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The relationship between readiness for change and dimensions of the learning organization in Islamic Azad University units in Gilan province

Number of pages: 213 File Format: word File Code: 29677
Year: 2013 University Degree: Master's degree Category: Management
Tags/Keywords: Business management - Learning organization - organization - Organizational learning
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  • Summary of The relationship between readiness for change and dimensions of the learning organization in Islamic Azad University units in Gilan province

    Department of Business Administration

    Dissertation for Master's Degree ((M.A))

    Tension: Transformation

    Abstract

     

    Challenges facing organizations due to environmental changes have created the need to establish new behaviors, especially readiness for change, and the components of the learning organization are a response to this need. The purpose of this study is to examine the relationship between learning organization dimensions and readiness for change in Islamic Azad University units in Gilan province. This study is descriptive-analytical and correlational in terms of relationships between variables. The statistical population of the current research is the faculty members and employees of the Islamic Azad University of Gilan province, which is 1774 people in total in 2013. The sample size was calculated using the Cochran formula, 251 people. The tools of data collection in this study were two questionnaires, Marsik and Watkins (2003) dimensions of the learning organization, DLOQ and Dunham et al.'s (1989) standard questionnaire. The results of the confirmatory factor analysis showed acceptable coefficients for each of the indicators of the dimensions of the learning organization and the tendency towards change. In order to check the hypotheses, the correlation coefficient was used using SPSS 18 software and statistically significant relationships were obtained for all statistical hypotheses. The results of the research showed that there is a positive and meaningful relationship between the variables of learning organization dimensions and readiness for change.

    Keywords: learning organization, readiness for change, Islamic Azad University

    1-1- Introduction

    Dynamics of global competition, technological developments, company restructuring and unstable economic conditions are all changes that have covered business and It has been shown to be more important for organizations than other cases (Weldy, 2009). Organizational change has become a widespread phenomenon in human service and business organizations due to forces and pressures such as the change and political movement of globalization towards neoliberalism (Hendrickson & Gray, 2012). The phenomenon of change is always presented as a major and fundamental challenge that affects individuals, groups and organizations The attention of researchers has been different. Organizations have invested in organizations through re-engineering, inclusive quality management, consolidation and ownership, cultural changes, restructuring and reorganization, software development, technology development and other interventions in order to create successful changes (Lagzian and Malekzadeh, 2019). It is not a solution. (Qorbanizadeh, 2018) and the centrality of the new paradigm and the motivation for change is learning (Ali Ahmadi et al., 2019). Researchers have repeatedly pointed out that learning is the essence of success in the process of organizational change. Shin[1] (1993) believes that organizations that learn faster are able to adapt to change faster. Learning is a necessary condition for effective change planning and management. Learning not only increases the chances of survival of the organization, but also provides a sustainable competitive advantage (Paknejad et al., 2013).

    This is why the concept of learning organization and organizational learning has been proposed in recent years and has grown increasingly. The learning organization is a phenomenon that emerged at the beginning of the 90s. The reason for the emergence of such organizations was the conditions, theories and changes in organizational environments before this decade; In such a way that all the organizations had started an extensive effort for their survival and in order to be able to maintain themselves in the turbulent environment around them, they should transform from non-dynamic frameworks and towards the learning organization, i.e. create deep transformations in their structure and foundation (Behrouzi et al., 2018). In these organizations, new patterns of thinking are cultivated, collective and group ideas are promoted, and people learn how to learn together (Taghizadeh and Soltani Fasqandis, 2019). The learning organization is a stimulus for the creation and continuation of the attitude towards change.Organizations that seek to survive and maintain their market share should not only observe and monitor environmental changes, but also need to prepare the necessary conditions for change.

    In this chapter, the generalities of the research are discussed. First, the main problem of the subject is briefly explained and the necessity of conducting the research is examined.

