واکاوی وضعیت موجود ارزشیابی آموزشی در بانک‌های خصوصی کشور (یک پژوهش کیفی)
محورهای موضوعی :علی دانا 1 , محمدرضا نیلی احمدآبادی 2 , علی دلاور 3 , محمدعلی دهقان دهنوی 4 , خدیجه علی آبادی 5
1 - دانشگاه علامه طباطبایی
2 - دانشگاه علامه طباطبایی
3 - استاد گروه سنجش و اندازه‌گیری دانشگاه علامه طباطبائی، تهران، ایران.
4 - دانشگاه علامه طباطبایی
5 - دانشگاه علامه طباطبایی
کلید واژه: آموزش, ارزشیابی آموزشی, الگوی ارزشیابی آموزشی, وضعیت موجود, بانک¬, های خصوصی.,
چکیده مقاله :
هدف از پژوهش حاضر بررسی وضعیت موجود ارزشیابی آموزشی و شناسایی چالش های پیش روی آن در بانک های خصوصی کشور بود. پژوهش حاضر از نوع پژوهش توصیفی-کاربردی بوده و به روش کیفی انجام پذیرفته است. در همین راستا، مشارکت کنندگان پژوهش حاضر را کلیه ی کارشناسان و متخصصان شاغل در ادارات آموزش بانک های خصوصی تشکیل می دادند و نمونه گیری به صورت غیراحتمالی و با روش ملاک محور انجام شد. به منظور گردآوری داده های پژوهش از مصاحبه ی نیمه-ساختاریافته استفاده شد. همچنین، به منظور تجزیه و تحلیل داده های کیفی از تحلیل محتوای پیشنهادی گرانهیم و لاندمن استفاده شد. برای تعیین اعتبار و قابلیت اعتماد داده های گردآوری شده، از راهبردهای ارائه شده توسط کرسول و پوث استفاده شد. یافته ها نشان داد که به ازای هر 1000 نفر 6/2 نفر در ادارات آموزش سازمان های مورد مطالعه مشغول هستند. همچنین 78 درصد از کارکنان واحد آموزش در سازمان های مورد مطالعه تحصیلات دانشگاهی غیرمرتبط با حیطه شغلی خود دارند. یافته ی دیگر این بود که همه ی بانک های خصوصی از الگوی کرک پاتریک برای ارزشیابی دوره های آموزشی خود استفاده می کنند، و فقط سه مورد از سازمان ها از الگوهای دیگر نیز جهت ارزشیابی دوره های آموزشی خود استفاده کرده اند، و در نهایت چالش های پیش روی سازمان ها در زمینه ارزشیابی آموزشی در 13 مقوله طبقه بندی شدند.
The purpose of this study was to analyze the current status of training evaluation in private banks and identify the challenges in it. The present study was carried out qualitatively with the case study method. In this regard, the statistical population of the present study consisted of all training experts and specialists working in Private Banks that were selected non-randomly and purposefully. Semi-structured interviews were used to collect the research data. Also, for analyzing qualitative data, Graneheim and Lundman's method was used. To determine the validity and reliability of the data collected, the guidelines provided by Creswell and Poth was used. The results showed that per 1,000 Employee 2/6 training staff are in the training unit of the organizations. Also, 78% of the staff in the training unit in organizations have university education unrelated to their career. Another finding was that all private banks use Kirkpatrick's model to evaluate their training courses, and only three of the organizations have used other models to evaluate their training courses. Finally, the challenges faced by organizations in the field of training evaluation were categorized into 13 categories.
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