ORIGINAL_ARTICLE
Effect of student team achievement division (STAD) on academic achievement of undergraduate psychology students
Introduction: This paper reports the results of an investigation on the effect of cooperative learning (STAD style) on academic achievement.Materials and methods: Sampling of the study consists of 80 (22-23 years old) students at a state university in Iran. Levels of pre-knowledge acquired by the students were evaluated by means of a self-developed instrument. A clear significant difference, as a conclusion, was detected in favor of the experimental group indicating the success of the STAD. Results: it is found that cooperative learning helped students to develop some of their educational and psychological skills, because the cooperative activities encouraged students to interact freely and communicatively and consequently increasing their academic achievement in Developmental psychology and Physiological psychology courses to a higher level. But it seems conventional teaching hardly improves the teaching of concepts and academic achievementConclusion: in non-cooperative classrooms, in which conventional teaching are used faculty members often talk most of the time and only a few of the brightest learners have the opportunity to participate, usually by responding to the teacher. So, it is found that experimental group students taught by cooperative learning are more successful than control group students taught by conventional teaching.
https://iase-ijeas.com/article_161050_852e5e04a40d44a0a3526929053a0952.pdf
2021-07-01
1
11
10.22034/injoeas.2021.161050
academic achievement
Cooperative learning
STAD
psychology
Mohammad Reza
Keramati
mkeramati47@yahoo.com
1
Associate professor of Educational planning and management. Faculty of Education, University of Tehran, Iran
LEAD_AUTHOR
Andrusyk, D., & Andrusyk, S. (2003). Improving student social skills through the use of cooperative learning strategies. Unpublished Project, Chicago: Saint Xavier University.
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Counseling Matters: Knowledge, Assistance, and Organizational
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60
ORIGINAL_ARTICLE
Emotional Intelligence and Personality traits as predictors of Academic Performance
Introduction: In recent decade, demand for higher education and the factors affecting Academic Performance especially for graduate courses have been increased. So investigating the relationship between emotional intelligence, personality traits and academic performance was the main objective of the current study.Materials and methods: Correlational research method was utilized. Among all PhD students of Isfahan, 291 people were selected by employing simple random sampling and they completed Bar-On Emotional Intelligence Inventory and McCrae Personality Traits Inventory. Results: Finding indicated that emotional intelligence had a positive relation with academic performance also; personality traits have a significant relation to academic performance. The results showed that emotional intelligence and personality traits influence to academic performance positively and can be applied as a criterion for student’s admission.Conclusion: This study results showed that Agreeableness, conscientiousness and openness scales can predict more academic success also emotional intelligence and competences, such as ability to regulate one’s feeling, problem solving, intrapersonal and interpersonal skills, are highly germane to academic success.
https://iase-ijeas.com/article_161054_cfafe533cda77525ff9782b0043b3f3a.pdf
2021-07-01
12
24
10.22034/injoeas.2021.161054
Emotional intelligence
Personality traits Student Admission Student Academic
Saeed
Rajaeepour
mohammadisadr@gmail.com
1
Associate professor, faculty of psychology and educational sciences, university of Isfahan, Isfahan, Iran
LEAD_AUTHOR
Mohammad
Mohammadi
mohammadi@mailsac.com
2
PhD student of Management, university of Isfahan, Isfahan, Iran
AUTHOR
Adeyemo, D. (2007). Moderating influence of emotional intelligence on the link between academic self-efficacy and achievement of university students. Psychology & Developing Societies, 19(2), 199-213.
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5
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6
Chamorro-Premuzic, T., & Furnham, A. (2003). Personality predicts academic performance: Evidence from two longitudinal university samples. Journal of Research in Personality, 37(4), 319-338.
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37
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38
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39
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40
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41
Mikolajczak, M., Menil, C., & Luminet, O. (2007). Explaining the protective effect of trait emotional intelligence regarding occupational stress: Exploration of emotional labour processes. Journal of Research in Personality, 41(5), 1107-1117.
