Management and Educational Perspective

Abstract The present study was conducted with the aim of designing a personnel training model for Maskan Bank with a learning organization approach. This research was applicable-developmental in terms of its purpose, and was conducted with a qualitative approach of content analysis. The target population consists of academic experts in the field of educational management and banking. The research participants were 16 executive experts (subject-specific experts, managers and vice-presidents of Maskan Bank) as key informants, selected by purposive sampling and snowball method considering theoretical saturation. The data collection tool included semi-structured interviews with participants and document study. For data analysis, Atride-Sterling's (2001) three-stage coding was used utilizing MaxQDA software. After analyzing the data, the network of the themes of the staff training of Maskan Bank with the learning organization approach was formulated with 36 concepts (basic themes), 9 organizing themes, and 2 comprehensive themes. The research findings showed that the characteristics of the learning organization included personal capabilities and abilities, systemic thinking, shared vision, mental patterns and models, and team learning; and the staff training process included needs assessment and goal setting, training planning, training implementation, and evaluation. In general, it can be said that considering the learning organization in training employees in the form of a comprehensive and inclusive model, the improvement of the quality of staff training and the acquisition of competitive advantage could be anticipated.
Introduction
Training is included as one of the sub-categories of staff development and promotion in the human resource development model in an organization. Therefore, one of the basic measures that make organizations efficient is the continuous development of human capital through training. In fact, training and development are the main conditions for the progress and success of any organization and contribute to competitiveness in a competitive environment (Noe, 2019). Therefore, the strategic position and importance of education in the survival and development of the organization is undeniable (Islampanah & Alvani, 2017); because through education, are the job needs of employees met and the need of employees to acquire new skills and knowledge is possible (Nazari Daulatabad & Gholami Chenaristan, 2023); and in this regard, Nzimakwe & Utete (2024) have considered the education and learning of employees in a learning organization the reason of employee performance increasing.
However, in the banking system as one of the parts of the competitive business environment, its successful growth depends on the learning organization; and commercial banks need trained and efficient employees (Lameck, 2022) to deal with the challenges of modern business. Nonetheless, it must be said that the quality of banking depends on the level of education and learning of its employees (Alavi Sang Cheshme, 2018). Undoubtedly, the most specialized and main prerequisites for training are, first of all, the development of a suitable training model, which, if not properly developed and implemented, will have undesirable effects on other training processes. Therefore, one of the leading issues for training managers is the issue of achieving a suitable training model for employees, which, according to research history, has not been researched as much in this area as in other banks such as; National Bank, Tejarat, Sepah and other banks. This issue therefore poses the most important question for the leading study, which is: what is the training model for Maskan Bank personnel with a learning organization approach?
Theoretical Framework
Human Resource Training with a Learning Organization Approach
Today, training is recognized as a tool through which organizations strengthen and improve their human assets as sustainable capital (Mohsen, 2020). Whenever the issue of poor employee performance is raised, the issue of providing employee training has been in the spotlight (Nzimakwe & Utete, 2024). Therefore, employee training is a pre-planned study of an organization with the aim of learning and developing the competencies, skills, knowledge and behavior of employees in their daily operations at the level required by the organization (Parent-Lamarche et al, 2023). With these theoretical considerations, learning organizations are a phenomenon whose pioneer founders are Schon and Argiris who proposed this issue in 1950. Following this, another expert named Senge in 1990, adapting the theories of Schon and Argiris to make it clearer and more practical, presented new principles about learning in organizations. His theory, entitled “The Fifth Discipline”, which introduced the learning organization as an organizational format relevant to the growing economic environment, was welcomed. He believed that the learning organization is actually a transition from a “mechanical” view of organizations to an organic, fluid view, requiring rapid and adaptive change in order to survive (Gronhaug & Stone, 2012). In Senge’s 1990 model, the learning organization has five general principles or components, which are: personal mastery, mental models, shared vision, team learning, and a systematic approach. Each of these components provides a vital direction to the organizational structure that is able to truly learn; to continuously expand its capacity to realize the highest aspirations and desires (Senge, 2009). In the present study, an attempt has been made to consider the main and fundamental model of the learning organization in developing the employee training model and to examine the relationships between its dimensions and components with employee training in order to discuss a system of integration of the dimensions of the learning organization and employee training and to clarify the systematic view that Senge referred to as the fifth discipline.
