• صفحه اصلی
  • واکاوی شاخص‌های مطلوب نظام جامع آموزش مشاغل اختصاصی در سازمان نظارتی با بهره‌گیری از روش آمیخته

اشتراک گذاری

آدرس مقاله


کد مقاله : JEDU-2011-5318 (R1) بازدید : 47 صفحه: 30 - 17

10.30495/jedu.2022.26621.5318

20.1001.1.20086369.1401.13.1.2.5

نوع مقاله: پژوهشی

واکاوی شاخص‌های مطلوب نظام جامع آموزش مشاغل اختصاصی در سازمان نظارتی با بهره‌گیری از روش آمیخته

محورهای موضوعی : آموزش و پرورش

معصومه باقری 1 , فردین باتمانی 2 , فردین عبداللهی 3

1 - دانشجوی دکتری مدیریت آموزشی، گروه علوم تربیتی، واحد سنندج، دانشگاه آزاد اسلامی، سنندج، ایران.
2 - استادیار مدیریت آموزشی، گروه علوم تربیتی، واحد سنندج، دانشگاه آزاد اسلامی، سنندج، ایران.
3 - استادیار علوم تربیتی، گروه علوم تربیتی، واحد سنندج، دانشگاه آزاد اسلامی، سنندج، ایران

تاریخ دریافت : 1399/09/04 تاریخ پذیرش : 1399/10/02 تاریخ انتشار : 1401/01/01

کلید واژه: مدل, شاخص, نظام آموزش, مشاغل اختصاصی, وضعیت مطلوب,

چکیده مقاله :

مقدمه و هدف: پژوهش حاضر باهدف واکاوی شاخص‌های وضعیت مطلوب نظام آموزش مشاغل اختصاصی در مدل آموزشی سازمان نظارتی انجام شد.
روش‌شناسی پژوهش: روش تحقیق به کار گرفته‌شده توصیفی و ازنظر نوع آمیخته (ترکیبی از روش‌های  کیفی و کمی)، است. ابزار گردآوری داده‌ها در بخش کیفی مصاحبه نیمه ساختاریافته و در بخش کمی پرسشنامه محقق ساخته با آلفای کرونباخ 95/0 است. جامعه آماری در بخش کیفی استادان و کارشناسان و در بخش کمی شامل تمامی افراد در مشاغل اختصاصی یازده­گانه سازمان نظارتی با بیش از ده هزار نفر است و نمونه‌گیری کیفی به‌صورت غیر احتمالی و هدفمند، به تعداد 33 نفر است که با آن‌ها مصاحبه نیمه ساختاریافته صورت گرفته است و در نمونه‌گیری کمی با استفاده از جدول مورگان 369 نفر به تکمیل پرسشنامه با روش نمونه‌گیری خوشه‌ای در 16 استان، پرداخته­اند. جهت تجزیه‌وتحلیل اطلاعات در بخش کیفی از کد­گذاری باز، محوری و گزینشی و نرم‌افزار Maxqda2018 و برای تجزیه‌وتحلیل اطلاعات در بخش کمی، از دو نرم‌افزار SPSS22 و  Smart PLS3  و روش تحلیل عاملی تأییدی، تحلیل مسیر و مدل معادلات ساختاری استفاده‌شده است.
یافته ­ها: شش مقوله پیش‌بین در وضعیت مطلوب شامل: فرهنگ‌سازمانی، توسعه شایستگی فراگیران، سیاست‌گذاری توسعه منابع انسانی، ایجاد انگیزش در فراگیران، طراحی هوشمند فرآیند آموزش و تدوین نظام جامع آموزش بر اساس استانداردها و مدل‌های تعالی آموزش است.
بحث و نتیجه ­گیری: بر اساس یافته های پژوهش، شش مقوله با یکدیگر همبستگی معنادار داشته و از وضعیت خوبی برخوردار هستند.  

چکیده انگلیسی:

Introduction: The aim of this study was to investigate the indicators of the optimal status of the private job training system in the educational model of the supervisory organization.
research methodology: The research method used is descriptive and mixed in terms (a combination of qualitative and quantitative methods). The data collection tool is semi-structured in the qualitative part of the interview and 0.956 in the quantitative part of the researcher-made questionnaire with Cronbach's alpha. The statistical population in the qualitative part of professors and experts and in the quantitative part includes all people in the eleven specialized jobs of the supervisory organization with more than ten thousand people and qualitative sampling in a non-probabilistic and purposeful manner, is 33 people with whom Semi-structured interviews were conducted and in quantitative sampling using Morgan table, 369 people completed a questionnaire by cluster sampling in 16 provinces. For data analysis in the qualitative part of open, axial and selective coding and MAXQDA2018 software and for data analysis in the quantitative part, from SPSS22 and Smart PLS3 software and confirmatory factor analysis method, path analysis and structural equation modeling Used.
Findings:Six predictive categories in the desired situation include: organizational culture, development of learners' competence, human resource development policy, motivation of learners, intelligent design of the educational process and development of a comprehensive education system based on standards and models of educational excellence that have a significant correlation with each other
Conclusion:  Based on the research findings, six categories have significant correlations and are in good condition.