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43
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44
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46
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48
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49
Petrides, K., Frederickson, N., & Furnham, A. (2004). The role of trait emotional intelligence in academic performance and deviant behavior at school. Personality and individual Differences, 36(2), 277-293.
50
Poropat, A. E. (2009). A meta-analysis of the five-factor model of personality and academic performance. Psychological bulletin, 135(2), 322-338.
51
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52
Rosander, P., Bäckström, M., & Stenberg, G. (2011). Personality traits and general intelligence as predictors of academic performance: A structural equation modelling approach. Learning and Individual Differences, 21(5), 590-596.
53
Saklofske, D. H., Austin, E. J., Rohr, B. A., & Andrews, J. J. (2007). Personality, emotional intelligence and exercise. Journal of Health Psychology, 12(6), 937-948.
54
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55
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56
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57
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58
Wong, C. S., & Law, K. S. (2002). The effects of leader and follower emotional intelligence on performance and attitude: An exploratory study. The Leadership Quarterly, 13(3), 243-274.
59
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60
ORIGINAL_ARTICLE
Organizational agility in public and private schools
Introduction: Agility means the ability to respond to rapid and successful response to environmental changes and is an important factor for the effectiveness of schools. Agile school represents the response when exposed to internal and external changes. So, the present study aims to investigate and compare the organizational agility in public and private schools of Isfahan. Materials and method: Employing stratified random sampling, 286 persons were selected by stratified random sampling. Researcher made questionnaire based on Sharif and Zhang's model (2000) were used to assess Organizational agility.Results: finding presented significant differences between the mean score of agility at public and private schools. Additionally in regard of sub variables there was a significant difference between accountability and competence, but in the case of speed and flexibility no significant difference in average were found.Conclusion: for achieving Better Organizational agility, quality of educational and fundamental services should be increased and the reduction of costs, internal satisfaction of the students should be considered in the face of rapid changes in education system and training time associated with changes in the education system
https://iase-ijeas.com/article_161055_d8c687c9bff3f94fc80fee9c26fe9451.pdf
2021-07-01
25
30
10.22034/injoeas.2021.161055
Work Motivation
Organizational Agility
public school
Private School
Accountability
Competence
speed and flexibility
Farzaneh
Eghbal
f_eghbal@yahoo.com
1
Ph.D. Candidate of Educational Management
LEAD_AUTHOR
Reza
Hoveida
hoveida@mailsac.com
2
Associate Professor, Faculty of educational sciences and Psychology, University of Isfahan, Isfahan, Iran
AUTHOR
Algama, K. (2011). Organizational agility: Speed, accountability and organizational flexibility. Journal of human development police, 8 (39), 13-34.
1
Ambrose, C., & Morello, D. (2004). Designing the Agile Organization. International Journal of production economics, 62(3), 33-43.
2
Arteta, B., & Giachetti, C. (2004). A Measure of Agility as the complexity of The Enterprise System. Journal of Robotics and computer Integrated Manufacturing, 20(2), 495-503.
3
Daolat Modeli, M. (2006). Article strategies to achieve organization agility. Web Journal, Issue 72.
4
Dove, R. (1994). The meaning of life and meaning of agile. Production, 106(11), 14-15.
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Goldman, S., Nagel, R., & Preiss, K. (1995). Agile competitors and virtual organization. Kenneth: van No strand Reinhold.
6
Heydari, M., Siadat, S., Hoveida, R., &. Shahin, A. (2013). The relationship between organizational excellence enablers and organizational agility capabilities in public universities of Isfahan. Journal of New approach in Educational Administration, 3, 24-36.
7
Hornby, A. S. (2000). Oxford Advanced Learners Dictionary of Current English, Sixth Edition. Oxford university press.
