Education Management
Fatemeh Hamidi; Nadjla Hariri; Fahimeh Babalhavaeji; Hossein Abbasian
Abstract
Abstract
The purpose of this research is to provide a training model with knowledge management approach in the National Bank of Iran. Therefore, it is an applied-developmental research that can use in other banks and financial institutions. The quantitative research method is survey-analytical. The ...
Read More
Abstract
The purpose of this research is to provide a training model with knowledge management approach in the National Bank of Iran. Therefore, it is an applied-developmental research that can use in other banks and financial institutions. The quantitative research method is survey-analytical. The statistical population of 1156 people included experts and middle managers of National Bank headquarters in Tehran province. Cochran's formula was used to calculate the sample size, and 288 people were determined and selected by stratified random sampling method. The tool of data collection is a researcher-made questionnaire. For the validity of the questionnaire, face or content validity methods were used, and for reliability, Cronbach's alpha method was used, which was confirmed with an alpha value of 0.9. The data were processed with the help of SPSS26 statistical software and PLS4 structural equation software. To analyze the gap, the non-parametric Wilcoxon test was used to identify the current and desired status of training indicators with the knowledge management approach in National Bank, and also Friedman test was used to determine the priority between categories, and structural equations were used to analyze the confirmatory factor and build the model. According to the findings, there is a significant difference between the average of the current and desired status of the indicators in the target community. Finally, the models were examined in two sections: the current, and the desired status; and a combined model was presented. Based on the results, the managers of National Bank should make extra efforts in all the components of the model, which in the current status have less factor loading than the desired status, in order to implement employee training with knowledge management approach.
Extended abstract
Introduction
Today, the development of the world economy is focused on creating knowledge and competency-based economy. In this process a key role belongs to the skilled workforce that meets the needs of the labor market, and is a driver of economic and social progress, as well as improving competitiveness of the country in general (Sekerin et al., 2018). Therefore, training and development of employees with the aim of increasing the productivity in the organization has become very important (Ismael et al., 2021). Organizations make huge investments on employee training and development each year. However, transfer of knowledge acquired through training programs to company stakeholders is not as easily achieved. A learning environment needs to be produced in organizations such that employees are motivated to actively learn new things and then share their knowledge with their peer (Banerjee, Gupta & Bates, 2017). Knowledge management processes implemented at the organizational level can play a vital role in the transfer of knowledge thereby, increasing the effectiveness of training (Abd Rahman et al., 2013): because human resources training is the primary approach to elicit and reinforce employees' knowledge and proficiency. Certainly, both knowledge and human resources are being increasingly regarded as key levers of improving of organizational performance in today’s global, dynamic and complex organization environment (Khaksar et al., 2011). Organizations striving in today’s fast changing marketplace are facing the need to have employees who know how to learn and who can quickly retool and be ready for new challenges (Ho, 2008). In this regards, the adoption of appropriate Knowledge Management approaches which is recognized to be a way to achieve sustainability goals (Kassaneh, Bolisani & Cegarra-Navarro, 2021) has become an important tool for enhancing and supporting education (Alosaimi, 2016).
So far, various models have been presented for the training systems of the employees of the organizations. But considering the importance and promotion of knowledge and the importance of increasing the efficiency and competitive environment among organizations, especially in banks and financial institutions due to being exposed to changes,, a suitable model is needed to achieve this important. It can be institutionalized the teaching and learning process which is the goal of effective education. Therefore, the current research aims to provide a model of training with a knowledge management approach in the National Bank of Iran, in which the following questions are examined and answered:
What is the current status and the desired status of training indicators with knowledge management approach in National Bank of Iran According to the experts and managers of this bank?
What is the ranking of training indicators with knowledge management approach in National Bank of Iran?
What is training model with the knowledge management approach in National Bank of Iran?
Theoretical framework
According to Goldstein (1986), training is defined as “the systematic acquisition of skills, rules, concepts, or attitudes that result in improved performance” (Abd Rahman et al., 2013). The main purpose of employee training is to increase efficiency. Individuals rely on training to improve their current skills and to learn new skills (Renukappa, Suresh & Alosaimi, 2021).
Davidson and Philip Voss (2003) state that knowledge management is the way based on which the organizations manage their employees, identify and store existing knowledge, and share it with teams to improve the quality and value of that knowledge to create knowledge-based innovations (Kurniawan et al, 2023). The real focus of knowledge management is on “doing the right thing” instead of “doing things right”. It provides a framework within which the organization views business processes as knowledge processes which involves creation, dissemination and application of knowledge towards organizational sustenance and survival (Dhamdhere, 2015).
