شناسایی ابعاد، مولفه ها و شاخص های توسعه ای یادگیری فراگیر محور و جامع کارکنان
محورهای موضوعی : الگوهای تدوین برنامه های توسعه فردیسمیه خداپرست 1 , کلثوم نامی 2 * , مختار ذاکری 3
1 - دانشجوی دکتری مدیریت آموزشی ،دانشگاه آزاد اسلامی واحد بندرعباس ، بندرعباس، ایران
2 - گروه علوم تربیتی ، واحد بندر عباس ، دانشگاه آزاد اسلامی ، بندر عباس ، ایران * نویسنده مسئول
3 - گروه علوم تربیتی ، دانشگاه فرهنگیان ، تهران ، ایران.
کلید واژه: یادگیری فراگیر , یادگیری فراگیر محور, یادگیری جامع,
چکیده مقاله :
پژوهش حاضر با هدف شناسایی ابعاد، مولفه ها و شاخص های توسعه ای یادگیری فراگیر محور و جامع کارکنان انجام پذیرفت که از حیث هدف کاربردی و با استفاده از روش کیفی انجام پذیرفته است.در این راستا شناسایی ابعاد، مولفه ها و شاخص های توسعه ای یادگیری فراگیر محور و جامع کارکنان جهت بهبود وظایف محوله کارکنان، اقدامی مثبت و راهبری می باشدکه ازیک سوجهت رضایتمندی فردی و از سویی دیگر نقشی به سزا در توسعه و بهبود سازمان دارد . مشارکت‌کنندگان در بخش کیفی از خبرگان و متخصصان و صاحب‌نظران حوزه مدیریت و مدیران آموزشی براساس روش هدفمند انتخاب و تا رسیدن به اشباع نظری ادامه یافت. با استفاده از تکنیک تحلیل مضمون و بر مبنای مصاحبه نیمه ساختاریافته با 22 نفر از خبرگان به ارائه مدل کیفی پرداخته شده است. نتایج حاصل از کدگذاری باز و محوری، به استخراج 9 بُعد( 1. مکانیزم‌های مدیریتی 2. پویایی محیط 3. پتانسیل آموزش 4. عامل های فردی 5. عامل های سازمانی 6. سازمان پاسخگو 7. انتقال یادگیری 8. بسترهای فرهنگی و 9. فرهنگ انتقال یادگیری ) که از 25 مولفه و 131 مفهوم منجر شد. یافته‌های این مطالعه می‌تواند ضمن ارائه بینش عمیق به تصمیم‌گیران ارشد و مدیران شرکت ها و سازمانها، زمینه‌ساز یادگیری فراگیر محور و جامع کارکنان در بهره وری سازمان و شرکت ها نقش موثری داشته باشد .
The present study was conducted with the purpose of identifying the dimensions, components, and developmental indicators of learner-based and comprehensive employee learning. This study was practical in terms of purpose and using a qualitative method. In this regard, identifying the dimensions, components, and developmental indicators of learner-based and comprehensive employee learning to improve the assigned tasks of employees could be considered as a positive and guiding action that, on the one hand, creates an individual satisfaction aspect and, on the other hand, plays a significant role in the development and improvement of the organization. Participants in the qualitative part were selected from experienced practitioners, specialists, and experts in the field of management and educational managers based on a purposeful method which was continued until theoretical saturation was reached. Then a qualitative model was presented by using the content analysis technique and based on semi-structured interviews with 22 experts in the field. The results of open and axial coding led to the extraction of 9 dimensions (including: 1. management mechanisms, 2. environmental dynamics, 3. training potential 4. individual factors, 5. organizational factors, 6. responsive organization, 7. learning transfer, 8. cultural contexts, and 9. learning transfer culture) which consisted of 25 components and 131 concepts. The findings of this study can provide deep insight for senior decision makers and managers of companies and organizations, and could play an effective role in facilitating learner-based and comprehensive employee learning toward the productivity of organizations and companies.
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