emran Bauj Khushmian; mitra sadoughi
Abstract
Abstract
The purpose of this research is to identify the dimensions and components of important factors of fundamental and strategic innovation in petrochemical design and construction companies. The research method is qualitative and applicable. Two methods of documentary study and fuzzy Delphi have ...
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Abstract
The purpose of this research is to identify the dimensions and components of important factors of fundamental and strategic innovation in petrochemical design and construction companies. The research method is qualitative and applicable. Two methods of documentary study and fuzzy Delphi have been used to collect data. The statistical population of the research includes 10 experts (university professors in the field of management) who were selected in a purposeful way and their opinions were extracted using the fuzzy Delphi method. In order to prioritize factors affecting fundamental and strategic innovation, the standard factor analysis model coefficients of the final model were used. The component of revolutionary technologies with a standard coefficient of 0.93 is in the first place, the component of innovation in the market with a standard coefficient of 0.86 is in the second place, the component of innovation in the development and planning of human resources is in the third place with a standard coefficient of 0.85, the component of emerging new industries with a standard coefficient of 0.83 in the fourth place, the component of innovation in organizational processes and organizational structure with a standard coefficient of 0.82 in the fifth place, the component of product innovation with a standard coefficient of 0.78 in the sixth place, and finally the operational capability component with the standard coefficient of 0.75 was ranked seventh.
Extended Abstract
Introduction
Today, due to facing the tidal waves of global changes (social, technological, economic), it is no longer possible to compete with major global competitors in the traditional way in the economy through only one type of innovation, and if a company wants to face ruthless competition in a resilient world needs to quickly change the way it does business. For this, it requires a type of innovation that helps the institution or business to adapt to the changing business environment as quickly as possible by applying appropriate forms of innovation (Faghih et al, 2018). Strategic innovation with a holistic and systematic approach is what institutions and organizations can benefit from in order to maintain competition. In that case, strategic innovation is a combination of innovation and strategy (Haghshenas Keimasi, 2018).
Large organizations, including petrochemical design and manufacturing companies, are facing political obstacles, internal conflicts, oil prices, geopolitics, and economic tension, which is one of the needs of these large organizations. Unligned motivations, organizational structures that focus on existing operations, or personal motivations can affect innovation decision-making (Mirza et al, 2022). Executive managers also invest too much on their popular projects or spend a lot of resources on ideas they have created themselves. Depending on the gradual or radical innovation, there may be differences regarding how to apply them and which one is more important. Current researches have not provided specific factors regarding the difference in criteria depending on the innovation (Kranz, 2021). When an idea is created, organizations choose which one to put more in the implementation phase. It is at this point that the considered critical factors are applied to the selection process. It should be noted that the innovation selection process is different for radical and gradual innovation ideas. We should note that the linearity of the process of gradual innovation does not exist for radical innovation. For managers, it is important to recognize this tension (Vergera et al, 2021).
In this research, the researcher intends to answer the basic question that what are the important factors of fundamental and strategic innovation in petrochemical design and construction companies and how are these factors ranked?
Theoretical framework
Brink (2022) conducted a research entitled "Organizing to activate strategic innovation in the sense of horizontal leadership for the duality of stability and change". The statistical population is service companies in Paris. The research method was descriptive-analytical and purposeful sampling. The results of the research showed that while being creative and creating ideas seems very easy, being innovative and implementing these ideas and accomplishing them in a regular way is very difficult.
Baregheh et al. (2022) conducted a research entitled "The role of governance and strategic innovation in organizational learning". The statistical population includes industrial companies in England. The research method is Correlation and the sampling method is random simple. The research results showed that the level of industrial governance and organizational strategic innovation can play an effective role in improving people's learning and organizational performance.
Methodology
This research is considered a developmental research according to its purpose, and since in this research we are also looking to solve a problem under the title of important factors of fundamental and strategic innovation, the research method is applicable. Also, based on the research plan and in terms of data collection, the current research is a descriptive (non-experimental) research and three methods; document study, Delphi, and survey were used to collect information, so there is a kind of trinity in the method. The collection tool in this research is a semi-structured interview form. The statistical population of this research includes 10 academic experts (academic professors in the field of management) whose views were extracted and refined by means of targeted sampling and using the fuzzy Delphi method. In the fuzzy Delphi technique, experts usually present their theories in the form of verbal variables, then the average of the experts' opinion (numbers presented) and the amount of disagreement of each expert are calculated from the average, and then this information is sent to the experts to obtain new theories.
Discussion and Results
In order to prioritize factors affecting fundamental and strategic innovation, the standard factor analysis model coefficients of the final model were used. The results showed that the important factors of fundamental and strategic innovation are 7 dimensions: "Innovation in the development and planning of human resources", "Innovation in organizational processes and organizational structure", "Innovation in the product", "Innovation in the market", "The birth of new industries", "operability", "revolutionary technologies" and 45 indicators. The component of revolutionary technologies with a standard coefficient of 0.93 is in the first place, the component of innovation in the market with a standard coefficient of 0.86 is in the second place, the component of innovation in the development and planning of human resources is in the third place with a standard coefficient of 0.85, the component of being born New industries with a standard coefficient of 0.83 in the fourth place, the component of innovation in organizational processes and organizational structure with a standard coefficient of 0.82 in the fifth place, the component of product innovation with a standard coefficient of 0.78 in the sixth place, and finally the operational capability component of the standard coefficient of 0.75 was ranked seventh.
