Digital transformation in banking is crucial for enhancing employee competencies, especially in marketing roles, amid rapid technological changes. However, challenges such as limited digital literacy, restricted access to learning platforms, and low participation in online training hinder employees' ability to meet the demands of the digital banking sector. This study explores how digital literacy, learning access, and participation affect marketing staff competencies at PT. Bank XXXX, with integrated learning systems utilization. Using a quantitative approach, data from surveys, interviews, and documents are analyzed. The research conducted from October 2024 to June 2025, show that improving digital literacy, access to learning resources, and participation positively impact competencies, with integrated learning systems strengthening these effects, supporting the bank’s digital transformation.
In today’s digital age, technological transformation has become essential for banking institutions seeking to enhance service quality and remain competitive. PT. Bank XXXX is actively undergoing this digital shift, facing the challenge of developing employee competencies, particularly within the marketing position, to effectively leverage digital tools. This situation highlights the critical need to strengthen digital literacy and implement integrated learning systems to support employees in enhancing their skills amidst increasing digital demands. This study aims to fill existing gaps by empirically examining the impact of digital literacy, access to learning, and employee participation on their competencies, within a context of ongoing digital transformation in the banking sector. By focusing on the unique characteristics of PT. Bank XXXX, the research aspires to offer valuable insights into effective human resource development strategies that are relevant and applicable broadly across the banking industry.
The primary focus is to analyze how digital literacy, learning accessibility, and engagement influence employee competencies through the utilization of integrated learning systems. The aim of this investigation is to explore and understand the relationships between digital literacy, learning access, employee participation, and competency development, as well as the mediating role of system utilization within PT. Bank XXXX’s regional office
UTAUT posits that an individual's intention and behavior toward using technology are primarily influenced by four key factors: performance expectations, effort expectancy, social influence, and facilitating conditions. In this context, the theory is utilized to examine what determines employees’ adoption of integrated learning systems, along with how these factors can enhance their competencies through technological acceptance.
Wang et al. (2022) demonstrated that the utilization of digital learning systems mediates the influence of learning accessibility on employee competency, supporting UTAUT’s explanation of technology adoption processes. - Putranti (2024) incorporated this theory to elucidate the dynamics of adopting learning technologies within the banking sector.
Proposed Hypotheses: - H1: Digital literacy has a positive and significant impact on the marketing staff's competencies. - H2: Access to learning resources positively and significantly influences employee competency. - H3: Employee participation exerts a positive and meaningful effect on competency development. - H4: The effective use of integrated learning systems positively impacts employee skills.
SDT emphasizes that intrinsic motivation and the fulfillment of psychological needs—namely autonomy, competence, and relatedness—are vital in motivating individual engagement. In this framework, active employee participation in training is shaped by these factors, which subsequently influence technology adoption and competence growth.
Chen & Breaugh (2021) found that intrinsic motivation and supportive environments positively shape participation behaviors. Park & Rodriguez (2022) observed that environments fostering autonomy can boost participation and learning outcomes, aligning with SDT principles.
Proposed Hypotheses: H5: Digital literacy positively and significantly influences the utilization of integrated learning systems. H6: Access to learning opportunities positively and significantly affects system utilization. H7: Employee participation has a positive and meaningful impact on the use of learning systems.
This theory centers on the idea that personal traits—such as motivation, confidence, and specific skill sets—play a crucial role in performance and HR development. Within this scope, it supports the notion that boosting employee competencies is heavily dependent on internal characteristics and individual capabilities. Studies like those by Almazroi et al. (2023) show that employee competencies are shaped by personal factors and training interventions.
Proposed Hypothesis : H8: Implementing an integrated learning system positively and significantly influences the competency levels of marketing employees.
This framework assesses employees’ abilities to understand, evaluate, and utilize digital technologies competently. Digital literacy is a key component in elevating marketing personnel’s expertise based on their proficiency with information technology and learning platforms. Various studies, including Hidayat et al. (2023), support the link between digital literacy levels and enhanced employee competencies, emphasizing adaptability to technological changes.
Proposed Hypothesis: H9: Digital literacy positively and
significantly affects the use of integrated learning
systems
This theory highlights that the availability of learning resources and technological facilities is fundamental to successful digital education. Ensuring equitable access can substantially increase opportunities for employees to engage in learning activities and develop their skills. Santoso & Dewi (2022) highlighted that improved access to learning resources correlates with higher employee competencies and more effective use of digital learning platforms.
Proposed Hypothesis: H10: Better access to learning materials has a positive and significant impact on the adoption of integrated learning systems.
