آسیب شناسی نظام آموزش منابع انسانی در آموزش عالی: تدوین و اعتباریابی یک الگو
محورهای موضوعی : مدل های بلوغ آموزش و توسعه در سازمان و نحوه ارزیابی آنخالد میراحمدی 1 , اباصلت خراسانی 2 , محمدتقی نظرپور 3 * , غلامرضا شمس مورکانی 4
1 - دانشجوي دکتري مديريت آموزش، دانشکده علوم تربيتي و روان شناسي، دانشگاه شهيد بهشتي، تهران، ايران
2 - دانشيار، گروه علوم تربيتي، دانشکده علوم تربيتي و روان شناسي،دانشگاه شهيد بهشتي، تهران، ايران
3 - استاديار، دانشکده معماري و شهرسازي، دانشگاه شهيد بهشتي، تهران، ايران
4 - دانشيار، گروه علوم تربيتي، دانشکده علوم تربيتي و روان شناسي، دانشگاه شهيد بهشتي، تهران، ايران
کلید واژه: آسیبشناسی نظام آموزش منابع انسانی آسیب شناسی آموزش منابع انسانی آموزش عالی,
چکیده مقاله :
هدف اصلي اين پژوهش، آسیبشناسی آموزش منابع انسانی در آموزش عالی و تدوين و اعتباريابي الگويی برای آن بود. روش پژوهش از نظر هدف، کاربردی و توسعهای و از نظر شیوه گردآوری دادهها، ترکيبي اکتشافي متوالي و از نوع الگوسازي بوده که با استفاده از روش همسوسازي دادههاي چندگانه در دو مرحله، چارچوب نظري اوليه تدوين و در قالب یک الگو اعتباريابي شد. برای شناسایی آسیبها، در مرحله اول با بهرهگیری از مطالعه موردی کیفی، دیدگاهها و تجارب 11 نفر از خبرگان با رویکرد هدفمند و معیار اشباع نظری از طریق مصاحبه نیمه-ساختمند مورد بررسی قرار گرفته و سپس با استفاده از تکنیک تحلیل مضمون، دادهها تحلیل شدند. در مرحله دوم با استفاده از روش پیمایشی، ابعاد و مؤلفههای استخراج شده از طریق پرسشنامه محققساخته از دیدگاه 98 نفر از مدیران و کارشناسان منابع انسانی دانشگاههای دولتی تهران بر اساس روش نمونهگیری تصادفی نسبتی بررسی شد. جهت تحلیل دادهها، برای اعتباریابی چهارچوب تدوین شده از تحلیل حداقل مربعات جزئی با استفاده از نرمافزار اسمارت. پی. ال. اس استفاده شد. در نتیجه کدگذاری دادههای حاصل از تحلیل مصاحبه 215 کد استخراج شد که که در قالب 34 مؤلفه و 14 بعد؛ تجزیه و تحلیل مشاغل و شایستگی، نیازسنجی، طراحی و برنامهریزی، اجرای آموزش، ارزشیابی و پایش، انتقال آموزش، سیستمی، مدیریت دانش و تجارب، فرهنگ دانشگاهی و منابع انسانی، قوانین و اسناد بالادستی، مالی و بودجه، آشناسازی و آگاهی بخشی، ساختار سازمانی و منابع انسانی، و فنآوری دستهبندی و الگوی آسیبشناسی آموزش منابع انسانی دانشگاهها تدوین و اعتبارسنجی شد. متغیرهای ارزشیابی و پایش، طراحی و برنامهریزی و انتقال آموزش(با ضریب تعیین 74/0، 73/0، 71/0) بیشترین تبیین و متغیرهای مدیریت دانش و تجارب، قوانین و اسناد بالادستی و مالی و بودجه(با ضریب تعیین، 50/0، 40/0، 31/0) کمترین تبیین را از الگوی تدوین شده نشان دادند.
The present research aims to conduct a pathological study of Human Resource Training in higher education and, thereby, proceed to codify and validate a model for it. The methodology was practical and developmental. A combined sequential exploratory (heuristic) method of the modelling type was utilized for data collection. Drawing from multiple data synchronization in two stages, a primary theoretical framework was codified and, accordingly, it was validated in the form of a model. For the pathology of the staffing system, the first stage, qualitative case study was used according to which the perspectives and experiences of 11 experts, managers and specialists were taken into account with a purposeful approach through theoretical saturation criterion. It should be noted that semi-structured interview was utilized at this stage and the gathered data were analyzed by drawing from Thematic Analysis technique. At the second stage, applied a survey method and the components extracted from an ascertained questionnaire given to 98 staffing managers and experts in public universities under supervision of Tehran Ministry of Science, Research and Technology were analyzed based on a relative class sampling method. In order to analyze the gathered data and validate the codified framework, partial least squares analysis was utilized by drawing from Smart PLS software. After coding the data derived from analysis of documents and interviews, 215 codes were defined and categorized as 34 components and 14 perspectives as follows: jobs and Competency analysis, Need assessment, Design and planning, Implementation of training, Evaluation and monitoring, Transfer of training, systematic, Knowledge and experience management, Human resource culture, Upstream laws and documents, Finance and budget, orientation and awareness, Organizational and human resources structure and technology. According to identified defects, the pathological model for staffing system in universities was codified and validated. Evaluation and monitoring, Design and planning and Transfer of training as variables played the highest role (coefficient of determination calculated to be 0.83, 0.79 and 0.79 respectively) while Knowledge and experience management, Upstream laws and documents and Finance and budget factors (coefficient of determination calculated to be 0.41, 0.49 and 0.51 respectively) had the lowest role in determining the pathological model of the Training system.