The benefit and application of new methods and approaches of training and learning of employees is accompanied by a change in the paradigm of education towards learning opportunities (Mogharab Elahi & Jafari, 2022). Knowledge management will lead educational organizations to identify all the needed processes that add value to learning experience (Alosaimi, 2016).
Methodology
The research method is quantitative, survey-analytical, and an applied-developmental research in terms of its purpose. The statistical population was 1156 people, including experts and middle managers of National Bank headquarters in Tehran province. Cochran's formula was used to calculate the sample size, and 288 people were determined and selected by stratified random sampling method. The tool of data collection is a researcher-made questionnaire. This questionnaire has 42 items and 9 components: scientific ability of human resources (5 items), behavioral competence of human resources (3 items), policy and legislation (4 items), social factors (3 items), educational leadership (6 items), Knowledge management approach (8 items), evaluation and control of educational quality (3 items), learning culture (4 items), and human resources training (6 items). For the validity of the questionnaire, face or content validity methods were used, and for reliability, Cronbach's alpha method was used, which was confirmed with an alpha value of 0.9. The data were processed with the help of SPSS26 statistical software and PLS4 structural equation software. To analyze the gap, Wilcoxon's non-parametric test was used to identify the current and desired status of training indicators with the knowledge management approach in the studied bank. The non-normality of the data distribution is the reason for choosing this test, which was calculated through the Kolmogorov-Smirnov Test. Friedman's test was used to determine the priority between categories and criteria, and structural equations were used for confirmatory factor analysis and model building.
Discussion and Results
The findings showed that for all variables, the significance level value of the Wilcoxon test is equal to 0.000; which is less than 0.05, so the null hypothesis is rejected with%99 confidence, and there is a significant difference between the average of current status and the desired status in the target society. According to the results of the descriptive section, the average of the current status is lower than the average of the desired status. Also, the significance level of Friedman's test for the current and desired status is equal to 0.000, which is less than the value of 0.05; so with%99 confidence, there is a significant difference between the ranks of each variable. According to the average values of the ranks, the policy and legislation variable in the current status has the highest rank with a value of 6.73 and the learning culture variable has the lowest rank with a value of 3.25. Also, the variable of human resources training in desired status has the highest rank with a value of 5.82 and the variable of knowledge management approach has the lowest rank with a value of 4.29. In order to provide a model of education with knowledge management approach, the models have been examined in two parts; the current status and the desired status. In these models, the indicators whose factor loading was less than 0.7 were excluded from the model. Finally, the combined model is presented based on the factor loading report of each index.
Conclusion
The present research was conducted with the aim of presenting a training model with knowledge management approach in the National Bank of Iran. According to the findings of this research, in order to bring about change and achieve the desired status of the identified indicators, the managers of National Bank must be able to quickly adapt to the current changing and unpredictable conditions, and their efforts to change should be in the direction where teaching and learning processes are at the center of their work. The current research is consistent with the findings of Ramazanzade et al, (2019), which emphasize the use of group teaching methods and active learning and practical communities in order to produce more knowledge, and also with the results of Reyhani (2022), which states the role of the knowledge management approach in improving the performance of education and its effectiveness, and with the studies of Utete (2017) and Fadel (2022) in connection with the promotion of knowledge transfer culture.
In line with the findings of this research, it can be acknowledged that providing training with knowledge management approach covers all the objectives of in-service training for employees from the aspects of induction, retraining, compensatory and knowledge enhancement, and it is effective in achieving these goals, such as helping people to carry out assigned tasks, compensating and completing the training of employees, improving the knowledge and ability of employees, and providing them with new scientific information.
On one hand, the high ranking of the policy and legislation index in the current status shows the importance of this issue and its related components from the point of view of the managers and experts of the studied bank. In line with the findings of this part of the research, the studies of Moharramzadeh, Talebi & Daneshvar (2020), NNKO & TIENG'O (2022), and Holakupour & Hamidizadeh (2016) have been emphasized the importance of human resource training policies and the fact that training and development programs should be part of the organization's strategic plan and the need to match knowledge business strategies with knowledge development strategies to increase organizational effectiveness.
On the other hand, the low ranking of the knowledge management approach in the desired status and the learning culture in the current status indicates that the managers and experts of the studied bank are not aware of the concept of knowledge management and knowledge sharing culture. In this context, researchers such as Babai Farsani, Hassani Moghadam & Farhadi (2021), Malik & Danish (2020), Omar & Mahmood (2020), and Kurniawan et al, (2023) have discussed the importance of learning culture and knowledge management in organizations in improving individual and organizational performance.
