درخت حوزه‌های تخصصی

Purpose: Huge economic, social, political and technological changes, particularly in recent decades, have brought about increasing complexity and reduced predictability of the organizations’ environments. One solution offered to deal with such environments is the human resource agility approach. Though human resources play an effective role in the agility of organizations, the integrated model that identifies its dimensions and components has not been yet explained. This study aimed to design an agility model for human resources and to explain the factors influencing it. Methodology: This research has been conducted in the qualitative approach framework along with the survey method and by relying on grounded theory. Related data were extracted from theoretical literature, upstream documents, and interviews and then analyzed in three stages of open, axial and selective coding. Findings: The results indicated that the agility of human resources as an axial phenomenon is due to a set of individual-organizational, individual-personal, organizational and occupational characteristics. Conclusion: The effects of this phenomenon were categorized into two groups: individual and organizational. Also, in this model, the underlying factors (power sharing practices, human resource management practices, organizational coordination, communication and information technology, organizational process) and interventional conditions (organizational culture, leadership style, self-development, environmental factors) are influential on the ruling relations.

The purpose of this study was to investigate the causal relationship between professional Development and organizational maturity with educational productivity of educators (case study of Bushehr Province). In terms of the applied purpose, this research is descriptive in terms of descriptive strategy and in terms of the method of data collection it is a field survey that is carried out. The instrument for measuring this research was a researcher-made questionnaire for organizational maturity (13 items), a researcher-made questionnaire designed for educational productivity of teachers (34 items), and a researcher-made questionnaire developed by professional teachers of teachers (15 items) that were set in the 5-value Likert scale . From the viewpoint of the professors of counsel and counsel, as well as 11 experts, for confirmation of face validity and content of the questionnaires and confirmatory factor analysis, the validity of the questionnaire structure was used and the reliability of the questionnaire was carried out on 30 members of the community of research and calculation Cronbach's alpha coefficient was 0.81, 0.88 and 0.79 for organizational maturity, professional growth and teacher productivity. The statistical population consisted of all the educators of Bushehr province (N = 511) and the sample size of the study was determined using Morgan table 213 people. Sampling method was cluster random sampling. To analyze the data, at the level of descriptive statistics, frequency and frequency, mean and standard deviation of the frequency table, and the level of inferential statistics, confirmatory factor analysis for verifying the validity of the research questionnaire structure, to determine the normal distribution of variables from the Smirnov colomograph test and, finally, to test the assumptions The final model of the research was drawn from Pearson correlation tests, multiple regression and structural equation modeling using SPSS version 23 and AMOS software. The results of the study showed that between professional growth and educational productivity (r = 0.725) and its components, between organizational maturity and educational productivity (r = 0.431) and its components, and between professional growth and organizational maturity (602 / 0 = r) There is a positive and significant correlation between the education teachers of Bushehr province (Sig = 0.001). Also, educational productivity changes with the use of professional growth components (F = 170 = 879) and organizational maturity components (F = 18.627), as well as organizational maturity changes using professional growth components (24.624) = F) Predictability. The results showed that professional development has a significant positive effect on educational productivity (t = 4/131) and organizational maturity (t = 3/614/3) and organizational maturity on educational productivity (t = 3/38 = 38) in Bushehr province. (Sig = 0/001) and the developed models for these variables had a good fit.