Abstract:
روش پژوهش حاضر توصیفی و از نوع پیمایشی بود. جامعه آماری نیز کلیه معلمان دوره اول متوسطه شهر شیراز بودند که از بین آن‌ها با استفاده از روش نمونه‌گیری تصادفی ساده تعداد 320 نفر به‌عنوان نمونه انتخاب شدند. ابزارهای گردآوری داده‌ها مقیاس نمایه نسل شبکه (برک، 2010) و ارزش‌های کاری نسل شبکه (گارسوی و همکاران، 2013) بود که پس از محاسبه روایی آن‌ها با تحلیل گویه و پایایی آن‌ها با استفاده از ضریب آلفای کرونباخ، بین نمونه توزیع و داده‌ها با استفاده از آمارهای توصیفی مانند فراوانی و میانگین و آمارهای استنباطی مانند تی تست مستقل، تی تست تک نمونه‌ای و تحلیل واریانس طرح‌های تکراری تحلیل شدند. یافته‌ها نشان داد که بین ویژگی‌های رفتاری معلمان نسل شبکه و نسل پیشین معلمان تفاوت معناداری وجود دارد. به‌علاوه، بین ارزش‌های کاری آنان نیز تفاوت معناداری مشاهده شد. به‌گونه‌ای که در معلمان نسل شبکه ابعاد محوریت کار، عدم انطباق با هنجارهای سازمان، تعادل بین کار وزندگی، رهبری و قدرت بیشترین میانگین و در معلمان نسل پیشین، بعد چالش با فناوری دارای بیشترین میانگین بوده‌اند. همچنین نتایج نشان داد که در هر نسل نیز بین ارزش‌های کاری تفاوت معناداری وجود دارد.
Throughout human history different generations living and working together. Today, three generations into the organization and work together. The first generation is the generation that includes the born between 1946 and 1964, the X generation that was born between 1965 and 1980, and the Y generations or net generation, including the born between 1981 and 2000 (Cahill & Sedrak, 2012). Baby Boomers (1946 - 1964) are generation with characteristics such as individualists, strong work ethic, competitive, self-sufficient, strong sense of responsibility and uncomfortable with technology. Also, X Generations (1965 - 1980) are generation with characteristics such as self-sufficient, Independent, environmentally conscious, somewhat comfortable with technology, challenge authority and question the government (Worley, 2011). And net generation is a generation that also refers to the millennial generation, Y generation and digital native (Kennedy et al, 2008). Net generation is a generation that was born at a certain time that was influenced by common experiences in political, social, economic and cultural events. This generation is the first generations to grow up with this new technology. Net generation is a generation that grew with e-mail, wireless devices, social networks, laptops, Internet news, text messaging and like this, in fact they are growing up and living with technology (Kilber et al, 2014). They are a generation whose communication process, instead of talking to each other, summarizes the message, the text and the image of the events that happen to them, instead of the verbal description (Hricko, 2008). Therefore, a certain digital culture dominates between them, and this is the digital culture that this generation has grown up in and has caused changes in their various dimensions of life, including changing views, tendencies, skills, and like this (Gibbons, 2007). Differences between different generations in behavioral characteristics and life style affect their work values and their job performance. Work values refer to an employee’s attitudes regarding what is “right”, as well as attitudes about what an individual should expect in the workplace (Wong et al, 2008). In their view, each generation has a unique personality that affects its work values, which they are committed to. Therefore, what pays attention to the generation of the network is not only their entry into the area of work, but also the difference in values and therefore the needs of this generation with its previous generations (Mello, 2011). In terms of work values, the net generation wants to participate and conduct group activities through the Internet with their colleagues and believe that in this way there should be no restrictions on the free flow of information and communication (Kupperschmidt, 2001). Also, they tend to have quick recruitment and promotion, supportive management, positive organizational culture, individual responsibility in job tasks, follow-up improvements and individual development, and so on (Maxwell & Broadbridge, 2014). Therefore, they have certain behavioral features and work values that different from previous generations. If such differences are not properly managed, it can cause tension in the organization. This generation has entered our organizations, including the education organization, and cannot ignore their unique behavioral values and attributes, especially in the field of education. Because, education is related to the upbringing of the new generation, and any