شناسايي و اعتباريابي مولفه هاي مدل مديريت استعداد آموزگاران

Identifying and Validating the Components of Teachers' Talent Management Model

ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺑﺎ ﻫﺪف ﺷﻨﺎﺳﺎﯾﯽ و اﻋﺘﺒﺎرﯾﺎﺑﯽ ﻣﻮﻟﻔﻪ ﻫﺎي ﻣﺪل ﻣﺪﯾﺮﯾﺖ اﺳﺘﻌﺪاد آﻣﻮزﮔﺎران در ﺳﺎلِ ﺗﺤﺼﯿﻠﯽ 97- 1396 اﻧﺠﺎم ﺷﺪ. اﯾﻦ ﭘﮋوﻫﺶ از ﻟﺤﺎظ ﻫﺪف ،ﮐﺎرﺑﺮدي و از ﻧﻈﺮ ﻣﺎﻫﯿﺖ ،ﺗﻮﺻﯿﻔﯽ-ﭘﯿﻤﺎﯾﺸﯽ اﺳﺖ. ﺟﺎﻣﻌﻪ آﻣﺎري در ﻣﺮﺣﻠﻪ ﮐﯿﻔﯽ ﺷﺎﻣﻞ ﺗﻌﺪادي از ﺧﺒﺮﮔﺎن ﻣﺮﺗﺒﻂ ﺑﺎ ﻣﻮﺿﻮع ﺑﻮد ﮐﻪ ﺑﻪ روش ﻧﻤﻮﻧﻪ ﮔﯿﺮي ﻫﺪﻓﻤﻨﺪ ﺟﻬﺖ اﻧﺠﺎم ﻣﺼﺎﺣﺒﻪ ﻧﯿﻤﻪ ﺳﺎﺧﺘﺎرﻣﻨﺪ اﻧﺘﺨﺎب ﮔﺮدﯾﺪﻧﺪ . اﺑﺰار ﭘﮋوﻫﺶ دراﯾﻦ ﻣﺮﺣﻠﻪ ﭘﺮﺳﺸﻨﺎﻣﻪ ي 104ﮔﻮﯾﻪ اي ﻃﺮاﺣﯽ ﺷﺪه ﺑﺮ ﻣﺒﻨﺎي ﻃﯿﻒ ﻫﻔﺖ درﺟﻪ اي ﻟﯿﮑﺮت)ﺑﺮ اﺳﺎس ﺷﺎﺧﺼﻬﺎي ﻣﺴﺘﺨﺮج از ادﺑﯿﺎت و ﭘﯿﺸﯿﻨﻪ و ﻣﺘﻦ ﻣﺼﺎﺣﺒﻪ ﻫﺎ ي اﻧﺠﺎم ﺷﺪه( ﺑﻮد. در ﭘﺎﯾﺎن ﻫﺮ راﻧﺪ داده ﻫﺎي ﺑﻪ دﺳﺖ اﻣﺪه ﺑﺎ اﺳﺘﻔﺎده از ﺷﺎﺧﺺ ﻣﯿﺎﻧﮕﯿﻦ رﺗﺒﻪ اي و ﺿﺮﯾﺐ ﺗﻮاﻓﻖ ﮐﻨﺪال ﺗﺤﻠﯿﻞ ﺷﺪﻧﺪ. در راﻧﺪ ﺳﻮم ﻣﻘﺪار ﺑﻪ دﺳﺖ آﻣﺪه ﺑﺮاي آﻣﺎره ﮐﻨﺪال)0/507( ﺣﺎﮐﯽ از اﺗﻔﺎق ﻧﻈﺮ ﻗﺎﺑﻞ ﻗﺒﻮل ﺑﯿﻦ ﭘﺎﺳﺨﮕﻮﯾﺎن ﺑﻮد . ﻧﺘﺎﯾﺞ ﺗﺤﻠﯿﻞ داد ه ﻫﺎ در ﭘﺎﯾﺎن ﻣﺮﺣﻠﻪ ﮐﯿﻔﯽ ﻧﺸﺎن داد ،ﻣﻮﻟﻔﻪﻫﺎي ﻣﺪل ﻣﺪﯾﺮﯾﺖ اﺳﺘﻌﺪاد آﻣﻮزﮔﺎران ﺷﺎﻣﻞ رﺷﺪ و ﺗﻮﺳﻌﻪ)ﺑﻬﺴﺎزي(، ﺷﻨﺎﺳﺎﯾﯽ،ﺑﻪﮔﺰﯾﻨﯽ، ﺟﺬب، ﺑﺮﻧﺎﻣﻪرﯾﺰي اﺳﺘﺮاﺗﮋﯾﮏ و ﻧﮕﻬﺪاري ﻣﯽ ﺑﺎﺷﺪ .در ﺑﺨﺶ ﮐﻤﯽ ﺟﻬﺖ ﺑﺮازش ﻣﺪل از ﺑﯿﻦ 7644 آﻣﻮزﮔﺎر ﻣﺸﻐﻮل ﺑﻪ ﺧﺪﻣﺖ در اﺳﺘﺎن ﻟﺮﺳﺘﺎن)ﺟﺎﻣﻌﻪ اﻣﺎري(،367 ﻧﻔﺮ ﺑﺎ اﺳﺘﻔﺎده از ﻓﺮﻣﻮل ﮐﻮﮐﺮان ﺑﻪ ﻋﻨﻮان ﻧﻤﻮﻧﻪ آﻣﺎري ﺗﻌﯿﯿﻦ و ﺑﻪ روش ﻧﻤﻮﻧﻪ ﮔﯿﺮي ﺧﻮﺷﻪ اي ﭼﻨﺪ ﻣﺮﺣﻠﻪ اي اﻧﺘﺨﺎب ﺷﺪﻧﺪ.اﺑﺰار ﺗﺤﻘﯿﻖ در اﯾﻦ ﻣﺮﺣﻠﻪ ﺷﺎﻣﻞ ﭘﺮﺳﺸﻨﺎﻣﻪ ﺗﺪوﯾﻦ ﺷﺪه ﺑﺮ اﺳﺎس 6 ﻣﻮﻟﻔﻪ ﺷﻨﺎﺳﺎﯾﯽ ﺷﺪه و ﺷﺎﺧﺼﻬﺎي ﻣﺮﺑﻮط ﺑﻪ ﻫﺮ ﻣﻮﻟﻔﻪ ﺑﻮد.