Yönetsel Yetkinliklerin Geliştirilmesinde E-Öğrenme: Bir Vaka Çalışması

Year 2023, Volume: 14 Issue: 1, 84 - 98, 01.02.2023

Selçuk Nam Hasan Tutar

Abstract

Bu çalışmanın temel amacı, yönetici geliştirmede e-öğrenmenin başarısını etkileyen kritik başarı faktörlerini belirlemektir. Araştırma, Türkiye'de faaliyet gösteren bir katılım bankasının yöneticileri üzerinde yapılmıştır. Araştırma sekiz kişilik bir çalışma grubuyla nitel araştırma desenlerinden bütüncül tek durum çalışmasına göre yürütülmüştür. Çalışmanın örneklemi amaçlı örnekleme tekniklerinden kritik durum örneklemine göre belirlenmiştir. Araştırma verileri; yöneticilerle yapılan görüşmeler, vaka analizlerinden elde edilen veriler, gözlemler, e-öğrenme platformunun kayıtları, e-öğrenme içerikleri, yetkinlik paketleri ve temel davranış göstergeleri yoluyla toplanmıştır. Elde edilen veriler, MAXQDA paket programı kullanılarak ve içerik analizi tekniğine göre analiz edilmiştir. Analiz sonuçları, katılım bankacılığı sektöründe kurumsal düzeyde e-öğrenme sürecinin başarısını etkileyen kritik başarı faktörlerinin e-öğrenmede önemli olduğunu göstermektedir. Kritik başarı faktörlerinden ortam sürekliliği ve devamlılık faktörünün yönetsel yetkinliklerin geliştirilmesinde diğer faktörlere göre daha önemli olduğu sonucuna varılmıştır. Bu sonuçlar yönetsel yetkinliklerin geliştirilmesinde e-öğrenme ve geleneksel öğrenme tekniklerinin aynı zamanda etkin bir şekilde kullanılabileceğini göstermektedir.

Keywords

Yönetsel yetkinlik, kurumsal e-öğrenme, e-öğrenmenin başarısı, kritik başarı faktörleri

E-Learning in The Development of Managerial Competencies: A Case Study

Abstract

The main purpose of this study is to determine the critical success factors that affect the success of e-learning in executive development. The study was conducted on the executives of a participation bank operating in Turkey. The research was conducted with a study group of eight people. The research was conducted according to the holistic single case study, which is one of the qualitative research designs. The study sample was determined according to the critical situation sample, one of the purposeful sampling techniques. Research data were collected through interviews with managers, data obtained from case analysis, observations, records of the e-learning platform, e-learning contents, competency packages and basic behavior indicators. The obtained data were analyzed using the MAXQDA package program and according to the content analysis technique. Analysis results show that the critical success factors affecting the success of the e-learning process at the corporate level in the participation banking sector are important in e-learning. It was concluded that among the critical success factors, staying in the environment and continuity factors are more important than other factors in developing managerial competencies. These results also show that e-learning techniques can be used effectively and traditional learning techniques to develop managerial competencies.

Keywords

Managerial competency, corporative e-learning, e-learning success, critical success factors

