E-learning acceptance in workplace training: The case of a Greek bank

This study presents particular issues concerning the acceptance of e-Learning in a major Greek bank. A generic unified analysis framework is developed based on dominating theories of individual information systems acceptance, integrating also the organizational and work-context dimensions. Concerning the organizational level, management of employees’ development, training culture, and alignment with corporate strategy raise particular significance. On the work-social context dimension, Training Department, branch managers and corresponding supervisors, as well as colleagues, consider the main key stakeholders. Additionally, time resources and work overload appear as critical when designing this type of training interventions. Last, in the individual level, perceived usefulness and ease of use, personal innovativeness with information technology, computer anxiety, self-efficacy, and intrinsic motivation to learn affect in broad terms the attitudes employees formulates towards eLearning in this organization. All these issues, in the various aforementioned levels, must be taken into account when designing and maintaining technology-supported training interventions, in order to mitigate resistance and maximize the potential benefits.