Journal of

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Background: The organizational learning has been influenced in different theories and model based on theoretical and practical dimensions in organizations development and provides a favorable context for changing and development. Organizational learning capacity can play a main role in clinical governance implemention.
Materials and Methods: This study was a descriptive- analitical and cross-sectional one which performed during the first six months of 2014. Study population included staff of Ardabil Social Security hospital. One hundred and seventy participants selected using simple random sampling. A four dimensional standard questionnaire of Gumejeet et al  and a seven dimensional self administrated questionnaire were conducted to examine organizational learning capacity and clinical governance assessment, respectively. Data analysis was carried out using Pierson Correlation Coefficient and Mulivariate regression analysis. Data was analyzed by SPSS₁₈ software.

Results: Study results revealed that there was a positive and significant relation between organizational learning capacity and clinical governance implementation (R= 0.507). This correlation coefficient was 0.644 in management commitment, 0.498 in systematic approach, 0.446 in open climate and 0.261 in knowledge transfer.

Conclusion: According to the main role of organizational learning on implementing clinical governance, providing an essential background to enforce organizational learning capacity in four components especially management commitment and systematic approach to implement efficient clinical governance is recommended.

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Background: Concerning to the importance of team learning and process change, the clinical laboratories employees should be familiar with organizational learning. This study aimed at assessing and determining organizational learning capability among clinical laboratories employees of Tehran University of Medical Sciences hospitals.

Materials and Methods: This study was a descriptive-analytical and cross-sectional one which conducted among 85 employees of clinical laboratories using Cochran formula at five general teaching hospitals of Tehran University of Medical Sciences. The research instrument was Gomez et al. questionnaire consisted of four dimensions such management commitment, systematic approach, open climate and knowledge transfer in 17 questions. Five point Likert scale was used to rank questions. SPSS software 19 version was utilized to data analysis using t- test, Pearson Correlation Coefficient and Welch method.

Results: The average score of organizational learning among employees of studied clinical laboratories was 3.11 which showed relative desirable situation. Also, management commitment as an element of organizational learning had significant difference among the clinical laboratories (p=0.002). There was a significant relationship between employees education level with knowledge transfer and integration capability (p=0.04).

Conclusion: The process of organizational learning capability of the studied clinical laboratories was not desirable. Therefore, in order to complete establishment of organizational learning in clinical laboratories, should pay attention to some elements such establishment of patient safety system, initiation of error registration system and encouraging employees to report the errors

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Background: This study aimed at investigating the structural relationship between intellectual capital, psychological empowerment, and organizational learning with staff performance of Tehran University of Medical Sciences in the form of a causal model.
Materials and Methods: The research method was correlational type.  Data gathering was performed using four major scales including Benitez intellectual capital, Spreitzer Psychological empowerment, Neefe organizational learning, and Hersey & Goldsmith performance. A sample 450 of persons was selected using stratified method to test hypothesis and fitness of the proposed model. Data analysis performed using SPSS version 24 and Smart PLS software.
Results: Data analysis indicated that measurement model, structural model and total model were fit. Intellectual capital, psychological empowerment, organizational learning had impact directly on performance 0.22, 0.30 and 0.45, respectively and the intellectual capital and psychological empowerment have indirectly impact on performance 0.27 and 0.26 respectively.
Conclusion: Intellectual capital, psychological empowerment, and organizational learning have impact on performance directly. Also, Intellectual capital and psychological empowerment have impact on performance indirectly. Regarding to study finding, tailored programs and processes to promote Intellectual capital, psychological empowerment, and organizational learning status recommended.