In general, the model designed in this research shows a comprehensive picture of human resource training indicators with knowledge management approach that can be used in other banks and financial institutions. In order to implement employees training with knowledge management approach, National Bank managers should make extra efforts in all the components of the model, which in the current status have less factor loading than the desired status. It is necessary for managers of banks and financial institutions, including the National Bank, to improve the level of knowledge and the quality of the behavior and performance of employees by recognition and prioritization the indicators of employees training with knowledge management approach.
Based on the obtained results, it is suggested: emphasis and support of managers of banks and financial institutions on the implementation and institutionalization of knowledge management, providing a suitable motivational package for knowledge workers, complete integration between training strategies and macro knowledge strategies, educational planning and content development according to knowledge gaps, creativity in choosing new educational methods and using knowledge management tools, providing flexible and combined learning opportunities and paying more attention to virtual education, developing informal relationships, experiential and collaborative learning, considering talent training as a main responsibility for managers of banks and financial institutions and developing a program to record and transfer knowledge of employees.
leila jalali; Mahtab jafari
Abstract
The purpose of this research is to investigate the mediating role of human resource improvement in the relationship between knowledge management and the job performance of secondary school teachers in Karaj city. The current research is an applicable research in terms of its purpose, and a survey-correlation ...
Read More
The purpose of this research is to investigate the mediating role of human resource improvement in the relationship between knowledge management and the job performance of secondary school teachers in Karaj city. The current research is an applicable research in terms of its purpose, and a survey-correlation research in terms of research method. The statistical population of the research is 7690 secondary school teachers in Karaj city. Using the Tabaking formula, 200 people were selected as a sample from among the teachers by multi-stage cluster sampling method. To collect data, Velba & Jansen's human source training and improvement (2010), Lawson's knowledge management (2003), and Patterson's job performance (1990) questionnaires, which had acceptable validity and reliability, were used. Data were analyzed using descriptive and inferential statistical methods including correlation coefficient, path analysis, and structural equation model. The results showed that there was a significant relationship between knowledge management and job performance (p≥0.05). There was a significant relationship between improving human resources and job performance (p≥0.05). There was a significant relationship between knowledge management and improving human resources (p≥0.05). Also, the results of the structural equation model showed that the human resource improvement variable had a mediating role in the impact of knowledge management on job performance (p≥0.05). In general, it can be concluded that the improvement and development of knowledge management and training and the improvement of human resources can directly lead to an increase in the professional performance of teachers.
Extended Abstract
Introduction
Job performance means knowledge and ability to perform specific tasks, which requires proficiency in the use of special techniques and tools, and practical competence in behavior and activity. Such functions are obtained through education, internship and experience. The distinctive feature of job performance is that it is possible to achieve the highest level of competence and expertise, because this performance is accurate, specific and has objective and measurable criteria (Saatchi, 2007; Savari et al, 2017). Kampbell (1999) considers job performance to be behavior or actions that include the organization's goals and determine its efficiency, which can be determined by the level of skills determinable by providing a specific action or a set of actions (Nam & Park, 2019). Job performance is influenced by various factors, including knowledge management and improvement of human resources. Knowledge management is as a life cycle that includes four elements (Salami & Mohseni, 2019). On the other hand, the most important feature of today's organizations is change. Koper (2004) in the definition of human resource improvement writes: Human resource improvement is related to preparation for learning, development and training opportunities in order to improve individual and group performance and organizational improvement (Koper, 2004; Bigdali et al, 2018). ).
According to the mentioned materials, the main problem of the research is: what is the relationship between knowledge management and teachers' job performance with the mediating role of improving human resources?
Theoretical foundations
Knowledge management is a systematic and coherent process that uses a suitable combination of information technologies and human interaction to identify, manage and share the organization's information assets.
Job performance includes an area of organizational behavior that is related to people's jobs, and is in line with the achievement of the organization's goals. Job performance definitions mainly emphasize behavior compared to results (Jalal Zadeh & Nasiriyan, 2020).
Improvement refers to activities through which employees keep pace with the changes and growth of the organization. In organizational literature, there is a small difference between training and improvement.
Hoseini (2021) investigated the impact of flexibility of human resources on organizational innovation and job performance of the employees of Birjand Education Department. The results of the research showed that the flexibility of human resources has an effect on the organizational innovation of employees. Employees' skills and behavioral flexibility do not affect the organizational innovation of employees. The flexibility of human resource activities has an effect on the organizational innovation of employees. The flexibility of human resources affects the job performance of employees. Employees' skills, behavioral flexibility and flexibility of human resource activities do not affect the job performance of employees.