8
Lahhafi, I. (2011). Examine the relationship between organizational agility and team work (case study of public and private banks in the city of Sanandaj). Unpublished thesis, Islamic Azad University of Sanandaj. [In Persian]
9
Lau, H. C. W., Wong, C. W. Y., Pun, K. F., & Chin, K. S. (2003). Virtual agent modeling of an agile supply chain infrastructure. Management Decision, 41(7), 625–634.
10
Lee, D. (2005). In Pursuit of Marketplace Agility: Applying Precepts of Self-Organizing Systems to Optimize Human Resource Scalability. In D. Ulrich, S. Meisinger and M. Losey (eds.). The Future of HR: 50 Thought Leaders Call for Change. New York: Wiley.
11
Maskell, B. (2001). The Age of Agile Manufacturing Supply chain Management. International Journal of Production Economics, 6(1), 5-11.
12
Nasiripoure, A., & Akbari, J. (2011). Agility of disaster management and emergency medical center in Kermanshah city. Journal Concept, 6(3), 78-94 [In Persian].
13
Nicpoor, A., & Salajegheh, S. (2010). The relationship between organizational agility and Job satisfaction in Kerman. General Management Researches, 3(7), 184-169. [In Persian]
14
Osoli, H. (2007). Agile organizations, database administrators, available at URL http://www.modiriran.ir/modules/article/view.article.php/117. [In Persian]
15
Shahin, A., & Lellahgany, Z. (2011). Studying the concept and agility application in services. International Conference on Industrial Engineering Amirkabir University, Tehran.
16
Sharifi, H., & Zhang, Z. (2001). Agile Manufacturing in Practice; Application of a Methodology. International Journal of Operations and Production Management, 21(5), 772-794.
17
Sharifi, H., & Zhange, Z. (1999). A Methodology for achieving Agility in manufacturing organizations. International journal of production economics, 62(1), 7- 22.
18
Sharifi, H., & Zhange, Z. (2000). Agile Manufacturing in practice: Application of a Methodology. International Journal of Operation s& Production Management, 21(51), 772-496.
19
Striukova, L. (2008). The role of social capital in virtual teams and organizations: Corporate value creation. International journal of networking and virtual organizations, 5(1), 503-516.
20
Yarmohammadian, M. H., Samouei, R., KhodayariZrnq, R., & Bagherian, A. (2011). The agility of Isfahan hospitals. Health Information Management Journal, 12(8), 1122-1128. [In Persian]
21
Yusuf, Y., Sarhadi, M., & Gunasekaran, A. (1999). Agile manufacturing: the drivers, concepts and attributes. International Journal of Production Economics, 62(2), 33-43.
22
ORIGINAL_ARTICLE
Prediction of working motivation through job characteristic: the role of internal motivation, general and growth satisfaction
Introduction: The current research investigates the predictors of work motivation through job characteristic in staff members of educational vice chancellor of Iran’s ministry of education. Materials and Method: Data were collected from the 200 staff members by using simple random sampling method. Job diagnostic survey questionnaire (Hackman & Oldham, 1975) was employed for assessment of job characteristics and Work Motivation and Job Satisfaction Scale (WMJSS) were used for assessing participants Motivation toward work tasks. Results: Findings revealed that there is a positive and significant relationship between job characteristics and working motivation. The multiple regression results also revealed that Working Motivation is significantly predicted by job characteristic. Also all job characteristics sub variables includes skill variety, task identity, task significance, autonomy and feedback were meaningful predicators of work motivation, internal motivation, general satisfaction and growth satisfaction. The highest variance is explained by skill variety and the lowest by autonomy. Conclusion: Teachers and staffs who were satisfied with their job had high motivation for working properly and vice versa.
https://iase-ijeas.com/article_161056_ee79b2e879fc65e855ddbce9d4c85a7f.pdf
2021-07-01
31
37
10.22034/injoeas.2021.161056
Work Motivation
job characteristic
skill variety
task identity
task significance
autonomy and feedback
internal motivation
general satisfaction
growth satisfaction
Nazila
Karimi
kariminazila@yahoo.com
1
PhD student of management, Isfahan University, Isfahan, Iran
LEAD_AUTHOR
Seyed Ali
Siyadat
siyadat@mailsac.com
2
Associate professor of management, Isfahan University, Isfahan, Iran
AUTHOR
Akinboye, J. O. (2001). Executive behavior battery. Ibadan: Stirling- Horden Publishers.
