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مطالعه و تبیین تاثیر سبک شناختی یادگیری بر رفتار نوآورانه کارکنان سازمان (مورد مطالعه: صنعت فناوری اطلاعات) | ||
| اندیشه مدیریت راهبردی (اندیشه مدیریت) | ||
| مقاله 6، دوره 16، شماره 1 - شماره پیاپی 31، فروردین 1401، صفحه 159-202 اصل مقاله (990.77 K) | ||
| نوع مقاله: مقاله علمی-پژوهشی | ||
| شناسه دیجیتال (DOI): 10.30497/smt.2022.242690.3356 | ||
| نویسندگان | ||
| امین هاشمی1؛ عبدالله جاسبی* 2؛ علی بنیادی نائینی3؛ محمدرضا دلیری4 | ||
| 1دانشجوی دکتری سیاستگذاری علم و فناوری، دانشگاه علم و صنعت، تهران، ایران. | ||
| 2استاد گروه مدیریت سیستم و بهره‌وری، دانشکده مهندسی صنایع، دانشگاه علم و صنعت، تهران، ایران (نویسنده مسئول). | ||
| 3استادیار گروه مدیریت و مهندسی کسب‌وکار، دانشکده مهندسی پیشرفت، دانشگاه علم و صنعت، تهران، ایران. | ||
| 4استاد گروه بیو الکتریک، دانشکده مهندسی برق، دانشگاه علم و صنعت ایران، تهران، ایران. | ||
| چکیده | ||
| روند سریع تحولات در فضای کسب و کارها، وجود نوآوری را به نیازی مبرم برای تداوم حیات در بازارهای جهانی مبدل نموده است. حال آنکه توانایی سازمان در پیاده‌سازی نوآوری تا حد زیادی به میزان توانمندی، تعهد و اعتقاد کارکنان آن به مقوله نوآوری وابسته است. لذا نیروی انسانی و بروز رفتارهای نوآورانه که از رفتارهای پیچیده فردی تلقی میشود از نقشی کلیدی در تحقق و پیشبرد سیاست‌های نوآورانه سازمان‌ها برخوردارند. در تبیین رفتارکاری نوآورانه در ادبیات از عوامل گوناگونی سخن به میان آمده است. در این میان، سبک شناختی یادگیری عاملی در ایجاد تمایز افراد در نحوه تفکر و یادگیری افراد محسوب میشود که این مطالعه در پژوهشی پیمایشی و مدلی مفهومی و محقق ساخته به بررسی ارتباط میان سبک‌های یادگیری و رفتارکاری نوآورانه با در نظر گرفتن متغیرهای تعدیل‌کننده سن، تحصیلات و سمت سازمانی پرداخته شد. داده‌های این پژوهش شامل 950 پرسشنامه معتبر است. در بررسی صحت فرضیات از تحلیل رگرسیونی خطی و ابزار SPSS و Minitab استفاده شد. نتایج نشان می‌دهد ارتباطی میان سبک یادگیری واگرا و بروز رفتار نوآورانه وجود ندارد، همچنین سبک یادگیری همگرا با ابعاد کشف و حمایت از ایده از رفتار نوآورانه در ارتباط بوده و بر پیاده‌سازی ایده تاثیرگذار نیست و سبک یادگیری انطباق‌یابنده نیز دارای ارتباط قوی با بعد حمایت از ایده است. همچنین از میان متغیرهای تعدیل‌کننده، عامل سمت سازمانی تنها بر پیاده‌سازی ایده تاثیرگذار است، همچنین سن و تحصیلات بر کشف و حمایت از ایده تاثیرگذارند. مطابق با مرور ادبیات ارتباط میان سبک یادگیری و رفتار نوآورانه کاری در مطالعات مرتبط با نوآوری سازمانی بسیار نادر است، لذا این پژوهش می‌تواند به غنی سازی مطالعات حول این مفهوم و کاربرد آن در ارتقا سطح نوآوری سازمان‌ها مفید واقع شود. | ||
| کلیدواژه‌ها | ||
| رفتارکاری نوآورانه"؛ سبک شناختی"؛ سبک یادگیری"؛ نوآوری"؛ نوآوری سازمانی"؛ "؛ سنجه LSI" | ||
| عنوان مقاله [English] | ||
| The study and explanation of cognitive learning style impact on employees’ innovative behaviour (Case of Study: Information Technology Industry) | ||
| نویسندگان [English] | ||
| Amin Hashemi1؛ Abdollah Jassbi2؛ Ali Bonyadi Naeini3؛ Mohammad Reza Daliri4 | ||
| 1Doctoral student of science and technology policy, University of Science and Technology, Tehran, Iran. | ||
| 2Professor of System Management and Productivity Department, School of Industrial Engineering, University of Science and Technology, Tehran, Iran (corresponding author). | ||
| 3Assistant Professor, Department of Business Management and Engineering, School of Advance Engineering, University of Science and Technology, Tehran, Iran. | ||
| 4Professor of Bioelectrical Department, Faculty of Electrical Engineering, Iran University of Science and Technology, Tehran, Iran. | ||
| چکیده [English] | ||
| The rapid changes in the business environment have demanded innovation as an urgent need to survive in global markets. To implement innovation, organizations largely depend on their employees’ ability, commitment and beliefs toward innovation. Therefore, human resources and the emergence of innovative behaviours that are considered complex individual behaviours have a key role in the realization and promotion of innovative policies of organizations. To clarify innovative work behaviour, various factors have been discussed in the literature, among which, cognitive learning style is a factor in differentiating people in their way of thinking and learning. Employing the exploration research method analysis, this study investigates the relationship between learning style and innovative behavior in a conceptual and researcher-made model by considering the moderating variables of age, education and organizational position. The data included 950 valid questionnaires. While applying SPSS V27 and Minitab-V20 tools, linear regression analysis was used to assess the validation of hypotheses. The results show that there is no relationship between divergent styles and the emergence of innovative behaviour. Also, the convergent style is associated with the exploration and championing as well as not affecting the implementation of the idea. Also, the assimilating style has a strong relationship with the championing of the idea. Besides, among the moderating variables, the organizational position factor only affects the implementation of the idea, and age and education also affect the exploration and championing of the idea. According to the literature review, the relationship between learning style and innovative work behaviour is very rare in studies related to organizational innovation, so this research can be useful to enrich studies around this concept and its application in promoting organizational innovation. | ||
| کلیدواژه‌ها [English] | ||
| Innovative work behavior", Cognitive style", Learning style", Innovativeness", Organizational innovativeness", ", LSI Inventory" | ||
| مراجع | ||
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