Based on the explanation above, the conceptual framework can be described as follows:
The conceptual model outlined above aims to describe how different factors collectively impact employee skills within the landscape of digital transformation in banking. The key variables considered are digital literacy, access to learning materials, and employee engagement. Digital literacy involves the marketing employees' capacity to comprehend, and utilize, digital information efficiently, which is crucial for adapting to technological advancements in the banking sector. Learning access refers to how easily employees can reach digital educational tools and resources that support ongoing development. Meanwhile, participation reflects their active involvement in training sessions, learning activities, and organizational initiatives designed to promote their professional growth.
These factors are believed to have a direct effect on the use of an integrated learning system—serving as a mediator within this framework. This system represents the platform or tools that employees use to engage with digital training. Drawing from the Unified Theory of Acceptance and Use of Technology (UTAUT), aspects such as perceived usefulness and ease of use are influential in predicting whether employees will adopt and effectively utilize the system. When digital literacy, access, and participation are high, they're expected to encourage greater engagement with the digital learning platform.
Furthermore, the frequency and quality of system use are seen as pivotal in transforming digital skills and participation into improved professional competence. Competence refers to the set of skills, knowledge, and abilities that employees acquire through effective engagement with digital learning. These competencies are essential for performing job functions efficiently, especially as banking institutions increasingly rely on digital tools and processes. Ultimately, the model suggests that enhancing digital literacy, ensuring sufficient access, and
motivating active participation serve as fundamental steps toward better system adoption, which in turn fosters stronger employee capabilities.
This framework highlights that a cohesive effort to improve digital skills and engagement will positively influence how well employees utilize learning systems. As these elements become more integrated and effective, organizations can expect their workforce to develop the competencies necessary to navigate the ongoing digital evolution within the banking industry.
This study adopts a quantitative approach with an associative (correlational) design to examine the relationships among key variables such as digital literacy, employee competence, and staff performance within the banking sector. Data collection was carried out through structured questionnaires developed based on a theoretical framework and supported by semi-structured interviews, aimed at providing deeper insights. The gathered data were first analyzed using descriptive statistical methods to offer a general overview of the variables involved. Subsequently, more advanced analysis employed Partial Least Squares Structural Equation Modeling (PLS-SEM), which facilitates the testing of causal relationships and hypothesis verification with high precision. This approach was selected because it effectively handles complex structural models and is suitable for small sample sizes, thereby enhancing the validity and reliability of the results.
The population of this research consists of all 295 permanent marketing staff members at PT. Bank XXXX Wilayah XXX. The sample size was determined using the Slovin formula as follows:
where:
n denotes the minimum required sample size,
N is the total population, which is 295 marketing employees,
d represents the margin of error, set at 5% or 0.05. Inserting the values yields:
n = 169,78 ≈ 170 employees
Thus, the recommended sample size is approximately 170 employees. The sampling process was conducted randomly but proportionally across the entire population, ensuring that each division—such as Consumer Banking Sales, Business Banking Sales, and others—was represented according to its size. This proportional random sampling helps to capture the diverse characteristics of the entire staff, making the findings more representative of the broader employee group and applicable across the company.
The primary analytical tools employed include descriptive statistics to present an overview of the distribution and characteristics of the respondents and their responses. Additionally, SEM-PLS was utilized to assess measurement validity and reliability, as well as to test the hypothesized relationships between variables with a high level of confidence. This methodology not only enables direct examination of how digital literacy impacts employee competence and performance but also allows for the modeling of complex relationships among constructs simultaneously. By combining these methods, the study aims to provide comprehensive insights into the factors influencing employee development within the banking industry, thereby strengthening the theoretical foundation and offering practical policy recommendations pertinent to human resource development in the digital age.
This study aims to understand how digital literacy, access to learning resources, and employee participation influence the use of an integrated learning system and, consequently, employee competence within the banking industry. The research follows a systematic approach with several key steps :
The first stage of the investigation involved reviewing existing literature on digital skills, online learning systems, and employee performance to extract relevant information. Based on this review, a conceptual model was developed illustrating the relationships among key factors including digital literacy, access to educational tools, employee participation, the implementation of an integrated training approach, and employee competency. This framework offers a clear perspective on how these components influence workforce development within the banking industry.
The data collection process involved designing questionnaires grounded on validated scales, utilizing Likert scales to assess perceptions and behaviors among marketing employee. These questionnaires were distributed to gather quantitative data, while qualitative interviews were conducted with managers and marketing employee to deepen insights and validate the survey responses. Additionally, organizational documents related to training programs and digital initiatives were reviewed to supplement and contextualize the findings.
