چکیده:
The aim of this research was to identify and assess the status of antecedents and consequences of organizational agility of the country's education departments in a process model. This study was applied in terms of purpose and mixed in terms of data collection. The research population in the qualitative section consisted of academic experts and education specialists, and in the quantitative section, it consisted of managers and deputies of education departments in the country's provincial centers (42,000 people). The sample size in the qualitative section was 10 people and in the quantitative section was 527 people, which were selected using purposive and multi-stage cluster random sampling methods, respectively. The tool in the qualitative section was semi-structured interviews and in the quantitative section was a researcher-made organizational agility questionnaire consisting of 110 questions. The construct and content validity of the questionnaire and the reliability of the interview were confirmed using the intra-subject agreement method, and the reliability of the questionnaire was calculated using Cronbach's alpha and test-retest methods as 0.92 and 0.87, respectively. In the qualitative section, the grounded theory approach was used, and in the quantitative section, exploratory factor analysis methods and the t-test were used. The results showed that the dimensions of organizational agility included speed, responsiveness, flexibility, and competence; the influential dimensions included organizational culture, information technology, and human capital; and the influenced dimensions included job satisfaction, productivity, and competitive advantage, and the status of all dimensions and components was desirable.
خلاصه ماشینی:
The results showed that the dimensions of organizational agility included speed, responsiveness, flexibility, and competence; the influencing dimensions included organizational culture, information technology, and human capital; and the influenced dimensions included job satisfaction, productivity, and competitive advantage, with the status of all dimensions and components being desirable.
In order to create agility and increase response speed and flexibility, organizations must follow rules and principles so they can achieve this task with greater speed and effectiveness; adhering to these principles indicates a culture of accepting organizational agility, which includes creating value for customers, the importance of people and the role of information, intra-organizational and extra-organizational cooperation, and readiness for change (Jovanovic, Mas, Mesquida & Lalic, 2017).
Abdi Talarpashti, Mahmoudi, and Jahani (1395), in a study titled "Factors Affecting the Agility Supply Chain of Iranian Hospitals," considered factors such as employee skill development, the use of information technology, integration of organizational processes, cost reduction, responsiveness, planning, introduction of new services, and service quality to be effective in organizational agility.
Results of exploratory factor analysis to identify the dimensions and components affecting the organizational agility of the country's education departments (refer to page image) According to the results of Table 1 and similar to the grounded theory approach, the construct of factors affecting organizational agility has three dimensions: organizational culture (including four components: job involvement, adaptability, flexibility, and mission), information technology (including seven components: telecommunications, technological ethics, technological culture, technology management, network infrastructure, electronic environmental readiness, and technological security), and human capital (having three components: knowledge, skill, and expertise).
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