منابع و مأخذ:


  1. AdejareB, O., OlaoreG, O., UdofiaE. E., & EmolaT, B. (2020). Inefficiency Among NonAcademic Staffs in Nigerian Tertiary Institutions: the Role of Training and Development. Journal on Efficiency and Responsibility in Education and Science, 13(2), 56-66.
    2.
  2. Assadollah, H. (2005). Training and its map in human resource development. Management, (105-106), . 41-37 [in Persian]
    3.
  3. Atabaki, M., & Imani Galeh Pordardsari, Mohammad Taghi and Rabiee, Ali (2015). Provide a strategic framework for organizational training and improvement in the Ministry of Cooperatives, Labor and Social Welfare. Quarterly Journal of Training and Development of Human Resources, (7), 53-70. [in Persian]
    4.
  4. Azkia, M., & Imani Jajarmi, H., & Farzizadeh Mandaidi, Z. (2011). Applied Research Methods; Application of Fundamental Theory. Tehran: Kayhan Publishing Company. [in Persian]
    5.
  5. Banhwa, P. F., Chipunza, C., & Chamisa, S. F. (2014). The Influence of organizational employee engagement strategies on organizational citizenship behavior within retail banking. A case of amatole district municipality. Mediterranean Journal of Social Sciences, 5(6), 53.
    6.
  6. Chai, D., & Kim, S., & Kim., M. (2018). A Work and Learning Dual System Model for Talent Development in South Korea: A Multiple Stakeholder View. Sage journals: Advances in Developing Human Resources. 20(4), 410-427.
    7.
  7. Chermack, T., Bodwell, W., & Glick, (2010). Two Strategies for Leveraging Teams Toward Organizational Effectiveness: Scenario Planning and Organizational Ambidexterity. Sage journals: Advances in Developing Human Resources. 12(1), 137-156.
    8.
  8. Chi, J., Leuty, M., Bullock-Yowell, E., & Dahlen, E. (2018). Work Value Differentiation and Profile Elevation: What Do They Predict? Journal of Career Assessment, 1-18.
    9.
  9. Connolly, J., Gifford, A., & Kanol, ( 2017). public affairs to support ‘good governance’ in the Turkish republic of North Cyprus. Teaching Public Administration, 36(3), 207-221.
    10.
  10. Delavari, R. E. (2011). Injuries of organizational training in the public sector based on the three-pronged model. The first pathology conference of organizational education, Mashhad. .[in Persian]
    11.
  11. Demirchi, M., Hosseini, S., & Oladian, M. (2019). Designing a model for empowering Sepah Bank employees based on organizational learning. Quarterly Journal of Training and Development of Human Resources, (20), 1-25. [in Persian]
    12.
  12. E Nova, D. A. (2005). Staff development. Translated by Nasser Poursadegh and Saeed Ali Mirzaei, Tehran: Sargol Publications. [in Persian]
    13.
  13. Gedro, J. (2010). Understanding, Designing, and Teaching LGBT Issues. Sage journals: Advances in Developing Human Resources. 12(3), 352-366.
    14.
  14. Ghaisari, B. E., & Moazami, M. O., & Sobhani. A. B. (2021). Identifying the dimensions of the components and effective factors of human resource improvement according to the transformational approach in the Tehran Education Organization Journal of New Approaches in Educational Adminstration, 12(1), 54-68. [in Persian]
    15.
  15. Golabi, S. A. (1990). Organization, management and development of human resources (Sociology of Development of Iran). Tehran: Author. [in Persian]
    16.
  16. Hiedemann, A., Nasi, , & Saporito, R. ( 2017). A public service-dominant logic for the executive education of public managers. Teaching Public Administration, 35(1), 66-87.
    17.
  17. Lochan, D. ( 2015). Service quality and the training of employees: The mediating role of organizational commitment. Tourism Management, ( 46), 419–430.
    18.
  18. Mahmoudi Kouchaksarai, A., Farahani, M., & Rasteh Moghadam, A. (2015). Pathology of the staff training system using a three-pronged model. Quarterly Journal of Training and Development of Human Resources, (5), 27-51. [in Persian]
    19.