Table 1. Respondents’ demographic characteristics
| Characteristic | Category | Number | Percentage |
|---|---|---|---|
| Gender | Male | 72 | 42.4% |
| Female | 98 | 57.6% | |
| Age | Under 30 years | 65 | 38.2% |
| 30-40 years | 78 | 45.9% | |
| 41-50 years | 21 | 12.4% | |
| Over 50 years | 6 | 3.5% | |
| Educational Background | High School/Vocational School | 12 | 7.1% |
| Diploma (D3) | 38 | 22.4% | |
| Bachelor's Degree (S1) | 105 | 61.8% | |
| Master's Degree (S2) | 15 | 8.8% | |
| Doctorate (S3) | 0 | 0% | |
| Years of Service | Less than 1 year | 24 | 14.1% |
| 1-5 years | 83 | 48.8% | |
| 6-10 years | 45 | 26.5% | |
| More than 10 years | 18 | 10.6% | |
| Department in Sales | Consumer Banking Sales | 69 | 40.7% |
| Business Banking Sales | 49 | 28.8% | |
| Credit Card Sales | 26 | 15.3% | |
| Digital Banking Sales | 26 | 15.3% |
Prior to conducting detailed analysis, the data underwent a thorough screening process to ensure its suitability and accuracy. This process involved assessing both validity and reliability of the measurement instruments. The results confirmed that all items and variables met the established criteria, indicating the data's appropriateness for subsequent analysis. Following this, reliability testing was performed, yielding exceptionally high values for Cronbach's Alpha and Composite Reliability across all variables, further affirming the instruments' consistency and dependability in measuring the intended constructs.
Data screening showed that all items and variables met the validity and reliability criteria. Validity tests indicated that each item had correlation values ranging from 0.742 to 0.839, all surpassing the critical value of 0.361, confirming their appropriateness for further analysis. Additionally, reliability assessments using Cronbach's Alpha yielded values above 0.60 for all variables, demonstrating that the instruments were highly reliable and internally consistent.
Table 2. Reliability Testing Results
| Variable | Number of Items | Cronbach’s Alpha | Composite Reliability | Remarks |
|---|---|---|---|---|
| Digital Literacy (X1) | 16 | 0.932 | 0.953 | Very Reliable |
| Learning Access (X2) | 16 | 0.925 | 0.949 | Very Reliable |
| Participation (X3) | 16 | 0.938 | 0.956 | Very Reliable |
| Utilization of Integrated Learning System (Z) | 16 | 0.943 | 0.958 | Very Reliable |
| Marketing Employee Competency (Y) | 20 | 0.951 | 0.962 | Very Reliable |
The study utilized SEM-PLS with SmartPLS 3.0 to analyze the hypothesized causal relationships in the model. The evaluation focused on assessing model fit and the significance of path coefficients to ensure valid and reliable results. Additionally, the explained variance (R-squared) for employee competence was examined to determine the impact of the independent variables on this dependent variable.
Table 3. Model Specification
| Aspect | Result |
|---|---|
| R-Square for Integrated Learning System Utilization | 0.528 (Moderate, explaining 52.8% of variance) |
| Adjusted R-Square for Learning System Utilization | 0.520 |
| R-Square for Marketing Employee Competency | 0.915 (Very high, explaining 91.5% of variance) |
| Adjusted R-Square for Employee Competency | 0.912 |
| Model Predictive Power | The model shows good predictive ability, especially for Employee Competency, indicating a comprehensive and precise predictor set |
| Model Fit & Path Coefficients | Assessed using loading factors (>0.70), P-values (<0.05), and t-statistics (>1.96) to ensure significant and reliable relationships |
The high mean scores across these variables suggest a positive and strong adoption of digital learning systems, reflecting the organization's effective implementation and utilization of technology for employee training and development.
