Abstract:
Purpose – The paper aims to clarify the relationship between perceived contextual issues and the self-efficacy
beliefs of the employees with e-learning engagement for their competency development. It proposes a model for
the banks to utilize their e-learning interventions more effectively by managing the identified contextual issues.
Simultaneously, this study aims to expand the domain of self-efficacy beliefs and apply its principles to dilute
the impact of the negative contextual issues which were not addressed through similar research.
Design/methodology/approach – The paper focuses on an exploratory study using a deductive approach
grounded on self-efficacy – one of the main dimensions of Bandura’s social cognitive theory. It adopted a mixed
methodology, and primary data were collected through an online survey (792 responses analyzed through
Statistical Package Social Science [SPSS]) and semi-structured interviews (20 respondents analyzed through
thematic analysis). The population comprises employees of private commercial banks who have recently
introduced e-learning.
Findings – The paper provides empirical insights about the contextual issues influencing e-learning and how
self-efficacy beliefs can be utilized to enhance the effective engagement of employees. Contextual issues related
to technological, organizational, personal and time-intensive factors influence e-learning engagement. The
strengthening of self-efficacy beliefs (learners’ enthusiasm and gaining) can be utilized to manage personal and
time-intensive factors. However, technological and organizational factors cannot be managed through a similar
approach as they did not report a significant relationship with self-efficacy.
Originality/value – This paper fulfills an identified need to study how e-learning can be utilized as an
effective competency development tool in the banking sector.
