Contexts of organisational learning in developing countries: The role of training programmes in Egyptian public banks
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Purpose: Little research into organisational learning in the public sector in developing countries’ is known. In this paper, we investigated the context of organizational learning in the public banks in Egypt. Methodology: An ethnographic field research was employed by spending a month inside each of two public banks in Egypt. The ethnographic experience was operationalised by using direct observations of learning processes, procedures and practices, semi-structured interviews with learning specialists, and focus group discussions with bankers. We used thematic analysis to determine the main themes in the previous data collection methods of ethnographic approach. Findings: The findings confirmed a lack of clear focus for the organizational learning practices employed by the banks, which highlights issues of seriousness in undertaking and/or tackling organizational learning, and increased doubts in relation to the added value of the different forms of formal trainings bankers participate in. To enhance the culture and maintain effective functioning of formal organizational learning, we suggest considering the following three categories of barriers: purpose related barriers, implementation and evaluation barriers. Originality: Despite the generalisability caveats associated with the organisations studied, we believe that this paper contributes to the existing theory of organisational learning as it provides insights and understanding on the purpose, frame, conduct and results of organisational learning in the public sector. More specifically, our study is unique and is different from previous relevant studies as it relies on ethnographical approach in exploring how organisational leaning practices are perceived in public banks in developing countries.
Article accepted for publication in Personnel Review
Cardiff Metropolitan University (Grant ID: Cardiff Metropolian (Internal))
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