Workplace adult learning interventions in the banking sector: manager's roles, training methods and motivation to learn in selected banks of Lusaka.
| dc.contributor.author | Mbewe, Faith Betty | |
| dc.date.accessioned | 2023-11-30T06:43:42Z | |
| dc.date.available | 2023-11-30T06:43:42Z | |
| dc.date.issued | 2019 | |
| dc.description | Thesis | en |
| dc.description.abstract | The purpose of the study was to analyse roles played by managers, methods of training and motivation to participate in workplace adult learning interventions by employees, in the banks selected for study. The study was guided by three objectives; 1) assess the role of managers’ in workplace adult learning interventions in the selected banks; 2) explore the facilitation methods used in workplace adult learning interventions in the target banks; and, 3) analyze the perception of managers’ on the employees’ interest to learn and participate in adult learning interventions. It is hoped that study findings may inform the formulation of effective practices and also add to the body of knowledge. The study employed a qualitative research design in its enquiry. The study population comprised 12 officially registered commercial banks as by the Reserve bank criteria. Purposive sampling was used to arrive at the study sample, which comprised six (6), managers’ one from every bank sampled. An interview guide was the data collection tool used in the study. The data was analyzed by descriptive narratives and the themes that arose from the data collected. The study discussion was guided by the detailed literature review and the theoretical framework on which the study lay. The study findings revealed the pivotal role played by managers’ in workplace adult learning in their banks. The roles included; capacity building, coordinating and planning of training programs, leading employees to professional and personal development, and foreseeing the implementation of training programs. The study findings also revealed facilitation methods, such as e-learning, job on training. Also that training methods were selected based on particular needs of the institution. The study indicated that technological advancements were changing the way workplace adult learning was conducted in the banking institutions. It was apparent that for banks to stay relevant they needed to move with modern practices. Based on these findings, the study recommended that; bank managements in charge of training and development maximizes investments in digital platforms of learning. Also that, banking institutions must capitalize on crafting learning interventions from a motivation point as adults needed intrinsic built motivation to perform optimally at their job roles. Key Words: Workplace Learning, Interventions, training methods, motivation | en |
| dc.identifier.uri | https://dspace.unza.zm/handle/123456789/8244 | |
| dc.language.iso | en | en |
| dc.publisher | University of Zambia | en |
| dc.subject | Interventions | en |
| dc.subject | Training methods | en |
| dc.subject | Motivation | en |
| dc.subject | Workplace Learning | en |
| dc.title | Workplace adult learning interventions in the banking sector: manager's roles, training methods and motivation to learn in selected banks of Lusaka. | |
| dc.type | Thesis | en |