واکاوی عوامل فردی موثر در انتقال یادگیری کارکنان شهرداری تهران
محورهای موضوعی :مریم حسن پور رودبارکی 1 , مژگان عبدالهی 2 , علیرضا عراقیه 3 , فاطمه پرسته قمبوانی 4
1 - دانشگاه آزاد اسلامی، واحد کرج، ایران.
2 - دانشگاه آزاد اسلامی کرج
3 - دانشگاه آزاد واحد اسلامشهر
4 - دانشگاه آزاد اسلامي واحد کرج
کلید واژه: آموزش, انتقال یادگیری, یادگیری, عوامل فردی, محیط کار.,
چکیده مقاله :
هدف این مطالعه، شناسایی و بررسی عوامل فردی مؤثر در انتقال یادگیری به محیط کار برای بهبود عملکرد و توسعه شایستگی های مرتبط با حوزه ی شغلی می باشد. روش پژوهش پیمایشی و جامعه ی آماری کلیه کارکنان حوزه حمل و نقل و ترافیک استان تهران به تعداد 910 نفر می باشد. نمونه آماری به شیوه ی نمونه گیری خوشه ای تک مرحله ای از طریق فرمول کوکران و به تعداد 270 نفر (کارکنانی که حداقل6 ماه و حداکثر یکسال از گذراندن دوره های آموزشی آنها گذشته)، انتخاب شدند. گردآوری داده ها به صورت مطالعات کتابخانه ای و تحقیق میدانی از طریق پرسشنامه ی محقق ساخته با تائید روایی محتوا توسط چند تن از محققان علوم تربیتی و مدیریت و پایایی ابزار با ضریب آلفای کرونباخ (0.77) بدست آمد. به منظور شناسایی عوامل فردی از تحلیل عامل اکتشافی و تحلیل عامل تاییدی و برای تعیین مناسب ترین عامل ها از چرخش واریماکس استفاده شد. نتایج حاصل نشان داد: مولفه های خودکارآمدی، انتظارات از نتایج عملکرد، توانایی شناختی، نگرش شغلی، جهت‌گیری، تعهد سازمانی، آمادگی یادگیرنده، ویژگی‌های شخصیتی، منبع کنترل، احساس مثبت، خودآگاهی، ویژگی‌های جمعیت شناختی، دریافت از منابع یادگیری، گشودگی تجربه، انگیزش انتقال، سودمندی و ارزش ادراک شده و هدف محوری غیر از مولفه های مقاومت در برابر تغییر و سطح انگیزش، از عوامل فردی مؤثر بر انتقال یادگیری می‌باشند. براساس نتايج به دست آمده از آزمون فریدمن نیز عامل«تعهد سازمانی» با میانگین 76/12 بیشترین تأثیر و عامل«سطح انگیزش» با میانگین 58/4 کمترین تأثیر را بر انتقال یادگیری داشته است.
The Purpose of this Study is to identify and investigate the individual factors affecting transferring of learning to workplace in order to improve the performance and develop job competencies. It was a descriptive survey research. The population consisted of all staff at Transportation and Traffic Department in Tehran (N= 910). The sample was selected through a single-cluster sampling method through the Cochran formula and 270 employees (employees who were at least 6 months and at most one year after passing their training courses). Data collection was carried out through library studies and field research through a researcher-made questionnaire with content validity confirmation by several researchers in education and management and reliability of the tool, with Cronbach's alpha coefficient (0.77). In order to identify individual factors, exploratory factor analysis and confirmatory factor analysis, Varimax rotation was used to determine the most appropriate factors. The results showed: self-efficacy components, expectations from performance outcomes, cognitive ability, job attitude, orientation, organizational commitment, learner readiness, personality traits, control source, positive feeling, self-awareness, demographic characteristics, reception from learning resources, openness of experience, transfer motivation, perceived usefulness and value and core purpose are individual factors affecting transfer of learning, except the resistance to change and motivation level. According to results of Friedman test, the organizational commitment with the mean of 12.76 and level of motivation (mean=4.58) had the highest and least effect on transferring of learning of staff.
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