Por Rashidi (2021) investigated the mediating role of knowledge management and organizational learning in the impact of human resources development activities on employee innovation (case study of employees of Shahid Bahonar University, Kerman). The results showed that human resource development activities have a positive and significant effect on knowledge management. Human resources development activities have a positive and significant effect on the organizational learning of employees. Organizational learning of employees has a positive and significant effect on their innovation. Organizational learning of employees has a positive and significant effect on their innovation. Human resource development activities have a positive and meaningful effect on employee development. Finally, knowledge management and organizational learning play a mediating role in influencing human resource development activities on employee innovation.
Research Methodology
The current research is applicable in terms of its purpose, and is a descriptive research in terms of the research method of the correlative-survey type and based on structural equation modeling. The statistical population of the research is 7,690 secondary school teachers in Karaj city, among which 200 people were selected as a sample by using the smoking formula with a multi-stage cluster sampling method. The questionnaire of Patreson (1990) was used in order to collect data related to the job performance variable, and the questionnaire of Lavson (2003) for the knowledge management variable, and the questionnaire of Velba & Jansen (2010) for the human resources improvement variable were used.
Research Findings
In order to investigate the hypothesis of the research, the structural equation modeling method of structural equation modeling with the help of spss software was used, and then statistical liserel software was used to measure the effects of the independent and mediator variables with the dependent variable, and the results were as follows: the results of the first sub-hypothesis showed that based on the findings of inferential statistics, the coefficient of knowledge management impact on job performance is estimated at 0.46. Considering that the value of the significant number (t-value) is equal to 6.09 and more than 1.96; it means that knowledge management has a positive and significant effect on performance. The results of the second sub-hypothesis showed that based on the findings of descriptive statistics, the mean of the variable of job performance is equal to 3.48 out of 5, and its standard deviation is 0.94, which indicates that the teachers' job performance level is higher than the average. Based on the findings of inferential statistics, the impact factor of improving human resources on job performance is estimated at 0.31. Considering that the value of the significant number (t-value) equal to 4.16 is greater than the absolute value of 1.96; it means that improving human resources has a positive and significant effect on job performance. The results of the third sub-hypothesis showed that based on the findings of descriptive statistics, the mean of human resource improvement variable is equal to 3.69 out of 5 and its standard deviation is 0.69, which can be said that the teachers are average to high in terms of human resource improvement. Based on the findings of inferential statistics, the impact coefficient of knowledge management and improvement of human resources is estimated at 0.51. Considering that the value of the significant number (t-value) equal to 6.07 is greater than the absolute value of 1.96; that is, knowledge management has a positive and significant effect on the improvement of human resources. The results of the main hypothesis showed that the effect of the knowledge management variable on the improvement of human resources was accepted with a path coefficient of 0.51 and a t-statistic value of 6.07. Also, the effect of improving human resources on job performance was confirmed with a path coefficient of 0.31 and a t-statistic value of 4.16. On the other hand, considering that the absolute value of the Sobel statistic is equal to 4.208 and is greater than 1.96, and the significance level of the test (0.00) is lower than the error level of 0.05, it can be found at the confidence level of 95 percentage of mediating effect of human resource improvement in the relationship between knowledge management and job performance confirmed once again. Also, the value of the direct effect of knowledge management on job performance is equal to 0.46, the indirect effect of knowledge management on job performance is 0.158, and the total effect of knowledge management on job performance is estimated to be 0.618.
Conclusion and Discussion
The current research was conducted with the aim of mediating role of improving human resources in the relationship between knowledge management and teachers' job performance. The results of this research are consistent with the results of Morshedi Tonekaboni (2020); Yousefli & Efrai (2020); Salami & Mohseni (2019); Ghasemi-nejad Raini & Azari (2018); the application of knowledge management and training and improvement of human resources by providing creating conditions for more productivity of human capital, creating job feedback, more efficient and effective learning, satisfaction of applicants, stimulating motivation as well as creativity and innovation, creates the field of desire and motivation to work and career advancement, and ultimately leads to improvement.
