جستجوی مقالات مرتبط با کلیدواژه « انتقال آموزش » در نشریات گروه « علوم تربیتی »

The success of an organization in achieving its goals and fulfilling its social responsibilities depends to a large extent on the knowledge and skills of its managers, which is achieved through improved management. Improving management is defined as the systematic improvement of management through training and learning. In this regard, the purpose of any training is to prepare employees, improve attitudes, improve skills and increase knowledge. This point to an important aspect of training and learning called training transfer. Therefore, the present study has improved the training transfer process according to the role of managers in Yazd University. The present research has been done by qualitative method and using content analysis technique. The sampling method of this study is purposeful and judgmental, based on which 11 semi-structured interviews with managers and experts of Yazd University have been conducted. After coding the text of the interviews, 7 main categories and 14 sub-categories such as organizational culture, organizational learning transfer climate, strengthening organizational structure and infrastructure, meritocracy in appointing managers, training policy and policy, organizational performance management and staff training transfer.

The purpose of this study is to identify the role of e-learning on the transfer of education to the workplace among the staff of Shahid Sattari Aviation University. The research method is applied in terms of purpose and descriptive in terms of how to collect information. The statistical population of the study consisted of all employees of Shahid Sattari Aviation University, whose number was 700 people. The statistical sample of the study was estimated to be 248 people based on Krejcie and Morgan table and were selected using simple random sampling method. The research instruments were two standard questionnaires of e-learning Whitkins (2004) with a reliability of 0.87 and Shams Morkani and Abbasi Kesi (2016) education transfer questionnaire with a reliability of 0.91. Descriptive and inferential statistics (one-sample t-test, independent t-test, Pearson correlation coefficient, structural equation modeling (SEM) and one-way analysis of variance) were used to analyze the data. The results showed that the dimensions of e-learning have an impact on all three factors of individual, educational and organizational transfer of education to the workplace among the staff of Shahid Sattari Aviation University.

Background and Aim:

Human resource development is one of the most important components of effective organizations from other institutions and training is the best tool for human resource development. The purpose of this study was to investigate the effect of leadership transfer of education in the form of support of middle managers through the mediation of planned behavior structures on training transfer.

Method:

 This study is " Practical " in terms of purpose and "descriptive, correlational" in terms of data collection. The statistical population of all brokerage firms in Tehran province and the sample size was determined using Krejcie and Morgan table equal to 357 people. Probabilistic and cluster sampling, using two researcher-made questionnaires of education transfer leadership and planned behavior questionnaire, which were collected based on the theory of components and fishbin (2003), validity (content, convergent and divergent) and reliability (Factor load, composite reliability coefficient, Cronbach's alpha coefficient) The questionnaires indicated that the measuring instruments had good validity and reliability. Data analysis was performed by structural equation modeling using Smart PLS software.

The results of testing the hypotheses using t-test statistics and path coefficients (β) showed that education transfer leadership has a significant and moderate effect on the variables of attitude to education transfer, mental norm, perceived behavioral control, and also on the transfer intention variable. Training and transfer of training has a significant and strong impact.

The results of this study indicate that according to the theory of planned behavior of training transfer can be the result of rational decision-making process of employees, ie the stronger the intentions of employees, the more their compliance with the social group, and positive control The more employees transfer the training results, the more effective the transfer of in-service training to the workplace will be, and finally the support of managers in the form of attitudes, behaviors and strategies can be in how to transfer in-service training to the workplace be influential.

The aim of this study is to predict and explain the application of educational technology in teaching using the theory of planned behavior (TPB).

For this purpose, the correlation-prediction research design was used. The target population consisted of all Kermanshah junior high school teachers, of whom a random sample of 183 was selected. In order to collect data, a researcher-made questionnaire was used. The face validity of the questionnaire was confirmed by a group of academic experts. Cronbach's alpha coefficient also indicated the acceptable reliability of the questionnaire. In order to analyze the data, structural equation modeling was used with the help of Smart PLS2 software.

The results showed that the teacher's attitude and control of the perceived behavior of the teacher predict the intention to use educational technology. The findings, however, indicated that subjective norms are not a predictor of intention. In addition, intention and perceived behavioral control were proven to jointly predict actual behavior of educational technology use in class.

