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وهاب آهاری, رضا, زمانی, اصغر, پور آتشی, مهتاب. (1401). سنجش ابعاد فرهنگ یادگیری الکترونیکی سازمانی و ارتباط آن با اشتیاق شغلی کارکنان دانشگاه تربیت دبیر شهید رجائی. فناوری آموزش, 16(3), 605-618. doi: 10.22061/tej.2022.8466.2677
رضا وهاب آهاری; اصغر زمانی; مهتاب پور آتشی. "سنجش ابعاد فرهنگ یادگیری الکترونیکی سازمانی و ارتباط آن با اشتیاق شغلی کارکنان دانشگاه تربیت دبیر شهید رجائی". فناوری آموزش, 16, 3, 1401, 605-618. doi: 10.22061/tej.2022.8466.2677
وهاب آهاری, رضا, زمانی, اصغر, پور آتشی, مهتاب. (1401). 'سنجش ابعاد فرهنگ یادگیری الکترونیکی سازمانی و ارتباط آن با اشتیاق شغلی کارکنان دانشگاه تربیت دبیر شهید رجائی', فناوری آموزش, 16(3), pp. 605-618. doi: 10.22061/tej.2022.8466.2677
وهاب آهاری, رضا, زمانی, اصغر, پور آتشی, مهتاب. سنجش ابعاد فرهنگ یادگیری الکترونیکی سازمانی و ارتباط آن با اشتیاق شغلی کارکنان دانشگاه تربیت دبیر شهید رجائی. فناوری آموزش, 1401; 16(3): 605-618. doi: 10.22061/tej.2022.8466.2677

سنجش ابعاد فرهنگ یادگیری الکترونیکی سازمانی و ارتباط آن با اشتیاق شغلی کارکنان دانشگاه تربیت دبیر شهید رجائی

فناوری آموزش
مقاله 12، دوره 16، شماره 3 - شماره پیاپی 63، تیر 1401، صفحه 605-618    اصل مقاله (794.69 K)
نوع مقاله: مقاله پژوهشی
شناسه دیجیتال (DOI): 10.22061/tej.2022.8466.2677
نویسندگان
رضا وهاب آهاری1؛ اصغر زمانی* 2؛ مهتاب پور آتشی3
1گروه مدیریت آموزشی، دانشکده علوم انسانی، دانشگاه آزاد اسلامی واحد الکترونیکی، تهران، ایران
2گروه مطالعات مدیریت آموزش عالی، مؤسسه پژوهش و برنامه‌ریزی آموزش عالی، تهران، ایران
3گروه مطالعات تطبیقی و نوآوری در آموزش عالی، مؤسسه پژوهش و برنامه‌ریزی آموزش عالی، تهران، ایران
تاریخ دریافت: 27 فروردین 1401،  تاریخ بازنگری: 19 تیر 1401،  تاریخ پذیرش: 11 مرداد 1401 
چکیده
پیشینه و اهداف: فرهنگ یادگیری سازمانی، اشتیاق شغلی و نیروی انسانی از مهم­ترین عوامل مؤثر در پیشرفت یک سازمان می­باشند. فرهنگ بر کلیه رفتار و اعمال انسان در تمام امور تأثیرگذار است. یادگیری در بقا و پیشرفت سازمان مؤثر است. نیروی انسانی از دارایی­های با ارزش و محوری برای سازمان محسوب می­شود. با توجه به شرایط خاص عصر حاضر اهمیت یادگیری الکترونیکی بیش از گذشته احساس می­شود. از طرفی اشتیاق کارکنان به شغل خود از عوامل مؤثر بر موفقیت و بقای سازمان محسوب می­شود؛ برهمین اساس این پژوهش به سنجش ابعاد فرهنگ یادگیری الکترونیکی سازمانی و ارتباط آن با اشتیاق شغلی کارکنان دانشگاه تربیت دبیر شهید رجائی پرداخته است.
روش‌ها: این پژوهش از نوع توصیفی همبستگی و از نظر هدف کابردی است. برای دستیابی به هدف تحقیق هفت فرضیه تدوین شده است. جامعه آماری شامل کلیه کارکنان دانشگاه به تعداد 300 نفر است که نمونه آماری با استفاده از روش نمونه‌گیری تصادفی انتخاب شد. برای تعیین حجم نمونه از جدول مورگان استفاده گردید که بر این اساس 169 نفر تعیین شدند. ابزار اصلی جمع آوری داده­ها برای پاسخ گویی به فرضیه­های پژوهش دو پرسش‌نامه استاندارد انتخاب شد. پرسش‌نامه استاندارد فرهنگ یادگیری سازمانی به‌منظور ارزیابی فرهنگ یادگیری الکترونیکی سازمانی دارای 21 گویه از هفت مؤلفه در مقیاس 5 درجه­ای لیکرت و پرسش‌نامه استاندارد اشتیاق شغلی برای ارزیابی اشتیاق شغلی کارکنان دانشگاه دارای 17 گویه از سه مؤلفه با طیف 5 گزینه­ای لیکرت بوده است که روایی آن­ها از نظر متخصصان تأیید شده و ضریب آلفای کرونباخ این پرسش‌نامه­ها به ترتیب 96/0 و 93/0 به‌دست آمد. از 169 پرسش‌نامه توزیع شده تعداد 154 پرسش‌نامه دارای اطلاعات کامل بود که مورد تجزیه و تحلیل نهایی قرار گرفتند. برای انتخاب آزمون آماری مناسب و بیان نرمال یا عدم نرمال بودن داده­ها از آزمون کلموگروف - اسمیرنوف و برای تجزیه و تحلیل داده­ها در آمار استنباطی به علت عدم توزیع نرمال داده­ها از آزمون­های ناپارامتریک (ضریب همبستگی اسپیرمن) با کمک نرم‌افزار SPSS 24 استفاده شده است.
