الگوی علی ارتباط توانمندسازی شناختی کارکنان با کیفیت زندگی کاری و جامعه پذیری سازمانی با نقش میانجی یادگیری سازمانی
محورهای موضوعی : بکارگیری الگوهای توسعه سرمایه های انسانی در توسعه توانمندی های سرمایه های انسانیاکبر امراهی 1 * , داود قرونه 2
1 - دانشگاه فردوسی
2 - دانشکده علوم تربیتی و روانشناسی
کلید واژه: توانمندسازی شناختی, کیفیت زندگی کاری, جامعه پذیری سازمانی, یادگیری سازمانی,
چکیده مقاله :
پژوهش حاضر با هدف بررسی رابطه علی بین توانمندسازی شناختی با کیفیت زندگی کاری و جامعه پذیری سازمانی با توجه به نقش میانجی یادگیری سازمانی در میان کارکنان دانشگاه ارومیه انجام شده است. به این منظور 123 نفر از کارکنان با توجه به دانشکده محل خدمت به صورت طبقه ای متناسب با حجم هر یک از دانشکده ها به طور تصادفی انتخاب شدند. برای گردآوری داده های پژوهش از چهار پرسشنامه استاندارد کیفیت زندگی کاری بر پایه مدل ریچارد والتون (1973) و جامعه‌پذیری سازمانی بر اساس مدل تائورمینا (1997) و توانمندسازی شناختی بر اساس مدل توماس و ولتهوس (1992) و یادگیری سازمانی بر اساس مدل نیف (2001)، استفاده شده است. داده های تحقیق با استفاده از الگو‌يابي معادلات ساختاري (PLS) تحلیل شدند. تجزیه و تحلیل داده ها نشان دادند که کیفیت زندگی کاری و جامعه پذیری سازمانی اثر مستقیم و معنی دار بر توانمندسازی شناختی ندارند. اثر مستقیم کیفیت زندگی کاری و جامعه پذیری سازمانی بر یادگیری سازمانی معنی دار است. اثر غیر مستقیم کیفیت زندگی کاری و جامعه پذیری سازمانی بر توانمند سازی شناختی معنی دار است. بر اساس نتایج این پژوهش، تمركز بر نقش واسطه اي یادگیری سازمانی در تبیین، پیش بینی و افزایش توانمندسازی شناختی کارکنان امری مهم و مؤثر در سازمان ها می باشد.
The present research was conducted aiming to investigate the causal relation of cognitive empowerment with quality of work life and organizational socialization considering the mediating role of organizational learning among the employees of Urmia University, Urmia, Iran. With regard to the faculty of service, 123 employees were randomly selected via stratified sampling in proportion to the size of the faculty. To collect data, four standard questionnaires were used including Richard Walton's Quality of Work Life (QWL) scale (1973), The Organizational Socialization Inventory by Taormina (1997), Cognitive Elements of Empowerment by Thomas and Velthouse (1990), and Nief’s Organizational Learning (2001). Data were analyzed using Structural Equation Modeling (SEM) via PLS software. Data analysis indicated that quality of work life and organizational socialization had no direct or significant effect on cognitive empowerment. On the other hand, the direct effect of quality of work life and organizational socialization on organizational learning was significant; also, the indirect effect of quality of work life and organizational socialization on cognitive empowerment was significant. According to the obtained results, it is essential and effective to highlight the mediating role of organizational learning in the explanation, prediction, and enhancement of cognitive empowerment of employees in organizations
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