Providing a model of professional training for employees (Case study: Qeshm Azhend Company)
Subject Areas :aliakbar jalilehvand 1 , parastoo khosravi 2 , Baharak Shirzad Kebria 3 , Parinaz Benisi 4
1 - Azad University
2 - Azad University
3 - Azad
4 - Azad
Keywords: Education”, ”profession education”, ” Qeshm Azhend Company”,
Abstract :
Organizations need capable employees to survive. In fact, the current competitive environment of organizations, need effective and efficient employees to be able to achieve their goals for growth and development. In this regard, the purpose of this study is to provide a model of professional training of employees. In this study, in order to combine qualitative and quantitative data, a sequential integrated exploratory method was used, according to the classification model with emphasis on qualitative data. The statistical population in the qualitative section consisted of experts familiar with the subject of the research, which was conducted in a non-random and purposeful manner until the theoretical saturation of the 30 interview questionnaire. Also, in the quantitative part, the statistical population includes all employees of Qeshm Azhend Company (Panasonic), whose number is equal to 3122 people. The statistical sample in this research, using random sampling method and Cochran's formula, the sample size was 342 people. In this study, two questionnaires were used to collect the data needed to measure the variables under study, the validity of which was confirmed by the opinions of experts and the reliability of Cronbach's alpha. In order to analyze the data from the approach Grand theory and structural equations were used with MAXQDA, SPSS-PLS software. The results showed that the main dimensions of the model are organizational factors, managerial factors, individual factors and structural factors and include 74 sub-components and the results of the research model show Shows that the model used in the present study had a good fit.
1. Reynolds-Kueny C, Toomey E, Pole D, Hinyard L. Uniting Saint Louis University’s interprofessional education program with organizational learning: A theory-based model to guide IP education and practice. J Interprofessional Educ Pr. 2017;6:7–14.
2. Samwel Mwasalwiba E. Entrepreneurship education: a review of its objectives, teaching methods, and impact indicators. Educ + Train. 2010;52(1):20–47.
3. Tews MJ, Michel JW, Noe RA. Does fun promote learning? The relationship between fun in the workplace and informal learning. J Vocat Behav. 2017;98:46–55.
4. Mehrmohammadi M. Teacher education curriculum and its collaborative implementation model: A transformative strategy for teacher education in Iran. J Theory Pr Curric. 2013;1(1):5–26.
5. Aahancheeyaan MR, Zohoorparvand V. Strategies for improving the effectiveness of organizational training courses. J New Thoughts Educ. 2010;6(1):95–126.
6. Akbari Amro Abadi AR, Rajaeepoor S. The Effect of the Teaching Methods on Promoting the Quality of In-Service Training for Iranian High School Chemistry Teachers. Curric Plan Knowl Res Educ Sci. 2010;7(25):81–100.
7. Warts K. A Guide to Human Capital Theory. Retrieved from Hum Cap Theory, http//humancapitaltheory.com. 2005;90–120.
8. Valaei N, Rezaei S, Ismail WKW. Examining learning strategies, creativity, and innovation at SMEs using fuzzy set Qualitative Comparative Analysis and PLS path modeling. J Bus Res. 2017;70:224–33.
9. Kaya VH, Altuk YG. The views concerning in-service teacher education courses in Science teachers’ professional development. Procedia - Soc Behav Sci. 2012;47:600–4.
10. Lipgar M. An empirical probe of subjective probability notions, guessing behavior, and personality correlates. In: 25th Anniversary Annual Convention Chicago. Chicago, United State; 1999. p. 26–30.
11. Watts S, Stenner P. Doing Q methodology: theory, method and interpretation. Qual Res Psychol. 2005;2(1):67–91.
12. Judge WQ, Blocker CP. Organizational capacity for change and strategic ambidexterity: Flying the plane while rewiring it. Eur J Mark. 2008;42(9/10):915–26.
13. Higgins S. Learning organizations and Competitive Intelligence. In: Managing Academic Libraries. 1st ed. Philadelphia, Pennsylvania, United States: Elsevier Science; 2017. p. 65–70.
14. Movahhedi Y, Kariminezhad K, Hashemi Nosratabadi T, Movahhedi M. The effectiveness of an educational model based on spirituality on improving the components of life quality in night school students. Ravanshenasi va Din. 2014;7(1).
