امیرحسین محمدداوودی

Purpose: The aim of the present study was to present a model of factors affecting organizational vitality in public organizations (case study: public organizations of Mazandaran province). Methodology : This was an applied and quantitative study. The study population included employees of public organizations in Mazandaran province in 2019, 246 of whom were selected based on Cochran's formula and using cluster sampling method. The data were collected using a researcher-made questionnaire on barriers to organizational vitality and were analyzed using exploratory factor analysis and structural equation modeling in SPSS and Amos software. Fidning s: The results showed that the barriers to organizational vitality included nine factors, 49 components and 120 concepts. The management factor includes five components, the individual factor includes six components, the organizational factor includes six components, the economic factor includes seven components, the political factor includes five components, the physical environment factor includes five components, the religious-value factor includes six components, the technological factor includes four components, socio-cultural factor includes five components. Besides, the factor loading of all 49 components was higher than 0.40 and the reliability of all nine factors was higher than 0.70. Also, all nine factors had a positive significant effect on barriers to organizational vitality so that the individual and political factors had the greatest and the lowest effect, respectively (P<0.001). Conclusion : The results of the present research have practical implications for experts and organizational planners, and can help them design and implement programs to reduce barriers to organizational vitality

Background: Instrumental ethical climate can affect human resources both physically and mentally in the workplace. This trauma may affect contextual performance or behavior of personnel. The purpose of this study is to investigate the effect of instrumental ethical climate on contextual performance of human resources in banks and financial institutions. Method: Research method was mixed. In qualitative section; Theme analysis and Delphi methods have been used. Statistical population was bank’s expert. The sample size included 11 people who were chosen purposefully and then interviewed by a semi-structured questionnaire. The correlational descriptive method was used for quantitative section. The statistical population consisted of bank’s staff and the sample was 384 people based on Morgan table, who were selected randomly. A researcher-made questionnaire was used. Results: According to library studies, 4 indicators for measuring ethical climate and 18 indicators for contextual performance of human resources were identified. Two additional indicators have also been added after interviewing the experts. In the quantitative section, the instrumental climate had the greatest impact on the bankchr('39')s working environment and its effect on the staffchr('39')s behavior was negative and significantly negative? Conclusion: Instrumental ethical climate has a direct and traumatic effect on human resource performance. In order to increase the level of mental health of employees and the development of the organization, it is necessary to prevent the growth of instrumental ethical climate through educational programs.

The purpose of this research is to present a structural equation model for ethical competence in electronic banking. The research is descriptive and conducted through a survey. In the qualitative phase, the statistical population includes professors and experts in the field of electronic banking and also senior managers working in Tejarat Bank. They have been chosen using purposeful sampling technique and the data collection reached saturation after 11 interviews. In the quantitative phase, based on krejcie and Morgan table, among 435 experts in charge of marketing and modern services in Tejart Bank, 205 are chosen by simple random sampling method. The data collection instruments in qualitative phase are the two semi-structured interview and document review approaches. In quantitative phase, samples fill out made-questionnaires. Results suggest that the ethical competence model in electronic banking consists of 3 dimensions (beneficiaries, social responsibility and information technology), 9 major components (employees, shareholders, clients, rivals, ethical responsibility, economical responsibility, voluntary responsibility, legal responsibility and information technology) and 56 minor components.

Purpose: Cultural leadership plays a vital role in more effective management and leadership of organizations. As a result, this paper aimed to provide a cultural leadership pattern in Iranian educational organizations using content analysis technique. Methodology : This study was applied in terms of purpose and qualitative in terms of execution method. The research population consisted of experts in the field of culture and management of educational organizations in Iran in 2019. According to the principle of theoretical saturation, 22 subjects were selected as sample with the purposive sampling method. The research tool was a semi-structured interview, whose validity was confirmed by triangulation method and its reliability was calculated to be 0.82 by the inter-coder agreement method. Finally, the data were analyzed based on open, axial and selective coding using the content analysis technique. Findings : Results showed that cultural leadership in Iranian educational organizations had 129 open codes or indicators, 25 axial codes or concepts, and 3 selective codes or categories. The category of individual competencies includes 13 concepts of cultural strategic thinking, cultural intelligence, cultural analysis skills, ethical orientation, fairness, jihadi spirit, rule of law, excellence, belief in cultural citizenship, managerial intelligence, charisma, self-management and artistry, the category of interpersonal competencies includes 3 concepts of creating cooperation culture, emotional and trust-building leadership and management of relationships with others and the category of organizational competencies including 9 concepts of cultural diversity management, cultural integration, equal access to cultural services, management of organizational values and beliefs, management of organizational cultural heritage, organizational traditionalism, cultural influence, cultural symbolization and cultural change agility. Finally, according to the identified categories and concepts, a cultural leadership pattern in Iranian educational organizations was designed. Conclusion : According to the results, some programs can be designed and implemented to improve the categories and concepts identified for the cultural leadership model in educational organizations to improve cultural leadership.

Purpose: comprehensive quality management is the art of managing the entire complex for accomplishing the best outcome. Thus, the present research was done to identify the dimensions and elements of comprehensive quality management at Islamic Azad University. Methodology: The present research was an applied research of qualitative type. The research population consisted of experts in comprehensive quality management and evaluation at Tehran City; according to the principle of theoretical saturation, the sample size was estimated 12 individuals, chosen through snowball and purposive sampling methods. The research instrument was a semi-in-depth interview whose validity was confirmed through triangulation method, and its reliability, via interrater consistency coefficient, was estimated above 0.71. The data were analyzed through coding method in MAXQDA-2018 Software. Findings: The coding results suggested that comprehensive quality management at Islamic Azad University had three dimensions of internal, external, and academic quality development along with service assessment. The internal dimension included elements of leadership, curricula planning, the staff competence level, competent faculty members, assessment quality, quality of the physical atmosphere, educational equity, information technology quality, feedback on performance, the students’ competence level as well as the curriculum. The external dimension included cultural, social, economic, geographical – environmental elements. Finally, the dimension of academic quality and service assessment included elements of commercialization, skills, economic development, responsivity, value creation, as well as development of academic quality and service assessment. Conclusion: considering the dimensions and elements identified for comprehensive quality management at Islamic Azad University, the ground could be provided for accomplishing comprehensive quality management as well as achieving useful and excellent outcomes.