Procedia

Social and
Behavioral
Sciences

Available online at www.sciencedirect.com

Procedia - Social and Behavioral Sciences 00 (2011) 000000

Procedia - Social and Behavioral Sciences 30 (2011) 2249 2252

www.elsevier.com/locate/procedia

WCPCG-2011

Identify Knowledge management And Organizational learning

Indicators and its relation With Creativity
Fereydoon azmaa*, Mohammad ali mostafapoura
Islamic Azad University, Aliabad Katoul Branch, Aliabad Katoul, Golestan, IRAN

Abstract
The present study seeks to Identify Knowledge management And Organizational learning Indicators and its relation With
Creativity the Educational departments. this research is a descriptive ,survey and Correlation .After studying, the related literature
,indicators affecting Knowledge management And Organizational learning in Educational departments were extracted; then
standard questionnaires were used to collect the required data the statistical society of present study were all managers ,experts
,and employees of Educational departments. Six indicators of knowledge management, organizational learning in departments of
education were identified these indices are: 1- knowledge creation 2- Knowledge sharing 3- Refining knowledge 4- common
vision 5- systematic thinking 6- Group Learning That these indicators had a significant relationship with creativity.
Keywords: Organizational learning, Creativity, learning, Education, Knowledge management

1. Introduction
After being raised re- engineering concepts and a total quality management, a new concept called knowledge
management and consequently Knowledge management systems Were created ( Bonfield,2009). Knowledge
management concept is not new but dates back to antiquity will be working. Wiig (1997) and Prousak (2001)claim
that knowledge management principles and origins 300 years before Christ returns, Although specialized form under
this title has not been (Wiig &Prousak,2009). Nonaka in their writings as causing the organization of knowledge,
practical approach to knowledge organization are present.(Askaff,1989) Management knowledge acquisition,
distribution, analysis and storage of knowledge in the organization deals (Huber,1991).
Jones(2004), a knowledge management integrated systematic approach to identify, manage And share all the
information the organization has assets, including databases, documents, Policies and procedures are.( Jung et
al,2003). smith(2001) knowledge management, a work environment to create a new knowledge and experience can
easily be left to participate and also information and knowledge is active in the real people and in the real time so
that they can be effective and it will be dismissed ( Souitaris,2002).
Peter Draker believes the " secret of success of organizations in the 21 century, the correct implementation of
knowledge management Is ".So the third millennium organizations implementing knowledge management is
necessary and organizations should be planning for the implementation of the act. Successful organizations

* Fereydoon Azma. . Tel.: 0098 911 270 9505

E-mail address :azmafereydoon@gmail.com

1877-0428 2011 Published by Elsevier Ltd. Selection and/or peer-review under responsibility of the 2nd World Conference on Psychology,
Counselling and Guidance.
doi:10.1016/j.sbspro.2011.10.439

Downloaded from http://www.elearnica.ir

2250

Fereydoon
azmamohammd
and Mohammad
ali mostafapour
/ Procedia
2252
Fereydoon
azma and
ali mostafapour/
Procedia
Procedia- Social
Social and
and Behavioral
Behavioral Sciences
Sciences 30
00 (2011)
(2011) 2249
000000