Conclusion
The current research was conducted with the purpose of identifying the dimensions and components of fundamental and strategic innovation with the fuzzy Delphi technique. The results of this research are consistent with the findings of researchers such as Baregheh et al. (2022), Hübel et al. (2022), Tayebi Abolhasani et al. (2020) and Taherpour Kalantari & Hosseini (2020); effective organizational communication can reduce intra-organizational communication barriers, and extensive extra-organizational communication keeps the organization in sync with the complex technological environment that is rapidly changing (Gharagozlu, 2018). By creating cooperation and respect in the organization, which provides a cooperative and reliable environment between employees and managers, as well as increasing the willingness to take risks and the willingness to innovate among employees in the organization, the organization can be synchronized with technological innovations. Omitting intra-organizational communication barriers, creating a cooperative environment in the organization, flexibility and readiness of employees to accept changes and pay attention to the ideas of new employees are more important in this dimension (Ghanbari, 2019). Management systems have an impact on technological innovation by supporting idea generation (through sending employees to exhibitions and conducting visits) and operationalizing ideas (through team building, establishing a proposal system and creating creativity and innovation mechanisms). Organizational structure shapes employees' activities to achieve common organizational goals (Dinesh, 2021). Based on the obtained results, it is suggested that the company should continuously try to develop the knowledge of the employees in the direction of its goals. In this regard, the creation of groups in which interaction and exchange of opinions take place and tacit knowledge transferred from one person to another is emphasized. Managers should also consider material or spiritual rewards for the innovative activities of their employees. Finally, in order to create less concentration in the organization, it is better to delegate authority according to the responsibilities and duties of the members of the organization, and in order to create less complexity in the organization, organizational units should be placed in a network or horizontal manner.
Mohamad Izadian Sheyjani; mitra sadoughi
Abstract
Extended AbstractAbstractThe purpose of this study is to develop a job satisfaction model based on job empowerment and professional competence. The research method was descriptive-correlative in nature, and applicable in terms of purpose. The statistical population of the study consisted of 837 high ...
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Extended AbstractAbstractThe purpose of this study is to develop a job satisfaction model based on job empowerment and professional competence. The research method was descriptive-correlative in nature, and applicable in terms of purpose. The statistical population of the study consisted of 837 high school teachers in Rasht. 263 people were selected as a statistical sample by simple random sampling. The Minnesota Job Satisfaction, Job Competence Questionnaire of Mollainejad (2012), and Job Empowerment Questionnaire of Spritzer (1995) were used to collect data. Their validity was confirmed by academic experts, and their reliability was confirmed by Cronbach's alpha coefficient test. In order to analyze the data, the structural equation technique was used with Lisrel statistical software and SPSS statistical software. The findings showed that there is a positive and significant relationship between teachers' professional competence with their empowerment and job satisfaction. Teachers' job empowerment has a positive and significant relationship with their job satisfaction. Job empowerment has a mediating role in the relationship between teachers' professional competence and their job satisfaction. The research results indicate that the cognitive competency component has the greatest power in relation to empowerment and job satisfaction.IntroductionEducation has long played a key role in the survival of human societies; therefore, teachers as human resources and implementers of educational programs are considered as its basic element, and their performance has a major impact on the success of this institution (Kamali et al, 2020). One of the main tasks of educational systems in any country is to transfer the cultural heritage of the community, cultivate the talents of the graduates and prepare them for active participation in the community. Therefore, it is necessary to train people in order to take charge of various affairs. The academic success and performance of the graduates of any society shows the success of the educational system in the field of goal setting and attention to meeting individual needs. Academic performance is progress in the practice of education, and the components and stages that cause this progress are also considered (Vafaei, 2019). The first step towards achieving a successful teaching staff is to understand the factors that affect the quality of their activities (Hanna et al, 2017). One of these factors is teachers' job satisfaction; because there is a direct relationship between job satisfaction of individuals and their performance, and those who are satisfied, do their job better (Tavakoli et al, 2015). Therefore, it is necessary for the educational system to pay more attention to the issue of job satisfaction of teachers. Being a teacher, among different occupations of a society, is one of the most important; and teachers, because of their direct educational and disciplinary effects on the family's offsprings, play an irreplaceable role in the future generations of any society (Behjat et al, 2016; From Mohammadi, 2007). Teacher empowerment also affects their job satisfaction. Kanungo (1988) defines empowerment as a process to strengthen the sense of self-efficacy among members of the organization. Scientists such as Thomas & Velthouse (1990) believe that competence has a multifaceted nature and its nature cannot be achieved by a single concept. In addition, teachers have a lot of talent, motivation and latent force, and the emergence of these potential forces is achieved according to the teacher empowerment strategy, and ultimately leads to the growth and promotion of schools (Molla Zadeh, 2018).According to the above, the main issue of the research is whether there is a significant relationship between professional competence and job satisfaction, considering the mediating role of job empowerment of high school teachers in Rasht in the