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Banking and insurance · programme 04

Support the digital transformation

Bring every generation on board with new tools and new customer journeys.

Why this programme

New app, e-signature, augmented adviser: every transformation creates its enthusiasts and its worriers. This programme mixes profiles in the same teams and introduces the new tools through play, without judgement. Those most at ease help the others, and everyone leaves with the same bearings.

What your teams experience

  1. Yesterday, today, tomorrow: sort banking practices by whether they disappear, change or appear.
  2. The express demo: each team masters one feature of your new tool and presents it to the room in one minute.
  3. The connected customer: guide a reluctant fictional customer through their first online journey.
  4. The idea wall: teams suggest the improvements they are hoping for, projected then voted on.

Each activity opens and closes with a projected cinematic sequence, personalised for your teams. The facilitator sets the pace: nothing moves forward without them.

What the company gains

Faster adoption of new tools, concerns voiced rather than kept quiet, and field feedback that helps project teams.

60 %

of people aged 16-74 in the EU had at least basic digital skills in 2025, 20 points below the 2030 target.

EurostatSkills for the digital age (Statistics Explained), 2026

Staging written for you

In your client area, a form specific to this programme collects your content: it is built into the challenges and cinematic sequences, exactly as you provide it. The look uses your logo and your colours. Teams are formed on the spot or based on your organisation chart.

Follow-up, up to D+30

Your follow-up dashboard stays with the programme, from the order to the final results.

  • After the session: the session report, with the gap between the opening and closing measures.
  • At D+7: a reminder asks a few key questions again, and the D+7 report shows what has been retained.
  • At D+30: a second reminder, and the D+30 report shows what holds over time.

Follow-up: before, during, after

The sources of this programme

The published research that this programme's games, measures and debriefs refer to. You can check every reference.

  1. Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319-340. 10.2307/249008
  2. Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. MIS Quarterly, 27(3), 425-478. 10.2307/30036540
  3. Compeau, D. R., & Higgins, C. A. (1995). Computer self-efficacy: Development of a measure and initial test. MIS Quarterly, 19(2), 189-211. 10.2307/249688
  4. Ng, T. W. H., & Feldman, D. C. (2012). Evaluating six common stereotypes about older workers with meta-analytical data. Personnel Psychology, 65(4), 821-858. 10.1111/peps.12003
  5. Oreg, S. (2003). Resistance to change: Developing an individual differences measure. Journal of Applied Psychology, 88(4), 680-693. 10.1037/0021-9010.88.4.680
  6. Armenakis, A. A., Harris, S. G., & Mossholder, K. W. (1993). Creating readiness for organizational change. Human Relations, 46(6), 681-703. 10.1177/001872679304600601
  7. Herscovitch, L., & Meyer, J. P. (2002). Commitment to organizational change. Journal of Applied Psychology, 87(3), 474-487. 10.1037/0021-9010.87.3.474
  8. Fiorella, L., & Mayer, R. E. (2013). The relative benefits of learning by teaching and teaching expectancy. Contemporary Educational Psychology, 38(4), 281-288. 10.1016/j.cedpsych.2013.06.001
  9. Taylor, P. J., Russ-Eft, D. F., & Chan, D. W. L. (2005). A meta-analytic review of behavior modeling training. Journal of Applied Psychology, 90(4), 692-709. 10.1037/0021-9010.90.4.692
  10. NIST (2025). SP 800-63B-4, Digital Identity Guidelines: Authentication and Authenticator Management (norme). csrc.nist.gov/pubs/sp/800/63/b/4/final
  11. Gollwitzer, P. M., & Sheeran, P. (2006). Implementation intentions and goal achievement. Advances in Experimental Social Psychology, 38, 69-119. 10.1016/S0065-2601(06)38002-1
  12. Roediger, H. L., & Karpicke, J. D. (2006). Test-enhanced learning. Psychological Science, 17(3), 249-255. 10.1111/j.1467-9280.2006.01693.x
  13. Howard, G. S. (1980). Response-shift bias. Evaluation Review, 4(1), 93-106. 10.1177/0193841X8000400105
Further reading (3 references)

Other research we drew on to design this programme.