    1-2- Statement of the problem

    Organizations are in a highly competitive and chaotic global environment that need the ability to adapt, change, and improve in order to develop a competitive advantage (Weldy & Gillis, 2010). Hence, change in organizations is inevitable due to arguments such as technological change, new communication trends, new laws and new social and environmental aspects (Shah, 2010).

    Organizations must be structurally transformed and changed in terms of strategy in order to increase the power of competition and capabilities to keep pace with changes and ultimately maintain their position in the social context. It is necessary for managers to revise and adapt their situation to the aforementioned changes by recognizing the changes that are taking place in their environment and not to insist on continuing their current process so much that they fear that they will not have anything to offer for the future (Sharitamadari and Towanger, 2013). Managers of organizations of the present and future era must not only adapt to the changing environment, but also must have the ability to recognize problems and implement change plans. The environment of the organization is changing, it may not be favorable according to the managers, but facing many of these changes is inevitable, and individuals and organizations should try to adapt themselves to the changes and make the most of the situations that arise. The support does not increase and promote the position (Hendrickson, Gray, 2012). Therefore, the successful implementation of transformation in organizations is one of the most challenging management activities (Kuntz & Gomes, 2012). One of the undeniable necessities for success in creating these changes is the existence of preparation for change, which in many cases is not given enough attention (Lagzian and Malekzadeh, 2019). The degree of success and sustainability of executive changes strongly depends on the readiness of the workforce to accept change, the opportunity for participation and the development of relevant competencies to maintain the possible implementation (Kuntz & Gomes, 2012). The readiness for change occurs when the environment, structure and attitude of the organization's members are receptive to the change that is about to occur (Paknejad et al., 2018). It reflects the need for organizational transformation and specifies the purpose of supporting transformation processes (Kuntz & Gomes, 2012). People actively perceive their environment and are influenced by their perceptions rather than by objective reality. Change in the organization cannot take place without the support and cooperation of the people of the organization, and individual change is not formed unless the individual is ready for it (Lagzian and Malekzadeh, 2019). People who see this ability in themselves, react to organizational changes and developments, and show a high level of job knowledge, will accept most of the activities of change and transformation (Kuntz & Gomes, 2012). The key factor of change is learning, and learning is the key to reducing resistance to change (Lagzian and Malekzadeh, 2018). In this regard, organizational learning is a long-term activity that transforms conditions into competitive conditions (Ali Ahmadi et al., 2019). In today's fast-paced market, organizations are faced with the need to have employees who know how to learn and who can quickly retool and prepare for new challenges (Ho, 2011). Through learning, organizations can always make their situation more dynamic in relation to environmental changes and be more prepared to change (Rezaei et al., 2019).

  • Contents & References of The relationship between readiness for change and dimensions of the learning organization in Islamic Azad University units in Gilan province

    List:

    Abstract.. 1

    Chapter One: General Research

    1-1. Introduction. 3

    1-2. statement of the problem 4

    1-3. The importance and necessity of research. 6

    1-4. Objectives of the research. 8

    1-5. Theoretical framework. 8

    1-6. Research assumptions. 10

    1-7. Conceptual and operational definitions of research variables. 10

    1-8. The scope of research. 14

    Chapter Two: Literature and Research Background

    2-2. First part: The learning organization. 16

    2-2-1. The concept of learning organization. 16

    2-2-2. History of the learning organization. 17

    2-2-3. Definitions of learning organization. 18

    2-2-4. Learning organization approaches. 21

    2-2-4-1. Systems thinking approach. 21

    2-2-4-2. Learning approach. 22

    2-2-4-3. Strategic approach. 22

    2-2-4-4. A hybrid approach. 22

    2-2-5. The difference between organizational learning and learning organization. 23

