A Model for Organizational Intelligence in Islamic Azad University (Zone 8)

Abstract

Today organizations are faced with the rapidly changeable events in economical, technological, social, cultural and political environment. Successful and dynamic reaction of organizations depends on their ability to provide relevant information and to find, at the same time, adequate solutions to the problems they are faced with. In that sense, the attention of organizational theoreticians is focused on designing of intellectual abilities of organization and new concept in organizational theory has developed organizational intelligence (OI). In two decades ago, theoretical models have been developed and little research has been conducted. Having a model for defining and assessing the organizational status of an organization can be very helpful but the key questions facing every manager are; how can the level of collective intelligence be promoted? And what factors influence OI? Therefore this research carried out in order to assess OI and its factors influencing I.A.U. and provide a structural equation model. The subject of the study was 311 faculty members of I.A.U (Zone 8). Faculty members completed OI questionnaire (Cronbach's alpha=0.98), learning climate (Cronbach's alpha=0.94), multifactor leadership questionnaire (Cronbach's alpha =0.92) and organizational learning audit (Cronbach's alpha =0.94). Findings of this research showed that mean of organizational intelligence, organizational learning and learning culture were less than mean and transformational leadership was more than mean of questionnaire. Lisrel project software was applied for confirmatory factor analysis (CFA) and structural equation modeling (SEM). Based on the tested structural equation model, transformational leadership style had direct impact on learning culture (β=0.78), learning culture had a direct impact on OI (β=0.46), organizational learning had a direct impact on OI (β=0.34) and learning culture had a direct impact on organizational learning (β=0.96). The tested model had a good fit. Findings suggest that for the organizational intelligence to be promoted, these factors must be taken into account.

Talent management as a facilitator of organizational intelligence

“…Organizations should be agile and response quickly and effectively to the environmental changes they may face. OI and utilization of organization's intellectual capital are crucial for coping and responding to these changes and uncertainties (Khanghahi & Jafari, 2013). OI is an evolving, non-static aspect (Prejmerean &Vasilache, 2007).…”

“…Furthermore, learning is necessary to be involved in talent improvement (Areiqat et al, 2010). Having opportunities for creativity and learning new skills and works would promote OI (Khanghahi & Jafari, 2013). Organizational learning enhances OI (Khanghahi & Jafari, 2013).…”

“…Having opportunities for creativity and learning new skills and works would promote OI (Khanghahi & Jafari, 2013). Organizational learning enhances OI (Khanghahi & Jafari, 2013). Simic (2005) stated that organizational learning is of OI components.…”

“…Organizations provide employees with opportunities for development and growth such as encouraging learning through workshops and practicing job rotation (McCracken et al, 2017). Since organizational knowledge is of OI components (Simic, 2005) and organizational learning is an enhancer of OI (Khanghahi & Jafari, 2013), talent development may enhance OI. Proceeding from literature, this paper proposes that talent identification and development may promote OI and hypothesizes that H11: there is a significant and positive effect of PI-TD on OI.…”

Inteligencias y sabidurías organizacionales: Redes de conocimiento en torno al aprendizaje de la complejidad

“…Esto es así porque su aprendizaje radica en una historicidad de lineamientos institucionales y la construcción de una identidad consistente en elecciones ajustadas a la preservación de la estructura jerárquica y la cultura autocrática. (Torkamani & Mahmoudi, 2016); 2) Escala de Inteligencia Competitiva (Saleh, Rahimi & Amirnejad, 2015); 3) Cuestionario de Aprendizaje Organizacional (Erfani & Jafari, 2013). Las escalas originales evalúan rasgos de conocimientos o emociones en un total de 48 ítems.…”