دانلود مقاله ارزیابی ابعاد فرهنگ سازمانی و تغییر آنها در اثر همه گیری
خلاصه
1. معرفی
2. پیشینه نظری
3. روش و روش تحقیق
4. نتایج و بحث
5. درس های آموخته شده
6. نتیجه گیری
بیانیه مشارکت نویسنده CRediT
منابع
Abstract
1. Introduction
2. Theoretical background
3. Research procedure and methods
4. Results and discussion
5. Learned lessons
6. Conclusions
CRediT authorship contribution statement
References
چکیده
هدف از این تحقیق تعیین اینکه آیا همه گیری کووید-19 بر تغییر فرهنگ سازمانی در دبیرستان های دولتی تأثیر داشته است یا خیر است. علاوه بر این، اگر تغییری در فرهنگ سازمانی ایجاد شده باشد، این تغییر تا چه اندازه با نوع ترجیحی متفاوت است؟ برای تعیین انواع فرهنگ سازمانی از پرسشنامه OCAI کامرون و کوین استفاده شد. 453 پاسخ معتبر از معلمان مدارس متوسطه دولتی به طور تصادفی انتخاب شده در تمام مناطق جمهوری چک به دست آمد. قبل از کووید-19، وضعیت موجود و ترجیحی ارزیابی شد. مشخص شد که در ابتدا فرهنگ سلسله مراتبی غالب بود، در حالی که در حال حاضر ترجیحات برای آدوکراسی و فرهنگ بازار به طور قابل توجهی افزایش یافته است، اگرچه نوع سلسله مراتب همچنان غالب است. در نوع آینده، پاسخ دهندگان طایفه فرهنگ سازمانی را خواهند دید. تغییر در هر نوع، و همچنین در هر یک از ابعاد آن در سه دوره مورد مطالعه، موضوعی را برای پژوهشگر فراهم می‌کند تا تحقیقات عمیق‌تری در زمینه زمینه انجام دهد و مؤسسات و مدیران مدارس استراتژی‌هایی را برای حمایت از ایجاد یک فرهنگ سازمانی سالم توسعه دهند. .
Abstract
The purpose of this research is to determine whether the Covid-19 pandemic has had an impact on the change of organisational culture in public high schools. Additionally, if there has been a change in organisational culture, to what extent does this change differ from the preferred type? Cameron and Quinn's OCAI questionnaire was used to determine the types of organisational culture. 453 valid responses were obtained from teachers of randomly selected public secondary schools in all regions of the Czech Republic. Pre-Covid-19, the present and preferred status were assessed. It was found that initially hierarchy culture was predominant, while currently preferences for adhocracy and market culture have increased significantly, although the hierarchy type still prevails. In the type of future, respondents will see the clan of organisational culture. The shift in each type, but also in each of its dimensions in the three periods studied, provides the researcher with a theme for deeper research into the context, and for school institutions and principals to develop strategies to support the creation of a healthy organisational culture.
Introduction
There is no consensus among the authors on the definition of organisational culture. Despite this, the authors recognize that organisational culture is an important subsystem of an organization, a determinant of organisational effectiveness and the quality of work life of organisational members (e.g., Deal & Kennedy, 1982, Schein, 1992, Cameron & Quinn, 1999, Schein & Schein, 2016, Miranda-Wolff, 2022). Organisational culture is defined as a phenomenon consisting of individual elements (Schein, 1992). According to Schein's model, the most commonly cited elements of organisational culture are artifacts, norms, attitudes, values, and basic assumptions (Schein, 1992). In other words, the basic values, attitudes, and beliefs that exist in an organization, the patterns of behavior that result from these shared meanings, and the symbols that express the connection between the beliefs, values, and behaviors of organisational members (Denison, 1990). Organisational culture is the result of a learning process. It is the result of the accumulation of experiences passed on to individuals through the socialization process; it provides continuity, reduces employee uncertainty, and affects their job satisfaction and emotional well-being; it is a source of motivation and can be a competitive advantage (Lukášová, 2010).
Organisational culture can be viewed from different perspectives and relationships (e.g. Handy, 1993, Deal & Kennedy, 1982, Trompenaars, 1993, Hall, 1995, Goffee & Jones, 1998 and others). For the research presented here, a typology of organisational culture was chosen following the Cameron and Quinn (1999) model.
Conclusions
The aim of the research was to use the OCAI method to identify possible changes in the types of organisational culture and its dimensions in public secondary schools in three situations, namely, pre-pandemic, post-pandemic and preferred type.
The organisational culture was also found to be affected by the pandemic. The clan type rating decreased during the pandemic, but as a preferred type, it achieved an exceptional rating compared to the other three types. The rating of the hierarchy type has gradually declined, and as a preferred type it has the second highest rating. The rating of the adhocracy type increased significantly due to the need to find new ways of working and using technology during the pandemic, but it reached the lowest value as the preferred type. The market type rating was not affected by the pandemic. However, as a desired type, it has only slightly higher preferences than adhocracy.
As Furnham and Gunter (2015) stated, cultures that are "good" in one circumstance or time period may be dysfunctional in another circumstance or time period. Because culture itself is created and manifested in different ways in different organizations, it is not possible to say that one culture is better than another, only that it is different in some way. There is no such thing as an ideal culture, only an appropriate or suitable culture.