Table 4. Hypotheses testing
| No. | Hypothesis | Relationship Tested | Effect Value |
|---|---|---|---|
| H1 | Digital Literacy (X1) positively affects Employee Competence (Y) | X1 → Y | 0.130 |
| H2 | Learning Access (X2) positively affects Employee Competence (Y) | X2 → Y | 0.204 |
| H3 | Participation (X3) positively affects Employee Competence (Y) | X3 → Y | 0.422 |
| H4 | Digital Literacy (X1) positively influences the Use of Integrated Learning System (Z) | X1 → Z | 0.325 |
| H5 | Learning Access (X2) positively influences Z | X2 → Z | 0.320 |
| H6 | Participation (X3) positively influences Z | X3 → Z | 0.399 |
| H7 | Use of the Integrated Learning System (Z) positively affects Employee Competence (Y) | Z → Y | 0.478 |
| H8 | Digital Literacy (X1) indirectly affects Y via Z | Indirect effect | 0.155 |
| H9 | Learning Access (X2) indirectly affects Y via Z | Indirect effect | 0.153 |
| H10 | Participation (X3) indirectly affects Y via Z | Indirect effect | 0.191 |
This study’s results support the idea that digital literacy, learning access, and participation significantly influence the competency levels of marketing staff in banking organizations. Specifically, these factors are shown to have a direct positive effect on employee skills, consistent with theoretical frameworks that highlight the importance of technological proficiency and engagement for professional growth. The relationships suggest that improvements in digital skills and better access to learning opportunities are linked with higher levels of competency, emphasizing the critical role of technological capability and resource support in employee development.
Additionally, the research underscores the crucial mediating function of utilizing an integrated digital learning system. The implementation of such platforms appears to help convert digital literacy and access into measurable enhancements in employee abilities. These outcomes echo previous findings that underscore the effectiveness of comprehensive digital learning systems in corporate training and development, implying that owning digital skills and resources alone is not enough—proper utilization of sophisticated learning tools is essential for effective knowledge transfer and skill acquisition.
The study also reveals significant indirect effects, illustrating that digital literacy, access, and active involvement are fundamental predictors of employee competence, indirectly impacting performance through the use of integrated learning systems. This highlights the importance for organizations to not only invest in technological infrastructure and training but also to encourage greater employee participation. Engaged employees tend to maximize the benefits provided by digital platforms, resulting in more notable improvements in their competencies.
In light of the ongoing digital evolution in the financial industry, these findings offer valuable insights for practice. It becomes crucial for organizations to focus on boosting digital literacy, providing widespread access to learning tools, and fostering active engagement among staff. When combined with the integration of modern learning management systems, these measures can help cultivate a skilled workforce able to meet the changing technological demands. Overall, the study adds to the expanding perspective that digital skills, access, and active learning environments are vital components in strategic human resource development within banking and finance sectors.
This research underscores the vital role of digital literacy, access to educational resources, and active participation in enhancing the competencies of marketing personnel within the banking industry. The results emphasize that these elements not only have a direct influence on skill development but also work more effectively when integrated through modern digital learning systems. Such systems serve as a bridge, transforming technological skills and resource availability into real organizational improvements. As banks navigate ongoing digital changes, fostering technological proficiency among employees, ensuring they have equal access to learning tools, and encouraging their active engagement
are crucial steps toward building a workforce that is both capable and adaptable to change.
To support these objectives, it is recommended that banking institutions prioritize ongoing training initiatives aimed at improving digital skills. Providing comprehensive and accessible digital learning platforms will help employees to continuously update their knowledge and stay aligned with technological advancements. Additionally, cultivating a culture that motivates and rewards participation in professional development activities can significantly boost engagement levels. Organizations should also consider investing in advanced learning management systems that facilitate seamless knowledge sharing and skill enhancement. Ultimately, fostering an environment that values continuous learning and innovation will empower employees to thrive amid the demands of the digital era, ensuring the organization remains competitive and resilient.
The ongoing research aims to further explore the impact of digital literacy and learning access on the competency development of marketing employees in banking sector, particularly in the context of digital transformation. Building upon previous findings, the follow-up study seeks to examine not only the direct effects of these variables but also how they interact with other factors such as organizational support, technological infrastructure, and employee motivation. This comprehensive approach will provide a deeper understanding of the key drivers that enhance workforce adaptability and performance in the digital banking environment.
Additionally, the study will investigate the role of advanced digital learning systems and their effectiveness in fostering continuous professional development. Special attention will be given to identifying barriers that hinder employee participation in digital training programs and to exploring strategies to overcome these challenges. By incorporating qualitative insights from interviews and case studies, the research aims to develop practical recommendations that organizations can implement to optimize their training initiatives, improve digital competence, and ultimately sustain competitive advantage in an increasingly digital landscape.
We sincerely thank all the Universitas Sumatera Utara, Especially Management Science Study Program, PT. Bank XXXX Kantor Wilayah XXX who have supported and contributed to this research. Our gratitude extends to the experts and practitioners in the banking industry for their valuable insights and cooperation. We also appreciate the academic advisors and colleagues whose feedback and guidance have been instrumental in shaping this study. Lastly, we are grateful for the funding source and facilities provided, which have made this research possible. We hope our findings will contribute meaningfully to the ongoing development of digital competency and learning strategies in the banking sector.