1
Alev, K., Gulem, A., Gonca, G. & Burca, G. (2009). Exploring the antecedents of organization identification: the role of job dimension, individual characteristics and job involvement. Journal of nursing management, 17(1), 66-73.
2
Awamleh, R., & Fernandes, C. (2007). The impact of core job dimensions on satisfaction and performance: A test in an international environment. International business and economics research journal, 6(1), 69-76.
3
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215.
4
Bandura, A. (1997). Self-efficacy: the exercise of control. New York: Freeman.
5
Becherer, R. C., Morgan, F. W., & Richard, L. M. (1982). The Job Characteristics of Industrial Salespersons: Relationship to Motivation and Satisfaction. The Journal of Marketing, 46(4), 125-135.
6
Behson, S. J., Eddy, E. R., & Lorenzet, S. J. (2000). The importance of critical psychological states in the job characteristics model: A Meta analytic and structural equations modeling examination. Journal of social psychology, 5(12), 1-14.
7
Birnbaum, P. H., Farh, J. L., & Wong, G. Y. Y. (1986). The job characteristics model in Hong Kong. Journal of applied psychology, 71(4), 598-605.
8
Brass, D. J. (1981). Relationships, Job Characteristics, and Worker Satisfaction and Performance. Administrative Science Quarterly, 26 (3), 331-348.
9
Buys, M. A., Olckers, C., & Schaap P. (2007). The construct validity of the revised job diagnosis survey. South African journal of business management, 32(1), 11-29.
10
Champoux, J. E. (1980). A three sample test of some extensions to the job characteristics model of work motivation. The academy of management journal, 23(3), 466-478.
11
Fernet, C., Guay, F., & Senécal, C. (2004). Adjusting to job demands: The role of work self- determination and job control in predicting burnout. Journal of Vocational Behavior, 65(1), 39-56.
12
Fernet, C., Senécal, C., & Guay, F. (2005).Classroom and School Context Teacher Self-Efficacy Scale [The French Canadian validation of the “Classroom and School Context Teacher Self-Efficacy Scale”]. Paper presented at the 27th Congrès de la Société Québécoise pour la Recherche en Psychologie (SQRP), Québec, Canada.
13
Fernet, C., Senécal, C., Guay, F., Marsh, H., & Dowson, M. (2008). The Work Tasks Motivation Scale for Teachers (WTMST). Journal of Career Assessment, 16(2), 256-279.
14
Gagné, M., & Deci, E. L. (2005). Self-determination theory and work motivation. Journal of Organizational Behavior, 26(4), 331-362.
15
Hackman, J. R., & Oldham, G. R. (1975). Motivation through the design of work: test of a theory. Organization behavior and human performance, 16, 250-79.
16
Hunter, P. E. (2006). Viability of job characteristics model in a team environment: Prediction of job satisfaction and potential moderators. Unpublished thesis, Denton Texas: University of North Texas.
17
Jesus, S. N., & Lens, W. (2005). An Integrated Model for the Study of Teacher Motivation. Applied Psychology, 54(1), 119–134.
18
Lin, B. Y. J., Yeh, Y. C. & Lin, W. H. (2007). The influence of job characteristics on job outcomes of the pharmacists in hospital, clinic, and community pharmacies. Journal of medical systems, 31(3), 224-229.
