شناسایی عوامل تسهیل‌کننده برنامه درسی محیط کار: سنتز پژوهی کیفی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 کارشناسی ارشد برنامه ریزی درسی، گروه مدیریت و برنامه ریزی آموزشی، دانشکده علوم تربیتی و روانشناسی، دانشگاه الزهرا (س)، تهران

2 دانشیار گروه مدیریت و برنامه ریزی آموزشی، دانشکده علوم تربیتی و روانشناسی، دانشگاه الزهرا (س)، تهران

3 استادیار گروه مدیریت و برنامه ریزی آموزشی، دانشکده علوم تربیتی و روانشناسی، دانشگاه الزهرا (س)، تهران

چکیده

در سال‌های اخیر محیط کار به‌عنوان زمینه‌ای بارور و ارزشمند برای یادگیری و توسعۀ منابع انسانی شناخته‌ شده است. «یادگیری در محل کار» و «برنامه درسی محل کار» دیگر به‌عنوان مفاهیمی دور از ذهن تلقی نمی‌شوند و نشان از علایق گسترده‌ای در پژوهش‌ها در مورد یادگیری در سازمان‌های مختلف بوده است؛ پژوهش حاضر با هدف شناسایی عوامل تسهیل‌کننده برنامه درسی محیط کار انجام شد. پژوهش از نظر هدف کاربردی، دارای رویکرد کیفی و به روش سنتز پژوهی انجام شد. جامعه پژوهش متشکل از کلیۀ‌ پژوهش‌ها و اسناد علمی در قالب مقالات، پایان‌نامه‌ها وکتاب‌ها در بازه‌ زمانی 2020-2000 و 1399-1390 بود. 45 سند علمی شامل مقاله، کتاب و پایان‌نامه به‌عنوان نمونه انتخاب شد و بر اساس کدگذاری تحلیل مضمون مورد تجزیه‌وتحلیل قرار گرفت. روایی پژوهش توسط 3 متخصص برنامه درسی محیط کار تأیید و پایایی پژوهش با کمک تحلیل­گران حوزه‌ برنامه درسی و متخصصان برنامه درسی محیط کار صورت گرفته است. یافته­ ها و نتایج نشانگر عوامل تسهیل‌کننده برنامه درسی محیط کار مشتمل بر عوامل ‌سازمانی (شغلی، ساختاری و جایگاه سازمانی آموزش)، عوامل کارکردی (هدف، محتوا، نحوه اجرای برنامه درسی و نحوه ارزشیابی از برنامه درسی اجراشده)، عوامل فردی (مدرس و فراگیر) و عوامل فراسازمانی (ملی و بین‌المللی) بوده است. 

