Impact of E-learning on Bank Employee Training - Coursework Example

Impact of e-learning on bank employee training Name Class Unit Introduction At the moment, a lot of banks use distance learning applications to train their staff (Zimková, 2006). This is through ensuring that their staffs are able to use new technologies and software to enhance the qualities of the banking services. The impact of the internet on the nature of society has been large (Bell, 2010). The learning content has been made available at any time and place through internet connection. This has made it possible to develop on demand web training applications (Kirschner & Van Bruggen, 2004). The e-learning packages have been adopted by the banks due to their low costs. E-learning materials are distributed through the electronic form based on technology development (Tyner, 2014). In addition, e-learning uses electronic multimedia technologies with an aim of reaching a wider audience. In this case, the knowledge is distributed through the internet and other technology based tools. E-learning helps the staff to acquire knowledge through interaction of staff with the online material (Karaaslan, 2013). This essay will look at the impact of e-learning on bank employee training. This will be discussed using theories on Foucault analysis, Actor Network Theory (ANT) and distinguishing technologies as aesthesis. Based on the Foucault’s theory of subjectivity, e-learning can be looked using the lens of “technologies to self”. The e-learning acts as a collaborative space for the workers as they train. Online environment forms a very conducive environment in which community can be formed. This is due to the self and belonging in an online setting and factors which affects the existing relationship (Foucault et al., 1988). In order to share the content, e-learning utilises both synchronous and asynchronous communication technologies. The use of web 2.0 in the e-learning modules fits Foucault’s technologies of self-concept. This is especially the use of blogs, social media and networking sites. Web 2.0 allow the users to affect through use of own means or with others help certain operations, thoughts and conducts with an aim of transforming themselves to attain perfection, wisdom and happiness in the workplace (Foucault et al., 1988). A lot of banks have been using e-learning training especially in areas where it is hard to have face to face training (Karaaslan, 2013). This has also been preferred due to the fact that one can learn anywhere and without having any disruption to the working hours. It is also possible to save costs in transportation and meals. The interactive nature of the e-learning module allows the user to attain the global resources (Tyner, 2014). This leads to an interaction of local and global training materials. The module also creates a space were diversity, negotiation and contradiction can be dealt with. During the process of e-learning in the banking industry, it is possible for the leaners to have close cooperation with others (Bell, 2010). E-learning has been successfully adopted by several banks. One of the banks that have successfully adopted e-banking is RHB banking group in Malaysia. The bank adopted e-learning in 2013 to deliver web based training to their employees. The process was a success ensuring that the employees were able to gain quality knowledge and skills online (Appstronic.com, 2016). The same approach has been used by the Spanish banks with positive results. For the Spanish bank, the e-leaning programs in the banking sector were praised for being cost effective compared to traditional means (Andreu & Jáuregui, 2005). It is important to look at the banking sector as a vertical industry. This is where technology plays a major role in determining the level of competition and determines the market leaders (Andreu & Jáuregui, 2005). Despite this, the banking industry employs people who come from varying educational backgrounds. This becomes vital to enhance their awareness of technology in their best way possible (Karaaslan, 2013). Most of the issues that are faced by the banks today include high costs, knowledge transfer and accessibility. Also, the staff training has led to need for having tailored approach to suit every employee. The training has to be in such a manner that it is aligned with the bank operations and does not compromise with the learning materials. Computer based learning makes it possible to combine videos, images, sound and text to enhance training (Pituch & Lee, 2006). The asynchronous learning tools used in the banking sector has the ability to combine traditional learning with interaction modes such as email, discussion boards, web and multimedia (Gannon-Leary & Fontainha, 2007). Based on the Actor Network Theory (ANT), the society, agents and machines are all effects which are generated based on patterned networks of diverse materials. The human non-human networks needs having a symmetrical analysis principle which supports that material and non-materials elements in any given network should be looked in analytical way as social and human elements (Tatnall, 2010). E-learning is a dominant platform in the banking sector where interaction is provided through use of technology. ANT leads to a semiotic emphasis on human and technical agents. This makes it possible to have specifity about technology. The ANT defines a network as a sum of casual and interrelated connectedness of every factor inside a social technical account. In this case, the human and artefact have an influence which is mutual and casual in the whole network process (Gunasekaran, McNeil & Shaul, 2002). The network cannot exist without actors and actors cannot survive without the network. Thus every individual is seen in relation to other individuals and cannot be separated from the network. A social technical network is made through e-learning which is made up of technologies that people create together. E-learning in the banking sector is thus a social technical network which is made of human, structures, technology, contexts and the learning processes (Tatnall, 2010). For e-learning in the banking industry to succeed, it has to be looked as a negotiated interplay between human and machines. The parties involved in the e-learning network acts in a mutually engaging and supporting manner (Selim, 2007). This has led to a learning platform which is more of constructivist rather than being instructivist. In this case, humans have a higher order cognitive ability. Banks which have been successful in use of e-learning to train their employees have utilised an approach where contributions of both human and non-human actors are treated in a fair manner. This is through