فتاح ناظم

Purpose: Organizational citizenship behavior improves the organization's conditions and creates a competitive advantage, and on this basis, research on the development of organizational citizenship behavior education is very important. As a result, the current research was conducted with the aim of identifying affecting factors on the development of organizational citizenship behavior education and providing suitable managerial strategies. Methodology: In a descriptive study from type of qualitative, among the universal and organizational experts of Islamic Azad University of Fars province in the 2021-2022 academic years, number of 19 people were selected as a sample by purposive sampling method and according to the principle of theoretical saturation. The samples were subjected to a semi-structured interview, which their validity was confirmed by the triangulation method and their reliability was obtained by the agreement coefficient method between two coders 0.83. The data from semi-structured interviews were analyzed with open, axial and selective coding method in MAXQDA-2020 software. Findings: The results of the analysis showed that the affecting factors on the development of organizational citizenship behavior education had 35 indicators, 8 components and 3 dimensions. In this study, the dimensions were included individual factors with two components of citizenship knowledge and citizenship skills, organizational factors with three components of job satisfaction, organizational culture and job engagement and educational factors with three components of educational infrastructure, educational quality and employees as learners. Also, managerial strategies in the development of organizational citizenship behavior education were included 5 strategies of effective leadership, effective education, providing feedback and encouragement, applying guidelines and policies and promotion based on organizational citizenship behavior. Conclusion: According to the affecting factors on the development of organizational citizenship behavior education and the five identified strategies for it can be prepared the ground for improving and promoting the organizational citizenship behavior.

INTRODUCTION: The learning organization model does not exist in the RCS of Tehran province based on knowledge management, innovative organizational culture and quality of work life as an important organization, during disasters, especially the Tehran earthquake. Therefore, the aim of the current study is to present the learning organization model in RCS of Tehran province. METHODS: This applied research was carried out with grounded theory approach. About 15 academic professors and experts of RCS of Tehran province were selected and studied using purposeful sampling method based on the theoretical saturation. Data were collected through semi-structured interviews. FINDINGS: In this research, the learning organization with five dimensions and 56 concepts were extracted. The dimensions of the learning organization include gaining experience, feedback and evaluation system, systemic thinking, collaborative and fast learning, creative thinking. CONCLUSION: According to the results, focusing on gaining experience with regard to the occurrence of disasters is one of the priorities of the RCS. The challenges that the RCS faces at the learning organization are such as repeating the problems of previous disasters in new disasters, failure to use documentation and experiences of previous disasters, early forgetfulness of disasters and long return period of some disasters, failure to transfer field and operational experiences, not learning from the bitter experiences of disasters, infringing and sometimes copying processes without considering operational experiences, lack of expert documentary maker or teams in disasters and finally many disasters and little documentation. RCS can take action to manage these defects by implementing the learning organization model.

INTRODUCTION: This study aims to present a model to explain the relationship between organizational virtue and three factors of organizational citizenship behavior, organizational justice, and organizational training in the Red Crescent Society (RCS) of Tehran province. METHODS: This research is done based on standardized questionnaire. The questionnaire consists of four sections including a) Organ standard questionnaire for organizational citizenship behavior, b) the Niehoff standard questionnaire for organizational justice, c) Neefe standard questionnaire for organizational training, and d) Researcher-made questionnaire for organizational virtue. About 232 employees of the RCS in Tehran province were selected and studied during February to April 2023. FINDINGS: The findings showed that organizational virtue have a significant and positive association with organizational citizenship behavior (coefficient=0.56), organizational training (coefficient=0.53) and organizational justice (coefficient=0.51) in the RCS of Tehran province. CONCLUSION: According to the results, in order to promote and grow more and better the organizational virtue in the RCS of Tehran province, the officials should pay more attention to the improvement of all three variables of organizational citizenship behavior, organizational training and organizational justice among the employees.

INTRODUCTION: This study aims to present a learning organization model in the Red Crescent Society based on the variables of knowledge management, innovative organizational culture, and quality of work life. METHODS: This research had a mixed approach and was conducted in two phases. The first phase was conducted using a grounded theory method and the second phase was conducted based on the standard questionnaires of Joseph Haddad (2006), Dabney model (2008), Richard Walton (1973) and also a researcher-made questionnaire. The statistical population of the qualitative section includes academic experts and specialists of the Tehran RCS and the quantitative section also includes 232 employees and volunteers of the Tehran RCS. FINDINGS: The results showed that the variables "knowledge management", "innovative organizational culture" and "quality of work life" have a significant effect on the learning organization in the RCS of Tehran province, respectively. The dimensions of the learning organization in the RCS included five dimensions such as experience-building, feedback and evaluation system, systems thinking, collaborative learning and creative thinking CONCLUSION: According to the results, the variables "knowledge management", "innovative organizational culture", and "quality of work life" have a significant effect on the learning organization in the RCS of Tehran province, respectively, and as the learning organization indicators increase, knowledge management, innovative culture, and quality of work life improve.