Learning Barriers and Incentives
Dr. Vasiliki Brinia, and Apostolia Chatzicharalampous
Athens University of Economics & Business – Teacher Education Program 76, Patision Street, Athens, Attica, PC 10434, Greece
Hellenic Open University, 18, Aristotelous, Patra, PC 26335, Greece
ABSTRACT
The purpose of this study is to investigate the perceptions of banking employees of the Greek banking sector on the training provided to them by emphasizing on the learning barriers and the incentives in learning. Quantitative research through a survey revealed that motives that encourage bank employees to participate in in-house training programs mainly concern their professional development. The main barrier encountered is the inadequate correlation of the content of the programs with the needs and experiences of the trainees. The findings of the present study reveal weaknesses and opportunities and can, therefore, contribute to the goal of improving employees’ training in the banking sector worldwide.
INTRODUCTION
The continuous changes in the banking sector, the intense competition, the need to comply with the requirements of domestic and international supervisory authorities for bank employees’ mandatory certification as well as the strategic internal development through the utilization of the existing human resources to fill executive positions, leads the banks to offer their staff continuous and systematic training (Lidorikis, 2007). In recent years, the banking industry has experienced major and sharp changes: bank mergers and acquisitions, recapitalizations, shrinking of the branches, non-banking competition, capital controls and restrictions. All the above have pushed companies’ management to a strategic review of their training policy (Brinia & Pefanis, 2013). According to Petridou & Glaveli (2003), the results of human resource development and training are expressed in terms of organizational development and homogenization, culture change, acquisition of competitive skills and abilities, reduction of tensions and conflicts in the workplace.
The focus of this paper is on the in-house training that banks in Greece implement in the context of their regular training programs but also the training required in order to meet several ad-hoc needs that are the result of the rapid technological progress and the updated needs of their clientele. In view of the continuous changes in the external environment in which they operate, it is essential that their employees attend seminars and workshops on cutting-edge issues such as money laundering and the prevention and repression of fraud. The study will focus on the incentives that drive bank-employees to participate in in-house training programs and the challenges they face regarding these training.
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