طراحی و اعتبارسنجی الگوی آموزش اثربخش رؤسای زندانهای کشور: پژوهشی آمیخته
محورهای موضوعی : روش های نوین آموزش وتوسعه منابع انسانی
جواد کیهان
1
*
,
محسن شمس
2
,
ابراهیم صالحی عمران
3
1 - دانشیار گروه علوم تربیتی، واحد ارومیه، دانشگاه آزاد اسلامی، ارومیه، ایران
2 - دانشجوی دکتری گروه علوم تربیتی، واحد ارومیه، دانشگاه آزاد اسلامی، ارومیه، ایران
3 - دانشگاه مازندران
کلید واژه: آموزش اثربخش, رؤسای زندانها, نظریه دادهبنیاد, جانشینپروری, شایستگیمحوری,
چکیده مقاله :
هدف اصلی این پژوهش، طراحی الگویی اثربخش، بومی و زمینهمحور برای آموزش رؤسای زندان در جمهوری اسلامی ایران است. این مطالعه از نظر هدف، توسعهای-کاربردی و از حیث روش، کیفی با راهبرد نظریهپردازی دادهبنیاد (گراندد تئوری) به شیوه نظاممند اشتراوس و کوربین (نسخه ۲۰۱۵) است. مشارکتکنندگان شامل ۲۱ نفر از خبرگان حوزه زندانبانی، سیاستگذاری کیفری، آموزش منابع انسانی و مدیران باسابقه سازمان زندانها بودند که با روش نمونهگیری هدفمند و تکنیک گلولهبرفی انتخاب شدند. ابزار گردآوری دادهها مصاحبه نیمهساختیافته بود و تحلیل دادهها در سه مرحله کدگذاری باز، محوری و انتخابی انجام گرفت. برای اعتبارسنجی یافتهها از روش تطبیق مشارکتکنندگان، تحلیل همگرایی مفهومی، و بررسی بازخورد استفاده شد. همچنین بهمنظور ارتقاء استحکام ساختاری مدل و تحلیل ارتباط میان مؤلفهها، از مدلسازی ساختاری–تفسیری (ISM) و تحلیل اثر-وابستگی (MICMAC) بهره گرفته شد. یافتهها به شناسایی 628 کد باز، 108 کد محوری و 29 کد انتخابی منجر شد. بر اساس الگوی پارادایمی، ضعف نظام آموزشی موجود، شکاف دانش و مهارت، و غیبت ارزیابی اثربخش، از جمله چالشهای اساسی شناسایی شدند. مدل نهایی ارائهشده، از منظری چندسطحی، عناصر علی، زمینهای، مداخلهگر، راهبردی و پیامدی را در قالب الگویی تلفیقی و بومی سازماندهی میکند. در تحلیل ISM نیز متغیرهایی همچون توانمندی مربیان، استفاده از فناوری آموزشی، و انگیزش مدیران در زمره متغیرهای با قدرت نفوذ بالا قرار گرفتند که نقش کلیدی در فعالسازی و هدایت نظام آموزش ایفا میکنند. الگوی نهایی پژوهش، مدلی چندبعدی است که آموزش رؤسای زندان را بر پایه شایستگیهای واقعی، یادگیری موقعیتی، فناوریپایه و ارزشیابی مستمر بازتعریف میکند.
This study is developmental-applied in terms of purpose and qualitative in terms of method with a grounded theory strategy in the systematic method of Strauss and Corbin (2015 edition). The participants included 21 experts in the fields of prison management, penal policymaking, human resource training, and experienced managers of prison organizations who were selected using purposive sampling and snowball technique. The data collection tool was a semi-structured interview, and data analysis was conducted in three stages of open, axial, and selective coding. The participant matching method, conceptual convergence analysis, and feedback review were used to validate the findings. In order to enhance the structural robustness of the model and analyze the relationship between components, interpretive structural modeling (ISM) and impact-dependency analysis (MICMAC) were used. The findings led to the identification of 628 open codes, 108 central codes, and 29 selected codes. Based on the paradigmatic model, the weakness of the existing education system, the knowledge and skills gap, and the absence of effective evaluation were identified as the main challenges. The final model presented, from a multi-level perspective, organizes causal, contextual, interventionist, strategic, and outcome elements in an integrated and native model. In the ISM analysis, variables such as the ability of instructors, the use of educational technology, and the motivation of managers were included among the variables with high influence that play a key role in activating and guiding the education system.
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