Transformational Learning in Corporate Training: A Bank’s Upskilling Initiative

Thesis Abstract

The rapid digitization of financial services has intensified the need for continuous upskilling within banking institutions, yet many corporate training programs fail to effect lasting shifts in professional practices or organizational culture. This study investigates how a structured upskilling initiative within a major commercial bank fosters transformational learning among frontline and mid-level employees, aiming to bridge gaps between existing competencies and emergent digital, risk, and customer-centric requirements. The aim is to determine how intentional design features of corporate training influence cognitive reframing, identity reconstruction, and behavioral change at individual and team levels, thereby enhancing service delivery, compliance adherence, and innovation capacity. Specific objectives include (i) identifying the dimensions of transformational learning promoted by the bank’s upskilling program; (ii) examining the relationship between course design characteristics (pedagogical approach, experiential learning, and reflective practice) and transformational learning outcomes; (iii) evaluating the mediating role of psychological safety and transfer climate in translating learning into practice; (iv) assessing shifts in job performance and customer satisfaction metrics post-training; and (v) deriving a model of best practices for bank-led upskilling initiatives. The study adopts a mixed-methods explanatory design. Quantitative data will be collected from a purposive sample of 420 employees across three branches who completed the upskilling program within the prior 12 months, with 380 usable responses for analysis. A quasi-experimental pretest–posttest design will measure changes in job-relevant knowledge (assessed via a standardized competency test with ? = .92), self-efficacy (General Self-Efficacy Scale, ? = .88), and behavioral transfer (Supervisor-Reported Transfer Scale, ? = .90). Structural equation modeling (SEM) will test hypothesized relationships among instructional design, transformational learning outcomes, transfer, and performance indicators. Qualitative data will be drawn from 24 in-depth interviews with program participants and 6 focus groups (6–8 participants each) with line managers and trainers to capture experiential and contextual nuances. Thematic analysis will be conducted using an initial coding framework informed by Mezirow’s theory of transformational learning and Kolb’s experiential learning cycle, with cross-case synthesis to identify patterns of contextual enablers and barriers. Analytical techniques will include regression analyses to explore predictors of transformational learning dimensions, multigroup SEM to compare effects across branches, and repeated-measures ANOVA for pre-post competency and performance measures. Validity and reliability will be protected through triangulation, pilot testing of instruments, and member checking of qualitative data. Ethical considerations include informed consent, confidentiality, and data protection aligned with the bank’s governance standards. Expected findings indicate that program elements emphasizing critical reflection, authentic problem-based tasks, and collaborative experimentation produce stronger shifts in perspective and professional identity, which in turn mediate improvements in on-the-job performance and customer outcomes. Psychological safety and a positive transfer climate are anticipated to significantly amplify the relationship between transformational learning and observable performance gains. The study is expected to reveal a differential impact by role and baseline digital literacy, with higher gains among employees engaged in customer interaction roles and those with prior exposure to agile practices. The contribution to knowledge lies in providing an empirically tested, context-specific model of transformational learning in corporate training within the banking sector, integrating Mezirow’s transformative theory with modern organizational learning frameworks to elucidate mechanisms of deep learning and behavior change in high-stakes service environments. Practical implications include recommendations for structuring bank-led upskilling programs to optimize reflective practice, real-world problem solving, and psychological safety; guidelines for aligning training with performance metrics and customer experience goals; and a scalable framework for evaluating transformational learning outcomes in financial institutions. The study concludes that transformational learning is achievable in corporate training when design features align with authentic work demands, support reflective discourse, and cultivate an environment conducive to risk-taking and transfer, suggesting policy and practice adjustments that can be generalized to similar large-scale financial organizations seeking sustainable capability development.