کلیدواژه‌ها


Acaray, A. (2019). Pozitif Psikolojik Sermaye, Duygusal Emek ve Görev-Bağlamsal Performans Arasındaki İlişkinin İncelenmesi: Bankacılık ve Sigortacılık Sektöründe Bir Çalışma. Çankırı Karatekin Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, 9 (1), 73-99.
Adams, D. R. (2007). Filling the Gap Between a Magnet High School Workplace, Reading and the workplace, PhD Dissertation, Capella University
Ajam, A. A., Jafari Suny, H., & Akbary Boorng, M. (2017). Design of Curriculum Pattern Based on the Blended Learning approach for higher education. Research in curriculum planning,14 (53),1-16. (In Persian)
Alavi, S. (2008). Organizational learning and its effective factors. Institute of Humanities and Cultural Studies, 24, 75-66. (In Persian)
Aydin, H., Ozfidan, B., & Carothers, D. (2017). Meeting the Challenges of Curriculum and Instruction in School Settings in the United States. Journal of Social Studies Education Research, 8(3), 76–92.
Berngen, E. (2020). Workplace learning Curriculum. Colorado community coll and Occupational Education system, Denver. IBM.
Billett, S. (2006). Constituting the workplace curriculum. Journal of Curriculum Studies,37 (3), 1-16.
 Bopardikar, A., Bernstein, D., Drayton, B., & et al. (2020). Work-Based Curriculum to Broaden Learners’ Participation in Science: Insights for Designers. Res Sci Educ 50, 1251–1279. https://doi.org/10.1007/s11165-018-9731-x
Chan, M. (2014). Communicative needs in the workplace and curriculum development of business english courses in Hong Kong, Business Communication Quarterly, 77(4), 376–408.
Chin, P., Zanibbi, M., Dalgarno, N., Poth, C., Ayala, G., Hutchinson, N. L., & Munby, H. (2007). Teaching science for the workplace? An analysis of Canadian science curriculum documents. Canadian Journal of Science, Mathematics and Technology Education, 7(2–3), 107–132.
Cleaver, E., Wills, D., Gormally, S., Grey, D., Johnson, C., & Rippingale, J. (2020). Developing the Higher Education Curriculum, 145–159.
Clow, J. (2013). Work practices to support continuous organisational learning, In Littlejohn A, Margaryan A. (Eds.), Technology-enhanced professional learning: Processes, practices and tools, London: Routledge.
 Cobanoglu, N. (2021). The relationship between shared leadership, employee empowerment and innovativeness in primary schools: A structural equation modeling. European Journal of Educational Research, 10(1), 327-339. https://doi.org/10.12973/eu-jer.10.1.327.
Damlamian, A., Rodrigues, F. J., & Straßer, R. (2013). Educational Interfaces between Mathematics and Industry. New York: Springer International Publishing Switzerland. SBN 978-3-319-02270-3
Doosti, H., Fathi Vajargah, K., Khorasani, A., & Safaee Movahed, S. (2019). Dominant discourses of workplace curriculum in Iranian organizations, Journal of Workplace Learning, 31(4), 274–288. (In Persian)
Farzadnia, F. (2016). Designing a Workplace Curriculum Model with a Competency Approach in Training and Improving Project Managers: A Case Study in Pars Oil and Gas Company, PhD Thesis, Faculty of Psychology and Educational Sciences, Kharazmi University. (In Persian)
Foster, C. (2019). Organisational development. Retrieved August 23, 2019 from. Available at: organization development.org/organizational-psychology-learning-training-and development
Filliettaz, L., & Billett, S. (2015). Francophone Perspectives of Learning Through Work: Conceptions, Traditions and Practices. New York: Springer International Publishing
Fung, D. (2020a). Introducing the Connected Curriculum framework. Connected Curriculum for Higher Education, 4-19. https://doi.org/10.2307/j.ctt1qnw8nf.8.
Fung, D. (2020b). Connecting academic learning with workplace learning. Connected Curriculum for Higher Education, 84–100.
 Ghanbari, S., Shams Morkani, G. R., Arefi, M., & Zandi, Kh. (2018). Pathology of transfer of learning to work environment in government organizations of Kurdistan province (a qualitative research), education and development of human resources, 4 (12), 1-27. (In Persian)
Goller, M., Steffen, B., & Harteis, C. (2019). Becoming a Nurse Aide: An Investigation of an Existing Workplace Curriculum in a Nursing Home. Vocations and Learning, 12(1), 67–85.
Gough, D., Oliver, S., & Thomas, J. (2013). Learning from research: Systematic reviews for informing policy decisions: A quick guide. The Alliance for Useful Evidence, 1-38.
Grenier, M. G. R. S., Germain, M., & Grenier, R. S. (2015). Facilitating workplace learning and change cigar factories, 7, 27(5).
Gupta, R., & Sahoo, P. (2017). HRD interventions, employee competencies and organizational effectiveness: an empirical study, European Journal of Training and Development, 40(5), 345-365.
Hallissy, M., Butler, D., Hurley, J., & Marshall, K. (2020). Redesigning Education: Meeting the Challenges of the 21st Century. Microsoft, 1–69.
Iqbal, M. Z., & AlSheikh, M. H. (2018). Factors affecting the transfer of training to the workplace after a faculty development programme: What do trainers think? Journal of Taibah University Medical Sciences, 13(6), 552–556.
Keren, E., N. (2019). THE IMPACT OF TRAINING ON EMPLOYEES PERFORMANCE All Professional People ’ s Community Group Thesis. November.
