Çalışan Eğitimleri ile Kariyer Gelişimi Arasındaki İlişkinin Nitel Bir İncelemesi

Abstract

Küresel rekabetin yoğunlaştığı günümüz iş dünyasında sürdürülebilir başarı, nitelikli insan kaynağı ve çalışanların sürekli gelişimiyle yakından ilişkilidir. Bu çalışma çalışan eğitimleri ile kariyer gelişimi arasındaki ilişkiyi yalnızca terfi gibi somut çıktılar üzerinden değil; çalışanların eğitim deneyimine yükledikleri anlamlar, katılım motivasyonları, eğitim türleri ve eğitim teknolojileri bağlamında çok boyutlu bir süreç olarak ele almaktadır. Kavramsal çerçevede Super’ın yaşam boyu kariyer yaklaşımı, Holland’ın RIASEC modeli ve Schein’in kariyer çapaları temel alınmış; eğitimlerin yatay ve dikey kariyer hareketliliği ile ilişkisi tartışılmıştır. Ayrıca dijitalleşme ve yapay zekâ destekli öğrenme ortamlarının, kişiselleştirme ve erişilebilirlik yoluyla kariyer geçişkenliğini güçlendirdiği vurgulanmıştır. Araştırma fenomenolojik yöntemle yürütülmüş ve Ege Bölgesi’nde dayanıklı tüketim sektöründe faaliyet gösteren bir işletmede çalışan, son 5 yıl içinde kariyer ilerlemesi yaşamış ve en az 10 eğitime katılmış 22 kişiyle yarı yapılandırılmış görüşmeler gerçekleştirilmiştir. Veriler MAXQDA 2025 ile analiz edilmiş ve 6 ana tema ortaya konulmuştur. Bulgular eğitime katılım motivasyonunun kariyer katkısı algısını belirgin biçimde etkilediğini göstermektedir. Yönetsel ve kişisel gelişim eğitimleri kariyer ilerlemesiyle daha güçlü ilişkilendirilirken, teknik eğitimler daha çok mevcut iş performansını destekleyen unsurlar olarak değerlendirilmiştir. Katılımcılar kariyer gelişime etki edecek yüksek bir eğitim ekosistemi için kişiselleştirilmiş içerikler, teknoloji yoğun uygulamalar ve mentorluk desteği önerisinde bulunmuştur.

Keywords

• Eğitimleri
• Kariyer Gelişim
• Nitel Araştırma

A Qualitative Study on the Relationship Between Employee Training and Career Development

Abstract

In today’s business environment, characterized by intensified global competition, sustainable success is closely linked to a qualified workforce and continuous employee development. This study examines the relationship between employee training and career development not only through tangible outcomes such as promotion, but also as a multidimensional process shaped by the meanings employees attribute to training, their participation motivations, training types, and learning technologies. The conceptual framework draws on Super’s life-span approach, Holland’s RIASEC model, and Schein’s career anchors, emphasizing the relationship between training practices and horizontal and vertical career mobility. In addition, the study highlights the role of digitalization and AI-supported learning environments in enhancing career permeability through increased accessibility and personalization. The research adopts a phenomenological design and is based on semi-structured interviews with 22 employees working in a durable goods company in the Aegean Region, all of whom had experienced career progression within the last 5 years and had participated in at least 10 training programs. The data were analyzed using MAXQDA 2025, resulting in 6 main themes. The findings indicate that motivation for participation significantly shapes perceptions of career impact. Employees who perceive training as an investment or development opportunity tend to associate it more strongly with career advancement, whereas technical training is primarily perceived as supporting performance and specialization in current roles. Participants emphasized the importance of personalized, technology-intensive training programs supported by mentoring mechanisms. Overall, the study contributes to the literature by providing a process-oriented and employee-centered understanding of the training–career relationship.

Keywords

• Employee Training
• Career Development
• Qualitative Research

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