increasingly dependent on this issue is how effectively the organization can be different levels of knowledge among
employees collect, store and to retrieve ( Mumford & Licuanan,2004).
Knowledge management with creativity and innovation in management skills and organizational learning has a
lot in common.The information that comes through learning can help organizations to get ahead of your competitors
And always be one step ahead of them. Organizations must understand that the information age are in the
organizational learning and competitive advantage, thus the need to become a learning organization where
organizational learning is to move. In studies to date on organizational learning is done, suggests that shape learning
in the organization is visible and the map for its managers and employees are drawn ( Atak & Erturgut,2010).
Organizational learning first by March and Simon ( 1958 ) was presented (Falconer, 2006 ). In other words,
research on organizational learning that began about 30 years and had grown increasingly has (susana et al,2005)
Organizational learning a particular form of learning in organizations by developing people is the key organizations
that can be associated with the organization following the change. (Carla,2006) Meler ( 1996 ) on learning
performance assessment and says: organizational learning knowledge acquisition by individuals and groups who are
interested in it in their jobs and others to take up tasks that are affected is important for organizations to properly
Do.(cunder & sherma,2006) Learning in organizations is mainly a social activity. (Carla,2006) Organizational
learning is a dynamic process that enables organizations to quickly change Be adapted .This process includes the
production of new knowledge, skills and behaviors are. Organizational learning The main way to create jobs and
improve the efficiency of knowledge organization (Zhang et al, 2009).
Jones ( 2000 ) defined organizational learning is: a process which makes the managers and staff through better
understanding of environmental organizations use to gain knowledge dissemination in organizations.( Skerlavaj et
al, 2010)
Neefe (2001) organizational learning indicators in seven index considers:1- common vision 2- Organizational
learning culture 3- Group Learning 4- Knowledge sharing 5- systematic thinking 6- Participatory leadership 7Development of staff competence.(nefe,2001)
Lutanz professor of organizational behavior, create a mix of creative solutions by individuals or groups in a new
method considers. (Luthans,1998).lusir define, as a kind of creative thinking and creative output is emphasized, so
that the creative way of thinking is that new ideas are produced.( Lussier ,1997)
Balasubramayan research in 2005 by the " organizational learning associated with creativity as an organization "
was conducted. The results of this study wrote that the dimensions of organizational learning, organizational
innovation and organizational climate predictors of each other are. Results showed that these results will help to
manage and learn the importance of creativity in the workplace and understanding space to facilitate learning
through learning and innovation among employees to expand.
Aim of this study is Identify Knowledge management And Organizational learning Indicators and testing
following hypothesis:
1) there is a significant relationship between Knowledge creation and Creativity in Educational departments.
2) there is a significant relationship between Knowledge sharing and Creativity in Educational departments.
3) there is a significant relationship between Knowledge refining and Creativity in Educational departments.
4) there is a significant relationship between common vision and Creativity in Educational departments.
5) there is a significant relationship between systematic thinking and Creativity in Educational departments.
6) there is a significant relationship between Group Learning and Creativity in Educational departments.
2. Methodology
According to the purpose, this study is in the category of applied research and according o the data collection

procedure is in the category of descriptive research and correlation.

Fereydoon azma
azma and
and mohammd
Mohammadalialimostafapour/
mostafapourProcedia
/ Procedia
- SocialSocial
and Behavioral
Sciences
30 (2011)
2249 000000
2252
Fereydoon
Procedia
and Behavioral
Sciences
00 (2011)

2251

2.1. Population and sample

The population of this study includes all the of managers(president ,vice-president ,employees with university
degrees) and teachers of educational departments Golestan Province (N=1800). The sample of this study consists of
317 managers and teachers according to the table kejcie and morgan who have been chosen through random
stratified Sampling.
2.2. Data collection instruments
For collecting data,questionnaires that included standardized questionnaire KM Lawson (2003) and
organizational learning questionnaire neefe(2001) and Creativity Questionnaire randeep(1979) were used .In order
to determine the validity of the questionnaire, Cronbach's alpha was used, The Cronbach's alpha for KM ,
organizational learning
and Creativity factor 0.92,0.87and 0.79 respectively.
3. Findings
Through questionnaires and knowledge management organizational learning indicators 6 in the Education Office
in Golestan province were identified and related to this component, or knowledge management and organizational
learning with creativity was investigated.. Components in the departments of education are:1- knowledge creation 2Knowledge sharing 3- Refining knowledge 4- common vision 5- systematic thinking 6- Group Learning .
Pearson Correlation coefficients of the variables of the study are illustrated in the following table.
Table 1: Pearson correlation spss 18
Creativity

Pearson correlation

sig.(tailed)

knowledge creation

0.496*

0.000

317

Knowledge sharing

0.565*

0.000

317

knowledge refining

0.494*

0.000

317

common vision

0.397*

0.000

317

systematic thinking

0.641*

0.000

317

Group Learning

0.594*

0.000

317

* P < 0.05
** P < 0.01

According to data in the table on the obtained correlation between indicators of knowledge management,
organizational learning and creativity with the significant level of sig =0.000 and significance since the amount is
smaller than 0.05, we conclude that these variables apart Are not together and have a meaningful relationship or in
other words all hypotheses are confirmed. Recommended education departments Golestan their investment towards
the establishment of wider knowledge management and organizational learning guide. Appropriate knowledge
infrastructure such as libraries, databases and knowledge networks and human computer interaction, research
centers and organizational structure for knowledge-based organizations to design and implement them in order to
bring creativity among teachers and administrators to increase Do.

