چكيده فارسي :
پژوهش حاضر به منظور بررسي نقش مديريت استعداد در چابكي سازماني مدارس با ميانجي گري يادگيري سازماني انجام گرفته است. اين پژوهش توصيفي- همبستگي با مشاركت 327 نفر از معلمان دوره اول متوسطه شهركرمانشاه كه از طريق نمونه گيري تصادفي- طبقه اي بر حسب حجم انتخاب شده بودند، انجام شد. از پرسشنامه هاي مديريت استعداد اوهلي (2007)، يادگيري سازماني نيفه (2001)، و چابكي سازماني ژانگ و شريفي (2000) استفاده شد. پايايي و روايي پرسشنامه ها، با آلفاي كرانباخ و تحليل عاملي تاييدي انجام شد. نتايج نشان داد متغير مديريت استعداد داراي اثر مستقيم مثبت (62/0)، اثر غيرمستقيم مثبت (147/0) و اثر كل مثبت و معنادار (767/0) بر متغير چابكي سازماني مي باشد. متغير يادگيري سازماني داراي اثر مستقيم مثبت (22/0) و اثر كل مثبت و معنادار (22/0) بر متغير چابكي سازماني مي باشد. متغير مديريت استعداد با ضريب مسير غيرمستقيم به واسطه يادگيري سازماني (147/0) و مقدار تي (28/3) داراي اثر غيرمستقيم، مثبت و معنادار بر متغير چابكي سازماني مي باشد. با توجه به اثرات كل متغيرهاي مستقل مي توان گفت متغير مديريت استعداد (767/0) داراي بيشترين اثر و متغير يادگيري سازماني (22/0) داراي كمترين اثر بر متغير چابكي سازماني مي باشد. به عبارت ديگر، مي توان گفت مديريت استعداد با ميانجي گري يادگيري سازماني موجب افزايش چابكي سازماني معلمان مدارس مي شود.
چكيده لاتين :
The purpose of this study was to investigate the role of talent management in organizational agility of schools through organizational learning mediation. This descriptive-correlational study was conducted with the participation of 327 first grade teachers in Kermanshah who were selected by stratified random sampling in terms of volume. The Questionnaires of Eheli's talent management (2007), Nifeh organizational learning (2001), and Zhang and Sharifi's organizational agility (2000) were used. The reliability and validity of the questionnaires were assessed by Cronbach's alpha and confirmatory factor analysis. The results showed that the talent management variable had a positive direct effect (0.62), a positive indirect effect (0.147) and a positive and significant overall effect (0.767) on the organizational agility variable. The organizational learning variable has a positive direct effect (0.22) and a positive and significant overall effect (0.22) on the organizational agility variable. The talent management variable with indirect path coefficient through organizational learning (0.147) and t value (3.28) has indirect, positive and significant effect on organizational agility variable. According to the general effect of independent variables, it could be said that the talent management variable (0.767) has the most effect and the organizational learning variable (0.22) has the least effect on organizational agility variable. In other words, it can be said that talent management mediated by organizational learning enhances the organizational agility of school teachers.
The purpose of this study was to investigate the role of talent management in organizational agility of schools through organizational learning mediation. This descriptive-correlational study was conducted with the participation of 327 first grade teachers in Kermanshah who were selected by stratified random sampling in terms of volume. The Questionnaires of Eheli's talent management (2007), Nifeh organizational learning (2001), and Zhang and Sharifi's organizational agility (2000) were used. The reliability and validity of the questionnaires were assessed by Cronbach's alpha and confirmatory factor analysis. The results showed that the talent management variable had a positive direct effect (0.62), a positive indirect effect (0.147) and a positive and significant overall effect (0.767) on the organizational agility variable. The organizational learning variable has a positive direct effect (0.22) and a positive and significant overall effect (0.22) on the organizational agility variable. The talent management variable with indirect path coefficient through organizational learning (0.147) and t value (3.28) has indirect, positive and significant effect on organizational agility variable. According to the general effect of independent variables, it could be said that the talent management variable (0.767) has the most effect and the organizational learning variable (0.22) has the least effect on organizational agility variable. In other words, it can be said that talent management mediated by organizational learning enhances the organizational agility of school teachers.
The purpose of this study was to investigate the role of talent management in organizational agility of schools through organizational learning mediation. This descriptive-correlational study was conducted with the participation of 327 first grade teachers in Kermanshah who were selected by stratified random sampling in terms of volume. The Questionnaires of Eheli's talent management (2007), Nifeh organizational learning (2001), and Zhang and Sharifi's organizational agility (2000) were used. The reliability and validity of the questionnaires were assessed by Cronbach's alpha and confirmatory factor analysis. The results showed that the talent management variable had a positive direct effect (0.62), a positive indirect effect (0.147) and a positive and significant overall effect (0.767) on the organizational agility variable. The organizational learning variable has a positive direct effect (0.22) and a positive and significant overall effect (0.22) on the organizational agility variable. The talent management variable with indirect path coefficient through organizational learning (0.147) and t value (3.28) has indirect, positive and significant effect on organizational agility variable. According to the general effect of independent variables, it could be said that the talent management variable (0.767) has the most effect and the organizational learning variable (0.22) has the least effect on organizational agility variable. In other words, it can be said that talent management mediated by organizational learning enhances the organizational agility of school teachers.
The purpose of this study was to investigate the role of talent management in organizational agility of schools through organizational learning mediation. This descriptive-correlational study was conducted with the participation of 327 first grade teachers in Kermanshah who were selected by stratified random sampling in terms of volume. The Questionnaires of Eheli's talent management (2007), Nifeh organizational learning (2001), and Zhang and Sharifi's organizational agility (2000) were used. The reliability and validity of the questionnaires were assessed by Cronbach's alpha and confirmatory factor analysis. The results showed that the talent management variable had a positive direct effect (0.62), a positive indirect effect (0.147) and a positive and significant overall effect (0.767) on the organizational agility variable. The organizational learning variable has a positive direct effect (0.22) and a positive and significant overall effect (0.22) on the organizational agility variable. The talent management variable with indirect path coefficient through organizational learning (0.147) and t value (3.28) has indirect, positive and significant effect on organizational agility variable. According to the general effect of independent variables, it could be said that the talent management variable (0.767) has the most effect and the organizational learning variable (0.22) has the least effect on organizational agility variable. In other words, it can be said that talent management mediated by organizational learning enhances the organizational agility of school teachers.