 Khandaghi, A. (2010). An Analysis of the Importance and Application of Scientific Achievements in the Field of Curriculum in the Educational Systems of Industrial Companies: Opportunities and Threats, Iranian Curriculum Studies Quarterly, 5 (19), 169-139. (In Persian)
Lotfi Jalalabadi, M., Mehri, D., Askari, N., & Kheirandish, M. (2019). Identify and prioritize employee learning strategies in the workplace using fuzzy hierarchical techniques and TOPSIS; Journal of Law Enforcement Education, 6 (23), 12-34. (In Persian)
Machtley, R. K. (2018). The power of an integrated business and liberal arts curriculum. February. https://universitybusiness.com/the-power-of-an-integrated-business-and-liberal-arts-curriculum-in-higher
Mehmandoost Ghamsari, Z., Fathi Vajargah, K., Khorasani, A., & Safayi Movahed, S. (2018). Identification and Validation of Effective Factors on the Establishment of Workplace Curriculum Model Emphasizing on Economic Development Consequences, Journal of Urban Economics and Management, 7(25), 63-79. (In Persian)
Mehmandoost Ghamsari, Z., Fathi Vajargah, K., Khorasani, A., & Safaei Movahed, S. (2020). Workplace Curriculum Model Design: A Synthesis Research Study, Bi-Curriculum Theory and Practice Quarterly, 8 (16), 21-1. (In Persian)
Mohd Yunus, A., Bakar, A. R., Hamzah, A., & Wan Jaafar, W. M. (2016). A Workplace Curriculum and Strategies to Enhance Learning Experiences for Machining Workers. International Journal of Learning and Development, 6(4).
Moore, D. T. (2004). Curriculum work: An education perspective on the workplace as a learning environment. Journal of Workplace Learning, 16(6), 325-340.
Motamedi, A., & Mousavi, S. (2017). From Knowledge Management to Human Resource Development with a Look at Curriculum Planning in the Workplace, National Conference on New Humanities Approaches in the 21st Century, ISC Index. (In Persian) https://civilica.com/doc/718728
Mulder, H., Braak, E. T., Chen, H. C., & Cate, O. T. (2019). Addressing the hidden curriculum in the clinical workplace: A practical tool for trainees and faculty, Medical Teacher, 41(1), 36-43.
Nazari, N. (2015). The Relationship between Organizational Learning Culture, Managerial Effectiveness and Psychological Empowerment with Learning in the Workplace, Master Thesis, Faculty of Psychology and Educational Sciences, Allameh Tabatabai University. (In Persian)
OECD. (2019). Directorate for Education and skills Education policy committee: OECD Future of Education and Skills 2030: Curriculum analysis: Draft Change Management: Facilitating and Hindering Factors of Curriculum Implementation, 9th Informal Working Group (IWG) Meeting, OECD Publishing, Paris, 22-24 May 2019, Vancouver, British Columbia, Canada.
Olson, A. J., & Ruppar, A. L. (2017). Resolving Barriers to Access to the General Curriculum: Lessons From an Exemplary Inclusive District. Inclusion, 5(2), 121–135.
Paek, K. M. (2018). Social Expectations and Workplace Challenges: Teaching Artists in Korean Schools. International Journal of Art and Design Education, 37(3), 507–518.
Reese, S. R., & Sidani, Y. (2020). Learning organization thought leaders interview series commonalities and differences. The Learning Organization, 27(2), 163-171.
Ridoutt, L., Dutneall, R., Hummel, K., & Smith, C. S. (2002). Factors influencing the implementation of training and learning in the workplace. Kensington: Ncver, 101.
Rintala, H., & Nokelainen, P. (2020). Vocational Education and Learners’ Experienced Workplace Curriculum. Vocations and Learning, 13(1), 113–130.
Ritter, B. A., Small, E. E., Mortimer, J. W., & Doll, J. L. (2018). Designing Management Curriculum for Workplace Readiness: Developing Students’ Soft Skills. Journal of Management Education. 2018; 42(1):80-103. doi:10.1177/1052562917703679
Robinson, L. M. (2012). Expanding the description of facilitators of adult learning: workplace facilitator teaching styles, theories of action, and perspectives of teaching, PhD Dissertation, Faculty of the Graduate School, At the University of Missouri- Columbia.
Rosenbaum, M. E. (2017). Dis-integration of communication in healthcare education: Workplace learning challenges and opportunities. Patient Education and Counseling, 100(11), 2054–2061.
Rutkiene, A., & Ponomarenko, T. (2020). Rethinking Teacher Education for the 21st Century. Kaunas: Verlag Barbara Budrich Stable, 140–149.
 Safaei Movahed, S. (2018). A Model for the User Environment Curriculum Based on the Hetagology Approach, Curriculum Studies Quarterly, 12 (51), 5-26. (In Persian)
Saks, A. M., Haccoun, R. R., & Belcourt, M. (2013). Managing performance through training and development. Cengage Learning. 6th edition, Toronto: Nelson Education.
Sambrook, S. (2002). Factors Influencing Learning in Work: a comparison of two research projects (European- and United Kingdom-based), European Educational Research Journal, 1(3), 522–537.
Sambrook, S. (2006). Developing a model of factors influencing work-related learning: Findings from two research projects. In J. N. Streumer (Ed.), Work-related learning (pp. 95–125). Dordrecht: Springer.
 