داده ﻫﺎي ﺑﺨﺶ ﮐﻤﯽ )ﺑﺮازش ﻣﺪل( ﺑﺎ اﺳﺘﻔﺎده از ﻣﺪل ﻣﻌﺎدﻻت ﺳﺎﺧﺘﺎري و ﺣﺪاﻗﻞ ﻣﺮﺑﻌﺎت ﺟﺰﯾﯽ ﻣﻮرد ﺗﺤﻠﯿﻞ ﻗﺮار ﮔﺮﻓﺘﻨﺪ. ﻧﺘﺎﯾﺞ ﻧﺸﺎن داد ﮐﻪ ﺑﺮاﺳﺎس ﻣﺘﻮﺳﻂ ﺷﺎﺧﺺ ﭘﺎﯾﺎﯾﯽ ﺗﺮﮐﯿﺒﯽ)0/93=CR( و ﻣﺘﻮﺳﻂ ﺿﺮاﯾﺐ آﻟﻔﺎي ﮐﺮوﻧﺒﺎخ )0/91( ﮐﻪ از 0/70 ﺑﯿﺸﺘﺮ ﻣﯽﺑﺎﺷﻨﺪ و ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ اﻧﺪازة ﻣﺘﻮﺳﻂ وارﯾﺎﻧﺲ اﺳﺘﺨﺮاج ﺷﺪه )0/67=AVE( ﮐﻪ از 0/5 ﺑﺰرﮔﺘﺮ اﺳﺖ، ﻣﺪل از ﭘﺎﯾﺎﯾﯽ ﻫﻤﮕﺮا ﺑﺮﺧﻮردار ﺑﻮده و ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ اﯾﻦ ﮐﻪ )CR >AVE(، رواﯾﯽ ﻫﻤﮕﺮا ﻧﯿﺰ ﺑﺮﻗﺮار اﺳﺖ. ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ اﯾﻦ ﮐﻪ ﻣﯿﺎﻧﮕﯿﻦ ﺷﺎﺧﺺ ﺿﺮﯾﺐ ﺗﻌﯿﯿﻦ )1=R2(، از 67/0 ﺑﯿﺸﺘﺮ اﺳﺖ و ﻫﻢ ﭼﻨﯿﻦ ﺑﺮ اﺳﺎس ﺷﺎﺧﺺ Qﮐﻪ ﻣﻘﺪار ﻣﺘﻮﺳﻂ آن )0/67( از 0/35 ﺑﯿﺸﺘﺮ اﺳﺖ، ﭼﻨﯿﻦ اﺳﺘﻨﺒﺎط ﻣﯽﺷﻮد ﮐﻪ ﻣﺪل ﺳﺎﺧﺘﺎري از ﺑﺮازش ﻣﻨﺎﺳﺐ ﺑﺮﺧﻮردار ﺑﻮده و ﻗﺪرت ﭘﯿﺶﺑﯿﻨﯽ ﻣﺪل ﻣﻨﺎﺳﺐ اﺳﺖ و 3. ارزﯾﺎﺑﯽ ﺑﺮازش ﮐﻠﯽ ﻣﺪل؛ ﺑﺮاﺳﺎس ﻣﻌﯿﺎر ﻧﯿﮑﻮﯾﯽ ﺑﺮازش )GOF( ﻣﻘﺪار ﻣﺤﺎﺳﺒﻪ ﺷﺪه ﺑﺮاي اﯾﻦ ﺷﺎﺧﺺ ﺑﺮاﺑﺮ ﺑﺎ 0/82 ﺑﻪ دﺳﺖ آﻣﺪ ﮐﻪ از0/35 ﺑﯿﺸﺘﺮ اﺳﺖ، ﻟﺬا ﭼﻨﯿﻦ اﺳﺘﻨﺒﺎط ﻣﯽﺷﻮد ﮐﻪ ﻣﺪل ﮐﻠﯽ از ﺑﺮازش ﺑﺎﻻﯾﯽ ﺑﺮﺧﻮردار اﺳﺖ.

The purpose of this study was to identify and validate the components of teachers' talent management model in the academic year 1396-97. The research is purposeful, applied, and descriptive-survey in nature. The statistical population in the qualitative phase consisted of a number of subject-matter experts who were selected through purposeful sampling for semi-structured interviews. The research tool at this stage was a 104-item questionnaire designed based on a seven-point Likert scale (based on indicators derived from literature and background and the context of the interviews). At the end of each round, the data were analyzed using Kendall's mean rank index and coefficient of agreement. In the third round, the value obtained for Kendall's statistic (0.507) indicated acceptable consensus among respondents. The results of data analysis at the end of qualitative phase showed that the components of teachers' talent management model include growth, development, identification, selection, acquisition, strategic planning and maintenance. Of the 7644 teachers employed in Lorestan province (statistical population), 367 were selected using Cochran formula and selected through multi-stage cluster sampling. The research tool included a questionnaire based on 6 The component was identified and the indices were related to each component. Quantitative section data (model fit) using structural equation modeling an‎d partial least squares were analyzed. The results showed that based on the average composite reliability index (CR = 0.93) and mean Cronbach's alpha coefficients (0.91) that were higher than 0.70 and considering the average value of variance extracted (AVE = 0.67) Bigger than 0.5, the model has convergent reliability and since (AVE