شناسایی و اعتبار یابی ابعاد و مولفه های الگوی آموزش الکترونیکی مدیران بانک تجارت
محورهای موضوعی : روش های نوین آموزش وتوسعه منابع انسانیسیده زهرا سادات کیایی 1 , فاطمه حميدي فر 2 * , بهارک شیرزاد کبریا 3
1 - گروه مدیریت آموزشی، واحد تهران مرکزی، دانشگاه آزاد اسلامی، تهران، ایران
2 - گروه مدیریت آموزشی، واحد تهران مرکزی، دانشگاه آزاد اسلامی، تهران، ایران
3 - گروه مدیریت آموزشی، واحد تهران مرکزی، دانشگاه آزاد اسلامی، تهران، ایران
کلید واژه: آموزش, الکترونیکی, مدیران, بانک تجارت,
چکیده مقاله :
هدف پژوهش حاضر شناسایی و اعتبار یابی ابعاد و مولفه های آموزش الکترونیکی مدیران بانک تجارت می باشد. این پژوهش از نظر هدف کاربردی، نحوه جمع آوری داده ها کیفی و کمی (آمیخته اکتشافی) است. حجم نمونه در بخش کیفی تا اشباع نظری 21 نفر و در بخش کمی طبق جدول مورگان از 300 نفر مدیران حوزه ستادی بانک تجارت در مناطق پنج‌گانه تهران، 163 نفر با روش نمونه‌گیری تصادفی طبقه‌ای انتخاب و پرسشنامه توزیع شد. پرسشنامه محقق ساخته در قالب 5 بعد مدل پارادایمی مشتمل بر 19 مؤلفه و 147 شاخص بود. به منظور شناسایی و تأیید عوامل اندازه‌گیری، روایی پرسشنامه به‌طور جداگانه برای هر بعد انجام گرفت. نتایج نشان داده است که تحلیل عاملی تائیدی نتایج کمی مدل داده را تا حدود زیادی تائید کرد و الگوی آموزش الکترونیکی مدیران بانک تجارت با 5 بعد، 19 مؤلفه به دست آمد که عوامل زمینه‌ساز الگوی آموزش الکترونیکی مدیران بانک تجارت شامل آمادگی فرهنگی، آمادگی فنی، آمادگی آموزشی، آمادگی محیطی؛ عوامل علی شامل عوامل انسانی، ساختار و سیاست‌های آموزشی، مدیریت؛ عوامل مداخله‌گر شامل رویکردهای فردی، رویکردهای مدیریتی؛ راهبردها شامل رویکردهای آموزشی، رویکردهای پداگوژیکی و آندراگوژیکی، سنجش و ارزیابی آموزشی، سهولت دسترسی، کیفیت آموزشی هدفمند، نوآوری و خلاقیت، مدیریت یکپارچه و نهایتاً پیامدها شامل موفقیت آموزشی و شایسته‌سالاری، آینده‌نگری، افزایش اثربخشی و بهبود عملکرد سازمانی بودند.
The purpose of this research is to provide an e-learning pattern for Tejarat Bank managers. This research is qualitative and quantitative (exploratory mix) in terms of applied purpose, in terms of how to collect data. The sample size in the qualitative to theoretical saturation section was 21 people and in the quantitative section according to Morgan table from the 300 managers of Tejarat Bank headquarters in the five districts of Tehran, 169 people were selected and distributed by stratified random sampling questionnaire. The researcher-made questionnaire in the form of 6 dimensions of paradigm model consisted of 19 components and 147 indicators. In order to identify and confirm the measurement factors, the validity of the questionnaire was tested separately for each dimension by first-order confirmation factor analysis (dimensions consisting of two components) and second-order (dimensions consisting of more than two components). The results show that confirmatory factor analysis confirmed the quantitative results of the Strauss and Corbin Foundation data model to a large extent and the e-learning model of Tejarat Bank managers with 6 dimensions, 19 components and 134 indicators was obtained. Including cultural readiness, technical readiness, educational readiness, environmental readiness; Causal factors include human factors, educational structure and policies, management; Interfering factors include individual approaches, managerial approaches; Strategies included educational approaches, pedagogical and andragogical approaches, educational assessment and evaluation, ease of access, targeted educational quality, innovation and creativity, integrated management and finally the consequences included educational success and meritocracy, foresight, increasing effectiveness and improving organizational performance.
1. Ansari, Hakimeh. (2014). Comparison of the effectiveness of in-service and short-term in-service training in human resource empowerment, 3rd Annual National Conference on Modern Management Sciences, Islamic Azad University, Aliabad Katoul Branch.
2. Pittman, L. D, & Richmond, A. (2011). University Belonging, Friendship Quality, and Psychological Adjustment During the Transition to College. Journal of Experimental Education, 76 (2): 343 – 361.
