of roles, and organizational stability showed the highest weight, while the indicators of learning from previous crisis experiences, reconstruction planning, emergency services, and risk insurance coverage had in order the lowest weights. Organizational resilience of studied districts can be defined in three levels: 1) municipalities of districts 6, 5, 8, and 12 had the highest capacity; districts 2, 11, 9, 14, 15, and 4 showed weaknesses in their organizational indicators; and 3) districts 1, 3, 7, 10, and 13 were intermediate between the previous two levels.
CONCLUSION: Considering that a larger number of areas in Isfahan showed low levels of organizational resilience, the status of organizational resilience in public and formal organizations in Isfahan does not report favorable conditions among the research indicators. Therefore, more attention is required to improve the aforementioned organizational indicators to achieve organizational learning from crisis conditions. Awareness of the level of organizational resilience helps to promote organizational learning, improves the crisis management process, and helps planners and managers to perform better in critical situations.

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