This study showed that TPB is capable of predicting behavioral intention and actual behavior with regard to educational technology use in the classroom. By providing training and equipping classes with computers and overhead projectors, hence, principals can lay the foundation for the use of educational technologies in the classroom

The purpose of this study was to investigate the role of job factors, constructive organizational climate and extra-organizational factors on the transfer of learning with the mediating role of learning transfer mechanisms on the consequences of learning. The research method was descriptive-survey and based on structural equations. The statistical population of the study included all managers, faculty members, staff, experts and human resources specialists of Ferdowsi University of Mashhad who were employed in the year 2019-2020. This number includes 1881 people. The study sample was determined based on Morgan table 225. A researcher-made questionnaire based on a 5-point Likert scale was used to collect data. Content and construct validity of questionnaires were confirmed by several management and factor analysis experts. To analyze data from questionnaires. The results showed that job characteristics and constructive organizational climate have a positive and significant relationship on the transfer of training, but the role of extra-organizational factors do not have a positive and significant relationship on active participation in education transfer. Also, active participation in education has a positive and significant relationship on the mechanisms of learning transfer and transfer mechanisms have a positive and significant relationship on the consequences of learning transfer. Transfer strategies as a mediating variable have an indirect and significant relationship between constructive climate and job characteristics on the consequences of transfer

In order to identify the dimensions and indices of the phenomenon of “leading transfer of learning” within the secondary schools of Tehran province, a sample of 17 lecturers, principals, and experienced teachers was targeted and then interviewed. Inductive analyses of the collected data at three levels of open, pivotal, and selective coding indicate that the role of high school principals along the temporal dimension consists of support along the informational, motivational, instrumental, supervisory, and evaluative dimensions. For each of these five dimensions a number of indices are identified. High school principals can utilize these findings in order to provide the needed support for successful transfer of learning.

There has been growing trend all around the world that more and more organizations are investing a remarkable amount of resources in organizational training, making it prudent to focus on training transfer. training transfer is of great significant for education system since teaching as a profession confronted with uncertainty demands that teachers apply their newly acquired knowledge and skills to classroom. As demonstrated by studies, however, employees have trouble transferring their knowledge into the workplace. Therefore, calls have been made by scholars to dissect transfer of training on the job. The present paper is a response to this call. As the underlying theoretical model, the theory of planned behavior (TPB) is used to explain and predict teachers’ intention to use educational technologies in teaching. The TPB posits that intention is the primary antecedent of actual behavior which is determined by three major determinants, that is, attitude, subjective norm and perceived behavioral control. As empirical studies, however, demonstrate the relationship between the three determinants and intention isn’t perfect, leaving a proportion of variance in intention unexplained. One possible explanation for this imperfect relationship is that other variable may be involved. Hence, we incorporated supervisory support, as a possible organization-level factor, into the TPB to improve the variance of intention. Supervisory support has been found to account for other behaviors in organization such as OCB and it can be assumed to impact intention to use educational technology in teaching. Based on the above argument, the research hypotheses are as follow: Teachers’ Attitude predicts teachers’ intention to use educational technology in teaching, Teachers’ subjective norm predicts teachers’ intention to use educational technology in teaching, Teachers’ perceived behavioral control predicts teachers’ intention to use educational technology in teaching, Teachers’ perceived behavioral control predicts teachers’ actual behavior of educational technology use in teaching, Teachers’ intention to use educational technology in teaching predicts their actual behavior of educational technology use in teaching, Supervisory support predicts teachers’ intention to use educational technology in teaching. to examine the hypotheses, correlational-predictive research design was employed. The target population consisted of all Kermanshah junior high school teachers, of whom a random sample of 183 was selected. To gather data, two researcher made surveys were administered: TPB survey: pre-validated items were adopted and customized to develop this questionnaire. Eventually, a 20 item survey was designed. Supervisory survey: pre-validated questionnaires were used and customized to develop this scale. Eventually, a 4 item survey was designed. To rate that responses, 5 point Likert type scale was used. Before being administered, the surveys was presented to a panel of experts to comment on the items relevance, readability and comprehensibility. Some adjustments were made to the surveys based on the feedbacks and comments. The criterion validity of the scales was also confirmed using confirmatory factor analysis. Afterwards, the surveys were administered to a sample of 35 teachers in order to determine their reliability. By means of Chronbach’s alpha, the reliability of the scales was established. By means of Smart PLS2, structural equation modelling was used to test the proposed model as well as the proposed hypotheses. SEM is a two stem process. In the first step, the measurement model is validated. In so doing, three criteria are used: 1) Cronbach’s reliability and composite reliability to assess the internal consistency, which their values should be greater than 0.6, 2) loading factors and AVE are used to assess the convergent validity, which their value should be greater than 0.7 and 0.5 respectively, and 3) Fornell-Larcker metric is used to assess the divergent validity. According to this criterion, the correlation of a variable should be greater than its correlation with other variables in the model. After the measurement model is validated, the researcher is allowed to move on to the second stem, which is the assessment of the structural model. In so doing, three measures are used: 1) R2 to determine the amount of variance of the criterion variable estimated by the predicted, 2) path coefficient to establish the significance of the relationship, and 3) Q2 to determine the predictive relevance of the model. According to the outputs of the software application, the measurement models were all proven to be valid and reliable. The results also indicated that the TPB alone explained 65% of intention variance. Adding supervisory support into the model improved R2 value of intention by 8%. The present paper has theoretical as well as practical implications. From a theoretical standpoint, the present study is the first study of its own to integrate the theory of organizational support into the TPB. The findings revealed that among the determinants of intention to use educational technology in teaching, attitude is the strongest predicted followed by supervisory support and perceived behavioral control. The findings revealed that subjective norm isn’t able to predict intention to use educational technology in teaching, perceived behavioral control and intention were proven to jointly explain and predict teachers’ actual behavior of educational technology use in classroom. Since attitude turned out to be the strongest predictor of intention to use educational technology in teaching, we suggest principles shift their focus onto teachers’ attitude. As Lowe, Eves & Carrol (2002) argued, if you wish to impact individuals’ behavior and performance, you should work on their positive and negative attitudes and perceptions. Along this endeavor, principles may set goals and talk teachers through the advantages of educational technology. Principles can also be supportive by providing teachers with educational technology means like computer and projectors. In addition, school principles may design and execute training courses to upgrade teachers’ ability to use educational technology in teaching. Like other scientific studies, the present study is confronted with limitations. Self-report survey was the means of choice to collect data which might have biased the results. Another limitation is concerned with the research design. The cross-sectional design was employed for investigation which is unable to track changes across time. Finally, the population was restricted to Kermanshah junior high school teacher, making it hard to generalize the results to other groups. Therefore, it is recommended that future studies employ longitudinal or qualitative research deign to explore training transfer among teacher at different level of education system.