Research Methodology
The present study was a fundamental and exploratory study and; in terms of data collection, a qualitative study of the type of content analysis. The target population consists of academic experts in the field of educational management and banking. The research participants were 16 executive experts (subject-specific managers and vice-presidents of Maskan Bank) as key informants, selected through the purposive sampling method and the snowball method, taking into account the theoretical saturation issue. The data collection tool included semi-structured interviews with participants and document study.
Research findings
MAXQDA2018 software was used to analyze the data. The findings indicate that the Maskan Bank personnel training model with a learning organization approach has 36 concepts (basic themes), 9 organizing themes, and 2 comprehensive themes of understanding formulation. The research findings showed that the characteristics of the learning organization included personal capabilities and abilities, systemic thinking, shared vision, mental patterns and models, and team learning; and the employee training process included needs assessment and goal setting, educational planning, training implementation, and evaluation. In summary, it can be said that considering the learning organization in employee training in the form of a comprehensive and inclusive model, the improvement of the quality of staff training and the acquisition of competitive advantage could be anticipated.
Conclusion
The present study was conducted with the aim of presenting a model for training personnel at Maskan Bank with a learning organization approach. The results of this study are consistent with the findings of Gharib Navaz (2019), Hamidi et al, (2023), Atiku et al., (2022), Najafpour et al, (2020), Damirchi et al, (2020), and Sembera (2016).
In line with these findings, Nzimakwe & Utete (2024) have acknowledged that employee training is considered as the main and central driving force for effective and efficient job performance. In their opinion, today, in the human resource development model of every organization, training is considered as one of the sub-categories of employee development and promotion. Also, it should be said that employee training and development is a strategic action at the individual level that makes the individual valuable, at the organizational level improves and develops the organization, and at the national level leads to increased productivity and subsequent results (Noe, 2019). With this theoretical perspective, and in accordance with the findings, Gharib Navaz (2019) has acknowledged that the learning organization approach is effective in employee training by referring to the main categories of effective training with the learning organization approach and the interactive role of this approach to the core of training in the organization. Also Hamidi et al, (2023) has acknowledged that employee training with the knowledge and learning management approach is considered a major part of every job, and meanwhile, employees learn from each other and teach others, and the knowledge needs of employees and the organization can be successfully met. In this regard, in another study, Sembera (2016) has acknowledged in a study in the banking industry in Uganda that knowledge management and organizational learning work better than organizational training in gaining competitive advantage (cited in Hamidi et al, 2023). With these interpretations, from the participants' point of view, if the employee training process is integrated with the characteristics of a learning organization, it will help Maskan Bank in its development goals; therefore, the professional development of employees with their personal capabilities and abilities should be integrated in the form of team learning, and individual learning may be effective for an individual, but team learning with a shared perspective and systemic thinking is more effective and leads to individual and team productivity. It is suggested that, considering the importance of teachers' influence on students and considering that knowledge and skills can be acquired, learned, and transferred, it is necessary to seriously discuss and examine the characteristics and methods of training teachers in order to develop and improve their competence, so that more justified principles and programs can be developed for training competent teachers who are up-to-date and compatible with rapid developments.
Based on the explanation of the results obtained, the following suggestions are presented:
1- Banks, especially Maskan Bank, need to train their employees with a learning organization approach in order to overcome complex environmental conditions due to their environmental and local conditions.
2- One of the ways for banks to excel over other competitive and commercial organizations is to pay attention to continuous and comprehensive learning, and the learning organization approach with its dimensions can help create a competitive advantage.
3- Paying attention to the dimensions of the learning organization in training Maskan Bank personnel, including; common ideals, attention to individual capabilities, consideration of systemic thinking and mental models in employee learning with a view to team learning can motivate employees. Acknowledgments The authors gratefully acknowledge all individuals, institutions, and organizations that provided scientific, technical, administrative, or advisory support throughout this research and the preparation of this manuscript. Conflicts of Interest The authors declare that they have no financial or non-financial, personal, professional, or institutional conflicts of interest relevant to this work. Data Availability Statement The data supporting the findings of this study are available from the corresponding author upon reasonable request. AI Use Statement The authors declare that no generative artificial intelligence (AI) or AI-assisted technologies were used in the preparation, writing, or editing of this manuscript. Funding The authors declare that no funds, grants, or other financial support were received during the conduct of this research or the preparation of this manuscript. Ethics Approval All procedures performed in this study were conducted in accordance with the ethical standards of the responsible institutional and national research committee.

