تاثیر کمال‌گرایی پیشرفت‌دهنده بر یادگیری سازمانی و اخلاق سازمانی در دانشگاه علوم پزشکی(مطالعه موردی دانشگاه علوم پزشکی مازندران)

نوع مقاله : پژوهشی (Original Research)

نویسندگان

1 دکتری تخصصی مدیریت آموزش عالی، واحد تحصیلات تکمیلی، ‌دانشگاه‌ علوم و فنون مازندران،بابل،ایران

2 . دانشیار، گروه مدیریت آموزشی، واحد ساری، دانشگاه آزاد اسلامی، ساری، ایران،

3 دکتری‌تخصصی مدیریت‌آموزش‌عالی، معاونت بهداشتی، ‌دانشگاه‌ علوم پزشکی بابل،بابل،ایران

چکیده

زمینه‌و‌هدف: یکی ازمولفه های شخصیتی که به درجات متفاوت در کارکنان وجود دارد و می‌تواند در نوع و میزان پیشرفت و موفقیت کارکنان تأثیرگذار باشد،کمال‌گرایی است. هدف از این پژوهش بررسی رابطه کمال‌گرایی پیشرفت‌دهنده با یادگیری سازمانی و اخلاق سازمانی در دانشگاه‌ علوم‌پزشکی بوده است.
روش بررسی: پژوهش حاضر توصیفی پیمایشی بوده، جامعه آماری شامل کلیه کارکنان دانشگاه‌ علوم‌پزشکی مازندران به تعداد 2941 نفر، که بر اساس جدول مورگان به تعداد 341 نفر به روش تصادفی‌طبقه‌ای بعنوان نمونه انتخاب شدند. ابزار جمع‌آورى‌داده‌ها شامل پرسشنامه‌های: کمال‌گرایی پیشرفت‌دهنده اسدپور و همکاران‌(1397)، یادگیری سازمانی نیفه(۲۰۰۱) و اخلاق‌سازمانی‌امیدی (1390) بوده است. جهت تجزیه و تحلیل داده‌ها از آزمون‌های کولموگروف-اسمیرنوف، مدل معادلات‌ساختاری با استفاده از نرم افزار Spss21 و LISREL8.5 انجام گرفت.
یافته‌ها: کمال‌گرایی پیشرفت‌دهنده دارای میانگین 63/3 و از میان مولفه‌های آن، میل به نظم‌و‌ترتیب دارای بیشترین میانگین و هدفمندی دارای کمترین میانگین می‌باشد. یادگیری‌سازمانی دارای میانگین 58/3 و از میان مولفه‌های آن، چشم‌انداز مشترک دارای بیشترین میانگین و تفکر‌سیستمی دارای کمترین میانگین می‌باشد. اخلاق‌سازمانی دارای میانگین 6/3 و از میان مولفه‌های آن، انصاف‌و‌برابری دارای بیشترین میانگین و صداقت‌و‌راستگویی دارای کمترین میانگین می‌باشد. کمال‌گرایی پیشرفت‌دهنده با یادگیری‌سازمانی با ضریب استاندارد(65/0) و با اخلاق‌سازمانی با ضریب استاندارد(58/0) رابطه مثبت و معنا‌داری دارد.
نتیجه‌گیری: کمال‌گرایی پیشرفت‌دهنده بر یادگیری‌سازمانی و اخلاق‌سازمانی کارکنان دانشگاه علوم‌پزشکی مازندران تاثیر دارد. با توجه به ارتباط یادگیری و اخلاق‌سازمانی با اثربخشی، بهره‌وری‌وبهبود عملکرد‌سازمان، انتظار می‌رود، مدیران و مسئولان دانشگاهی با برنامه‌ریزی-های علمی و منسجم نسبت به پرورش و ارتقای جنبه‌های مثبت و پیشرفت‌دهنده کمال‌گرایی در کارکنان همت گمارند.

کلیدواژه‌ها

عنوان مقاله [English]

The Impact of Progressive Perfectionism on Organizational Learning and Organizational Ethics in Medical University (Case Study of Mazandaran University of Medical Sciences)

نویسندگان [English]

  • Tahereh Aghamirzaee mahali 1
  • Maryam Taghvaee Yazdi 2
  • jamileh aqatabar roudbari 3
1 PhD, Higher Education Management, Graduate School, Mazandaran University of Science and Technology, Babol, Iran
2 Associate Professor, Department of Educational Management, Sari Branch, Islamic Azad University, Sari, Iran
3 PhD, Higher Education Management, Vice Chancellor for Health, Babol University of Medical Sciences, Babol, Iran
چکیده [English]

Background and objective: One of the personality components that exists in different degrees in employees and can affect the type and level of progress and success of employees is perfectionism. The aim of this study was to investigate the relationship between progressive perfectionism and organizational learning and organizational ethics in medical university.
Methods and Materials: The present study was descriptive-survey, the statistical population included all employees of Mazandaran University of Medical Sciences with 2941 people, which according to Morgan table 341 people were selected by stratified random sampling as a sample. Data collection tools included questionnaires: Asadpour et al.'s Advanced Perfectionism (1397), Neefe Organizational Learning (2001) and Omidi Organizational Ethics (2011). To analyze the data from Kolmogorov-Smirnov tests, structural equation modeling was performed using Spss21 and LISREL8.5 software.
Results: Progressive perfectionism has an average of 3.63, and among its components, the desire for order has the highest average and the target has the lowest average. Organizational learning has an average of 3.85, and among its components, the shared perspective has the highest average and systemic thinking has the lowest average. Organizational ethics has an average of 3.6 and among its components, fairness and equality have the highest average and honesty and truthfulness have the lowest average. Progressive perfectionism has a positive and significant relationship with organizational learning with standard coefficient (0.65) and with organizational-ethics with standard coefficient (0.58).
Conclusion: Progressive perfectionism has an impact on organizational learning and organizational ethics of Mazandaran University of Medical Sciences staff. Due to the relationship between learning and organizational ethics with the effectiveness, efficiency and improvement of the organization's performance, it is expected that university administrators and officials will work with scientific and coherent planning to nurture and promote the positive and progressive aspects of perfectionism in employees.

کلیدواژه‌ها [English]

  • Progressive perfectionism
  • organizational learning
  • organizational ethics

مراجع

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طب و تزکیه
دوره 29، شماره 3
آذر 1399
صفحه 245-255

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