چکیده:
هدف این پژوهش، ارزیابی نقشها، روشها و انواع ارشادگری در برنامۀ درسی دورههای آموزشی منطقۀ ویژۀ اقتصادی بندر امام خمینی بود. روش پژو.هش توصیفی – پیمایشی بود و جامعۀ آماری شامل کلیۀ فراگیران دورههای آموزشی منطقۀ ویژۀ اقتصادی بندر امام خمینی بر اساس برنامۀ درسی دورههای آموزشی بود. با استفاده از روش نمونهگیری تصادفی ساده، 106 نفر از فراگیران انتخاب شدند، و با استفاده از مقیاس نقش ارشادگر راگینز و مک فارلین که روایی و پایایی آن محاسبه شده بود، دادههای لازم جمعآوری شده، و با نرمافزار SPSS 23 و روشهای تحلیل واریانس اندازهگیریهای مکرر، و مجذورخی، تحلیل شدند. نتایج نشان داد: 1- تفاوت معنیداری بین میزان ایفای نقشهای ارشادگری مدرسان وجود دارد، اما هیچیک از نقشها غالب نیستند؛ 2- روش غالب ارشادگری مدرسان از دیدگاه فراگیران، ترکیبی از روشهای رسمی و غیر رسمی است؛ 3- نوع غالب ارشادگری مدرسان از دیدگاه فراگیران، آموزش عملی است. با توجه به نتایج به دست آمده، استفاده از برنامۀ درسی با تأکید روشهای عملی ارشادگری و شیوههای رسمی و غیر رسمی اثرگذاری مطلوبی بر یادگیری فراگیران خواهد داشت.
Introduction The continuous process of change in various aspects of social life and the rapid and impressive progress of different fields of science and technology have provided the ground for the transformation of organizational structures from the traditional forms to the more complex and specialized forms. In such a context, the primary focus of any organization is on improving its survival, Efficiency and effectiveness. Indeed, organizational longevity depends on its employees’ effectiveness and employees can be effective when they carry out their major functions. To fulfill effectively their functions, employees need to increase their capabilities, i.e. them improve their knowledge and skill and adopt a more positive attitudes. The more transferable and practical these skills are, the more capable is the organization to adapt to the changing environment. Therefore, not only can training and development of human resources play an important role in extending special knowledge and skills of managers and employees, but also it can lead to their participation in improving organizational efficiency and effectiveness and make adaptation to the changing environmental pressures more successful. Considering this, the aim of this study was to assess the roles, methods and types of mentorship in the training curriculum in the Special Economic Zone of Bandar Imam Khomeini. Research Queations 1- What is the dominant role of mentors in the Special Economic Zone of Bandar Imam Khomein from the learners’ point of view? 2- What is the dominant method of mentorship in the Special Economic Zone of Bandar Imam Khomein - from the learners' point of view? 3- What is the dominant type of mentorship in the Special Economic Zone of Bandar Imam Khomein - from the learners' point of view? Methods This study benefitted from a survey design. The statistical population of the study were all learners who were taking the training courses in the Special Economic Zone of Bandar Imam Khomein Imam Khomeini Immigrant Economic Zone based on the curriculum of the training courses. Accordingly, 106 learners were selected through simple random sampling and the Mentor Role Scale (Regens & McFarlane, 1990) was then distributed among the participants. . The validity and reliability of the questionnaire were then assessed c and the obtained data was analyzed using SPSS Statistics Version 23 and through running Repeated measures ANOVA and Chi-Square tests. Results As the results of this study indicated, there was a considerable difference between instructors in their mentorship roles, but none of the roles were dominant. It was further found that dominant mentoring approach which was adopted by instructors included a combination of formal and informal methods. In addition, practical