تبیین تجارب زیسته متخصصان آموزش سازمانی از انتقال یادگیری صفر

نوع مقاله : مقاله پژوهشی

نویسندگان

1 عضو هیات علمی مرکز آموزش مدیریت دولتی

2 رئیس گروه ارزشیابی آموزش مرکز آموزش مدیریت دولتی

چکیده

هدف: آموزش یکی از ابزارهای کلیدی برای بهبود عملکرد سازمان‌ها محسوب می‌شود. با این حال، در بسیاری از سازمان‌ها، فرآیندهای آموزشی با چالش‌هایی مواجه‌اند که یکی از مهم‌ترین آن‌ها عدم انتقال مؤثر آموخته‌ها به محیط کار است، که می‌تواند به کاهش اثربخشی آموزش‌ها و هدررفت منابع منجر شود.از این رو، هدف پژوهش حاضر، شناسایی عوامل آموزشی مؤثر بر انتقال یادگیری صفر در سازمان‌های دولتی انجام شده است.
روش‌شناسی: روش پژوهش حاضر از نوع ترکیبی متوالی است. در بخش کیفی، با هدف شناسایی عوامل آموزشی مؤثر بر انتقال یادگیری صفر، از رویکرد تجربه زیسته و ابزار مصاحبه نیمه‌ساختارمند استفاده شد. در این مرحله، تجارب ۱۲ نفر از متخصصان آموزش سازمانی که به صورت هدفمند انتخاب شده بودند، مورد بررسی قرار گرفت. تحلیل داده‌ها از طریق روش‌های کدگذاری باز و محوری انجام شد. در بخش کمی، با استفاده از روش توصیفی-پیمایشی و ابزار پرسشنامه محقق‌ساخته، اهمیت و اولویت‌بندی یافته‌های کیفی از دیدگاه متخصصان و مدیران آموزش بررسی شد و داده‌ها با آزمون فریدمن رتبه‌بندی شدند.
یافته‌ها: نتایج بخش کیفی نشان داد که انتقال یادگیری صفر در آموزش‌های سازمانی تحت تأثیر عواملی مانند چالش‌های سیاست‌گذاری و ساختار آموزش در سازمان‌ها، نبود رویکردی استراتژیک و جامع در فرآیند نیازسنجی آموزشی، ضعف در طراحی اصولی برنامه‌های آموزشی، موانع اجرای مؤثر آموزش‌ها، نامناسب بودن محتوای آموزشی، کمبود دانش و تجربه کافی در مدرسان، و چالش‌های مرتبط با سنجش و ارزشیابی آموزشی است. و بر اساس نتایج بخش کمی، «نبود رویکرد استراتژیک و جامع در نیازسنجی آموزش» با میانگین رتبه 66/4، بیشترین تأثیر را در انتقال یادگیری صفر دارد. همچنین، مشکلات در طراحی برنامه‌های آموزشی با میانگین رتبه 59/4 و چالش‌های سیاست‌گذاری و ساختار آموزش با میانگین رتبه 57/4، از دیگر عوامل اصلی کاهش اثربخشی آموزش‌ها در سازمان‌های دولتی هستند.
نتیجه‌گیری و پیشنهادها: انتقال یادگیری در سازمان‌های دولتی به عوامل آموزشی وابسته است و غفلت از این عوامل می‌تواند انتقال یادگیری صفر را تداوم بخشد. برای رفع این چالش، رویکردهای آموزشی باید آینده‌نگر، هدفمند و مبتنی بر اصول آموزش بزرگسالان باشند. نیازسنجی باید به‌طور مستمر و همسو با تغییرات انجام شود، طراحی و اجرای آموزش‌ها نیز متناسب با نیازهای شغلی و سبک‌های گوناگون یادگیری صورت گیرد. علاوه‌براین، ارائه محتوای کاربردی و تعاملی، تسلط مدرسان بر روش‌های نوین و فناوری‌های آموزشی، و استفاده بهینه از منابع و نتایج ارزشیابی، نقش مهمی در بهبود این فرآیند دارند.
نوآوری و اصالت: این پژوهش با تمرکز بر عوامل آموزشی، سعی دارد به‌طور دقیق و تخصصی تأثیر مؤلفه‌های مختلف آموزشی بر انتقال یادگیری را بررسی کند. همچنین این پژوهش از دیدگاه متخصصان حوزه آموزش سازمانی انجام می‌شود، که باعث می‌شود نتایج آن بر اساس تجربه و دانش عملی باشد.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Explaining the Lived Experiences of Organizational Training Experts on Zero Learning Transfer

نویسندگان [English]

  • mohammad atashak 1
  • . . 2
1 تهران کریمخان ویلای شمالی مرکز آموزش مدیریت دولتی
2 رئیس گروه ارزشیابی آموزش مرکز آموزش مدیریت دولتی
چکیده [English]

Aim: This study explores the educational factors contributing to zero learning transfer in governmental organizations. Zero learning transfer occurs when knowledge and skills acquired through training fail to translate into improved workplace performance, resulting in wasted resources and diminished effectiveness of organizational training programs.
Methodology: A sequential mixed-methods approach was adopted for this research. In the qualitative phase, the lived experience method and semi-structured interviews were utilized to identify educational factors influencing zero learning transfer. Insights from 12 organizational training experts, purposefully selected, were analyzed through open and axial coding. In the quantitative phase, a descriptive-survey method was applied. A researcher-designed questionnaire was used to evaluate and prioritize the qualitative findings based on the perspectives of training experts and managers. The data were ranked using the Friedman test.
Results: The results revealed that zero learning transfer in organizational training is shaped by several factors, including challenges in educational policies and structures, a lack of strategic and comprehensive approaches in training needs assessment, weaknesses in designing effective training programs, obstacles in training implementation, inadequacies in training content, trainers' limited knowledge and experience, and deficiencies in assessment and evaluation processes. These issues undermine the effectiveness of training and prevent the practical application of learned skills in the workplace.
Conclusions and suggestions: Addressing zero learning transfer requires forward-thinking, goal-oriented educational approaches that adhere to adult learning principles. Needs assessments should be continuous and adaptable to organizational and job-related changes. Training design and delivery must align with real job demands and accommodate diverse learning styles. Furthermore, training content should be practical, interactive, and relevant to real-world challenges. Trainers must be skilled in modern teaching methods and educational technologies, especially in virtual environments. Efficient resource allocation and utilizing evaluation results to drive continuous improvement are also critical.
Innovation and originality: This study uniquely focuses on educational factors and thoroughly examines their impact on zero learning transfer. A key innovation is the integration of organizational training experts' perspectives, ensuring findings are grounded in both practical experience and expertise. This blend of scientific rigor and professional insights sets this research apart from prior studies.

کلیدواژه‌ها [English]

  • Zero learning transfer
  • Organizational training
  • workplace
  • training effectiveness
  • lived experiences. Educational planning
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