3. Terri A.(2002), Is e-learning right for your organization? New York: American Society for Training and Development (ASTD); 2002. Available from: http://www.learningcircuits.org/2002/jan2002/ anderson.html
4. Sugant R A, (2014), Framework for Measuring Service Quality of E‐Learning Services. Proceedings of the Third International Conference on Global Business, Economics, Finance and Social Sciences, (GB14Mumbai Conference) Mumbai, India. 19‐21.
5. Nadeem, M. (2010). The Role of training in determining the employee corporate behavior with respect to organizational productivity. international journal business & management, 21-34.
6. Fathi Vajargah, Kourosh. (2018). An Introduction to In-Service Training Planning for Employees, Tehran: Samat Publications.
7. Salas, E, & Stagl, K. C. (2009).Design training systematically and follow the science of training. Handbook of Principles of Organizational Behavior: Indispensable knowledge for evidence-based management, 2nd ed (Chichester: John Wiley & Sons),pp: 59-84
8. Aguinis, H. & Kraiger, K. (2009).Benefits of training and development for individuals and teams, organizations, and society. Annual review of psychology, pp:60, 451-474.
9. Salimabadi, Sara Sadat. (2006). Investigating the obstacles to the development of a virtual university in Iran and offering solutions to overcome them. Master Thesis, Information Technology Management, Faculty of Management, University of Tehran.
10. Ansong, Eric and Boateng, Richard and L Boateng, Sheena. (2017). The nature of E-learning adoption by stakeholder of a university in Africa, E-Learning and Digital Media. 11(2),pp: 94-130.
11. Soon L, Sarrafzadeh M. (2010), Preparing Students for Online Group Work in Distance Education. The Second International Conference on E-Learning and E-Teaching (ICELET 2010); 2010 Dec 2; Tehran, Iran. Tehran: IEEE.p. 40-48.
12. Varvel VE. (2007). Master online teacher competencies. Online journal of distance learning administrationp 15;10(1): 1-41
13. Puustinen, M. Seantti, J. Koski, A. & Tammi, T. (2018). Teaching: A practical or research-based profession? Teacher candidates' approaches to research-based teacher education. Teaching and Teacher Education, 74, 170 e179.
14. Andone, L. Sireteanu, N-A. (2009). Strategies for technology-based learning in higher education. The FedUni Journal of Higher Education, 4(1), 31- 42.
15. Richey RC, Fields DC, Foxon M.(2011), Instructional design competencies: The standards. ERIC Clearinghouse on Information & Technology, Syracuse University.
16. Zameer, A. (2010). Virtual education system current myth & future reality in Pakistan. Informing Science and Information Technology, 7(1), 1- 8.
17. Hosseinzadeh, Davood and Barzegar, Nader. (2014) . Training process in organizations. Tehran: Saveh Branch Azad University Press.
18. Khorasani, Abasalat. (2016). New approaches in human resource training and development. Tehran: Aftab Sayeh Publications.
19. Barzegar, Nader, Salmani Kazarji, Ali and Fallahpour, Abbas. (2020). Organizational Training Standards, Tehran: Iran Industrial Research Training Center.
20. Mohseni, Neda (2020). Feasibility study of establishing e-learning in Sarmayeh Bank. Quarterly Journal of Management and Education Outlook. Volume 2. Number 4. pp. 1-18.
21. Sobko, Sophia; Unadkat, Devanshi; Adams, Jessica; Hull, Glynda. (2020). Learning through Collaboration: A Networked Approach to Online Pedagogy, E-Learning and Digital Media, v17 n1 p36.
22. Rhonda N. T. Meng, Paul; Breiner, Sarah; Chaparro, Erin; Algozzine, Robert. (2020). Using Stakeholder Feedback to Improve Online Professional Development Opportunities, Journal of Research on Technology in Education, v52 n2 p148-162.
23. Kearney, M; Maher, D; Pham, L. (2020). Investigating Pre-Service Teachers' Informally-Developed Online Professional Learning Networks, Australasian Journal of Educational Technology, v36 n1 p21-36.
24. Aladdin, Hamideh. Faizi, Kamran. (2019). A model for e-learning in higher education institutions, PhD thesis, Allameh Tabatabai University, Faculty of Management.
25. Ghanbari, Salar Razzaq Shirsavar, Hadi. Ziaee, Mohammad Sadegh Mosleh, Maryam. (2019). Presenting an evaluation model of e-learning in the electronic unit of Islamic Azad University. Scientific Quarterly of Educational Management Research. 1 (41).
26. Pourkarimi, Javad Ramezanpour, Ensieh. (1398). Model of professional development of e-learning faculty members: Qualitative research. Journal of Human Resources Education and Development, 21, 125-146.
27. Cidral, Wi Audye Oliveira, Tiago and More. (2017). E-learning success determinants: Brazilian empirical study, Computers & Education. 29, pp: 180-190