یافته‌ها: فرضیه­های پژوهش در بخش آمار استنباطی با استفاده از ضریب همبستگی اسپیرمن مورد تجزیه و تحلیل قرار گرفت؛ نتایج به‌دست آمده ضریب همبستگی تمام مؤلفه­های فرهنگ یادگیری الکترونیکی سازمانی با اشتیاق شغلی کارکنان دانشگاه را مثبت و معنا دار نشان داد که عبارتند از  ایجاد یادگیری مداوم 467/0، ارتقای کاوش و مباحثه 476/0، یادگیری تیمی 438/0، سیستم­های تسهیمی 455/0، توانمندسازی افراد 536/0، سیستم ارتباطی 494/0 و تدارک رهبری 430/0. بیشترین ضریب همبستگی مربوط به مؤلفه توانمندسازی افراد است. همچنین ضریب همبستگی بین کلیه مؤلفه‌های فرهنگ یادگیری الکترونیکی سازمانی و اشتیاق شغلی 537/0 گزارش شده که نشان می­دهد بین دو متغیر رابطه همبستگی مثبت، معنا دار و در حد متوسط وجود دارد.  
نتیجه‌گیری: یافته ­های پژوهش، نشان داد که فرهنگ یادگیری الکترونیکی سازمانی باعث افزایش اشتیاق شغلی می­شود و رابطه فرهنگ یادگیری الکترونیکی سازمانی با اشتیاق شغلی مثبت و معنادار است. اشتیاق شغلی به پرورش یک فرهنگ یادگیری مثبت در سازمان کمک می­کند و بدین طریق سازمان­ها علاوه بر حفظ و نگهداری سرمایه ­های انسانی، کارکنانی با انگیزه، مسئول و درگیر با کارشان در اختیار دارند. بنابراین بهبود و تقویت فرهنگ یادگیری الکترونیکی سازمانی می­تواند موجبات بهبود اشتیاق شغلی کارکنان را فراهم سازد و باعث اثربخشی سازمانی شود. 
کلیدواژه‌ها
فرهنگ یادگیری الکترونیکی سازمانی؛ اشتیاق شغلی؛ دانشگاه تربیت دبیر شهید رجایی
موضوعات
یادگیری الکترونیکی
عنوان مقاله [English]
The assessing dimensions of electronic organizational learning culture and its relationship with job enthusiasm of Shahid Rajaee Teacher Training University staffs
نویسندگان [English]
R. Vahab Ahari1؛ A. Zamani2؛ M. Pouratashi3
1Department of Educational Management, Faculty of Humanities, Electronic unit of Islamic Azad University, Electronic Campus, Tehran, Iran
2Department of Higher Education Management Studies, Institute for Research & Planning in Higher Education, Tehran, Iran
3Department of Comparative Studies and Innovation in Higher Education, Institute for Research & Planning in Higher Education, Tehran, Iran
چکیده [English]
Background and Objectives: Organizational learning culture, job enthusiasm, and human resources are the most important factors in the development of an organization. Culture affects all human behavior and actions in all matters. Learning is effective in the survival and development of the organization. Manpower is known as a valuable and central asset for the organization. Due to the special circumstances of the present age, the importance of e-learning is felt more than ever. On the other hand, employees' desire for their job is one of the factors affecting the success and survival of the organization. Accordingly, this study has assessed the dimensions of organizational e-learning culture and its relationship with job enthusiasm of Shahid Rajaee Teacher Training University staff.
Methods: This research is of descriptive correlational type with a practical purpose. Seven hypotheses were formulated to achieve the research goal. The statistical population included all university staff of 300 people. The statistical sample was selected using the random sampling method. To determine the sample size, the Morgan table was used, based on which 169 people were selected. The main tool of data collection to answer the research hypotheses was two standard questionnaires. The standard organizational learning culture questionnaire to evaluate the organizational e-learning culture consisted of 21 items out of seven components on a 5-point Likert scale and the standard job enthusiasm questionnaire to assess the job enthusiasm of university staff with 17 items out of three components with a 5-point Likert scale. Their validity was confirmed by experts and Cronbach's alpha coefficient of the questionnaires was 0.96 and 0.93, respectively. Out of 169 questionnaires distributed, 154 questionnaires had complete information that were finally analyzed. To select the appropriate statistical test and express the normal or abnormal data of the Kolmogorov - Smirnov test and to analyze the data in inferential statistics due to non-normal distribution of data from non-parametric (Spearman correlation coefficient) with the help of SPSS 24 software was used.
Findings: The research hypotheses in the inferential statistics section were analyzed using the Spearman correlation coefficient. The results showed that the correlation coefficient of all components of organizational e-learning culture with job enthusiasm of university staff was positive and significant, which were: creating continuous learning 0.467, promoting inquiry and dialogue 0.476, team learning 0.438, shared systems 0.455, empowering people 0.536, system connectedness 0.494 and provided leadership 0.430. The highest correlation coefficient was related to the empowering people component. Also, the correlation coefficient between all components of organizational e-learning culture and job enthusiasm was reported to be 0.537, which showed that there was a positive, significant and moderate correlation between the two variables.
Conclusion: The findings showed that organizational e-learning culture increases job enthusiasm and the relationship between organizational e-learning culture and job enthusiasm is positive and meaningful. Job enthusiasm helps to cultivate a positive learning culture in the organization, and in this way, in addition to maintaining human capital, organizations have motivated, responsible, and engaged employees. Therefore, improving and strengthening the culture of organizational e-learning can improve the job motivation of employees and cause organizational effectiveness.
کلیدواژه‌ها [English]
Electronic organizational learning culture, Job enthusiasm, Shahid rajaee teacher training university
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