کاربست آموزش در دانشگاه فردوسی مشهد: شناسایی عوامل مربوط به ویژگی‌های فراگیر و فرایند آموزش
محورهای موضوعی : روانشناسی تربیتیحمیده لطفی 1 , محمدرضا آهنچیان 2 , مرتضی کرمی 3
1 - دانش‌آموخته کارشناسی‌ارشد، رشته مدیریت آموزشی، دانشکده علوم‌تربیتی و روانشناسی، دانشگاه فردوسی مشهد
2 - استاد و عضو هیئت علمی، دانشکده علوم‌تربیتی و روانشناسی، دانشگاه فردوسی مشهد
3 - دانشیار و عضو هیئت، دانشکده علوم‌تربیتی و روانشناسی، دانشگاه فردوسی مشهد
کلید واژه: فرایند آموزش, بهسازی منابع انسانی, کاربست آموزش, انتقال یادگیری, ویژگی‌های فراگیر,
چکیده مقاله :
هدف مقاله حاضر شناسایی عواملی است که ذیل دو دسته ویژگی های فراگیر و فرایند آموزش بر کاربست آموزش‌ها در سازمان اثر می گذارند. یافته های این مقاله با استفاده از پژوهشی به دست آمد که با رویکرد کیفی و با روش مطالعه موردی انجام شد. میدان پژوهش دانشگاه فردوسی مشهد در سال 1393 بود. برای جمع‌آوری داده ها، 34 نفر شامل 13 مدیر، 12 عضو هیئت علمی و 9 نفر از کارکنان به عنوان نمونه در نظر گرفته شدند. ابزار پژوهش مصاحبه نیمه ساختار یافته بود. یافته ها نشان داد که عوامل مؤثر بر کاربست آموزش‌ها در سازمان، شامل 8 عامل مربوط به ویژگی های فراگیر قابلیت های فردی، پیوستگی دانش، پیش زمینه های عملی، اهرم های عملکردی، نظام دانشی شغل، محرک های رفتاری، توانمندی ادراک شده و احساس نیاز و 7 عامل مربوط به فرایند آموزش نیازسنجی آموزشی، مواد و منابع آموزش، نقش آموزشگر، برون‌داد موردنظر آموزش، رویکرد و خط مشی آموزش، زمان کلاس ها، پیوستگی تجارب یادگیری هستند. توجه به این عوامل می تواند سازمان‌ها را در تحقق هدف کاربست آموزش یا انتقال آموخته ها به میدان عمل که دغدغه همیشگی مدیران و یک شاخص اصلی برای سنجش اثربخشی آموزش است یاری نماید
The purpose of the study is to identify factors related to two categories of "trainee's characteristics" and "training process", affecting training transfer in organizations. The data was gathered using qualitative research and case study. The research field was Ferdowsi University of Mashhad in 2014. The research sample included 34 participants comprising 13 managers, 12 faculty members and 9 employees. The research instrument was a semi-structured interview. The results showed that factors affecting training transfer with regard to trainees characteristics were eight factors of individual capabilities, continuity of knowledge, practical background, functional leverages, job knowledge, behavioral motives, perceived capability and a sense of need, and regarding training process, seven factors of training needs analysis, training materials and resources, the role of the trainee, desired training output and training policy, time of classes, and continuity of learning experiences. Considering these factors could help organizations to achieve the goal of "Training Transfer" or "Transfer of Learned materials into the workplace" that is the perennial concern of managers and main factor to assess the effectiveness of training
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