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Title

IMPACT OF LEARNER’S CHARACTERISTICS, TRAINING DESIGN AND WORK ENVIRONMENT ON THE TRANSFER OF LEARNING IN BANKING INDUSTRY

Pages

 Start Page 135 | End Page 154

Abstract

 The aim of this study was conducted to determine the impact of TRAINEE CHARACTERISTICS, TRAINING DESIGN and WORKING ENVIRONMENT on the TRANSFER OF LEARNING in banking industry. The research method was descriptive, non-experimental causal study. The population was included 74 employees who have participated in the Banking 1 training courses for 80 hours in 1391 at Fereshtegan Finance & Credit Institute. To this aim, a random sample of 55 employees who participated in the course, were selected. To measure TRAINEE CHARACTERISTICS, TRAINING DESIGN and work environment, a researcher-made questionnaire was applied. The Validity of the questionnaire was approved by scholars in the field of Management and also Educational Sciences. Its reliability was found to be 0.85. To measure the TRANSFER OF LEARNING a researcher-made questionnaire used and its validity was verified by organization’s experts and was finally confirmed by academicians of educational sciences and its reliability was 0.75. Analyzing data was performed by using singlesample t-test, Pearson correlation coefficient and simple and multiple regressions. Results showed that behavior change in Fereshtegan Finance & Credit Institute is undesirable and has a gap with the ideal mean. Main findings showed that there is not a significant relationship between the TRANSFER OF LEARNING and TRAINEE CHARACTERISTICS with components such as individual conditions, motivation, self-efficacy and the perception of training productivity and so cannot predict the TRANSFER OF LEARNING. Regarding sub-hypotheses, there is a significant relationship between TRAINING DESIGN and the TRANSFER OF LEARNING and as a result it can be predicted. No significant relationship was found between the TRANSFER OF LEARNING and WORKING ENVIRONMENT with components of “supports for WORKING ENVIRONMENT” and “environmental incentives” and so cannot predict the TRANSFER OF LEARNING.

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