Abstract Abstract
The aim of the current research was to design a model for the development of financial literacy of Farhangian University students. The research method was mixed (qualitative-quantitative), and the research community in the qualitative part included professors, specialists and experts in the financial field; and in the quantitative part, it included all students of Farhangian universities in Ardabil province. In the qualitative section, 21 experts were selected by purposeful selection; and in the quantitative section, 278 students were selected using statistical formulas as a non-random sampling method. Research tools included semi-structured interviews and researcher-made questionnaires. The analysis of the data collected in the qualitative part was done using the grounded theory method using Maxqda 11 software; in the quantitative part using two methods: descriptive and inferential, using Smart PLS and spss22 software. The results showed that based on the three categories of knowledge, behavior and attitude in the discussion of financial knowledge gender, place of residence; the indicators of parents' education and place of residence were effective in the discussion of financial attitude, and in the field of financial behavior; permanent place of residence and student's income were determined as more effective factors in the financial literacy of Farhangian University students. Based on the extracted model, the knowledge component ranks first in terms of the impact on students' financial literacy with a factor load of 0.751, followed by the behavior component with a factor load of 0.730 and attitude with a factor load of 0.667.
Extended abstract
Introduction
In this century, just reading and writing and even knowing a second language cannot indicate to be literate. According to the definition of Shirzadi (2018), a literate person is a person who has six types of literacy; educational, emotional, communication, media, computer, and financial; every person should have sufficient knowledge about financial affairs and take steps to strengthen their financial literacy (Rahmani & Mohammadi, 2019).
What is certain is that the role of educational and school systems in the creation, growth and development of financial and economic literacy in today's societies becomes more and more important (Taftian, Azdi, & Rejal, 2018). Researches show that those who have received financial training in high school or at work can save businesses (Bernheim & Garrett, 2003). To solve this deficiency, centers have been established to teach financial literacy and financial management styles, all of which are trying to improve the level of financial literacy in the country. The most common of these centers, as all students pass through it, are schools. On the other hand, the educational institution and especially the teachers as one of the pillars and components of the educational institution, along with the family, are among the most influential factors of citizenship education. Therefore, this basic question is raised: how much do future teachers know about financial literacy and do they use it in the process of life? Therefore, in this research, the financial literacy development model of Farhangian University students is examined.
methodology
The current research was a mixed method (qualitative-quantitative), and three stages were passed to achieve the research questions according to the nature of the goals and research questions. In the first stage; the qualitative part, two steps were taken to answer the first question of the research, that is, to determine the components of financial literacy; in the first step, the theoretical foundations and the background of the research were examined using the document analysis method, and then the components of financial literacy were extracted and formulated. In the second step, based on the components identified in the first step, a semi-structured interview was conducted with experts and experienced experts in the financial field, and the data obtained from the semi-structured interview using Maxqda11 software were determined in the form of ground theory method, units Semantic coding, analysis and components of financial literacy.
In the second stage of the qualitative part, the Delphi method was used to answer the second research question; therefore, the components determined in the first stage were provided to financial experts to determine the factors related to the financial literacy of Farhangian University students. After the agreement and approval of the experts, the indicators related to the financial literacy of Farhangian University students were selected to prepare the final questionnaire focusing on the components of financial knowledge, financial attitude and financial behavior. The qualitative research community was formed by professors, specialists and experts in the field of finance who had numerous articles and publications. The number of samples in the qualitative section, which were purposefully selected by the snowball method until reaching theoretical saturation, were 21 professors, specialists and experts in the field of finance.
In the third stage, i.e. the quantitative part, confirmatory factor analysis and structural equation modeling were used to answer the third question of the research, i.e. the financial literacy model of Farhangian University students. The population of the quantitative part consisted of all the students of Farhangian universities in Ardabil province, and to determine the sample size, the structural equation modeling sampling formula (q ≤ n ≤ 15q5) was used, where q is the number of questions in the questionnaire and n is the desired sample size (Homan, 2013).. Based on the 29 questions of the questionnaire, a minimum of 145 and a maximum of 435 students were determined based on the sample size, and finally 278 questionnaires were collected using Cochran's formula. The research tool was a researcher-made questionnaire that was prepared using the data extracted from the qualitative method. The analysis of the collected data was done in the quantitative part by two descriptive and inferential methods using Smart PLS and spss22 software. In order to collect data, a researcher-made questionnaire with 29 questions based on a five-point Likert spectrum was used. The content validity ratio for the whole has been obtained as 0.892; therefore, according to experts, the questionnaire components and the entire questionnaire have good content and form validity. Confirmatory factor analysis method has been used to check the validity of the measurement model.