According to the current research, it is suggested to pay special attention to training and improving the knowledge of employees and in this regard, design and implement training courses based on needs assessment by experts and establish the balance between the personal needs of teachers and the needs of the organization, the redesign of assessment and learning mechanisms, and the institutionalization of evaluation culture, reuse of workshop equipment and tools, and training and internship while doing work should be considered.
najaf asgharneghad; salar haghdoust
Abstract
Extended AbstractAbstractThe purpose of this study was to investigate the relationship between digital literacy and knowledge management with teacher empowerment in Dehdasht. The research was descriptive (non-experimental)-correlative in nature. The statistical population of the study included all teachers ...
Read More
Extended AbstractAbstractThe purpose of this study was to investigate the relationship between digital literacy and knowledge management with teacher empowerment in Dehdasht. The research was descriptive (non-experimental)-correlative in nature. The statistical population of the study included all teachers (2200) in Kohgiluyeh city in 1398. The sample size was based on Krejcie and Morgan (1970) table and 327 primary school teachers in Dehdasht were selected as a statistical sample by stratified random sampling. Data were analyzed using standard digital literacy questionnaires of Towhidi-Asl (2012), knowledge management of Newman and Conrad (1999) and Spritzer (1995). Data were analyzed by Pearson correlation coefficient and linear regression tests. The results showed that at the level of confidence (p <0.05), the correlation coefficient obtained (r = 35.6%) between digital literacy and empowerment; and (r = 54.2%) between knowledge management and empowerment were positive and significant. The results of regression analysis showed that the model used to predict teacher empowerment in Dehdasht is significant and this model is able to explain the relationship between variables. The variables of knowledge management and digital literacy, with beta coefficients of 29.2% and 12.4%, respectively, were able to predict the empowerment of teachers in Dehdasht. Based on the beta coefficient, for increasing one standard unit of information retrieval and information and communication management, 21% and 48.5% of the standard unit of the empowerment of teachers increases, respectively. Based on the beta coefficient, for increasing one standard unit of the subscales of information retrieval and information and communication management, 21%, and 48.5% of knowledge creation, 22.7% of knowledge retention (absorption) and 6 57.5% and 61.3% of knowledge transfer of the standard unit of the empowerment of teachers in Dehdasht will increase. Based on this, it is concluded that in order to empower teachers, it is necessary to pay attention to knowledge management (ability and up-to-datedness of the principal) and to promote teachers' digital literacy.IntroductionToday, one of the challenges of organizations in general and the education organization in particular is the insufficient use of intellectual resources and the potential capacity of human capital. In education, teachers are among the human resources whose ability is vitally to be paid attention (najafi, 2020). Empowerment begins with a change in employees' beliefs, thoughts, and attitudes; which means that they must believe that they have the ability and competence to perform their tasks successfully, that they feel free to act and are independent in their activities, and that they must be treated fairly and honestly. Empowerment is the safest way to share power. This method will lead to a sense of confidence, double energy, pride, commitment and self-reliance, and ultimately, performance improvement. Employee empowerment is known as a motivational measure that aims to increase performance by increasing participation opportunities and involvement in decision making. This is mainly about creating trust, motivation, participation in decision-making, and removing any boundaries between an employee and a senior manager (Hoang, 2017). In the present age, which is called the age of information and knowledge, the main competitive advantage of organizations lies in their knowledge capital, and knowledge is a source of power for employees and vital for organizations to compete in dynamic environments, and the driving force of comprehensive and sustainable development. Knowledge management in the organization depends on the attitudes of the people who created this culture (Poor Rashidi, 2021). Digital literacy is not just about technology or digital tools; Because understanding social and cultural issues, critical thinking and creativity are skills that people should use while working with any tool (Soleimani Nezhad et al, 2021). Digital literacy is a type of literacy related to the use of digital technologies. Given the above, the main issue of the research is whether there is a significant relationship between digital literacy and knowledge management with empowerment of teachers.Theoretical frameworkDigital literacy refers to the types of literacy associated with the use of new digital technologies (Mohammadyari & Singh, 2014). Digital refers to the activities related to modern communication and information media (Goodfellow, 2011). To be digitally literate, you must have access to a wide range of cultural resources and practices that you can use for digital tools.Knowledge management is the process by which an organization generates wealth from its knowledge or intellectual capital. Knowledge management is the process by which organizations use their collected information. Approaches to knowledge management depend on the management perspective. Differences can be due to information-based perspectives, technology-based perspectives, and culture-based perspectives (Goottschal, 2005).Empowerment is the development and expansion of the ability and competence of individuals to achieve continuous improvement in the performance of the organization. Empowerment in the organizational concept is a change in culture, courage in