    2-2-6. The necessity of creating a learning organization. 25

    2-2-7. Factors affecting the creation of a learning organization. 26

    2-2-8. Characteristics of the learning organization. 27

    2-2-9. Benefits of a learning organization. 30

    2-2-10. Theories and patterns of the learning organization. 30

    2-2-10-1. The learning organization according to Sange. 31

    2-2-10-2. The learning organization in terms of time. 32

    2-2-10-3. Learning organization according to Garvin. 33

    2-2-10-4. The learning organization according to Bennett and O'Brien. 33

    2-2-10-5. Learning organization in terms of education and development association. 34

    2-2-10-6. Learning organization according to Kaplan and Norton. 35

    2-2-10-7. Learning organization according to Geffert and Marsik. 35

    2-2-10-8. The learning organization according to James. 36

    2-2-10-9. Learning organization according to Mumford. 37

    2-2-10-10. The learning organization according to Pedler et al. 37

    2-2-10-11. The learning organization according to Marquardt. 37

    2-2-10-12. Learning organization according to Orton Blood. 38

    2-2-10-13. The learning organization according to Watkinso Marsik. 39

    2-2-11. Levels of learning organizations. 44

    2-3. Part II: Preparation for change. 46

    2-3-1. Introduction. 46

    2-3-2. The concept of change, transformation and fundamental change. 47

    2-3-3. Dimensions of organizational change. 48

    2-3-4. Types of change. 48

    2-3-5. Levels of change. 50

    2-3-6. Organizational change models. 51

    2-3-6-1. Kurt Lewin's three-step model of change. 52

    2-3-6-2. Planning pattern. 54

    2-3-6-3. Ralph Kilman's Comprehensive Change Model. 55

    2-3-6-4. Model of quality improvement centers. 56

    2-3-6-5. Stace and Dunphy strategic change management model. 57

    2-3-6-6. Jerry Pouras' flow analysis model. 58

    2-3-6-7. Weiss board model with six houses. 59

    2-3-6-8. Adaptation model for organizational analysis. 61

    2-3-6-9. Tiji's cultural, political and technical framework. 62

    2-3-6-10. Burke and Litvin model. 63

    2-3-6-11. Edkarprosi model. 64

    2-3-6-12. Connection process pattern. 66

    2-3-6-13. Theoretical models and implementation of behavioral change contribution theories. 66

    2-3-7. Reasons for change. 67

    2-3-8. Effective factors on organizational change. 67

    2-3-9. Resistance to change. 70

    2-3-10. Factors of resistance to change. 72

    2-3-11. Change management. 73

    2-3-12. Basic strategies for managing change. 74

    2-3-13. Change management skills. 75

    2-3-14. Change implementation methods and change management style. 77

    2-3-15. Change management drivers. 79

    2-3-15-1. Reaction and attitude to change. 79

    2-3-15-2. Readiness for change. 83

    2-3-16. Effective factors in creating readiness for change. 84

    2-3-17. Application of readiness to change in higher education. 90

    2-4. The third part: an overview of the conducted research. 92

    2-4-1. Research done inside the country. 92

    2-4-2. Research conducted abroad. 98

    Chapter 3: Method of conducting research

    3-1. Introduction. 105

    3-2. Research method. 105

    3-3. Statistical community. 106

    3-4. Statistical sample. 106

    3-5. Data collection method. 107

    3-6. Research measurement tool. 107

    3-6-1. Questionnaire of learning organization dimensions.107

    3-4-2. Questionnaire readiness for change. 108

    3-7. Validity and reliability of data collection tools. 109

    3-7-1. narrative 109

    3-7-1-1. Formal and content validity. 110

    3-7-1-2. Construct validity. 110

    3-5-2. Reliability 118

    3-8. Data analysis method. 120

    Chapter Four: Data Analysis

    4-1. Introduction. 122

    4-2. Description of the demographic variables of the respondents. 123

    4-3. Description of research variables. 130

    4-4.  Checking the normality of the research variables (Kolomogorov-Smirnov test). 142

    4-5. Hypothesis testing. 143

    4-6. Research conceptual model. 151

    4-6-1. Basic research model in standard mode. 151

    4-6-2. The basic model of research in the case of significant numbers. 152

    4-6-3. Examining the indicators of the main research model. 152

    Chapter Five: Conclusions and Suggestions

    5-1. Introduction. 155

    5-2. Descriptive statistics results. 155

    5-3. The results of inferential statistics. 156

    5-4. Research proposals. 160

    5-4-1. Suggestions based on research findings (executive suggestions). 160

    5-4-2. Suggestions for future research. 163

    5-5. Research limitations. 163

    Appendixes. 164

    Resources. 189

    List of Persian sources. 190

    List of non-Persian sources. 196

    English summary. 203

    .