References

• Alhabeeb, A., & Rowley, J. (2018). E-learning critical success factors: Comparing perspectives from academic staff and students. Computers & Education, 127, 1-12.
• Ali, G. E., & Magalhaes, R. (2008). Barriers to implementing e-learning: A Kuwaiti case study. International Journal of Training and Development, 12(1), 36-53.
• Alqahtani, A. Y., & Rajkhan, A. A. (2020). E-learning critical success factors during the covid-19 pandemic: A comprehensive analysis of e-learning managerial perspectives. Education Sciences, 10(9), 216-231.
• Atıcı, U., Adem, A., Şenol, M. B., & Dağdeviren, M. (2022). A comprehensive decision framework with interval valued type‑2 fuzzy AHP for evaluating all critical success factors of e‑learning platforms. Education and Information Technologies, https://doi.org/10.1007/s10639-021-10834-3.
• Benigno, V., & Trentin, G. (2000). The evaluation of online courses. Journal of Computer Assisted Learning, 16(3), 259-270.
• Boyatzis, R. E. (1982). The competent manager: A model for effective performance. New Yok: John Wiley&Son.
• Boyatzis, R. E. (2008). Leadership development from a complexity perspective. Consulting Psychology Journal: Practice and Research, 60(4), 298-313.
• Brownell, J., & Chung, B. G. (2001). The Management Development Program: A Competency-Based Model for Preparing Hospitality Leaders. Journal of Management Education, 25(2), 124-145.
• Cheawjindakarn, B., Suwannatthachote, P., & Theeraroungchaisri, A. (2012). Critical success factors for online distance learning in higher education : A review of the literature. Creative Education, 3, 61-66.
• Cockerill, T., John, H., & Schroder, H. (1995). Managerial competencies: Fact or fiction? Business Strategy Review, 6(3), 1-12.
• Comacchio, A., & Scapolan, A. C. (2004). The adoption process of corporate e-learning in Italy. Education & Training, 46(6/7), 315-325.
• Crouse, P., Doyle, W., & Young, J. D. (2011). Workplace learning strategies, barriers, facilitators and outcomes: A qualitative study among human resource management practitioners. Human Resource Development International, 14(1), 39-55.
• Delahaye, B. L. (2005). Human resource development: Adult learning and knowledge management. New York: John Wiley & Sons.
• Garavan, T. N., & McGuire, D. (2001). Competencies and workplace learning : Some reflections on the rhetoric and the reality. Journal of Workplace Learning, 13(4), 144-164.
• Gold, J., Thorpe, R., & Mumford, A. (2010). Handbook of leadership and management development. London: Gower Publishing.
• Govindasamy, T. (2001). Successful implementation of e-Learning Pedagogical considerations. The Internet and Higher Education, 4(3-4), 287-299.
• Hoffmann, T. (1999). The meanings of competency. Journal of European Industrial Training, 23(6), 275-285.
• Khan, B. (2005). Managing e-learning: design, delivery, implementation, and evaluation (1 ed.). New Yok: Information Science Publishing.
• Knowles, M. S. (1990). The Adult Learner: A Neglected Species (3 ed.). New York: Gulf Publishing Company.
• Knowles, M. S., Holton, E. F., & Swanson, R. A. (2005). The Adult Learner: The definitive classic in adult education and human resource development (6 ed.). London: Elsevier.
• Macpherson, A., Elliot, M., Harris, I., & Homan, G. (2004). E-learning: reflections and evaluation of corporate programmes. Human Resource Development International, 7(3), 295-313.
• Mailick, S., & Stumpf, S. A. (1998). Learning theory in the practice of management development, evolution and applications. California: Greenwood Publishing Group.
• McEvoy, G. M. (2005). A Competency-based model for developing human resource professionals. Journal of Management Education, 29(3), 383-402.
• McPherson, M., & Nunes, M. B. (2006). Organisational issues for e‐learning: Critical success factors as identified by HE practitioners. International Journal of Educational Management, 20(7), 542-558.
• Muilenburg, L. Y., & Berge, Z. L. (2005). Student Barriers to Online Learning : A factor analytic study. Distance Education, 26(1), 29-48. Mumford, A. (1988). Developing top managers. Aldershot: Gower.
• Mumford, A. (1998). Managing learning and developing management. Human Resource Development International, 1(1), 113-118.
• Mungania, P. (2004). Employees' perceptions of barriers in e-Learning : The relationship among barriers, demographics, and e-learning self-efficacy [Available online at: https://ir.library.louisville.edu/cgi/viewcontent.cgi?referer=&httpsredir=1&article=2026&context=etd], Retrieved on November 17, 2020.
• Naveed, Q. N., & Ahmad, N. (2019). Critical success factors (CSFs) for cloud-based e-learning. International Journal of Emerging Technologies in Learning, 14(1), 140-149.
• Rockart, J. F. (1979). Chief executives define their own data needs. Harvard Business Review, 57(2):81-93.
• Saraç, M., & Çiftçioğlu, B. A. (2010). Örgütlerde e-öğrenme açılımı. Uludağ Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, 29(1), 29-52.
• Selim, H. M. (2007). Critical success factors for e-learning acceptance: Confirmatory factor models. Computers & Education, 49(2), 396-413.
• Semerci, A., & Keser, H. (2013). E-Learning barriers. In V. Yüzer, G. T. Yamamoto, & U. Demiray (Eds.), E-learning in Turkey: Developments and applications IV/ (pp. 97-134). Ankara: Efil Press.
• Soong, M. H. B., Chan, H. C., Boon, C. C., & Loh, K. F. (2001). Critical success factors for on-line course resources. Computers & Education, 36(2), 101-120.
• Spencer, L., & Spencer, S. M. (1993). Competence at work: Models for superior performance. CA: Wiley.
• Sridharan, B., Deng, H., & Corbitt, B. (2010). Critical success factors in e‐learning ecosystems: A qualitative study. Journal of Systems and Information Technology, 12(4), 263-288.
• Sun, P.C., Tsai, R. J., Finger, G., Chen, Y.-Y., & Yeh, D. (2008). What drives a successful e-Learning? An empirical investigation of the critical factors influencing learner satisfaction. Computers & Education, 50(4), 1183-1202.
• Tai, L. (2008). Corporate e-learning: An inside view of IBM’s solutions. Oxford: Oxford University Press.
• Tutar, H. & Erdem, A.T. (2020). Scientific Research Methods with Examples. Ankara: Seçkin Yayıncılık
• Ünal, Ö. F. (2012). Process and model proposal for determining the core competencies. Journal of Social Sciences Research, 11(2), 185-205.
• Ünal, Ö. F. (2013). Research on identifying core competency gap (a sample of group of companies). Journal of Institute of Social Sciences, 4(1), 129-146.
• Volery, T., & Lord, F. D. (2000). Critical success factors in online education. The International Journal of Educational Management, 14(5), 216-223.
• Yin, R. K. (2003). Case study research design and methods. California: Sage Publications.