Background & Purpose: Implementing in-service training policies in organizations and companies is considered one of the vital issues in improving performance and increasing human resource productivity. In today's world, where there are rapid and continuous changes in technology and the labor market, continuous and effective training of employees is recognized as a basic need. The present study was conducted with the aim of identifying the factors affecting the implementation of in-service training policies in of Bahman Automobile Company.
Methodology: This research was applied in terms of purpose and was mixed (qualitative content analysis-quantitative interpretive structural modeling). The participants in the research are experts of Bahman Automobile Company. In this research, 15 experts were interviewed individually and to the extent of theoretical interest to collect data. The sampling method was snowball. The statistical population in the quantitative section was managers and human resources and training experts of Bahman Automobile Company, 15 people who participated in this survey. Data analysis was carried out in the qualitative section using content analysis method and in the quantitative section using interpretive structural modeling (ISM).
Findings: The research findings showed that 10 factors, senior management support, training needs analysis, training planning, training content and quality, training methods, organizational culture, financial and human resources, evaluation and feedback, information technology, reporting and documentation, have an impact on the implementation of in-service training policies at Bahman Automotive Company.
Conclusion: Senior organizational management as an independent variable has the greatest impact on the implementation of in-service training policies in Bahman Automotive Company, which was located at the first level. At the second level, resources and information technology were considered as the next independent variables, at the fourth level, educational planning, educational needs analysis and organizational culture were located, at the fifth level, educational methods and content and quality of education were located, the variables at the fourth and fifth levels are linked variables, finally, at the sixth level, reporting and documentation and evaluation and feedback were located as dependent variables.