طراحی مدل مفهومی آموزش مبتنی بر سازمان یادگیرنده

محورهای موضوعی : آموزش و پرورش

مجتبی کاظمی ¹ , حمید رحیمیان ² , عباس عباس پور ³

1 - دکترای مدیریت آموزشی دانشگاه علامه طباطبایی
2 - دانشیار دانشگاه علامه طباطبایی
3 - دانشیار دانشگاه علامه طباطبایی

تاریخ دریافت : 1394/10/20 تاریخ پذیرش : 1397/11/27 تاریخ انتشار : 1397/09/01

کلید واژه: "سازمان یادگیرنده", "یادگیری سازمانی", "عوامل فردی", "عوامل سازمانی",

چکیده مقاله :

هدف این پژوهش نشان دادن چگونگی ارائه مفهومی از سازمان یادگیرنده , تثبیت و ایجاد مدل آموزشی ،ملزومات و مشخصه های این مدل می باشد. لذا به تدوین مدلی مناسب جهت سنجش فرایند آموزش متناسب با ویژگی های سازمان یادگیرنده که از روایی و اعتبار قابل قبولی برخوردار باشد،پرداخته شده است. در ابتدا طی مطالعات میدانی ومصاحبه با خبرگان صنعت و بررسی ادبیات موضوع، رویکردها و اقدامات مختلفی که سازمان ها می توانند آموزش مبتنی بر سازمان یادگیرنده را متحقق سازند شناسایی و بر اساس آن پرسشنامه سازمان یادگیرنده در قالب 94 سؤال تدوین شد.در مرحله بعد روایی محتوای پرسشنامه از منظر شاخص های شفافیت ، مناسبت وجامعیت توسط خبرگان ارزیابی شده و با اعمال نظرها و اصلاحات صورت گرفته، پرسشنامه نهایی با 72 سؤال و در قالب 12 شاخص محوری،این مدل را مورد سنجش قرار داد. جامعه آماری متشکل از سه شرکت سیمانی با ظرفیت تولید اسمی بالای ده هزار تنی و بالغ بر 1719 نفر می باشد و پرسشنامه در میان نمونه ای متشکل از 326 نفر از تکنسین ها ، کارشناسان و مدیران مورد آزمون قرار گرفت . یافته های پژوهش نشان می دهد که شرکتهای سیمانی از لحاظ سازمان یادگیرنده در سطح متوسط می باشند و موانعی پیش روی انها می باشد.بر این اساس برای تبدیل شرکتهای تحت مطالعه به سازمان یادگیرنده،راهکارهای اثربخشی ارایه گردیده است.

چکیده انگلیسی:

The main purpose of this study was to assessing training conceptual model based on learning organization ,create of training model and assessing relationships between individual and organizational factors with training effectiveness of the employees and effectinness.
Method: This research is a mix method survey study and donig Structural equation modeling ,factor analysis that was done in Three large factories in 2013-2015. In this study, cluster sampling was used with proportional allocation and finally were selected 1719 exert and technician employees with random sampling method of 3 cement companies with production 10 tones and answered to standardized questionnaires with Likert scale; Self-efficacy attitude, trust , perception , content training, organizational cultur, organization’s Support , policy support , Identity andenvironmental adaptation factors .questionare 94 reviwe and fainal questionare was 72 of items and indicators 12.

Results: There are a significant correlation between the Individual and organizational factors; Training Effectiveness toward the learning organization .individual factors: content training (β=0.74), trust (β=0.62) , perception (β=0.68),self efficacy (β=0.43)and Organizational factors; Organizational culture (β=0.83), organizational struture (β=0.75) ,management style(β=0.73), identity(β=0.60),environment adaptation(β=0.76), policy(β=0.68).

Conclusion: Individual factors in learning organization is a key factor in creating self-development in training while organizational factors have an important role in increasing the tendency to perform self – development in Training. Managers by having the belief in the value of developing, supporting evidence and clear and strengthening information sharing can lead to increase employees’ intention for organization development.

منابع و مأخذ:

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