Explaining an Interactive Network-Based Training Model for Iran Khodro Personnel Inspired by Toyota’s Human Resource Training Model

Abstract

This study aimed to develop a context-sensitive interactive network-based training model for Iran Khodro personnel inspired by Toyota’s human resource training and development principles. This applied qualitative study employed thematic analysis. Participants comprised 15 managers, experts, trainers, supervisors, and operational employees affiliated with Iran Khodro and Iran Khodro Assistance Company, who were recruited through purposive sampling until theoretical saturation was achieved. Data were collected through semi-structured interviews. Meaning units were initially coded, similar codes were grouped into basic themes, basic themes were organized into higher-order themes, and the resulting themes were integrated into the principal categories of the conceptual model. MAXQDA software was used for data organization and coding. Trustworthiness was enhanced through repeated review of interview transcripts, comparison of codes with raw data, partial review of the coding process, documentation of analytical decisions, and continuous assessment of the correspondence between extracted themes and the original data. The thematic analysis identified eight principal categories: design and key characteristics of the interactive training platform, quality and diversity of educational content, strategies for enhancing employee motivation and participation, implementation challenges, strategies for overcoming implementation barriers, evaluation of training effectiveness, cultural and teamwork-related consequences, and adaptation and localization of Toyota’s model to Iran Khodro’s organizational conditions. The findings indicated that model effectiveness depends on accessibility, usability, interactive communication, practical and skill-oriented content, personalized learning, managerial support, linkage between training and job performance, adequate technological infrastructure, change management, continuous evaluation, and work-based learning. Interactive training was also found to support knowledge sharing, teamwork, continuous-learning culture, innovation, employee engagement, and transfer of learning to actual workplace performance. Interactive network-based training should be conceptualized not merely as the digitalization of conventional courses but as an integrated, performance-oriented, problem-based, and continuously improving organizational learning system. Combining Toyota-inspired principles of workplace learning, coaching, standardization, problem solving, and continuous improvement with Iran Khodro’s technological, cultural, operational, and workforce requirements can facilitate the transition from fragmented course-based training toward a networked learning organization.