  19. Mihardjo, L., Jermsittiparsert, K., Ahmed, U., Chankoson, T., & Iqbal Hussain, H. (2020). Impact of Key HR Practices (Human Capital, Training and Rewards) on Service Recovery Performance with Mediating Role of Employee Commitment of the Takaful Industry of the Southeast Asian Region. Education & Training. 63(1), 1-21.
    20.
  20. Muyia, M., Wekullo, C., &  Nafukho. F. (2018). Talent Development in Emerging Economies Through Learning and Development Capacity Building. Sage journals: Advances in Developing Human Resources. 20(4), 498-516.
    21.
  21. Pourasad, M., Ahmadi, K., Fatemy, A. (2021). Pathology of the staff training system in Iranian government organizations. Journal of Managing Education in Organizations, 9(2), 261-290. [in Persian]
    22.
  22. Pourkarimi, J., & Ghazei, A. (2012). Comprehensive education system: a model for specialized training of the Red Crescent Society. Scientific Journal of Rescue and Relief, 4 (4), 1-16. [in Persian]
    23.
  23. Sabbaghian, Z. (1993). The effect of in-service training on increasing the success and efficiency of managers. Quarterly Journal of Management in Education, Fourth Year. [in Persian]
    24.
  24. Sabrakesh, A., Mazinani, H., & Noor Mohammadi, H. (2013). Training and development of human resources in the organization. Quarterly Journal of Management Studies on Disciplinary Education, (4), 107-133. [in Persian]
    25.
  25. Shen, J. (2005). International training and management development theoryand reality. Journal Behavioral sciences,(1), 2385-2389.
    26.
  26. Shirbegi, N. A., & Nazari, S. A., & Nasiri Nia, S. H. (2021). Evaluation of Human Resources Development Strategies in the Architectural Space Changes in the Quarterly Journal of New Approaches in Educational Adminstration, 12(2 ), 128-131. [in Persian]
    27.
  27. Soleimani, N., Fathivajargah, K., Hosseini, M., & Haghani, M. (2021). A qualitative Meta-Synthesis Study on Challenges of Applying Gamified Organizational Training and Development (GOTD). Journal of Managing Education in Organizations, 9(2), 65-95. [in Persian]
    28.
  28. Soltani, I. (1998). The role of human resource development in improving the productivity of organizations. Quarterly Journal of Management and Development Process. (39), 59-68. [in Persian]
    29.
  29. Soltani, I. (1999). Effectiveness of training in industrial and production organizations. Tehran: Tadbir Magazine,(119). [in Persian]
    30.
  30. Strauss, A., & Corbin, J. (1990). Principles of Qualitative Research Methodology: The Basic Theory of Procedures and Practices. Translated by Buick Mohammadi 2014. Tehran: Humanities and Cultural Studies Institute. [in Persian]
    31.
  31. Tharenou, P. H. (2006). Do organizations Gel Positive results from training? The big picture, In p. Holland and H. de lien(Eds.), contemporary issues in human resource development: An Australian perspective Melbourne. Australia: Mc Graw Hill. 153-174.
    32.
  32. Thomas, K. (2014). Workplace Technology and the Creation of Boundaries: The Role of VHRD in a 24/7 Work Environment. Sage journals: Advances in Developing Human Resources. 16(3), 281-295.
    33.
  33. Tyler G, H., Florence D, D., Hunter W,S., Denys, B., Matthew D, N., Matt J, H., & Rick, S. (2020) . Enhacing the training ingrity of human service staff using pyramidal behavioral skills training. Journal of Applied Behavior Analysis, 53(1), 449-464.
    34.
  34. Umble, K. A., & Dooley. L. A. (2004). Planning Human Resource Development and Continuing Professional Education Programs That Use Educational Technologies: Voices That Must be Heard. Sage journals: Advances in Developing Human Resources. 6(1), 86-100.
    35.
  35. Van der Steen, A., Van Twist, M.A., & Frissen, P. A. (2016). Learning from experience. Teaching Public Administration, 35(1), 105-125.
    36.
_||_

مقالات مرتبط

حقوق این وب‌سایت متعلق به سامانه مدیریت نشریات دانشگاه آزاد اسلامی است.
حق نشر © 1403-1400

صفحه اصلی| عضویت/ ورود| درباره سند| تماس با ما|
[English] [العربية] [en] [ar]