Discussion and Results
The findings of the research regarding the first question of identifying the components of financial literacy revealed that various factors influence people's financial literacy, and other factors are involved and shifted according to the conditions of individuals from different angles. Coherent studies have not been conducted to identify the factors affecting people's financial literacy, and most of the researches have analyzed and investigated a specific axis of employment or positions. After expert review of articles and scientific sources and comparison of opinions and appeals' 13 factors (parents' education, family member's education in financial field, area of residence, family's financial knowledge, social class, individual's income, housing situation, individual's level of education, individual's family background, marital status, number of dependents, age) were identified as the most important factors affecting the financial literacy of Farhangian University students. By examining the theoretical foundations, empirical studies regarding the second question of the research based on the factors that are most related to the financial literacy of student teachers have been taken into consideration. Research shows that the most effective criteria are family financial awareness, individual financial awareness, parents' education, family member's financial education, individual's education level, individual's income, and social class in the field of financial literacy of Farhangian University students, among which, by Delphi method implementation, 7 agents were confirmed. The findings of the research regarding the third research question about the financial literacy model of Farhangian University students showed that in the conceptual model of the research, all three components of knowledge, attitude and behavior were effective on the financial literacy of Farhangian University students and based on the extracted model, the knowledge component in terms of amount influence on students' financial literacy is in the first rank, and the behavior and attitude component are in the next ranks. Confirmatory factor analysis shows that the model has good reliability. The study is based on the observed criterion of the goodness index of the appropriate power of the model in the prediction of the appropriate endogenous variable. According to the coefficient of determination, the structural model under investigation is of appropriate quality. The findings of this research are in agreement with the findings of Ojand & Mahmoudpour (2023), Jana, Sinha, & Gupta (2024), Kazempour Dizji et al., (2020), Moeinfar et al., (2023), Purwidianti et al., (2022), Novitasari et al., (2021), Baker et al., (2018), and Taftian & Tajamlian (2020).
Conclusion
According to the results obtained for improving the level of financial literacy in the society, which definitely has many effects on the level of welfare of the society and increasing production, regarding the knowledge level of the development of public education and providing reasons for increasing the level of financial literacy in the field of basic concepts such as the government's guarantee for deposits in banks, the current value of investments and specific financial knowledge questions such as credit card, interest compounding, time value of money, the effect of inflation on the price level and investment must be provided, which in addition to responding to cultural and social needs, can be the basis for the growth and progress of the society that seeks development. At this level, depending on the necessity of financial literacy education and its impact on the country's economy, it is necessary to develop a curriculum for different educational levels and also design financial literacy education courses for different sections of the society. In this context, the awareness of the society can be increased by holding educational workshops and seminars, holding medium-term and long-term training courses.
Using magazines, brochures and books, extensive culture building through the national media is worthy of attention to improve the attitude level of the society. This important issue in Iran and especially in the capital market has been pursued by various institutions, including the stock Exchange Organization, Tehran Stock Exchange, Exchange Information and Services Company and other public and private institutions; but measures should be taken in such a way that the individual's reaction to factors such as inflation, exchange rate, risk and financial planning is reasonable and correct. At the level of financial behavior, by providing the conditions for the use and implementation of the knowledge and mindsets of the people of the society through the transfer of shares and the permission to buy and sell, etc., which will reduce the risk-taking of people, so that before making a decision on investment, all financial products should carefully and thoughtfully evaluated, save instead of borrowing, do his own assessment of the affordability of products and services, and plan for retirement.
Curriculum planners, who are the main custodians of curriculum development, using the results of this research and using the issues and general principles of financial literacy education; by developing a curriculum specific to financial literacy, should present the goals, content, method and evaluation in the form of two units of study in Farhangian University.
In the current research, some limitations were effective; in the discussion of attitude measurement structure; that definite measurement is not possible. Another case is related to demographic asymmetry in Ardabil cultural universities, where the population of boys is more than girls; therefore, caution should be taken in generalizing the research and it is suggested to conduct a parallel research. The presented model is specific to Farhangian University with its own characteristics; Therefore, it is possible to generalize with other societies.