Analysis of Structural and Behavioral Barriers Affecting Training Transfer to the Workplace in Bank Sepah Branches
Keywords:
Training transfer, structural barriers, behavioral barriers, in, service training, training quality, Bank SepahAbstract
The present study aimed to analyze the structural and behavioral barriers affecting the transfer of training to the workplace in the branches of Bank Sepah in East Azerbaijan Province. This study was developmental in terms of objective and descriptive-correlational in terms of methodology. The statistical population consisted of 1,200 permanent employees of Bank Sepah in East Azerbaijan Province who had participated in practical training courses. Using Cochran’s formula, a sample size of 291 participants was determined and selected through stratified random sampling. Data were collected using a researcher-made questionnaire whose validity was confirmed through convergent and discriminant validity, while reliability was verified using Cronbach’s alpha (α = 0.958). Data analysis was conducted using SPSS and LISREL software through confirmatory factor analysis and structural equation modeling. The findings of the structural equation modeling indicated that structural barriers, including weak practical content design, lack of a training transfer monitoring system, insufficient educational facilities, and poor implementation planning, had a significant negative effect on training transfer to the workplace. In addition, behavioral barriers such as employees’ resistance to applying acquired knowledge, lack of managerial and supervisory support, low motivation for learning transfer, and weak employee participation significantly hindered the application of learning in the actual work environment. The model fit indices also confirmed the acceptable fitness of the dimensions related to training needs assessment, training goal-setting, training program implementation, educational facilities, and training quality. The results demonstrated that the effectiveness of training courses in the banking industry is not limited to the implementation of training programs alone; rather, successful transfer of learning to the workplace depends on simultaneously addressing structural and behavioral barriers. Therefore, Bank Sepah should establish an integrated system for training needs assessment, practical content development, managerial support, employee motivation enhancement, and continuous monitoring of training transfer in order to improve organizational performance through effective educational investments.
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