use of agnosticism, symmetry and free association (Bell, 2010). Most of the banks focus on the usability and the ability to support the bank learning activities. This has led to most of the banks to use the tried and tested platforms such as the Virtual U and WebCT (Karaaslan, 2013). Most of the open source technologies have focused on strong communication, efficiency and statistical features in their e learning platforms. Aesthetic perspective has been ignored by most of the banks when choosing the e-learning platforms. The first aesthetic perspective indicator is development of the web design. The development of web designs has undergone a lot of development. This has moved from hyper functionalism to new styles based on minimalist, expressive and dualistic (Monahan, McArdle & Bertolotto, 2008). This has led to the banking e-learning modules to have aesthetic features. This includes use of pictures and colours which makes it possible to mediate a message easily. Banks using websites that are well designed have been able to attract and engage users. There has been embedment of social software to e-learning modules. This includes the use of weblogs and video simulations. The embedment has made it possible to engage and even socialise workers as they train using the online module. The impact has led to training which is highly enjoyable (Selim, 2007). Moreover, design and flexibility have been important factor when designing the e-learning platforms as enhanced through the web 2.0. Thus the impact of the aesthetic factors has led to pleasure and sensory involvement to be incorporated into the e-learning modules (Abdul-Kader, 2008). Learning has been enhanced through the use of anaesthetics. In the age of information systems, the banking sector continues to adopt and benefit from the e-learning training. The business is able to benefit from the alternative learning settings and gain the latest information and skills in the industry. This has also been of great benefit to the banks with international operations because it would be costly to gather staff based in different countries to a traditional class (Karaaslan, 2013). The banks have been able to equip their staff with learning materials through media making the approach cost effective. E-learning platforms can be used at any time and place which makes them cost effective. Well-developed e-learning platforms have made it possible to facilitate knowledge transfer in the workplace. The system has been well developed to help in workplace knowledge transfer. This also helps the human response manners to have a good human capital management (Selim, 2007). At the moment, banks that have been able to embrace ICT in their training have outpaced others in capabilities and marketing. The intense application of the web based products have made it vital to use e-learning in finance and banking industry (Haythornthwaite & Andrews, 2011). The labour productivity has been enhanced through the use of trained workforce. The effective use of e-learning is now seen as a solution to improving employee productivity and coming up with new developments. Bank employees also have been choosing jobs which have continuous improvement which allows them to rise to higher positions and enables satisfaction (Andreu & Jáuregui, 2005). Most banks believe that training is inseparable from e-learning technologies. In fact, more than half of the large banks employees are trained using the e-learning modules. Since the e-learning modules allow interaction with other users, it leads to an expanding learning circle (Gannon-Leary & Fontainha, 2007). The use of technology has made it possible to train workers in different ways compared to traditional means (Kanuka, 2008). The modern technology has features which represent training in a manner that was not possible before. The type of training technology in use is based on the information that is to be communicated to the workers. The banks technologies of representation are based on the modules used for transmitting training. The technology is shaped based on what the bank wants it to represent to the employees. For the employees, they have less control on the content to be trained on. The technologies are designed to represent what is to be learned and the tools to be incorporated (Gannon-Leary & Fontainha, 2007). There has been an agreement between employees that communicating with the colleagues and instructors during training leads to effective success (Franceschi et al., 2009). E-learning interaction is important at every level of training leading to a virtual community (Selim, 2007). Through interaction, it becomes possible to have support and transfer of knowledge through technology. This has led to learning circles which have been expanding based on technology. The circles in the banking sector expand in an e-learning environment based on interactions. Also, the staffs are able to interact with each other in a frequent manner. This has been very effective on their e-learning performance (Monahan, McArdle & Bertolotto, 2008). Conclusion To sum up, E-learning technologies have played a major role in training at the banking industry. The online learning creates a very conducive environment where a community is formed. E-learning has been able to replace face to face training hence saving costs and increasing efficiency. It is possible to look at e learning based on the lens of technologies to self. The e-learning acts as a collaborative space for the workers as they train. Workers are able to create e-learning virtual communities where they exchange information and knowledge. This has led to a highly effective technology for the banking industry. The use of web 2.0 in the e-learning modules fits Foucault’s technologies of self-concept taught by Foucault. In addition, e-learning in the banking sector is a social technical network which is made of human, structures, technology, contexts and the learning processes. There has also been inclusion of aesthetic learning in the e learning modules with an aim of enhancing learning. The banking industry has continued benefiting from the e-learning to train their workers. This is an approach that has been efficient, cost effective and effective in the industry. Modern training in the banking sector will be hard to be separated from the technology. References Abdul-Kader, H. M. (2008, December). E-learning systems in virtual environment. In 2008 ITI 6th International Conference on Information & Communications Technology (pp. 71-76). IEEE. Andreu, R., & Jáuregui, K. (2005). Key factors of e-learning: A case study at a Spanish bank. Journal of Information Technology Education, 4(1), 1-31. 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