amir rafsanjani; mahmood ghorbani; elham fariborzi
Abstract
1- INTRODUCTION
Organizations are increasingly facing dynamic and changing environments. Due to more complexity for organizations to adapt to environmental changes, the education organization like the other ones should be able to adopt new technologies to give appropriate responses to environmental ...
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1- INTRODUCTION
Organizations are increasingly facing dynamic and changing environments. Due to more complexity for organizations to adapt to environmental changes, the education organization like the other ones should be able to adopt new technologies to give appropriate responses to environmental changes. This social institution plays a critical role in the management of society and the sustainable development of the country. Therefore, its continued growth can be guaranteed by promoting intellectual capital and moving towards innovative behaviors. accordingly, the purpose of this research was to investigate the impact of intellectual capital on organizational innovation.
2- THEORETICAL FRAMEWORK
A brief look at intellectual capital literature shows that there exists no consensus on its definition between scholars. However, there is agreement on its economy-oriented and knowledge-oriented approaches to it and researchers consider the main three components of intellectual capital as human, structural, and customer capital. Intellectual capital is the total hidden assets of the organization that are not shown in the balance sheet. Therefore, it includes both what is in the brains of the organization's members and what remains after people leave the organization. On the other hand, organizational innovation which is an intangible and inimitable resource can be defined as the successful implementation of new ideas encompassing changes in the structure and processes of an organization to apply new management, work, and operational concepts.
3- METHODOLOGY
A quantitative approach in the form of a survey-analytical strategy was used to conduct the research. The study population consisted of all managers and administrative experts of the General Department of Education of Razavi Khorasan province. Using Cochran's formula, the sample size was calculated to be 282 people. To collect data, a questionnaire with five-point Likert-type scales was utilized. Finally, Structural equation modeling was conducted in SmartPLS software to test the research hypotheses.
4- RESULTS & DISCUSSION
In terms of the components of intellectual capital, the findings showed that human, structural, and relational capital respectively has the highest mean. Regarding the components of organizational innovation, the components of technical and managerial innovation had the highest and lowest mean respectively. While all the path coefficients were significant, the component of relational capital had the strongest effect (β=0.532) on organizational innovation. This finding highlights the importance of relational capital. In total, intellectual capital was able to explain about 72 percent of the variance in organizational innovation.
5- CONCLUSIONS & SUGGESTIONS
Since the effect of the three components of intellectual capital on organizational innovation was positive and significant, it can be recommended to investigate the affecting factors of these components separately in the organization of education. To facilitate the implementation of new ideas in this organization, we propose setting up a suggestion system using IT technology in line with promoting open innovation. Moreover, to implement more educational innovations, it is suggested to make strategic agreements and links with scientific centers such as universities, knowledge-based firms, and science and technology parks.
Toktam Saghafi; mahmood gorbani; naziyasadat naseri
Abstract
Extended abstract1- INTRODUCTIONCoaching is a new and applied method for human resource development with such goals as improving organizational learning. Coach-oriented organizations, in addition to developing organizational learning patterns, can provide a good platform to enrich individual and organizational ...
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Extended abstract1- INTRODUCTIONCoaching is a new and applied method for human resource development with such goals as improving organizational learning. Coach-oriented organizations, in addition to developing organizational learning patterns, can provide a good platform to enrich individual and organizational goals. In higher education for improving the universities’ organizational learning, it is a major priority in policy-makers agenda to design and evaluate programs such as coaching. Farhangian University is a higher education institute that seeks for sustainable development of human resources, and consequently, values human resource training. Therefore, the main purpose of this study is to develop a model for establishing a coach-oriented organization with the approach of organizational learning at Farhangian University.2- THEORETICAL FRAMEWORKCoaching is a method to develop human resources. It can help organizations to create a favorable position compared to their competitors, improve organizational performance, and accelerate learning. A coach-oriented organization is an organization that seeks for growing and fostering its human resources through the coaching technique. By providing factors such as coaching culture, business background, and human resource management, this type of organization prepares a platform to enjoy the benefits of coaching. Organizational learning is a set of interactions to coordinate individual, group, and organizational levels. It is a dynamic process enabling the organization to quickly adapt to environmental changes. During the process of organizational learning, an educational unit continuously improves the level of thinking of members and knowledge acquisition and dissemination. By implementing this approach, the organization moves towards learning. 3- METHODOLOGYThis is a mixed-methods study. In the qualitative phase, needed data collected through library studies, face-to-face interviews, and the Delphi questionnaire. Delphi panel was comprised of 25 experts based on snowball sampling which is a non-random and purposeful method. In the quantitative phase, the statistical population was comprised of 396 employees of Farhangian University in Razavi, North, and South Khorasan provinces. The sample size of 196 was calculated using Morgan’s table and selected by conducting a stratified random sampling method. The questionnaire obtained from the first phase was utilized in the quantitative phase after evaluating and confirming face validity, content validity by CVI index, construct validity, and Cronbach's alpha reliability. The SPSS software was for descriptive statistics, and for inferential statistics, the structural equation modeling was conducted in SmartPLS and Amos software.4- RESULTS & DISCUSSIONIn the qualitative phase, the dimensions and components of the model were finalized after performing four Delphi rounds. In the quantitative phase, the findings indicated the model's goodness of fit. The results were based on a model consisting of 2 variables, 7 dimensions, 27 components, and 131 indicators. Dimensions such as “establishment process” and “learning levels” were the most important respectively in the variables of coach-oriented organization and organizational learning.5- CONCLUSIONS & SUGGESTIONSThe findings indicated that the establishment of coaching in the organization has an impact on organizational learning. Farhangian University was found to have the capacity of becoming a coach-oriented organization if utilizing all the processes of action, execution, and monitoring.