    Source:

    A) Persian sources:

    Ahmadi, Gholam Ali; Narimani Zamanabadi (1388). The knowledge, attitude and skills needed by organizational managers in change management", New Organization, (8), 55-50.

    Arasteh, Hamidreza, Enayati, Taraneh (1388) Examining the status of Islamic Azad universities based on the characteristics of learning organizations, Iran Higher Education, Winter 1388; 2(3 (7 series)): 47-65.

    Argon, Maryam, Fahim Nia, Fatemeh (2013) Adaptation of National Library and Document Organization to Learning Organization Dimensions from Librarians' Perspective, National Studies of Library and Information Organization - Number 91, pp. 68-83

    Esfijani, Azam; Bakhtiar Nasrabadi, Hossein Ali; Bakhtiar Nasrabadi, Mohammad (2011). Investigating the characteristics of the learning organization with a focus on knowledge and technology management subsystems, Research and Planning Quarterly in Higher Education, No. 66, 2013, pp. 119-99.

    Asfi, Ahmad Ali; Hamidi, Mehrzad; Jalali Farahani, Majid; Deghan Qahfarkhi, Amin. (2008). Investigating participatory management and employees' resistance to change in the physical education organization and the General Directorate of Physical Education of the Ministry of Education. Sports Management, (3), 5-26.

    Arabi, Seyed Mohammad, Sadeghi, Daoud; Afjeh, Seyyed Ali Akbar; Mohammadi, Timur. (1388). Providing a model to increase performance through coordinating organizational change strategies. Lecturer of humanities - management researches in Iran, volume 14, number 3, autumn.

    Orek, Jahanbakhsh; Darvishpour, Isa. (1388). Effective solutions to reduce resistance to change from the perspective of professors and employees of Islamic Azad University. Educational Sciences, 2(8), 167-149.

    Iranzadeh, Suleiman, Amini, Musa (2013). Evaluation of the learning organization model for the West Azerbaijan Electricity Distribution Company Beyond Management - Number 21 - Summer 2011, pp. 23-46.

    Behrouzi, Mohammad; Farrukhnejad, Khodanazar; Amir Ahmadi, Tahereh (2013). Investigating the effective factors of the tendency of members of cultural-educational organizations to become a learning organization, New Approach Quarterly in Educational Management, second year - number 3 - pp. 19-36. Investigating the effective organizational factors of the organizational decision of region 8 gas transmission operations. Management and human resources in the oil industry, fall 2019; 4(12):33-64.

    Paknejad, Ahmed; Kargar, Ghulam Ali; Hanri, Habib (2010). The relationship between the learning organization and readiness for change in the physical education organization of the Islamic Republic of Iran, Sports Management Studies (Physical Education Research Institute), Winter 2019, Number 12, pp. 149-168. Taghizadeh, Houshang, Soltani Fasqandis, Gholamreza (2009). Evaluation of the degree of learning of the organization using the scientific fuzzy expert system, Management Farda, Year 9, Number 25. Jaafarpour, Mahmoud. (1389). Studying the dimensions and role of individual resistance against commitment to planned organizational changes (study in military organization). 1(4), 56-41.

    Jamalzadeh, Mohammad, Rahgozar, Hassan Panahi, Iran (2010).

The relationship between readiness for change and dimensions of the learning organization in Islamic Azad University units in Gilan province
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