creating, and leading an organizational and professional environment of employees (Ayouzi Khamenei, 2016). Allah Gholizadeh (2020) in a study entitled The relationship between knowledge management processes and human resource empowerment in the staff of the Martial Arts Federation showed that there is a significant relationship between staff knowledge management processes and their empowerment.Najafi (2020) in a study entitled Modeling the empowerment of teachers with psychological capital, knowledge management and the mediating role of quality of work life, showed that among the three variables of psychological capital, knowledge management, and the mediating role of quality of work life; knowledge management has the greatest effect to empower the teachers.MethodologyThe research is quantitative and descriptive-correlative. The statistical population of the study includes all 2200 high school teachers in Dehdasht in 2019. The sample size was based on Krejcie and Morgan (1970) tab, and 327 high school teachers in Dehdasht were selected as a statistical sample by stratified random sampling method. In this type of sampling, each member of the defined community has an equal and independent chance of being included in the sample; then, using a random number table, 327 people are selected as a sample. Being independent means that the election of a member has no effect on the election of other members of society. The information was collected by field method and survey method and by means of a questionnaire. To collect data related to teachers' digital literacy variable, the digital literacy questionnaire of Towhidi Asl (2012) was used; and for teachers' knowledge management variable, knowledge management questionair of Newman and Ken Rad (1999); and for empowerment variable, Spritzer questionnaire (1995) were used..Discussion and ResultsIn order to test the research hypotheses and analyze the data using SPSS software, inferential statistics were used to test the hypotheses. The results showed that Pearson correlation coefficient between digital literacy variable and teacher empowerment was 0.356 and its significance level was 0.001 which is direct and significant, and this result can be generalized to the statistical population with a probability of 5% error. The adjusted coefficient of determination obtained between digital literacy and teacher empowerment was 0.124; which means that by controlling other variables, 12.4% of the changes in the variable of teacher empowerment depend on digital literacy, therefore, there is a positive and significant relationship between digital literacy and the ability of high school teachers in Dehdasht. Pearson correlation coefficient between knowledge management variable and teacher empowerment is equal to 0.542 and its significance level is equal to 0.001, which is direct and significant, and this result can be generalized to the statistical population with a probability of 5% error. The adjusted coefficient of determination obtained between knowledge management and teacher empowerment was 0.292; which means that by controlling other variables, 29.2% of the changes in the variable of teacher empowerment depend on knowledge management. There is a positive and significant relationship between knowledge management and the ability of primary school teachers in Dehdasht. The subscales of information retrieval and information and communication management have a positive and significant effect on the teachers' empowerment variable, respectively, of 0.210 and 0.485. Based on the beta coefficient, for increasing one standard unit of information retrieval and information and communication management, 21% and 48.5% of the standard unit of the empowerment of teachers increases, respectively. There is a positive and significant relationship between the components of digital literacy, information retrieval components and information management with the ability of Dehdasht junior high school teachers. ConclusionThe aim of this study was to investigate the relationship between digital literacy and knowledge management with teacher empowerment in Dehdasht. Findings of this hypothesis correspond with the results of Moradi & castle (2018), Hasani Kaveh & Saman Sheikhesmaeili (2016), Alvarez (2018), Choi, & et al, (2016), Faulkner & Latham (2016), Gyurova, & Zeleeva, (2017); Education In order to empower teachers in terms of knowledge and skills in schools, it is necessary for Education Office to pay attention to two important and fundamental issues of management and digital and virtual space. Today's education, in order to succeed in its important and great tasks, needs capable managers and up-to-date and advanced tools and facilities, and platforms for implementing future-generation education programs on the web and the Internet. Familiarity with a variety of new software and programs in the digital world is necessary for the dissemination and training of students and teachers in all parts of the country. Today's management has to look at educational justice from a new perspective; access to facilities and tools, the Internet, the web, hardware tools such as computers, tablets, smartphones and the etc, and hundreds more concerns that are still being met and provided for students. We are at the beginning of the road, during which very knowledgeable and capable managers are needed.According to the present study, it is suggested that the Education and training, perform a specialized test of digital literacy and technology for the applicants to select the principals of schools and offices. Principals should be encouraged to create a participatory atmosphere in schools to share knowledge to empower teachers, in-service workshops on teaching new software related to Windows and Android, and due to the high importance of digital and electronic technologies, software training appropriate to the job of a teacher should be provided. The Education, instead of central archives, should focus on core skills and increase software capabilities. Senior principals or school principals should transfer their managerial knowledge and experience to teachers with high moral and work conscience, in order to increase the ability of teachers.