training was found to be as the most prevalent type of instructors' mentorship. Based on the overall results, following a curriculum with an emphasis on effective mentoring practices and formal and informal practices can have a significantly beneficial effect on the learning process. Conclusion Mentoring is an important life long process for professional development and psychological support which can be considered as one of the most important aspect of educational experience. Mentors can affect educational development and provision of considerable opportunities for trainees. Therefore, there is an increasing need for the use of effective and active guidance programs in organizational training to promote the intern's career success. Based on the overall results of this study, it seems that the main step prerequisite for teachers to enter the s Educational Guidance is familiarity with different types of mentoring roles as well as mentoring methods, evaluation of the effectiveness of each of these roles in different training contexts. It seems that adoption of different mentoring roles can lead to the most satisfactory outcomes for both instructors and learners. Additionally, due to the time and sometimes space limitations to take full-time training course, learners need to be offered Integrated guidance courses that will have the best function and effectiveness both formally and in the form of specific courses at a specific time and place and informally in the form of self-study or virtual training. As the results of this study indicated, mentors in the Special Economic Zone of Bandar Imam Khomeini adopted guidance, counseling, friendship and coaching roles. It was also found that, from the perspective of learners, educators who performed a counseling role could help trainees to discover such personal concerns which might cause them to feel incompetent or hinder their professional development. Hall and Chandler (2007) have also argued that providing trainees with personal counseling can be especially of great importance to them in such stressful situations as entering an unfamiliar environment or learning a new role when they have not gone through such experiences before. Therefore, a counselor who is aware of emotional needs of the mentees and demonstrates trust, encouragement, and listening skills can help them develop their self-confidence in stressful situations
خلاصه ماشینی:
et al &Baranik &Ragins ;٢٠٠٧ ,Noe ;١٩٨٥ ,Kram) )١٩٩٠ ,McFarlin ٢- مربي گري : براساس ديدگاه کرام (١٩٨٥ ,Kram)، مربي گري دومين نقش ارشادگران در کارکرد حرفه اي آنان است .
وظيفه ارشادگر اين است که براي ارشادشوندگان تکاليف چالش برانگيزي را فراهم سازد تا به آنان شايستگي هاي خاص و احساس موفقيت در نقش حرفه اي آنان بدهد.
بنابراين ، هدف پژوهش حاضر ارزيابي نقش ها، روش ها و انواع ارشادگري در برنامه درسي دوره هاي آموزشي است .
روش پژوهش با توجه به اين که پژوهش حاضر به ارزيابي نقش ها، روش ها و انواع ارشادگري در برنامه درسي دوره هاي آموزشي منطقه ويژة اقتصادي بندر امام خميني پرداخته است .
Mentoring provided حمايت ١، مربيگري ٢، پشتيباني ٣، تکاليف چالش انگيز٤، عرضه سازي و در معرض ديد قرار دادن ، 5 دوستي ٦، مدلسازي نقش ٧، مشاوره ٨ و پذيرش و تأييد٩ را نيز مورد ارزيابي قرار ميدهد.
در جدول ٣ نتايج حاصل از تحليل واريانس اندازه گيريهاي مکرر نشان ميدهد، که بر اساس آزمون گرين هاوس -گيسر، مقدار F (٤٩/٧٦) در درجه آزادي (٥/٦٦ و ٥٩٤/٥٢) در سطح ٠/٠٠١ معني دار به دست آمده است ، بنابراين از ديدگاه فراگيران منطقه ويژه افتصادي بندر امام خميني ، بين ميزان ايفاي نقش هاي ارشادگري توسط مربيان تفاوت معنيداري وجود دارد.
جدول (٣): آزمون گرين هاوس گيزر (رجوع شود به تصویر صفحه) آزمون تعقيبي بونفروني نشان داد که بين ميزان ايفاي نقش حمايت گري مدرسان با نقش هاي مربيگري، تکاليف چالش انگيز ، عرضه سازي، دوستي، تعاملات اجتماعي، مشاوره ، پذيرش و تأييد، تفاوت معنيداري وجود دارد.