Effective Drivers on the Path from Education and Learning to Human Resource Well-Being

Background and Objective: The present study was conducted with the aim of investigating the effective drivers in the path of teaching-learning to human resource well-being among Tehran Municipality employees. Methodology: The research method is descriptive, the objective is applied and the implementation is survey. The data collection tool is a modified standard questionnaire. The statistical population of the study included one hundred employees of the Deputy for Planning and Human Capital Development in one of the 22 districts of Tehran Municipality. 112 were selected as a sample by simple random method and based on the Cochran formula. The validity of the questionnaire was confirmed using content and construct validity, and its reliability was confirmed using Cronbach's alpha coefficient. SPSS version 25 software was used to analyze the data, and the smart-PLS method was used to test the quality of the structural model. Findings: While reviewing the literature and research background, after identifying the operational concepts of learning and well-being from the perspective of employees in the municipality above and examining the results of the completed questionnaires in the organization under study, the effectiveness of training, learning, and employee well-being was revealed as a complex and multifaceted process, because even though the impact of training on learning and, consequently, employee well-being was conceivable, the results indicated tangible and intangible effects of intervening and mediating factors in this area; so that the research hypotheses were not confirmed. Conclusion: The results showed that in the statistical population under study, teaching-learning processes do not guarantee well-being components, including psychological well-being, occupational well-being, and individual well-being. Therefore, it can be acknowledged that in organizational empowerment training, in addition to psychological, personality, family issues, and lived experiences of employees, factors such as level of education, level of expertise, skills, job description, responsibility, and organizational position, content, time, and place of training should be personalized and considered in the form of comprehensive training programs. Finally, appropriate scientific and practical suggestions were also presented.