19
Loher, B. T., Noe, R. A., Moeller, N. L. & Fitzgerald, M. P. (1985). A Meta-Analysis of the relation of Job Characteristics to Job Satisfaction. Journal of Applied Psychology, 70(2), 280-289.
20
Marsh, H. W., Martin, A. J., & Hau, K-T. (2006). A Multiple Method Perspective on Self-concept Research in Educational Psychology: A Construct Validity Approach. In M. Eid & E. Diener (Eds.), Handbook of Multi method Measurement in Psychology (pp. 441-456). American Psychological Association: Washington DC.
21
Milletete, V., & Gagne, M. (2008). Designing volunteer’s tasks to maximize motivation, satisfaction and performance: The impact of job characteristics on volunteer engagement. Springer Science and Business media, 32, 11-22.
22
Robbins, S. P., & Coulter, M. (2006). Management. India: Prentice Hall of India.
23
Ross, D. L. (2005). Perceived job characteristics and internal work motivation. Journal of management development, 24(3), 253-266.
24
Rotter, J. (1966). Generalized expectancies for internal versus external control of reinforcements. Psychological Monographs, 80(1), 1-28.
25
Scott, M., Swortzel, K. A. & Taylor, W. N. (2005). Extension agent’s perceptions of fundamental job characteristics and their level of job satisfaction. Journal of Southern Agricultural Education Research, 55(1), 45-54.
26
Weiss, D. J., Dawis, R. V., England, G. W., & Lofquist, L. H. (1967). Manual for the Minnesota Satisfaction Questionnaire. Vol. 22. Minnesota Studies in Vocational Rehabilitation, Minneapolis: University of Minnesota, Industrial Relations Center.
27
ORIGINAL_ARTICLE
The Effectiveness of Family Instruction Program in schools of Tehran Based on Context, Input, Process, and Product Model
Introduction: Family instruction is one of the most fundamental and safest ways for developing families. This study was based on the Context, Input, Process, and Product (CIPP) evaluation model. The main objective was to investigate the effectiveness of family instruction programs in the schools of Tehran, Iran in the academic years of 2012-2013. Materials and methods: The population size was 6000. The sample size was 360 parents who were selected through convenience sampling. Data were collected through two researcher made instruments (one instrument for parents and one for teachers). Data were analyzed through independent t-test. Results: The results of the study showed that family instruction program (based on CIPP model) is very effective. It increases the parents’ knowledge. Moreover, this program increases parents’ knowledge about spiritual training methods and recognizing the physical needs of the adolescents. Conclusion: It can be concluded that such instruction programs also promotes the parents information and knowledge about the adolescents growth and development for better understanding of psychological and emotional needs, promoting the relationships between family and parents training methods, and improving the relationships between parents and teachers.
https://iase-ijeas.com/article_161057_4273f72c36632d837227c130d7ad422d.pdf
2021-07-01
38
44
10.22034/injoeas.2021.161057
Family instruction
CIPP
parenting
Zohre
Alamin
zohre.alamin57@gmail.com
1
Young Researches and Elite Club, Central Tehran Branch Azad University, Tehran, Iran
LEAD_AUTHOR
Samad
Karimzadeh
karimzadeh@mailsac.com
2
Associate professor , Islamic Azad University, Rudehen Branch, Iran.
AUTHOR
Abolfazl
Bakhtiyari
bakhtiyari@mailsac.com
3
Assistant professor of science and research institute, Tehran, Iran.
AUTHOR
Behpajuh, A. (2012). Family Instruction. Peyvand, 399, 15-22 [In Persian].
1
Compbeil, D., & Palm, G. (2004). Group parent instruction: Promoting parent learning and support. Ca: Sage publication.
2
Feghhi, F. (2006). The impact of family training classes on changing mothers’ attitudes towards their kids’ behavior at schools. Family training quarterly, 2 (1), 23-35 (In Persian).
3
Gordon, T. (2003). Teacher effectiveness training. First Revised Edition. New York: Three Rivers Press.
