Design and Validation of a Self-Directed Learning Management Model in Organizational Training at Bank Sepah

Abstract

Due to their inherently competitive nature in attracting customers and financial resources, as well as their continual exposure to unpredictable fluctuations in both domestic and international economies, banks face a constant need to enhance their knowledge competencies. One of the key approaches in organizational learning management is the adoption of self-directed learning. The present study was conducted with the aim of designing and validating a self-directed learning management model for organizational training programs at Bank Sepah. This study is applied in its objective and employs a mixed-methods design in terms of methodology. In the qualitative phase, data were analyzed using the grounded theory approach. The required data were collected through semi-structured and in-depth interviews and analyzed based on a coding process. Sampling in this phase was theoretical, utilizing purposive and snowball techniques. In total, open interviews were conducted with 12 banking managers and academic experts. Through open coding, a set of initial themes was extracted and then categorized into conceptual components. Preliminary analysis of the interviews led to the identification of 158 initial codes. In the second stage of coding, after examining the initial codes and analyzing their similarities and differences, 112 codes were grouped into 20 categories, which were organized under the systematic paradigm model, including causal conditions, contextual conditions, strategies, intervening conditions, and outcomes. Using this approach, all dimensions and components influencing self-directed learning were comprehensively covered. In the quantitative phase, the number of experts was 23, and sampling was conducted using the convenience sampling method. The statistical population consisted of managers and employees of the bank, through whom model validation and survey data collection were carried out. To achieve the research objectives and answer the study questions, the factors identified in the qualitative phase were used as inputs for interpretive structural modeling (ISM), through which the hierarchical levels were determined. Accordingly, the “individual capabilities” index was identified as the foundational and core element of the self-directed learning model in organizational training at Bank Sepah.