fa بررسی سطح یادگیری سازمانی در بین کارکنان دانشگاه علوم پزشکی کرمانشاه (مورد مطالعه مراکز آموزشی و درمانی) آموزش پزشكي Medical Education پژوهشي Research <span style="font-size:11pt"><span style="line-height:17.0pt"><span style="direction:rtl"><span style="unicode-bidi:embed"><span sans-serif="" style="font-family:Calibri,"><b><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">مقدمه: </span></span></b><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black">سازمان‌ها به‌منظور کسب سطح بالاتری از عملکرد و موفقیت همواره به دنبال بهره‌گیری حداکثری از یادگیری سازمانی هستند. بر همین اساس هدف پژوهش حاضر </span></span></span><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black">بررسی سطح یادگیری سازمانی کارکنان دانشگاه علوم پزشکی کرمانشاه می‌باشد..</span></span></span><b><span dir="LTR" style="font-size:8.0pt"></span></b></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:17.0pt"><span style="direction:rtl"><span style="unicode-bidi:embed"><span sans-serif="" style="font-family:Calibri,"><b><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"><span style="letter-spacing:-.2pt">روش بررسی:</span></span></span></b> <span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black">پژوهش حاضر یک مطالعه توصیفی- کاربردی از نوع مقطعی است. جامعه آماری این تحقیق شامل کلیه کارکنان</span></span></span> <span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black">اداری و درمانی دانشگاه علوم پزشکی کرمانشاه در سال 1401 بودند که با استفاده از فرمول کوکران حجم نمونه 530 نفر به دست آمد که با احتساب ضریب استهلاک 20 درصد حجم نمونه 440 نفر برآورد گردید. نمونه‌گیری به‌صورت تصادفی ساده بود. ابزار جمع‌آوری داده‌ها پرسشنامه&shy;ی پروفایل سازمان یادگیرنده مارکوارت 1996 که شامل پنج بعد سازمان، دانش</span></span></span><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">، یادگیری، تکنولوژی و افراد بود<span style="color:black">. به منظور تجزیه و تحلیل داده‌ها از آزمون‌های آماری </span></span></span><span dir="LTR" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""><span style="color:black">t</span></span></span><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black"> مستقل، تحلیل واریانس و همبستگی تجزیه و تحلیل استفاده شد.</span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="font-family:"B Nazanin""></span></span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:17.0pt"><span style="text-autospace:none"><span style="direction:rtl"><span style="unicode-bidi:embed"><span sans-serif="" style="font-family:Calibri,"><b><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"><span style="letter-spacing:-.2pt">نتایج</span></span></span></b><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"><span style="letter-spacing:-.2pt">: </span></span></span><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black">نتایج این تحقیق نشان داد که بین مولفه‌های یادگیری سازمانی، </span></span></span><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">کمترین امتیاز به بعد تکنولوژی (63/22) و بیشترین امتیاز به بعد افراد (71/25)، بر اساس سابقه مربوط به بعد افراد (87/25) و کمترین امتیاز مربوط به بعد تکنولوژی (72/22) و</span></span><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black"> بیشترین امتیاز بر اساس میزان تحصیلات مربوط به بعد افراد در بین افراد دارای تحصیلات فوق لیسانس و دکترا 69/29 و کمترین امتیاز مربوط به بعد تکنولوژی در بین افراد دارای تحصیلات لیسانس 05/22 بوده است.</span></span></span><span lang="FA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:"><span style="letter-spacing:-.2pt"></span></span></span></span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:17.0pt"><span style="direction:rtl"><span style="unicode-bidi:embed"><span sans-serif="" style="font-family:Calibri,"><b><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"><span style="letter-spacing:-.2pt">نتیجه‌گیری:</span></span></span></b> <span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black">براساس نتایج پژوهش حاضر، </span></span></span><span lang="AR-SA" style="border:none windowtext 1.0pt; font-size:10.0pt; padding:0cm"><span b="" nazanin="" style="font-family:"><span style="color:black">مدیران دانشگاه می‌توانند با آموزش و بهبود ساختار سازمانی در دانشگاه خود یادگیری سازمانی کارکنان را افزایش دهند.</span></span></span><span dir="LTR" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""><span style="letter-spacing:-.2pt"></span></span></span></span></span></span></span></span><br> &nbsp; <span style="font-size:11pt"><span style="line-height:115%"><span sans-serif="" style="font-family:Calibri,"><b><i><span style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times=""><span style="letter-spacing:-.2pt">Introduction:</span></span></span></span></i></b> <span lang="EN" style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">In order to achieve a higher level of performance and success, organizations are always looking for the maximum benefit of organizational learning.