ارائه چارچوب یادگیری متناسب برای شرکت¬های دانش‌بنیان: پژوهشی با رویکرد فراترکیب
محورهای موضوعی : روش های نوین آموزش وتوسعه منابع انسانی
علیرضا جوان بخت
1
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ناهید نادری بنی
2
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جبار باباشاهی
3
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سعید صفایی موحد
4
1 - دانشجوی دکتری مدیریت آموزشی، دانشکده مدیریت و حسابداری، دانشکدگان فارابی، دانشگاه تهران، قم، ایران.
2 - استادیار گروه مدیریت آموزشی، دانشکده مدیریت و حسابداری، دانشکدگان فارابی، دانشگاه تهران، قم، ایران
3 - استادیار گروه مدیریت، دانشکده مدیریت و حسابداری، دانشکدگان فارابی، دانشگاه تهران، قم، ایران
4 - مشاور آموزش و توسعه منابع انسانی شرکت ملی نفت ایران.
کلید واژه: چارچوب یادگیری, یادگیری مشارکتی, یادگیری خودراهبر, یادگیری عملی, شرکت¬های دانش‌بنیان.,
چکیده مقاله :
در شرکت¬های دانش¬بنیان، سرمایه اصلی دانش است و لازمه بهره¬مندی از این سرمایه در اختیار داشتن کارکنان دانشی است. کارکنانی که یادگیرندگان مادام¬العمر هستند. بااین‌حال، در محیط متلاطم این شرکت¬ها رویکردهای یادگیری سنتی پاسخگوی نیاز آنها نیست. بر این اساس، هدف پژوهش حاضر ارائه چارچوب یادگیری متناسب برای شرکت¬های دانش¬بنیان بود. به‌منظور تحقق این هدف، روش کیفی فراترکیب انتخاب و تحلیل ادبیات موضوع بر اساس مراحل هفت‌گانه سندلوسکی و باروسو انجام شد. با بررسی ادبیات موضوع در ابتدا 250 منبع شناسایی با استفاده از روش فراترکیب تعداد 50 مقاله که با معیارهای مورد پذیرش منطبق بودند، تحلیل شدند. نتایج بیانگر آن بود که مؤلفه‌های محیط فراسازمانی، محیط سازمانی، جوهره شرکت¬های دانش‌بنیان و رویکردهای یادگیری از ابعاد مهم چارچوب یادگیری شرکت¬های دانش¬بنیان هستند. هر یک از این مؤلفه‌ها در برگیرنده زیر مؤلفه‌هایی بوده که یادگیری در شرکت¬های دانش¬بنیان را تحت تأثیر قرار می¬دهند لذا با توجه به زیرمولفه¬ها در محیط فراسازمانی متلاطم، محیط سازمانی متاثر از آن‌که تأکید بر ساختار چابک، فرهنگ باز، فرهنگ مشارکتی، طراحی شغل ارگانیک و فضای کار مستقل دارد، جوهره شرکت¬های دانش‌بنیان با مختصاتی نظیر تخصص محوری، نوآوری محوری، تیم محوری یادگیری محوری، ارتباط محوری و دانش محوری شکل گرفته است. در نهایت سه رویکرد یادگیری مورد توجه در شرکت¬های دانش‌بنیان شامل یادگیری عملی، خودراهبر و مشارکتی بود که در ادبیات بیشترین تناسب را با شرکت¬های دانش¬بنیان دارا بودند؛ بنابراین می‌توان نتیجه‌گیری گرفت که توجه به مؤلفه‌های شناسایی شده به همراه زیر مؤلفه‌های آن نقش مهمی در تدوین چارچوب یادگیری متناسب برای شرکت¬های دانش‌بنیان ایفا می‌نمایند.
In knowledge-based enterprises, the main capital is knowledge, and it is necessary to benefit from this capital by having knowledgeable employees who are lifelong learners. However, traditional learning approaches do not meet the needs of these enterprises. Based on this, the aim of the present study was to provide a suitable learning framework for knowledge-based enterprises. In order to achieve this goal, the meta-synthesis qualitative method of selection and in-depth analysis of the subject literature were employed based on the seven steps of Sandolowski and Barso. By reviewing the literature, 250 identified sources were analyzed using meta-synthesis method. The results indicated that the components of extra-organizational environment, organizational environment, the essence of knowledge-based enterprises and learning approaches are important aspects of the learning framework of knowledge-based enterprises. Each of these components included sub-components that affect learning in knowledge-based enterprises; therefore, considering the sub-components in the turbulent extra-organizational environment, the organizational environment is affected by the emphasis on agile structure, open culture, collaborative culture, organic job design and independent work space. The essence of knowledge-based enterprises was formed around the orientations including expertise, innovation, team, learning, communication and knowledge. Finally, the three learning approaches of interest in knowledge-based enterprises included experiential learning, self-directed learning, and collaborative learning, which in the literature were the most suitable for this kind of enterprises. Therefore, it can be concluded that paying attention to the identified components along with its sub-components could play an important role in formulating a suitable learning framework for knowledge-based enterprises.
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