نوع مقاله : مقاله پژوهشی
نویسندگان
گروه مدیریت دولتی،واحد تهران مرکزی ،دانشگاه آزاد اسلامی ،تهران ، ایران
چکیده
کلیدواژه‌ها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
Researches have shown that the training of human resources in banks based on integrated learning is considered a key factor for the success of banks. On the other hand, it is a way to improve the development of organizational effectiveness in order to elevate the future of such organizations. Considering the importance of the research topic, the purpose of this research is to investigate the effective factors of human resource training in banks. In the qualitative part, by reviewing literature and backgrounds, interviews with experts were identified based on theme analysis. In this regard, the components of the human resources training model in state banking based on integrated learning (understanding, planning and goal setting, training methods, optimal training design, training interactions, learning indicators for determining training goals, training applications, development of training models for human resources , optimization of training process, organizational agility and learning organization) were identified. The statistical population of 120 people includes managers of the banking industry. The number of samples was estimated to be 86 people. With the first and second order confirmatory factor analysis, Also, the coefficient of determination for the educational goals variable was calculated to be 0.906, which shows that 90.6% of the changes in the educational goals variable can be explained by human resource training. Finally, the results of the research showed that human resource training and integrated learning in state banks is a multifaceted and complex phenomenon, and a set of internal and external factors are effective in its emergence.
کلیدواژه‌ها [English]
ابیلی، خدایار، سید کمال خرازی مهدی سبحانی نژاد (1394) تدوین الگوی اثربخش انتقال یادگیری در راستای
بازگشت سرمایه در توسعه منابع انسانی با تأکید بر مدیریت شهری، اقتصاد و مدیریت شهری سال سوم تابستان 1394 شماره 11.
درود، فرزانه (1398) بررسی تأثیر آموزش و عوامل انتقال آموزش بر یادگیری سازمانی و عملکرد سازمانی کارکنان اداره کل آموزش و پرورش آذربایجان غربی، پایانامه دانشگاه ارومیه، دانشکده ادبیات و علوم انسانی.
کریمی، حسین، محسنی زاده، مصطفی (1398) بررسی یادگیری تلفیقی و اثر بخشی آن در آموزش پرستاری، دوره 10، شماره 1 بهار 1398 صفحه 29-40.
رحمتی، محمد (1396) بررسی بهبود عملکرد آموزش در مدیریت منابع انسانی پروژه‌های عمرانی با استفاده از ماتریس SWOT(مطالعه موردی شرکت آب و فاضلاب مشهد)، موسسه آموزش عالی خاوران.
سلیمانی، نادیا (1395) طراحی و اعتبارسنجی الگوی گیمیفیکیشن در آموزش و بهسازی منابع انسانی، دانشگاه شهید بهشتی، دانشکده روانشناسی و علوم تربیتی.
احمدی، غلامعلی، ر وحی، ندا (1393) بررسی تمایز یادگیری تلفیقی با یادگیری الکترونیکی و یادگیری سنتی(چهره به چهره) در آموزش ریاضی، مجله روانشناسی، دوره 3، شماره 2 تابستان 1393 صفحه 7-26.
فتاحی، قربانعلی (1398) مطالعه جایگاه رشته دانشگاهی آموزش و بهسازی منابع انسانی در نظام مدیریت منابع انسانی کشور، پایان نامه کارشناسی ارشد، دانشگاه تبریز.
قربان نیتی،کمال (1397) نقش ابعاد جو آموزش سازمانی و جهت گیری یادگیری شخصی بر یادگیری حرفه ای کارکنان دانشگاه علوم پزشکی تبریز، پایان نامه کارشناسی ارشد، دانشگاه شهید مدنی آذربایجان، دانشکده علوم تربیتی و روانشناسی.
شهابی ،راحله، حسینی، فرناز، سامعی، مهدی (1397) بررسی اثر آموزش مجازی در ارتقای کیفیت خدمات کارکنان دولت به کمک داده کاوی، سومین کنفرانس ملی فناوری در مهندسی برق و کامپیوتر.
کیوانی وهمکاران (1396) جایگاه آموزش در توسعه منابع انسانی سازمان های عصر، مطالعات کاربردی در علوم مدیریت و توسعه سال دوم دی 1396 شماره 5 (پیاپی 7).
میر، فهمیه، جهاندیده، مرضیه (1397) ضرورت و جایگاه آموزش منابع انسانی در سازمانها، مجله بین المللی ملل.
Andersson, A. (2017). Seven major challenges for e-learning in developing countries: Case study eBIT, Sri Lanka. International Journal of Education and Development using ICT, 4(3), 45-62.
Beaudoin, M. (2016). Issues in distance education: A primer for higher education decision makers. New Directions for Higher Education, 173, 9-19.
