ارائۀ الگوی مناسب مدیریت دانش به‌منظور بهبود کیفیت یادگیری هنرجویان هنرستان‌ها

مطالعه ی حاضر به روش ترکیبی و از نوع طرح‌های تحقیق آمیخته اکتشافی است. جامعه ی آماری این پژوهش در بخش کیفی خبرگان و در بخش کمّی، شامل کلیه مدیران هنرستان‌های فنی و حرفه‌ای شهرستان‌های استان تهران که در سال تحصیلی 9897 جمعاً 105 نفر می‌باشند. برای گردآوری اطلاعات از پرسش‌نامه‌ محقق‌ساخته در مقیاس پنج گزینه‌ای استفاده شد که حاوی 153 گویه بود و برای تحلیل داده‌ها از روش‌های آمار توصیفی و استنباطی از تحلیل معادلات ساختاری در نرم‌افزار smart pls استفاده شد. یافته‌ها نشان داد که متغیرهای اصلی مدل مدیریت دانش به‌منظور بهبود کیفیت یادگیری شامل مدیریت و سرمایه انسانی، فرهنگ و ساختار، فرایندهای مدیریت دانش و آموزش و یادگیری بوده و متغیرهای فرعی شامل مربیگری و رهبری دانش، نوآوری دانش، مدیریت سرمایه فکری، یادگیری سازمانی و سازمان یادگیرنده، اندازه‌گیری، ارزیابی و مهندسی مجدد، آموزش، تحصیلات و سواد اطلاعاتی کارکنان، نظام انگیزشی، پاداش و سیستم ارتقای کارکنان، اعتماد، حمایت، تعهد و درک و آگاهی کارکنان و مدیران ارشد و مواردی از این دست است.

Providing appropriate knowledge management model to improve the quality of learningStudents "in the technical and vocational training units of the country (vocational schools)"

The purpose of this research is to provide a suitable model for knowledge management in order to improve the quality of students’ learning in technical and administrative circles of the country. The statistical population of this research was in the qualitative section, faculty members and faculty members of Kharazmi University, Islamic Azad University, Alzahra University, Farhangian University and Ministry of Education. All of the managers of technical and vocational schools in the cities of Tehran province who work in the field of skills training in the academic year 9897, representing a total of 105 individuals.Using the Cochran equation, the number of subjects was 82, which were randomly selected from among the statistical population, were selected as statistical samples. For data collection, a researchermade questionnaire was used in a fivechoice scale containing 153 items. Its formal and qualitative analysis approved for 10 tons Of the experts and its reliability in a preliminary test with 30 subjects for all variables examined was higher than 0.7, which is acceptable. For data analysis, descriptive and inferential statistical methods of structural equation analysis in Smart PLS software and test KolmogrovSmirnov was used the SPSS software.The findings showed that the main variables of KM model were to improve the quality of learning including human resources management, culture and structure, KM processes, and teaching skills, and sub variables including coaching and knowledge leadership, knowledge innovation, intellectual capital management, organizational learning and learner organization, measurement, evaluation Reengineering, education, education and staff information, motivational system, rewards and employee development system, trust, support, commitment and knowledge of senior staff and managers, knowledge management strategies, team and expert network, organizational structure, knowledge management system and IT infrastructure, the budget And resources, knowledge management tools, knowledge creation, knowledge acquisition, knowledge organization, knowledge storage, dissemination and sharing of knowledge,Application of knowledge, education and learning pattern, apprenticeship and internship, training time, workshop space and equipment, educational technology, curriculum planning and educational content. The purpose of this research is to provide a suitable model for knowledge management in order to improve the quality of students’ learning in technical and administrative circles of the country. The statistical population of this research was in the qualitative section, faculty members and faculty members of Kharazmi University, Islamic Azad University, Alzahra University, Farhangian University and Ministry of Education. All of the managers of technical and vocational schools in the cities of Tehran province who work in the field of skills training in the academic year 9897, representing a total of 105 individuals.Using the Cochran equation, the number of subjects was 82, which were randomly selected from among the statistical population, were selected as statistical samples. For data collection, a researchermade questionnaire was used in a fivechoice scale containing 153 items. Its formal and qualitative analysis approved for 10 tons Of the experts and its reliability in a preliminary test with 30 subjects for all variables examined was higher than 0.7, which is acceptable. For data analysis, descriptive and inferential statistical methods of structural equation analysis in Smart PLS software and test KolmogrovSmirnov was used the SPSS software.The findings showed that the main variables of KM model were to improve the quality of learning including human resources management, culture and structure, KM processes, and teaching skills, and sub variables including coaching and knowledge leadership, knowledge innovation, intellectual capital management, organizational learning and learner organization, measurement, evaluation Reengineering, education, education and staff information, motivational system, rewards and employee development system, trust, support, commitment and knowledge of senior staff and managers, knowledge management strategies, team and expert network, organizational structure, knowledge management system and IT infrastructure, the budget And resources, knowledge management tools, knowledge creation, knowledge acquisition, knowledge organization, knowledge storage, dissemination and sharing of knowledge,Application of knowledge, education and learning pattern, apprenticeship and internship, training time, workshop space and equipment, educational technology, curriculum planning and educational content. The purpose of this research is to provide a suitable model for knowledge management in order to improve the quality of students’ learning in technical and administrative circles of the country. The statistical population of this research was in the qualitative section, faculty members and faculty members of Kharazmi University, Islamic Azad University, Alzahra University, Farhangian University and Ministry of Education. All of the managers of technical and vocational schools in the cities of Tehran province who work in the field of skills training in the academic year 9897, representing a total of 105 individuals.Using the Cochran equation, the number of subjects was 82, which were randomly selected from among the statistical population, were selected as statistical samples. For data collection, a researchermade questionnaire was used in a fivechoice scale containing 153 items. Its formal and qualitative analysis approved for 10 tons Of the experts and its reliability in a preliminary test with 30 subjects for all variables examined was higher than 0.7, which is acceptable. For data analysis, descriptive and inferential statistical methods of structural equation analysis in Smart PLS software and test KolmogrovSmirnov was used the SPSS software.The findings showed that the main variables of KM model were to improve the quality of learning including human resources management, culture and structure, KM processes, and teaching skills, and sub variables including coaching and knowledge leadership, knowledge innovation, intellectual capital management, organizational learning and learner organization, measurement, evaluation Reengineering, education, education and staff information, motivational system, rewards and employee development system, trust, support, commitment and knowledge of senior staff and managers, knowledge management strategies, team and expert network, organizational structure, knowledge management system and IT infrastructure, the budget And resources, knowledge management tools, knowledge creation, knowledge acquisition, knowledge organization, knowledge storage, dissemination and sharing of knowledge,Application of knowledge, education and learning pattern, apprenticeship and internship, training time, workshop space and equipment, educational technology, curriculum planning and educational content. management tools, knowledge creation, knowledge acquisition, knowledge organization, knowledge storage, dissemination and sharing of knowledge,Application of knowledge, education and learning pattern, apprenticeship and internship, training time, workshop space and equipment, educational technology, curriculum planning and educational content.