Characteristics of the Issue
Through its Talent Development
Centre (TDC), ABC Bank PLC provides a well-organized framework for employee
learning and development, supporting its vast branch network throughout Sri
Lanka. With its methodical approach to orientation, competency-based training,
leadership development, and performance-linked learning, the TDC serves as the
cornerstone of the bank's learning ecosystem. The bank's strategy, which is to
match organizational goals with human capital development, is demonstrated by
this extensive system. Training Needs Analyses (TNA), which are connected to
internal audit results and key performance indicators (KPIs), are used to
determine training needs. Additionally, the TDC encourages leadership and
succession planning, develops competencies through both on-the-job and
off-the-job techniques, and increasingly incorporates professional
certification programs and e-learning to improve staff agility.
However, despite this robust
policy framework, ABC Bank faces significant challenges in
ensuring uniform implementation and measurable effectiveness of its
Training and Development (T&D) initiatives. Several key characteristics
define this issue and highlight the operational and strategic gaps that hinder
optimal learning outcomes across the bank.
1. Inconsistent Scheduling and Accessibility
Despite the TDC's yearly training
schedule, branch-level operational needs, particularly in customer-facing
divisions, frequently result in training cancellations, rescheduling, or
delays. As a result of this inconsistency, employees across branches have
unequal access to training opportunities, disrupting learning continuity.
The concept of equal learning opportunities within the company may be
undermined if employees in high-traffic branches fall behind their
colleagues in lower-volume locations in terms of skill development.
2. Limited Standardization in Training Delivery
Although ABC Bank employs a
variety of training techniques, including hybrid modules, e-learning platforms,
and classroom sessions, there is a lack of uniformity in delivery among
branches. While rural branches frequently rely on less interactive online classes,
urban branches get direct access to the TDC and better in-person training. Both
the constancy of service quality and the transfer of learning into workplace
performance are impacted by these inconsistencies, which lead to unequal
learning experiences and outcomes. From an HRM standpoint, this illustrates a
disconnect between the creation and implementation of policies, a typical
problem in organizations with a global presence.
3. Inadequate Compliance with
Learner Requirements
The mismatch between training
material and learner readiness or work relevance is a prominent feature of ABC
Bank's T&D difficulty. Programs often adhere to standardized curricula that
may not adequately account for employees' prior experiences, preferred learning
styles, or desired careers. Effective adult learning must be self-directed,
problem-centered, and instantly transferable to work environments, according to
Adult Learning Theory. Therefore, ABC Bank's programs' lack of customization
may lower motivation, engagement, and long-term information retention,
especially among seasoned workers looking for more sophisticated, role-specific
training.
4. Gaps in Monitoring and Evaluation
Although ABC Bank tracks
attendance and does pre-training assessments, there are still a few
post-training evaluation tools. There is little follow-up to determine whether
participants use newly learnt abilities in their day-to-day work or whether
these skills lead to quantifiable increases in service quality and
productivity. The Kirkpatrick Four-Level Evaluation Model places a strong
emphasis on evaluating behavioral change and organizational outcomes in
addition to participant responses and learning outcomes. HR managers' capacity
to assess training programs' return on investment (ROI) and make evidence-based
modifications is hampered by ABC Bank's existing evaluation strategy, which
places more emphasis on participation than impact.
5. Gaps in Execution, even
with a Robust Framework
The TDC's execution is plagued by
operational inconsistencies despite its complete strategic design, which
includes TNA, competency-based learning, leadership development, and digital
learning. The gap is found in how these initiatives are implemented, monitored,
and adjusted to the changing demands of the workforce, rather than in the lack
of an organized framework. The conversion of learning programs into observable
gains in customer happiness, staff performance, and organizational agility is
hampered by this imbalance.
References
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Available at: https://www.kirkpatrickpartners.com/blog/yes-you-can-evaluate-soft-skills-training-with-the-kirkpatrick-model/
[Accessed 28 11 2025].
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You have highlighted a critical issue that many large organizations face: having a sophisticated training framework but struggling with consistent execution. From an HRM perspective, this reflects the gap between intended HR practices and actual HR practices, which is well explained by the AMO Model. Even if the system provides Ability and Opportunity, employees may not gain the Motivation to learn when access is unequal or content is not relevant (Boxall & Purcell, 2016). I also think Adult Learning Theory is central here, because training delivered in a one-size-fits-all format ignores how experienced employees learn through problem-solving and real cases, not generic modules. The lack of post-training measurement is another weakness since the organization cannot prove behavioral change or business impact, which the Kirkpatrick model treats as essential for ROI. Overall, the issue is not design quality, but alignment between training delivery and the real operational context of branches.
ReplyDeleteThank you for this thoughtful and well-supported analysis. I fully agree with your point that the real challenge is not the sophistication of the training framework, but the misalignment between intended HR practices and how these practices are implemented across branches. Your reference to the AMO Model is highly relevant—Boxall & Purcell (2016) clearly emphasize that employee performance improves only when Ability, Motivation, and Opportunity are all present. In many banking environments, even when ability is developed through training, motivation and opportunity can be constrained by operational pressures, unequal learning access, or outdated delivery methods.
DeleteYour observation on Adult Learning Theory further strengthens the argument. As Knowles (1980) suggests, adult learners need contextual relevance and problem-centred activities. When training becomes overly standardized or disconnected from real branch scenarios, the transfer of learning naturally declines.
I also appreciate your emphasis on post-training evaluation. Kirkpatrick’s model rightly highlights that without measuring behavioral change and business outcomes, training remains a cost rather than a strategic investment. This gap is especially significant in branch-based banking, where service quality, compliance, and customer retention depend heavily on employees applying what they learn.
Thank you again for adding depth and academic rigor to the discussion. Your insights align strongly with the operational realities highlighted in the blog.
Thank you very much for your thoughtful and detailed feedback. I truly appreciate your recognition of the execution gap at ABC Bank’s Talent Development Centre, which, as you correctly note, is a common challenge among large financial institutions (O’Flahavan, 2021). I fully agree that uneven access to training across branches significantly undermines strategic HR objectives and long-term capacity development, as highlighted by Reddy (2025).
ReplyDeleteI also value your agreement on the importance of learner-centered design. Adult Learning Theory (Knowles, 1980; TalentLMS, 2022) emphasizes that training is effective only when it is relevant, timely, and aligned with employees’ real work contexts. Additionally, your emphasis on post-training evaluation resonates strongly with the Kirkpatrick model (Kirkpatrick, 2025), which stresses the necessity of measuring behavioral change and organizational outcomes rather than just attendance or participation.
Thank you again for your encouraging comment. Your insights reinforce the blog’s aim to bridge HRM theory with practical T&D implementation challenges, providing actionable direction for ABC Bank.