Designing a Paradigmatic Model of Self-Directed Learning Management in Sepah Bank Organizational Training

Abstract

The present study aims to design a paradigmatic model of self-directed learning management within Sepah Bank’s organizational training framework to enhance organizational learning and strengthen employees’ individual and collective competencies. This applied and developmental research employed a qualitative approach based on grounded theory. Data were collected through in-depth, semi-structured interviews with 25 senior managers of Sepah Bank and academic experts, selected through purposive and snowball sampling until theoretical saturation was achieved. The collected data were analyzed through three coding stages—open, axial, and selective—to extract key categories and structure them into a paradigmatic model. Analysis revealed 112 codes and 20 core categories, organized into six main dimensions: causal conditions, central phenomenon, contextual conditions, intervening conditions, strategies, and outcomes. The results indicated that self-directed learning in Sepah Bank is influenced by factors such as “Establishing a Learning Culture,” “Individual Capabilities,” “Information Technology Infrastructure,” and “Top Management Support.” Strategies like “Experiential Learning,” “Emphasis on Implicit Training,” “Reward and Evaluation Systems,” and “Learning Enthusiasm” lead to improved performance, enhanced self-confidence, and sustainable competitive advantage. The proposed model provides a comprehensive framework for managing self-directed learning within Sepah Bank’s training system and emphasizes the role of individual, organizational, and environmental factors in strengthening organizational learning. This framework can serve as a foundation for human capital development policies and for fostering a sustainable learning culture in the banking sector.