</span></span></span><span style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times=""><span style="letter-spacing:-.2pt"></span></span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:115%"><span sans-serif="" style="font-family:Calibri,"><b><i><span style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">Methods:</span></span></span></i></b> <span lang="EN" style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">The current research is a descriptive-applied cross-sectional study.</span></span></span> <span lang="EN" style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">The statistical population of this research included all the administrative and medical staff of Kermanshah University of Medical Sciences in 1400-1401. Using Cochran&#39;s formula, a sample size of 530 people was obtained </span></span></span><span style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">and by </span></span></span><span lang="EN" style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">taking into account the depreciation factor of 20%, resulted in a sample size of 440 people.</span></span></span> <span lang="EN" style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">Sampling was simple random.</span></span></span> <span lang="EN" style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">The data collection tool was Marquardt&#39;s 1996 learning organization profile questionnaire, which included five dimensions of organization, knowledge, learning, technology, and people.</span></span></span> <span lang="EN" style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">In order to analyze the data, independent t-tests, analysis of variance and correlation analysis were used.</span></span></span><span style="font-family:"Times New Roman","serif""></span></span></span></span><br> <span style="font-size:12pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times=""><b><i><span lang="X-NONE" style="font-size:10.0pt"><span style="line-height:115%">Result</span></span></i></b><b><i><span style="font-size:10.0pt"><span style="line-height:115%">s</span></span></i></b><b><i><span lang="X-NONE" style="font-size:10.0pt"><span style="line-height:115%">:</span></span></i></b> <span lang="EN" style="font-size:10.0pt"><span style="line-height:115%">The results of this research showed that among the components of organizational learning, the lowest score for the technology dimension (22.63) and the highest score for the people dimension (25.71), based on the history related to the people dimension (25.87) and the lowest score for the dimension</span></span> <span lang="EN" style="font-size:10.0pt"><span style="line-height:115%">Technology (22.72) and the highest score based on the level of education related to the dimension of people among people with post-graduate and doctorate education was 29.69 and the lowest score related to the technology dimension among people with bachelor&#39;s education was 22.05.</span></span><span lang="X-NONE" style="font-size:10.0pt"><span style="line-height:115%"></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:115%"><span sans-serif="" style="font-family:Calibri,"><b><i><span lang="EN" style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">Conclusion: </span></span></span></i></b><span lang="EN" style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">Based on this, the purpose of the current research is to investigate the level of organizational learning of the employees of Kermanshah University of Medical Sciences. University managers can increase the organizational learning of employees by training and improving the organizational structure in their university.</span></span></span></span></span></span><br> &nbsp; سازمان یادگیرنده, یادگیری سازمانی, مدل مارکوارت, مدل به هم پیوسته, دانشگاه علوم پزشکی learning organization, organizational learning, Marquardt model, interconnected model, University of Medical Sciences 306 317 http://jmed.ssu.ac.ir/browse.php?a_code=A-10-1344-1&slc_lang=fa&sid=1 Ehsan parvin احسان پروین ehsan_parvin@yahoo.com 0000-0003-2206-0373 Yes Graduated in Higher Education Management, Faculty of Psychology and Educational Sciences, Department of Educational Management and Planning, Allameh Tabatabai University, Tehran, Iran دانشگاه ملایر Ali Najafpour علی نجف پور ehsan.parvin1990@gmail.com 0000-0002-7677-0760 No General Medical, Faculty of Medicine, Department of Medicine, Kermanshah University of Medical Sciences, Kermanshah, Iran علوم پزشکی کرمانشاه hoda najafpour هدا نجف پور h.najafpour1991@gmail.com 0000-0002-9826-9512 No PhD student in science and technology policy management, Faculty of Economic and Administrative Sciences, Department of Management, Mazandaran University, Babolsar, Iran دانشگاه مازندران