1. Shams G, Mirahmadi K. Designing and Validating of Sociocultural Structure Model for Universities. Quarterly Journal of Research and Planning in Higher Education. 2020;25(4):121-51.
2. Wolhuter C, Karras, K., Calogiannakis, P. The crisis in world education and comparative education. Bulgarian Comparative Education Society; 2015.
3. van de Werfhorst HG. Changing societies and four tasks of schooling: Challenges for strongly differentiated educational systems. International Review of Education. 2014;60(1):123-44.
4. Jafari Rad A, Shamami Azizi M, afari Karafestani Z. STUDYING POSTGRADUATES'SATISFACTION LEVEL ABOUT QUALITY SERVICES OFFERED BY TEHRAN STATE-RUN UNIVERSITIES. Majallah-i Amuzih-i Muhandisi-i Iran. 2016;17(68):113 -25.
5. Massy William F, Wilgar AK. A Note on Education Quality Work. National Center For Postsecondary Improvement, Stanford University; 2005.
6. Evans A, Chun E. Creating a Tipping Point: Strategic Human Resources in Higher Education: ASHE Higher Education Report: John Wiley & Sons; 2012.
7. Teir R, Zhang R-Q. The current practices of human resource management in higher education institutions in Palestine. Journal of Human Resources Management and Labor Studies. 2016;4(1):65-83.
8. Bawa M. Strategic human resource management and organizational performance: a review of literature and research framework | International Journal of Development Research (IJDR). International Journal of Development Research. 2019;7:18036-42.
9. Chow IH-s, Teo ST, Chew IK. HRM systems and firm performance: The mediation role of strategic orientation. Asia Pacific Journal of Management. 2013;30(1):53-72.
10. Hanci-Donmez T, Karacay G. High-performance human resource practices and firm performance: mediating effect of corporate entrepreneurship. International Journal of Organizational Leadership. 2019;8:63-77.
11. Mekonnen M. Effect of Strategic Human Resource Management Practice on Organization Citizenship Behaviors: Study on Commercial Bank of Ethiopia Jimma District.
12. Sabiu MS, Mei TS, Joarder MHR. An empirical analysis of HRM practices and organisational performance relationship in the context of developing nation: The moderating effect of ethical climates. International Journal of Management Research and Reviews. 2016;6(10):1463.
13. Abaspour A. Advanced Human Resource Managemant. Tehran: Samt; 2018.
14. Pourasad M, Ahmadi K, Fatemy A. A Pathology of the staff training system in Iranian government organizations. Managing Education in Organization. 2021;9(2):261-90.
15. Handy LAW. The importance of the work environment variables on the transfer of training: North Carolina State University; 2008.
16. Habibi H, Hamrahzade M, Jafarian V. Pathology of Organizational Training Management: A Phenomenological Study. Journal of New Approaches in Educational Administration. 2020;11(44):55-76.
17. Harrison M, Shirom A. Organizational diagnosis and assessment: Bridging theory and practice: Sage Publications; 1998.
18. Brown DR, Harvey DF. An Experiential Approach to Organization Development. 7, editor. London Pearson Prentice Hall; 2005.
19. Kahn WA. The practice of organizational diagnosis: Theory and methods. Academy of Management Briarcliff Manor, NY; 2015.
20. Amiri H, Ghadiri R. Pathology of Human Resources Management in Mazandaran University of Medical Sciences On the basis three ramifications model. Journal of Educational Psychology. 2015;6(2):59-82.
21. Lewin K. Field theory in social science: selected theoretical papers (Edited by Dorwin Cartwright.). 1951.
22. Litwin GH, Stringer RA. Motivation and organizational climate. 1968.
23. Likert R. The human organization: its management and values. 1967.
24. Weisbord MR. Organizational diagnosis: Six places to look for trouble with or without a theory. Group & Organization Studies. 1976;1(4):430-47.
25. Nadler DA, Tushman ML. A model for diagnosing organizational behavior. Organizational Dynamics. 1980;9(2):35-51.
26. Waterman RH, Peters TJ. In search of excellence: Lessons from America's best-run companies: New York: Harper & Row; 1982.
27. Galbraith JR. Designing the innovating organization. Organizational dynamics. 1982;10(3):5-25.
28. Tichy NM. Managing strategic change: Technical, political, and cultural dynamics: John Wiley & Sons; 1983.
29. Nelson L, Burns FL. High performance programming: a framework for transforming organizations. Transforming Work: A Collection of Organizational Transformation Readings. 1984:226-42.
30. Burke WW, Litwin GH. A causal model of organizational performance and change. Journal of management. 1992;18(3):523-45.
31. Falletta S. Organizational intelligence surveys. Training & Development. 2008;62(6):52-8.
32. Mirzai Ahrandani H, Sarlak M. A look at organizational epistemology: the evolution, schools and management applications. Quantum Peak Light. 2005;3.
33. Momeni SE, Zamani Moghadam A, Jafari P. The Pathology of Meli Bank Staff Training System. Educational Administration Research. 2018;10(37):103-22.
34. Rahimi H. A Comparative Study of Organizational Pathological Patterns: A Strategy for Iranian Organizations. Iranian Journal of Comparative Education. 2020;3(4):907-21.
35. SHAMS MG, SAFAEI MS, FATEMI SA. STUDYING THE CHALLENGES OF TRAINING AND DEVELOPMENT OF HUMAN RESOURCES BASED ON THREE BRANCHES MODEL. 2016.
36. Gall MD, Borg WR, Gall JP. Educational research: An introduction: Longman Publishing; 1996.
37. Amani J, Khezri Azar H, Mahmoudi H. An introduction to partial least squares structural equation modeling (PLS-SEM) and its application in behavioral research. Iranian Journal of Psychology. 2012;1(1):41-55.