Evaluating the Emergence and Incidence of Neurotic Organization Characteristics in Organizations: A Study in Education with Fuzzy Cognitive Mapping Approach
Objective:The purpose of this study was to evaluate the Emergence and incidence of neurotic organization characteristics in education by fuzzy cognitive mapping. Methods: Fuzzy cognitive mapping is used to identify the characteristics of neurotic behavior in the organization under study. In the firs...
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University of Tehran
2020
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oai:doaj.org-article:609fb4bc4fa54beea82fbbe6664095632021-11-14T05:56:24ZEvaluating the Emergence and Incidence of Neurotic Organization Characteristics in Organizations: A Study in Education with Fuzzy Cognitive Mapping Approach2008-58772423-534210.22059/jipa.2020.299715.2722https://doaj.org/article/609fb4bc4fa54beea82fbbe6664095632020-09-01T00:00:00Zhttps://jipa.ut.ac.ir/article_81610_eee68a4d958342d537998e47630ea56d.pdfhttps://doaj.org/toc/2008-5877https://doaj.org/toc/2423-5342Objective:The purpose of this study was to evaluate the Emergence and incidence of neurotic organization characteristics in education by fuzzy cognitive mapping. Methods: Fuzzy cognitive mapping is used to identify the characteristics of neurotic behavior in the organization under study. In the first step after identifying the research problem, the experts with the necessary knowledge and knowledge were selected by the education organization. After identifying the research experts, the researcher has extracted the mental map of the experts by asking the experts for brainstorming. Write and write the flip charts according to the specified dimension, and after reaching the theoretical saturation, the facilitator has grouped the responses according to the specified dimensions, and then causal relations between the elements of each dimension and relationships with other elements. It is later examined and plotted. Results: Cognitive mapping of neurotic behaviors in an education organization contains 122 elements. FCMaper mapping analysis has shown that these elements consist of 45 ordinary elements, 75 transmitter elements and 2 receiving elements. Conclusion: The results of mapping showed that self-esteem element with the highest input degree is the most effective mapping element and media with the highest output degree is the most effective element of neurotic behavior mapping in the educational organization. Centrality is another indicator that shows the effect of the elements on the neurotic behavior. Analyzes show that the element of self-esteem is the most central mapping element identified with the highest degree of input and output. Also, the results of the Spearman test and limit scenarios show the validity of the results.Habib Allah Ranaei KordshouliAmin NikbakhtKhadije Mostafaee DolatabadHatam KhalilipourUniversity of Tehranarticleneurotic behaviordramaticobsessivedepressiveschizoidpessimisticfuzzy cognitive mappingPolitical institutions and public administration (General)JF20-2112FAمدیریت دولتی, Vol 12, Iss 3, Pp 461-493 (2020) |
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FA |
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neurotic behavior dramatic obsessive depressive schizoid pessimistic fuzzy cognitive mapping Political institutions and public administration (General) JF20-2112 |
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neurotic behavior dramatic obsessive depressive schizoid pessimistic fuzzy cognitive mapping Political institutions and public administration (General) JF20-2112 Habib Allah Ranaei Kordshouli Amin Nikbakht Khadije Mostafaee Dolatabad Hatam Khalilipour Evaluating the Emergence and Incidence of Neurotic Organization Characteristics in Organizations: A Study in Education with Fuzzy Cognitive Mapping Approach |
| description |
Objective:The purpose of this study was to evaluate the Emergence and incidence of neurotic organization characteristics in education by fuzzy cognitive mapping.
Methods: Fuzzy cognitive mapping is used to identify the characteristics of neurotic behavior in the organization under study. In the first step after identifying the research problem, the experts with the necessary knowledge and knowledge were selected by the education organization. After identifying the research experts, the researcher has extracted the mental map of the experts by asking the experts for brainstorming. Write and write the flip charts according to the specified dimension, and after reaching the theoretical saturation, the facilitator has grouped the responses according to the specified dimensions, and then causal relations between the elements of each dimension and relationships with other elements. It is later examined and plotted.
Results: Cognitive mapping of neurotic behaviors in an education organization contains 122 elements. FCMaper mapping analysis has shown that these elements consist of 45 ordinary elements, 75 transmitter elements and 2 receiving elements.
Conclusion: The results of mapping showed that self-esteem element with the highest input degree is the most effective mapping element and media with the highest output degree is the most effective element of neurotic behavior mapping in the educational organization. Centrality is another indicator that shows the effect of the elements on the neurotic behavior. Analyzes show that the element of self-esteem is the most central mapping element identified with the highest degree of input and output. Also, the results of the Spearman test and limit scenarios show the validity of the results. |
| format |
article |
| author |
Habib Allah Ranaei Kordshouli Amin Nikbakht Khadije Mostafaee Dolatabad Hatam Khalilipour |
| author_facet |
Habib Allah Ranaei Kordshouli Amin Nikbakht Khadije Mostafaee Dolatabad Hatam Khalilipour |
| author_sort |
Habib Allah Ranaei Kordshouli |
| title |
Evaluating the Emergence and Incidence of Neurotic Organization Characteristics in Organizations: A Study in Education with Fuzzy Cognitive Mapping Approach |
| title_short |
Evaluating the Emergence and Incidence of Neurotic Organization Characteristics in Organizations: A Study in Education with Fuzzy Cognitive Mapping Approach |
| title_full |
Evaluating the Emergence and Incidence of Neurotic Organization Characteristics in Organizations: A Study in Education with Fuzzy Cognitive Mapping Approach |
| title_fullStr |
Evaluating the Emergence and Incidence of Neurotic Organization Characteristics in Organizations: A Study in Education with Fuzzy Cognitive Mapping Approach |
| title_full_unstemmed |
Evaluating the Emergence and Incidence of Neurotic Organization Characteristics in Organizations: A Study in Education with Fuzzy Cognitive Mapping Approach |
| title_sort |
evaluating the emergence and incidence of neurotic organization characteristics in organizations: a study in education with fuzzy cognitive mapping approach |
| publisher |
University of Tehran |
| publishDate |
2020 |
| url |
https://doaj.org/article/609fb4bc4fa54beea82fbbe666409563 |
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AT habiballahranaeikordshouli evaluatingtheemergenceandincidenceofneuroticorganizationcharacteristicsinorganizationsastudyineducationwithfuzzycognitivemappingapproach AT aminnikbakht evaluatingtheemergenceandincidenceofneuroticorganizationcharacteristicsinorganizationsastudyineducationwithfuzzycognitivemappingapproach AT khadijemostafaeedolatabad evaluatingtheemergenceandincidenceofneuroticorganizationcharacteristicsinorganizationsastudyineducationwithfuzzycognitivemappingapproach AT hatamkhalilipour evaluatingtheemergenceandincidenceofneuroticorganizationcharacteristicsinorganizationsastudyineducationwithfuzzycognitivemappingapproach |
| _version_ |
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