درخت حوزه‌های تخصصی

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

Purpose: Present research was conducted aimed to investigate the pathology and ranking of organizational syndromes in Iran education and present its model. Methodology: This study in terms of purpose was applied and in terms of implementation method was combined (qualitative and quantitative). The research population in the qualitative section was the documents and texts of education pathology and experts in this field and in the quantitative section were the managers and teachers of Isfahan and Yasuj cities in 2019-20 academic year. The research sample in the qualitative section were 10 people who were selected according to the principle of theoretical saturation by purposive and snowballs sampling methods and in the quantitative section were 375 people who were selected according to Krejcie and Morgan table by multi-stage cluster sampling method according to the proportion of the ratio volume of cities. Data were collected by methods of take noting, semi-structured interview and researcher-made questionnaire whose psychometric indicators were confirmed. The qualitative data were analyzed with methods of open, axial and selective coding and quantitative data were analyzed with methods of exploratory factor analysis, Friedman test and structural equation modeling in MAXQDA-18, SPSS-25 and LISREL-8.8 software. Findings: The findings of the qualitative section showed that in Iran education there were 78 indicators and 17 organizational syndromes including structural alienation, discrimination and politicking, immobility, incompatibility, pressure, structural mastery, explosive, tension and distress, narcissistic, caution, impulsive, non-commitment, neglect, terrorism, group thinking, lack of communication and silence. The findings of the quantitative section showed that in Iran education, respectively the syndromes of narcissistic, lack of communication, discrimination and politicking, group thinking, structural alienation, tension and distress, structural mastery, caution, pressure, terrorism, neglect, immobility, explosive, incompatibility, non-commitment, impulsive and silence had higher rankings. Other findings showed that the organizational syndromes model had a good fit and all of them had a significant effect on organizational syndromes (P<0.05). Conclusion: According to the identified syndromes and their effect, in order to improve the performance and effectiveness of the education organization, can be reduced the negative effect of the syndromes by improving the activities and relationships internal-organization and external-organization.