2252

Fereydoon
azmamohammd
and Mohammad
ali mostafapour
/ Procedia
2252
Fereydoon
azma and
ali mostafapour/
Procedia
Procedia- Social
Social and
and Behavioral
Behavioral Sciences
Sciences 30
00 (2011)
(2011) 2249
000000

4. Discussion
The findings indicated between indicators knowledge management, organizational learning creatively significant
relationship exists. Deployment of knowledge management in the organization led to its structure is flexible.
Dissemination and application of knowledge structure that promotes its members to be creative because creativity
requires knowledge and creativity on the other hand knowledge management is the goal.Albers &Brewer are
knowledge management and creativity are interdependent. Considering the research results in a significant
relationship between organizational learning and creativity with research findings Balasuberamanyan ( 2005 ) as
associated with the organizational learning with organizational innovation had done applies. Also means organizing
knowledge and creativity in relation to the research findings Alghoryeshy also states that most data storage to help
to establish knowledge management. Considering the findings of a significant relationship based on knowledge,
creativity and refinement, the findings also tells Alburzy refining permanent organization for information on
updating the basic necessities in the process of knowledge
References
Atak . M, Erturgut R ,(2010), An empirical analysis on the relation between learning organization and organizational commitment, Procedia
Social and Behavioral Sciences Vol 2, p 34723476
Askoff,R.L.(1989),From data to wisdom,journal of applies systems analisis,16,3-9
Bonfield, P (2009) knowledge management strategy of BT. Management information, vol 15. No. 22 P-P 15-25.
Carla. D ,(2006), organizational learning and design organizational ,Emerald Group publishing limited , Vol 17) ,PP:25-48
Falconer ,Liz ,(2006) , organizational learning , tacit information and learninga review, the learning organization ,Vol 2 ,PP:140-151
Huber,G.P.(1991),Organization learning :The contributing processes and the literatures,organaization science ,2(1),88-115
Jung, D.I., Chow, C. and Wu, A.,( 2003), The role of transformational leadership in enhancing organizational innovation: hypotheses and some
preliminary findings, The Leadership Quarterly, Vol. 14 No20,pp. 525-44.
Khandehar , A and sharma , A(2006), organizational learning and organizational learning and performance, understanding India scenarioin
present global context , vol (48 No 819) ,pp:682-692
Lussier, R. , 1997, "Management", Cincinnati, ohio, South-Western College Publishing.
Luthans, F., 1995, "Organizational behavior", New york: McGraw Hill Book Company.
Mumford, M.D. and Licuanan, B., 2004, Leading for innovation: conclusions, issues and directions , The Leadership Quarterly, Vol. 15 No. 1,
pp. 163-71.
Neefe.D,(2001), Academic quality improvement project comparing levels of organaizational learnin maturity of colleges universities
participating
in traditional and non traditional processes
Skerlavaj . M, Hoon Song . j, Lee. Y,(2010), Organizational learning culture, innovative culture and innovations in South Korean firms", Journal
Expert Systems with Applications,Vol 37,pp 63906403
Souitaris, V.( 2002), Firm-specific competencies determining technological innovation: a survey in Greece , R&D Management, vol. 32 No. 1,
p. 61-77
susana , Peres.L and Gose , Manuel ,M and .V .ordas , Camilo .J,(2005) , organizational Learning as adetermining factor in business Performance
,The Learning organization , vol (12 No 3) , PP: 227-247
Wiig, k, Prousak.J,(2009), knowledge management foundation Arington: TX: Schama Hibbard, J.Knowling what we know.Information
weec,october,No.20 P:16 -25.
Zhang. Li, Tian. Yezhuang, Zhongying Qi, A, (2009). A conceptual model oforganizational learning based on knowledge sharing, School of
Management, Harbin Institute of Technology, Chin.