Employees’ pre-implementation attitudes and perceptions to e-learning A banking case study analysis

E-learning is a global phenomenon and is central to many industries as an additional method of training that complements more traditional methods of learning. In this paper, the practice of a blended approach adopted by an anonymised large multinational banking organisation is presented as a case study. E-learning is in its infancy within this organisation with pilots taking place in their overseas branches. However, questions arise as to whether adopting overseas implementation approaches will work in their UK branches. Are the implementation/change management approaches compatible with the UK culture and technology infrastructure? This paper investigates the implementation of e-learning by this particular company, including the pre-implementation attitudes and perceptions of employees. The findings are discussed together with the implications for research and practice. Introduction Organisations are implementing e-learning as another method of training that complements and blends with the more traditional methods of learning. This paper reports on a banking case study business, which has 16,000 employees, globally. The main business focus of the bank is on customer service and the provision of tailored financial solutions. The company is at present embarking on the e-learning journey of discovery as the technical infrastructure has become available. This paper will report particularly on the perceptions of a sample of their 3,000 UK employees. The main aim of this study is to explore pre-implementation attitudes and perceptions of employees (including managers) to e-learning within this business. The HRD strategists in the bank were aware that “one model fits all” as far as e-learning implementation is concerned may not be appropriate. The organisational culture, as well as the training and technology infrastructure that exists currently may not be able to import unilaterally an overseas e-learning implementation approach. Recently, the Campaign for Learning et al. (2001) conducted a survey focussing on: individual e-learners with a minimum of 1 year e-learning experience; employers; e-learning budget holders and providers of e-learning. Attitudes to e-learning were generally positive among each of the three audiences. The results from individual employees highlighted that the majority of them surveyed (most educated to degree standard) had positive associations with e-learning. It was seen to be convenient, allowing The Emerald Research Register for this journal is available at The current issue and full text archive of this journal is available at www.em eraldinsight.com/res earchregister www.em eraldinsight .com/0309-0590. htm