15. Watkins KE, Marsick VJ. Dimensions of the learning organization questionnaire. Warwick, RI Partners Learn Organ. 1997;
16. Estaki Azad N, Amiri S., Latifi Z, Moghtadaie M. Effectiveness of Educational Program based on Always Method on Bullying Boys’ Social Pleasant Behaviors. J Clin Psychol Pers. 2014;2(9):65–74.
17. Yıldızlar M, Kargi E. Preschool teachers’ expectations and evaluations on the effects of in-service teacher education in the Turkish Republic of Northern Cyprus. Procedia - Soc Behav Sci. 2010;2(2):1951–4.
18. Coogan J, Herrington N. Q methodology: an overview. J Res Second Teach Educ. 2011;1(2):24–8.
19. Dehghani S, Gharooni A, Arabzadeh A. Staff Empowerment, Entrepreneurial Behaviors and Organizational Efficiency in Iranian Headquarter Education. Procedia - Soc Behav Sci. 2014;109:1130–41.
20. Chenari M. Socratic Method as a Strategy for Civic Education. J Educ Innov. 2008;7(27):137–54.
21. Chandler GN, Hanks SH. An examination of the substitutability of founders human and financial capital in emerging business ventures. J Bus Ventur. 1998;13(5):353–69.
22. Shinebourne P. Using Q Method in Qualitative Research. Int J Qual Methods. 2009;8(1):93–7.
23. Robbins SP, Judge TA. Organizational behavior. 13th ed. New Jersey, United States: Prentice Hall Publishers; 2009.
24. Parsa Yekta Z, Nasrabadi Nikbakht AR. Concept mapping as an educational strategy to promote meaningful learning. J Med Educ. 2004;5(2):47–50.
25. Stephenson W. The Study of Behavior: Q-technique and Its Methodology. Chicago, United State: University of Chicago Press; 1953.
26. Jamshidian M, Rezaei A. In-service training and its effects on increasing the efficiency of human resources in the governmental sector. J Appl Sociol. 1998;(9):75–84.
27. Hassan Zahraei R, Atash Sokhan G, Salehi S, Ehsanpour S, Hassanzadeh A. Comparing the Factors Related to the Effective Clinical Teaching from Faculty Members’ and Students’ Points of View. Iran J Med Educ. 2008;7(2):249–56.
28. Khanifar H, Jandaghi G, Abdolhosseini B. Identifying and compiling scientific-practical standards of secondary school principals in Tehran and providing an appropriate model. J Psychol Educ. 2008;37(4):117–40.
29. Rezghi Shirsavar H, Pirayandeh P. Faculty members’ attitudes towards research culture in higher education. J Soc Sci. 2011;(87):45–68.
30. Shahmohammadi G, Mohamadi Moghadam U, Enayati A. The Role of Information Technology (IT) in Improving Training in IRI Police University. Police Manag Stud Q. 2010;5(2):228–50.
31. Rebelo TM, Gomes AD. Organizational learning and the learning organization: Reviewing evolution for prospecting the future. J Learn Organ. 2008;15(4):294–308.
32. Abbasi E, Rashidi A. The Effect of Implementing Training Courses on the Performance of Social Security Organization’s Employees. J Manag Dev Process. 2012;25(3):121–43.
33. Ermer DS. Using QFD becomes an educational experience for students and faculty. Qual Prog. 1995;28(5):131.
34. Dickson KE, Lorenz A. Psychological Empowerment and Job Satisfaction of Temporary and Part-Time Nonstandard Workers: A Preliminary Investigation. J Behav Appl Manag. 2009;10(2):166–91.
35. Johnson BH. EMPOWERMENT of Nurse Educators Through Organizational Culture. J Nurs Educ Perspect. 2009;30(1):8–13.
36. Crossan MM, Berdrow I. Organizational learning and strategic renewal. Strateg Manag J. 2003;24(11):1087–105.
37. Argyris C. Action science and organizational learning. J Manag Psychol. 10(6):20–6.
38. Carey C, Matlay H. Creative disciplines education: a model for assessing ideas in entrepreneurship education? Educ + Train. 2010;52(8/9):694–709.