4
Hanafin, J., & Lynch, A. (2002). Peripheral voices: parental involvement, social class, and instructional disadvantage. British Journal of Sociology of Instruction, 23(1), 35-49.
5
Kakia, L. (2008). The Role of Family Education in Well-adjusting Maladjusted Teenagers in Middle Schools of Suburban Cities of Tehran. Journal of Family and Research, 2(3), 5-30. [In Persian].
6
Karimi, A. (2000). Skills Life in Family. Tehran: Resane Publications. [In Persian].
7
Khenifer, H. (2009). Family pathology. Tehran: Daneshgah Jame Elmi Karbordi Publications [In Persian].
8
Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educational and Psychological Measurements, 30, 607-610.
9
Lonts, E. (2003). Parental Involvement in Children’s Instruction: Connecting family and school by using Telecommunication Technologies. Meridian: A Middle School Computer Technologies Journal a service of NC State University, Raleigh, NC, 6(1), retrieved from: http://www.ncsu.edu/meridian/win2003/involvement/index.html
10
Mahmudian, H. (2009). Family knowledge. Tehran: Samt Publications [In Persian].
11
Nabbavi, S. (2008). Effects of Correspondence Family Education Program on Enriching Parents' Educational Skills. Journal of Family and Research, 2(3), 31-50 [In Persian].
12
Nasri, S. (2005). Tehran’s parent’s attitudes and viewpoints toward family education classes. Journal of Family and Research, 2(1), 38-84 [In Persian].
13
Nooredini, M. (2011). Analyzing the effective elements in participation of the parents in family instructional periods in Zarand Kerman. Unpublished Thesis, Shahid Beheshti University, Tehran, Iran [In Persian].
14
Osare, A. (2011). Analyzing the effective family instructional of fathers in Iran. Peyvand, 386, 44-47 [In Persian].
15
Pirzad, A. (2010). Analyzing the effective elements in participation of the parents in family instructional periods in shahrerey . Unpublished Thesis, Shahid Beheshti University, Tehran, Iran [In Persian].
16
Salarifar, M. R. (2010). Family from Islam perspectives. Tehran: Samt Publications [In Persian].
17
Shokri, A. (1993). Analyzing the effective family Instruction with point parent. Unpublished Thesis, Kharazmi University, Tehran, Iran [In Persian].
18
Vafadar, S. (1995). Innovation in Family training classes. Peyvand, 189, 23-33 [In Persian].
19
Woleott, I. (2013). Parent Instruction: Developments and discrepancies. Australian child and family welfare, 12(4), 25-50.
20
ORIGINAL_ARTICLE
The effect of Organizational Intelligence and Organizational Learning on Performance of staff in Ministry of Petroleum
Introduction: The aim of the current study is to determine the effect of Organizational Intelligence and Organizational Learning on performance of staff in Ministry of Petroleum.Materials and Method: The population is all the Petroleum ministry staff that they were about 5,000 people. The sampling method was systematic random sampling and the sample size of 356 subjects. Research, was descriptive. Three questionnaires, Organizational Intelligent (Albrecht, 2003), Organizational Learning (Weick and Leon, 1995) and a researcher made questionnaire has been used for collecting the information. To data analysis normality K-S Test, Kruskal-Wallis and X2 Test were used.Results: Finding revealed that There is significant positive relationship between Organizational Intelligence ,Organizational learning and performance of staff in Ministry of Petroleum; Also fading reveals that Status of staff Organizational Intelligence and Organizational Learning in Ministry of Petroleum was moderate to highConclusion: Those staffs that have high Organizational Intelligence and learning and performance have the capability of an organization to comprehend and conclude knowledge relevant to its business purpose an ability to make sense of complex situations and act effectively. Also they have an ability to interpret and act upon relevant events and signals in the environment. Additionally the have the ability to develop, share and use knowledge relevant to its business purpose and ability to reflect and learn from new experience.