Zahra Pourrshidi
Abstract
Extended AbstractAbstractThe aim of this study was to assess the impact of human resource development activities on staff innovation with the mediating role of knowledge management and organizational learning among the staff of Shahid Bahonarkerman University. The research method is essentially descriptive-correlative ...
Read More
Extended AbstractAbstractThe aim of this study was to assess the impact of human resource development activities on staff innovation with the mediating role of knowledge management and organizational learning among the staff of Shahid Bahonarkerman University. The research method is essentially descriptive-correlative and applied in terms of purpose. The statistical population of the study consisted of 50 heads, deputies, administrative managers and 352 employees of Shahid Bahonar Kerman. Data sampling for heads, deputies, and administrative managers was statistical, and for staff was random- hierarchical. The sample size was 184 people based on Krejcie and Mogan table. Data were collected using Dixon (2000) Knowledge Management Questionnaire, Bosley & Will (2002) Human Resource Management Questionnaire, Moghimi and Ramadan (2012) Organizational Innovation Questionnaire and Nifeh (2001) Organizational Learning Questionnaire. Data authenticity was validated by supervisors and 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 by means of Lisrel statistical software and Spss statistical software. The results showed that human resource development activities have a positive and significant effect on knowledge management. Human resource development activities have a positive and significant effect on organizational learning of employees. Organizational learning of employees has a positive and significant effect on their innovation. Knowledge management has a positive and significant effect on employee innovation. Human resource development activities have a positive and significant effect on employee innovation. Finally, knowledge management and organizational learning have a mediating role in the impact of human resource development activities on employee innovation.IntroductionIn the present age, known as the age of information and knowledge, the main competitive advantage of organizations lies in their knowledge capital, and knowledge is a source of power for employees, vital for organizations to compete in dynamic environments, and strategic weapons and driving force for comprehensive and sustainable development of the country. Knowledge management in the organization depends on the attitudes of the people who created this culture (Araei, Mohammadi Mehr, 2021). In order for organizations to be able to survive in the new paradigm of competition, they must look at innovation as an essential strategy in the current era and, while recognizing environmental changes and developments to be dealt with, identify the organizational indicators affecting organizational innovation. and respond appropriately to these changes (Eyni, 2020). The existing literature on innovation management shows that organizations need to be innovative while using their internal and external knowledge resources. In recent years, with the emergence of the knowledge-based economy, innovation has played a more vital role in the evolution of economic and social structures; that is, organizations with the innovation capacity will be able to respond to environmental challenges faster and better than non-innovative organizations, which in turn increases organizational performance (Singh, Gupta, Busso, Cambodia, 2019). In organizations where change and progress are the main pillars of the organization, innovation and knowledge management are important factors to achieve its goals. Accordingly, to increase the organization's ability to respond to environmental changes, while maintaining system efficiency, organizations need continuous learning (Hashemi, Khadivar, Shami Zanjani, 2018). Today, more than ever, organizations need staff and managers who have the power and innovative ideas to be able to bring the goals and strategies of the organization home (Ebili, 2015). Innovation is an important and vital factor for organizations in order to create sustainable value and competitive advantage. Innovation, on the other hand, is a management system that emphasizes the mission of the organization, seeks exceptional opportunities, and determines whether the move is the strategic direction of the organization, determines the criteria for success, and also seeks opportunities. (Rahmanzadeh, 2016). Knowledge has become the most important alternative to financial and physical capital in today's global economy. However, unfortunately, most organizations in different countries of the world are using traditional methods of financial accounting that were created centuries ago for an organizational environment based on manual operations and tangible assets. While the organizational environment is based on perception, it needs an approach that includes new intangible organizational assets such as knowledge and competencies of human resources, innovation, customer relations, organizational culture, systems, organizational structure, etc. (Heydari, Mohammadjani, 2016). This study tries to answer the question whether human resource development activities have a significant impact on staff innovation with the mediating role of knowledge management and organizational learning in Shahid Bahonarkerman University.Theoretical frameworkToday, the advanced universities of the world are looking to change the educational system and teach knowledge exchange skills to the next generation of students and change the research process, and considering the practical nature of development, they are looking for new ideas. What drives the innovation process in organizations is learning. Reviewing the past literature, knowledge management has a positive effect on organizational learning which, in its turn, has a positive effect on organizational innovation. As a result, both knowledge management and organizational learning can promote innovation separately and effectively (Lo, Nag, Xu, Agung, 2020).MethodologyThe present study is a causal study in terms of method and