ORGANIZATIONAL BARRIERS IN CORPORATE E-LEARNING: A SITUATION STUDY IN THE BANKING SECTOR

Abstract

The aim of this study is to determine the organizational e-learning barriers that affect the success of the corporate e-learning process in the banking sector and how to prevent them. The scope of the study, Turkey's participation banking sector with the highest employment (38%) Kuveyt Turk Participation Bank Inc. is restricted to. The sample of the research consists of 8 unit managers selected using critical status sampling. Although a qualitative scientific research method is preferred in the research, the research strategy is determined as a single case study. Survey data were obtained from interviews with administrators and interviews with e-learning platform registrations, e-learning contents and interviews with officials from the training and development department along with observations in the focus group study in which case analyzes took place. The data were analyzed by using the content analysis method. According to the results of the analysis, it was found that the continuity and continuity of the environment was the most important success factor in the institutional e-learning process. The institutional factors that need to be focused on in order to prevent possible obstacles in the e-learning process; corporate communication and support, adaptation, attitude of senior management, impact of colleagues and educational policy dimensions were determined. In addition, it has been observed that the most intense relation between the institutional continuity and continuity dimension within the institutional factors is realized between the institutional communication and support dimension. Identifying the target audience in the e-learning process in relation to the institutional communication and support dimension, the institutional adaptation of e-learning, the establishment of the e-learning culture and the support policies in the e-learning process are the prominent dimensions of e-learning success. In the e-learning process at the institutional level, strong institutional communication and support continue before the trainings, during and after the trainings.