kind of dissatisfaction and lack of attention to the needs of teachers can affect the future of a country. Also, teachers deal with students and generations that are even more digital than previous generation. In this regard, it should be noted that the entry of the net generation into the education system of the country in teacher and the lack of availability of suitable platforms for this generation can cause many problems for schools. Perhaps the least difficult is the intergenerational conflict. Therefore, the aim of this study was to compare the work values and behavioral characteristics of the net generation teachers with the previous generation in the Secondary school of Shiraz. Research Method: The research method was descriptive and survey type. The statistical population included all secondary school teachers in Shiraz that among them, 320 teachers were selected by simple random sampling method. The data collection tools of this research are Net Generation Profile Scale (Barak, 2010) and work values Net Generation (Garrosy et al., 2013). After calculating their validity with item analysis and reliability with Cronbach's alpha coefficient, the scale was distributed among the samples and the data were analyzed using descriptive statistics such as frequency, mean and inferential statistics such as independent T test, single sample t-test and repeated measures analysis of variance. Findings: The findings showed that in all behavioral characteristics, the mean scores of teachers born between the ages of 1981 and 2000 are higher than those born before 1981 and are more adaptation with the characteristics of the net generation. Also, there is a significant difference between the behavioral characteristics of the net generation and the previous generation of teachers. In addition, among the teachers' working values, the mean of each dimensions of the focus of work, leadership, and power was less than theoretical mean. While the mean dimensions of non-compliance with organizational norms, the challenge with technology and the balance between work and life are higher than theoretical average and the difference between these mean and the mean of theoretical is significant. Also, the highest mean among the different dimensions of work values related to work-life balance, and there is a significant difference between the work values of the generational net teachers and their previous generation. So that in each dimension of work orientation, non-compliance with the norms of the organization, the balance between work and life, leadership and power the highest mean belongs to the net generation and in the dimension of the challenge with technology the highest average belonging to the previous generation. Another finding of this study is that the highest mean work value among the previous generation teachers is related to the technology challenge and the lowest mean teachers is related to the leadership, and among the net generations, the highest mean is related to the balance between work and life, and the lowest mean is related to the Leadership, while the difference between the mean score of the work value of both groups of teachers is significant.
Machine summary:
Y Generation شبکه به جهان نيز کاملا متفاوت از نسل هاي پيشين بوده و قاعدتا روش هاي مديريت آن ها نيز بايستي با نسل هاي گذشته تفاوت داشته باشد، به گونه اي که منطبق با ويژگيهاي آنان باشد (٢٠١١ ,Meltzer &Bannon, Ford, ).
بررسيها نشان ميدهد که پژوهشگران مختلفي مانند پژوهش هاي (٢٠١٦ ,Mee et al؛ ٢٠١٥ ,Tukel &elikdemir C؛ ٢٠١٤ ,Hillman؛ ٢٠١٣ ,Gursoy et al؛ Costanza ٢٠١١ ,et al؛ ٢٠١٢ ,Fernandes et al) به بررسي ويژگيهاي نسل شبکه و ارزش هاي کاري آنان پرداخته اند و انطباق ويژگيهاي مطرح شده را با کارکنان خود، براي مديريت بهتر آنان موردبررسي قرار داده اند.
به عنوان مثال ، پژوهش ( Mee et ٢٠١٦ ,al) نشان داد که بين ارزش هاي کاري نسل شبکه و نسل پيشين آن ها در زمينه ي شرايط کاري، ارتباطات کاري، نفوذ و استفاده از اختيار تفاوت معناداري وجود دارد.
نتايج پژوهش هاي ( ,Karadag &Gursoy, Chi ٢٠١٣) نشان داد که بين ارزش هاي کاري سه نسل بي، واي و زد١ در سازمان ها تفاوت معناداري وجود دارد.
درحاليکه نتايج پژوهش (٢٠١٣ ,Hendryx) نشان داد که بين نگرش دانشجويان نسل هاي مختلف نسبت به استفاده از فناوري تفاوت معناداري وجود دارد (٢٠١١ ,Legg &Murray, Toulson ) نشان داد که بين نسل شبکه و نسل پيشين در برخي ابعاد مرتبط با ويژگيهاي رفتاري تفاوت وجود دارد.
يافته ديگر پژوهش نشان داد که بيشترين ميانگين در بين ابعاد مختلف ارزش هاي کاري مربوط به تعادل کار وزندگي است و بين ارزش هاي کاري معلمان نسل شبکه و نسل پيشين آن ها تفاوت معناداري وجود دارد.
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