https://iase-ijeas.com/article_161058_c58bba9607f1f69c162cf160d60014f1.pdf
2021-07-01
45
51
10.22034/injoeas.2021.161058
Organizational Intelligence Organizational Learning
performance
Ministry of Petroleum
Parinaz
Banisi
p_banisi@yahoo.com
1
Assistant professor, Department of educational sciences, Rudehen Azad University, Rudehen, Iran
LEAD_AUTHOR
Neda
Ostadali
ostadali@mailsac.com
2
Department of Educational Science, Master Branch of Islamic Azad University, Tehran, Iran
AUTHOR
Abzeri, M., Etebarian, A., & Satari Ghahfarokhi, M. (2006). Organizational intelligence and prevent the collective stupidity. Journal of Management Sciences Iran, 2 (5), 49-71. [In Persian].
1
Albrecht, K. (2003). Organizational Intelligence Survey Preliminary Assessment Australian Managers. Australian institute of management.
2
Argyris, C., & Schön, D. A. (1996). Organizational Learning II: Theory, Method, and Practice. Reading, MA: Addison-Wesley.
3
Asadi, H., Ghorbani, M. H., & Naderan, M. (2009). The Relationship between the Learning Organization and Productivity in Iran Physical Education Organization. World Journal of Sport Sciences, 2(3), 160-164.
4
Faghihi, A. (2009). Review Organizational Intelligence in the Ministry of Education (Organization for Research and Training Program) and provide the appropriate conceptual framework. Unpublished PhD thesis. University of Tehran, Tehran [In Persian].
5
García-Morales, V. J., Llorens-Montes, F. J., & Verdú-Jover, A. J. (2006). Antecedents and consequences of organizational innovation and organizational learning in entrepreneurship. Industrial Management & Data Systems, 106(1), 21-42.
6
Gorelick, C. (2005). Organizational learning vs. the learning organization: a conversation with a practitioner. The Learning Organization, 12(4), 383-388.
7
Graham, C. M. (2006). Organizational Learning, Entrepreneurship and Evaluative Inquiry Mechanisms of Small – Size Business Enterprises. Unpublished thesis, University of Arkansas.
8
Halal, W. E. (1997). Organizational Intelligence: What is it? And how can manager use it? Retrieved, 2007. From http://www.Bah.com.
9
Herrera, D. (2007). A validation of the learning organization as a driver of performance improvement. Unpublished Dissertation, Capella University.
10
Jamalzadeh, M. (2009). Review of organizational intelligence and organizational learning among staff and faculty of Islamic Azad University, and provide a model to promote organizational learning. Leadership and Educational Administration Quarterly, 3(2), 63-86[In Persian].
11
Lamsa, T. (2008). Knowledge Creation and Organizational Learning in Communities of Practice: an empirical analysis of a healthcare organization. Unpublished thesis, University of Oulu.
12
Marquardt, M. (2002). Five elements of learning executive excellence. Information and Management, 42, 179-196
13
Simic, I., (2005), Organizational Learning as A Component of Organizational Intelligence, Information and Marketing Aspect of the Economically Development of the Balkan Countries Journal, ISBN 945-90277-8-3-, University of National and World Economy, Sofia, Bulgaria
14
Taheri Rouzbahani, M., Lak, Z., Jamshidi, S., Mohammadi, K., & Moazami Goudarzi, M. (2013). Studying the Effects of Organizational Learning Based on Organizational Learning Dimensions on its Levels and Organizational Culture. Journal of Basic and Applied Scientific Research, 3(2)1297-1301.
15
Weich, K. E. & Leon, D. (1993). Sense making in Organization. Sage Publication Thousand Oaks, CA.
16
Yeung, A. K., Ulrich, D., Nason, S. W., & Ann, Glinow, M. (1999). Organizational Learning Capability. New York: Oxford University Press.
17