nature of this research and is applied based on the purpose. The statistical population of this research consists of two parts: the first part consists of 50 heads, deputies and administrative managers of Shahid Bahonarkerman University and the second part consists of 352 employees of Shahid Bahonarkerman University. The method of sampling and determining the statistical sample size is divided into two parts. The census method was used to determine the sample size of the first part of the statistical population (heads, deputies and administrative managers) and in the other part of the statistical population (staff), according to Krejcie and Morgan table, by stratified random sampling method was obtained (184 persons). Knowledge Management Questionnaire (Dikson, 2000), Human Resource Management Questionnaire (Boosli, Will, 2002), Organizational Innovation Questionnaire (Moghimi, Ramezan, 2012), Organizational Learning Questionnaire (2001Nifeh,) are formulated. Formal and content validity is used to determine the validity of research tools. In order to analyze the data collected from the test of research hypotheses, first the Kolmogorov-Smirnov test was used to check the normality of data distribution and structural equations in order to examine the relationship between independent and mediating variables with dependent variables using statistic software LISREL8.Discussion and ResultsIn this section, the method of distribution of the research variables based on the most important central indicators (mean), dispersion indices (variance and standard deviation) are examined. The average of all components is higher than the number 3, and since in the range of selected 5-options, the average above 3 indicates that the status of that variable agrees in the above statistical population, so this factor indicates that the respondents agree with this component.The standard factor load of confirmatory factor analysis to measure the strength of the relationship between each factor (hidden variable) and its observable variables (questionnaire items) in all cases is higher than 0.3. Therefore, the operating structure of the questionnaire can be confirmed. The standard factor load of confirmatory factor analysis to measure the strength of the relationship between each factor (hidden variable) and its observable variables (questionnaire items) in all cases is higher than 0.3. Therefore, the operating structure of the questionnaire can be confirmed. The standard factor load of confirmatory factor analysis to measure the strength of the relationship between each factor (hidden variable) and its observable variables (questionnaire items) in all cases is higher than 0.3. Therefore, the operating structure of the questionnaire can be confirmed. The standard factor load of confirmatory factor analysis to measure the strength of the relationship between each factor (hidden variable) and its observable variables (questionnaire items) in all cases is higher than 0.3. Therefore, the operating structure of the questionnaire can be confirmed. Knowledge management and organizational learning play a mediating role in the impact of human resource development activities on the innovation of the staff of Shahid Bahonarkerman University. In order to investigate the mediating effect of knowledge management and organizational learning in the hypothesis under discussion, the direct effect of two structures with indirect effect in the involvement of mediating variables should be considered so that if the effect increases, the mediating effect can be considered acceptable. In the present hypothesis, the direct effect is equal to 0.51. The indirect effect in the presence of a knowledge management mediating variable is:0/69 × 0/78 = 0/538The indirect effect in the presence of organizational learning mediating variables is:0/71 × 0/81 = 0/575Since the effect of direct path is less than that of indirect path, therefore, the existence of mediating variables of knowledge management and organizational learning increases the effect and the mediating role in the present hypothesis is confirmed.ConclusionResearch findings related to the test of research hypothesis indicate that knowledge management and organizational learning have a mediating role in the impact of human resource development activities on the innovation of Shahid Bahonarkerman University staff. In the present hypothesis, the direct effect is equal to 0.51. Since the effect of direct path is less than that of indirect path, therefore, the existence of mediating variables of knowledge management and organizational learning increases the effect, and the mediating role in the present hypothesis is confirmed. The result is explained by the fact that employees gain experience from their work feedback and usually receive feedback on the occurrence of organizational events. They draw on the results of past events to accomplish their tasks. It can be explained by the research findings (2018 Asadi,) that organizational learning has a mediating role between knowledge management and organizational innovation, and thus, the role of knowledge management as an input is important, and organizational learning plays a key process role, and finally, organizational innovation is an important output in these organizations. The knowledge and skills of the employees are continuously improved and improved. Equal opportunity in training is given to all employees, and the principle of justice is observed in the payroll system. On the other hand, the necessary mechanisms are used to improve communication, perceptual and teamwork skills, and managers of the organization ask members to participate in decision-making. This makes an open and easy communication between managers and members. The results of the hypothesis test are consistent and supported by the research findings of (Araei& Mohammadi mehr, 2021; Nouroozali, 2021; Ghanari, 2019; Tiyan, 2018; Froudi, 2018). Finally, it is suggested that the recruitment and provision strategies (test, interview, selection, etc.) to be legal. The criteria for selecting human resources for entering the organization should be clear and also the knowledge and experience of employees should be used in similar projects.
