Zahra Shahroudi; Ruhollah Samiei; Mohammad Bagher Gorji
Abstract
Purpose: The aim of this research was designing an organizational friction pattern in education of Golestan province with approach of grounded theory. Methodology: This study in terms of purpose was applied and in terms of implementation method was qualitative from type of exploratory and with approach ...
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Purpose: The aim of this research was designing an organizational friction pattern in education of Golestan province with approach of grounded theory. Methodology: This study in terms of purpose was applied and in terms of implementation method was qualitative from type of exploratory and with approach of grounded theory. The research population was experts in the fields of educational management, human resource management and organizational behavior of education in Golestan province in 2020 academic year. The sample size based on the principle of theoretical saturation was estimated 20 people who were selected according to the inclusion criteria by purposive and snowball sampling methods. Data were collected through semi-structured interviews and analyzed by open, axial and selective coding methods based on Strauss and Corbin (1998) theory in NVivo software. Findings: The results showed that organizational friction in education had 87 concepts and 20 sub-categories in 6 main categories including organization weak strategies (causal conditions), organizational friction (axial phenomena), mental pressure in the workplace (interventionist conditions), internal organizational factors (contextual conditions), organizational anti-citizenship behaviors (actions) and organizational laziness (consequences). The organization weak strategies as causal conditions were included defective organizational structure, weakness in human resource management and weakness in strategic management, organizational friction as axial phenomena were included working indifference, working wasting time, lack of sense of responsibility, functional stupidity and heterogeneity of workforce management, mental pressure in the workplace as interventionist conditions were included concentration of control and power, nervous pressure in the workplace and distrust in the organization, internal organizational factors as contextual conditions were included weakness in performance evaluation, inefficiency of the administrative system, inattention to staff performance and inequality of financial and material, organizational anti-citizenship behaviors as actions were included anti-value behaviors and politicization and organizational laziness as consequences were included reduced organizational productivity, inefficient management of the organization and tendency to leave the job. Finally, organizational friction pattern in education were designed. Conclusion: The organizational friction pattern of the present research can be used by professionals and planners of education as a suitable pattern to reduce organizational friction through the identified categories.