Calvo, N; & Rungo, P. (2010). Analysis of Emerging Barriers for E-learning Models: An Empirical Study. European Research Studies journal, 13(4), 33-43.
Cheng, B; Wang, M; Moormann. J; Olaniran, B; & Chen, N. S. (2012). The effects of organizational learning environment factors on e-learning acceptance. Computers & Education Journal, 58(3), 885–899.
Hodavand, S. (2018). Preconditions and challenges of using information technology in organizational training. Journal of IT Management, 65, 65-71. (In Persian).
Keengwe, J; Kidd, T; & Blankson, K. (2014). Faculty and Technology: Implications for Faculty Training and Technology Leadership. International Journal of Educational Telecommunications, 18(1), 23-28.
Khalid, M. M; Ashraf, M; Yousaf, U; & Rehman, C. A. (2011). Assessing Impact of Management Support on Perceived Managerial Training Effectiveness in Public Organizations of Pakistan. European Journal of Social Sciences, 22(1), 106-125.
Khan, M; Hossain, S; Hasan, M; & Clement, C. K. (2012). Barriers to the introduction of ICT in to education in Developing Countries: The Example of Bangladesh. Online Submission, 5(2), 61- 80.
Kheyrandish, M. (2011). Feasibility pattern of executing virtual education. Iranian Quarterly of Education Strategies, 4(3), 137-142. (In Persian).
Li, C; He, J; Yuan, C; Chen, B; Sun, Z; (2019). The effects of blended learning o knowledge, skills, and satisfaction in nursing students: a meta-analysis. Nurse Educ. Today 82, 51–57.
Lee, N.J; Chae, S.M; Kim, H; Lee, J.H; Min, H.J; Park, D.E; (2019). Mobile-based video learning outcomes in clinical nursing skill education: a randomized controlled trial. Comput. Inform. Nurs. 34 (1), 8–16.
Lee, Y.H; Hsieh, Y. CH; & Ma, CH.Y. (2017). A model of organizational employees’ e-learning systems acceptance. Knowledge- Based Systems, 24(12), 768-785.
Lee, B. C; Yoon, J. O; & Lee, I. (2009). Learners’ Acceptance of e-Learning in South Korea: Theories and Results. Computers & Education, 53, 1320-1329.
Liu, S. H; Liaw, H. L; & Pratt, J. A. (2019). Impact of media richness and flow on e-learning technology acceptance. Computers & Education, 52, 599–607.
Malak Mohamadi, M; Shirvani, Z; Khaluzade, S; & Malak Mohamadi, M. (2015). The challenges of implementing e-learning in developing countries. Presented at Second Internashional Conference on Management Challenges and Solutions. (In Persian).
Musingafi, M. C; Mapuranga, B; Chiwanza, K; & Zebron, S. (2015). Challenges for Open and Distance Learning (ODL) students: Experiences from students of the Zimbabwe Open University. Education and Practice, 6(18), 59-66.
Roy, A. (2015). Barriers to e-learning in SMEs - Are they still there? E-learning -Instructional Design, Organizational Strategy and Management. Additional information is available at the end of the chapter http://dx.doi.org/10.5772/61131.
Safford, K; & Stinton, J. (2016). Barriers to blended digital distance vocational learning for non-traditional students. British Journal of Educational Technology, 47(1), 135-150.
Hsu, L.L; Hsieh, S.I; (2014). Factors affecting metacognition of undergraduate nursing students in a blended learning environment. Int. J. Nurs. Pract. 20 (3), 233–241.
Sun, P. C; Tsai, R. J; Finger, G; Chen, Y. Y; & Yeh, D. (2018). What Drives a Successful e-Learning? An Empirical Investigation of the Critical Factors Influencing Learner Satisfaction. Computers and Education, 50(4), 1183-1202.
Owston, R; York, D.N; Malhotra, T; (2019). Blended learning in large enrolment courses: Student perceptions across four different instructional models. Australasian Journal of Educational Technology 35 (5), 29–45
Shorey, S; Siew, A.L; Ang, E; (2018). Experiences of nursing undergraduates on a redesigned blended communication module: a descriptive qualitative study. Nurse Educ. Today 61, 77–82.
Zhang, W; Zhu, C; (2017). Review on blended learning: identifying the key themes and categories. International Journal of Information and Education Technology 7 (9), 673–678
Tari, F; Shams, Gh; & Rezaei Zadeh, M. (2017). Identifying and modelling of challenges of implementing e-learning in the Iranian National Gas Company: An Interpretive Structural Modeling (ISM) approach. Quarterly Journal of Training & Development of Human Resources, 4(14), 1-27. (In Persian).
)