Introduction In the current era, human investment is the most important factor in organizational development and education and training are the best media for human development (Mahdavi & Fayyaz, 2015). The educator's biggest obsession is providing chances to apply their knowledge in their workplace and practice what they have learned for professional development. Education and employee's training is one of the ways to gain the essential expertise and competence (Ford, 1997). Transferring training is a process that through evaluation its advantages and drawbacks could be recognized and thereby the organizational aims could be fulfilled. Scholars have defined the transfer of training as the degree to which the participants use their expertise, knowledge, skills and attitudes adopted at workplace. Long-term success at firms significantly depends on whether the employees are effectively learning and transferring new information to their workplace. The efficiency of training is ultimately dependent on whether the favored results are transferred to the workplace or not. Halton's pattern is one the training patterns to transmit training which has comprehensively introduced the individual aspects. Halton et. al (2000) defined seven individual factors: The learner's preparation, transfer motivation, the individual capacity for transfer, positive individual results, and negative individual results, the expectations of performance and selfefficacy of the performance. Based on the importance of this dimension, this study focused on evaluation of the role of individual factor in effective transfer of in-service training at Ansar Bank. The following research questions were raised:- To what extent is the individual factor important in effective transfer of in-service trainings to the professional status at Ansar Bank of country?
- Which aspect of individual factor is prominent in effective transfer of training to professional status at Ansar Bank?
- Is there a significant difference between the employee's perception of the individual factors in efficient transfer of training with regard to their educational degree?
- Is there a significant difference between the employee's perception of the individual factors in efficient transfer of training with regard to their years of service?
Method This study was an applied and descriptive survey. Using a random cluster sampling 535 employees working at Ansar bank were selected based on their demographic features, the period of service and academic degree. The participants were asked to fill out a self developed scale. The scale included 211 items based on a 5 point Likert whereby 5 means strongly agree to 1 strongly disagree. This scale have seven subscales : "The learner's readiness", self-efficacy of the performance, individual positive outcome, individual negative outcome, the expectations of results of the performance, the motivation to transmit and individual's capacity for transfer. For each subscale there were 3 items. The face validity of this scale was conducted through expert comments. The content validity of this scale has been conducted through item analysis and correlational coefficiency among the items in each subscale was calculated. After calculating the reliability though the expert's opinions and item analysis and Cronbach alpha (.69 to .93), the scales were handed out among the participants. To analyze the data, SPSS 16 was used and T-test, multiple ANOVA and, MANCOVA, MANOVA were used.
Results Overall, the analysis of individual factor in effective transfer of in-service training to the professional status showed that the learner's preparation, the motivation of transmission, the expectations of the performance outcomes, the expectations of outcomes of transfer and self -efficacy were above the mean.
2. Among the several individual factors affecting the transfer of training, the highest mean belonged to the self-efficacy of the performance and the lowest mean was related to the positive individual outcomes.
3. There was a significant difference among the importance attached to the seven aspects of individual factors in efficient transfer of training to the employees at workplace.
4. There was a significant difference among the importance of the seven aspects of individual factors in effective transfer of training to the workplace with regard to the employee's years of experience.
Discussion and Conclusions The aim of this study was to evaluate the individual factor in effective transfer of training from the view point of learner's preparation, the motivation of transmission, the individual capacity to transmit, the positive individual outcomes, the negative individual outcome, the expectations of the performance, and self-efficacy of the performance. The findings showed that significant differences existed among the aspects. At the end it is suggested that future evacuations get conducted through a more comprehensive set of variables that assess the individual factor. Moreover, the manager's viewpoints and stakeholder's views must also be evaluated in efficacy of training in individual factor.