Scholtz, D. (2020). Assessing workplace-based learning. International Journal of Work-Integrated Learning, 21(1), 25–35.
Sepeng, S., & Miruka, C. O. (2013). Transfer of Learning Challenges Experienced by Employees in Selected Departments of the North West Province. Proceedings of 8 th Annual London Business Research Conference Imperial College, London, UK, and 8 — 9 July.
Sergeevna, S. M., & Efimovna, L. E. (2020). Pharmacophore improving training of pharmaceutical specialists for consultation in pharmacy organizations using interactive forms of Education. Pharmacophore an International Research Journal,11(2), 7–14.
Shi, J., & Liu, X. (2015). Empirical Study of Factors Affecting Training Transfer of Grassroots Employees in Petroleum Enterprises. Open Petroleum Engineering Journal, 8, 368-372.
Slavkovi, A., & Slavkovi, V. (2019). The importance of training in contemporary organizations, Hotel and Tourism Management,7(2),115–125.
Strand, P., Edgren, G., Borna, P., Lindgren, S., Wichmann-Hansen, G., & Stalmeijer, R. E. (2015). Conceptions of how a learning or teaching curriculum, workplace culture and agency of individuals shape medical student learning and supervisory practices in the clinical workplace. In Advances in Health Sciences Education,20 (2), 531–557.
Stok-Koch, L., Bolhuis, S., & Koopmans, R. (2007). Identifying factors that influence workplace learning in postgraduate medical education. Education for health Change in Learning & Practice, 2007 May, 20(1), 1-8.
Tikhonov, A. (2020). Corporate Training Programs in Russian and Foreign Companies: Impact on Staff and Time Challenges. International Journal of Higher Education, 9(3).
Tindowen, D. J. (2019). Influence of empowerment on teachers’ organizational behaviors. European Journal of Educational Research, 8(2), 617-631.
Tynjala, P. (2008). Perspectives into learning at the workplace, Educational Research Review 3, 130–154.
Weldy, T. G. (2009). Learning organization and transfer: strategies for improving performance. The Learning Organization, 16, 58-68.
Willmen, M. (2008). Drivers and Barriers of Curriculum Innovation at the University of Zululand, MSc Thesis, Department of Social Sciences, Wageningen University,1-170.
Yadegarzadeh, Gh. (2017). The Elements of Occupation in the Curriculum. Higher Education curriculum studies. 8(15), 135-178. (In Persian)