نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشجوی دکتری علوم اقتصادی، دانشگاه رازی، کرمانشاه، ایران
2 دانشجوی دکتری علوم اقتصادی، دانشگاه تربیت مدرس، تهران، ایران
3 دانشجوی دکتری مدیریت برنامه ریزی، دانشگاه آزاد اسلامی واحد علوم و تحقیقات، تهران، ایران
چکیده
کلیدواژه‌ها
عنوان مقاله [English]
نویسندگان [English]
This study aimed to analyze the differential effectiveness of employee training methods across various learning domains at Bank Melli Iran. The study was applied in purpose and descriptive-analytical in design, based on secondary organizational data. The study population comprised all 1,416 training courses conducted during 2023 for which effectiveness evaluation data were available. For analyzing reaction and learning scores by instructional method (traditional, interactive, and blended), 1,416 and 590 observations were entered into Kruskal–Wallis analysis, respectively. For comparing learning across knowledge and skill domains while controlling for pretest scores, 484 observations were entered into analysis of covariance. Findings revealed significant differences among instructional methods in terms of reaction scores (χ²=17.07, p=0.001) and learning scores (χ²=26.07, p=0.001), with interactive and blended methods demonstrating more favorable performance than the traditional method. After controlling for pretest scores, a significant difference was observed between knowledge and skill domains in posttest learning scores (F=10.02, p=0.002). Given the secondary nature of the data and lack of random assignment, results were interpreted in terms of differences and associations among variables. These findings can be used in the design and revision of employee training programs, particularly in selecting methods aligned with learning objectives and domains, and can contribute to improving training planning and enhancing the effectiveness of training programs.
کلیدواژه‌ها [English]
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