academic year 2021-2022.Theoretical frameworkJob satisfaction as a complicated and multidimensional concept is one of the important factors of job success and increasing efficiency. Job satisfaction due to predicting organizational behaviors plays an important role in the study and management of human behaviors. Job satisfaction increases productivity, organizational commitment, physical and mental health and work ethic (Dodange et al, 2016).Empowerment allows people to share their knowledge, increase their role in promoting creativity in the workplace, and look for creative ways to correct mistakes and repeat work processes. Teacher empowerment has a different scope from the empowerment of other participants in the educational environment or staff working outside the education sector, and is defined according to their ability to participate in decision-making processes related to inclusive school learning and teaching (Asivand, 2018).Proficiency, semantically, usually refers to being appropriate for the purpose, competency, sufficient, or qualificated in the true sense, acceptable, and rejected, sufficiently prepared to enter a particular profession, and Directly related to specialized certificate or approvement in that profession. The International Association of Standards of Internship, Performance and Training considers competency to be an integrated set of skills, knowledge and attitudes that enables an individual to effectively perform the activities of a particular profession or to live up to the expected standards of that profession (Karimi, 2013).Sepahbod & Montazeri Najafabadi (2021), conducted a study entitled "The effect of sense of competence on the path of job satisfaction with the mediating role of job burnout and relative deprivation (Case study: selected government offices in Najafabad)." The results showed that the sense of competence higher than the organizational position in employees leads to a decrease in job satisfaction in the organization.Orgambídez & Almeida (2020), conducted a study entitled "Study of the relationship between structural empowerment and job satisfaction through the mediating effect of role stress and professional competence: a cross-sectional questionnaire study". The results showed that there is a significant relationship between structural empowerment, role stress and professional competence with job satisfaction.MethodologyThe research method is descriptive-correlative in nature, and applicable in terms of purpose. The statistical population of the study consisted of 837 high school teachers in Rasht. 263 people were selected based on Krejcie and Morgan table and simple random sampling method as the sample size. To collect data related to Minnesota Job Satisfaction Questionnaire (MSQ) and Professional Competence Variable, Mollaei Nezhad Questionnaire (2012) and Job Competence Variable were used by Spreitzer (1995).Discussion and ResultsIn order to test the research hypothesis and analyze the data, the structural equation technique was used with Lisrel statistical software and Spss statistical software. The results showed that the mean root index of approximate squares equal to (0.018) of the model has a good fit. Other goodness-of-fit indicators have been in the range of acceptance, and the results showed that there is a positive and significant relationship between professional competence and teachers 'job empowerment. There is a positive and significant relationship between job empowerment and teachers' job satisfaction; and between professional competence and job satisfaction; and between professional competence and job satisfaction with the mediating role of job empowerment.ConclusionThe present study was conducted to investigate the development of job satisfaction model based on job empowerment and professional competence. The findings of this hypothesis are consistent with the results of the findings of Jiraro et al, (2014); Zendedel (2016); Abdollahi et al, (2014); Orgambídez & Almeida (2020); and Hamidi Zadeh & Bramon (2011); Teachers learn the skills needed to teach and try to develop their abilities within their scope of work. They pursue their career outcomes in line with the higher goals of the education system (zarebin, 2020). Their job responsibilities are very clear and it is important for them to judge how students perform in the education system (Rajabpour et al, 2019). Teachers with high job ability manage their cognitive and behavioral characteristics based on individual controls, and how well they function in the education system is very important to them (Bisung & Dickin, 2019). Teachers who are well-qualified in the teaching process will have sufficient skills in using teaching methods appropriate to the subject matter. Such people have up-to-date and desirable information on how to produce and organize thematic knowledge (Khoshravian, 2016). They are constantly trying to be useful in challenging themselves and their colleagues and examining their job abilities. Teachers' job performance is a topic that is constantly analyzed by school principals (Dibai Saber, 2016). Such people have the ability to analyze content and critique and its skills. They can develop this ability in teachers, and this power of content analysis can be valuable in attracting teachers to professional activities (Blömeke & Kaiser, 2020).The development of teachers' professional competencies should be considered as a process that starts from the pre-service period and covers the entire teaching profession. This proposal should be systematically designed, supported, budgeted for, and considered for teacher promotion. Teachers should have access to the necessary information about how to teach properly as well as school work policies. They need to be more clarified and aware of the goals of the education departments, which are clearly defined, and to know what an important role their work plays in achieving the goals of the schools and the education system. On the other hand, the teachers, by providing opportunities for selection, making decision and internal control and the use of challenging, diverse and enjoyable assignments with emphasis on different dimensions of academic participation (behavioral, emotional, and cognitive factors) play an important role in creating useful understanding and increasing interest; and students can have motivation and educational participation. Accordingly, it is suggested that teachers in the educational process pay attention to the dimensions of students' academic participation in their work priority. Finally, the formation of training workshops for teachers in relation to familiarity with solutions makes them have more understanding of their competencies.