  1. Venkatesh, V., & Bala, H. (2008). Technology acceptance model 3 and a research agenda on interventions. Decision Sciences, 39(2), 273-315. 10.1111/j.1540-5915.2008.00192.x
  2. Morris, M. G., & Venkatesh, V. (2000). Age differences in technology adoption decisions. Personnel Psychology, 53(2), 375-403. 10.1111/j.1744-6570.2000.tb00206.x
  3. Oreg, S., Vakola, M., & Armenakis, A. (2011). Change recipients' reactions to organizational change. Journal of Applied Behavioral Science, 47(4), 461-524. 10.1177/0021886310396550
Shared foundations (14 references)

The mechanics of all our sessions (team play, the debrief, the before-and-after measure, spaced reminders) and the research that also underpins the other programmes in the same specialty or sector.

  1. Tyler, T. R., & Blader, S. L. (2005). Can businesses effectively regulate employee conduct? The antecedents of rule following in work settings. Academy of Management Journal, 48(6), 1143-1158. 10.5465/amj.2005.19573114
  2. Treviño, L. K., Weaver, G. R., Gibson, D. G., & Toffler, B. L. (1999). Managing ethics and legal compliance: What works and what hurts. California Management Review, 41(2), 131-151. 10.2307/41165990
  3. Weaver, G. R., & Treviño, L. K. (1999). Compliance and values oriented ethics programs: Influences on employees' attitudes and behavior. Business Ethics Quarterly, 9(2), 315-335. 10.2307/3857477
  4. Kish-Gephart, J. J., Harrison, D. A., & Treviño, L. K. (2010). Bad apples, bad cases, and bad barrels. Journal of Applied Psychology, 95(1), 1-31. 10.1037/a0017103
  5. Parker, C., & Nielsen, V. L. (2009). Corporate compliance systems: Could they make any difference? Administration & Society, 41(1), 3-37. 10.1177/0095399708328869
  6. Verhage, A. (2009). Compliance and AML in Belgium: A booming sector with growing pains. Journal of Money Laundering Control, 12(2), 113-133. 10.1108/13685200910951893
  7. Takáts, E. (2011). A theory of "crying wolf": The economics of money laundering enforcement. Journal of Law, Economics, and Organization, 27(1), 32-78. 10.1093/jleo/ewp018
  8. Morrison, E. W., & Milliken, F. J. (2000). Organizational silence. Academy of Management Review, 25(4), 706-725. 10.5465/amr.2000.3707697
  9. Edmondson, A. (1999). Psychological safety and learning behavior in work teams. Administrative Science Quarterly, 44(2), 350-383. 10.2307/2666999
  10. Stasser, G., & Titus, W. (1985). Pooling of unshared information in group decision making. JPSP, 48(6), 1467-1478. 10.1037/0022-3514.48.6.1467
  11. Sitzmann, T. (2011). A meta-analytic examination of the instructional effectiveness of computer-based simulation games. Personnel Psychology, 64(2), 489-528. 10.1111/j.1744-6570.2011.01190.x
  12. Butler, A. C., & Roediger, H. L. (2008). Feedback enhances the positive effects and reduces the negative effects of multiple-choice testing. Memory & Cognition, 36(3), 604-616. 10.3758/MC.36.3.604
  13. Cepeda, N. J., Pashler, H., Vul, E., Wixted, J. T., & Rohrer, D. (2006). Distributed practice in verbal recall tasks. Psychological Bulletin, 132(3), 354-380. 10.1037/0033-2909.132.3.354
  14. ACFE (2024). Occupational Fraud 2024: A Report to the Nations. Association of Certified Fraud Examiners (rapport). legacy.acfe.com/report-to-the-nations/2024/

Before you book

How is a Corporate Solutions experience different from team building?

It starts from a business objective, not an activity: onboarding new hires, preventing a risk, bringing your commitments to life. It is staged for your company, with your content, your figures and your brand. Your teams play in person, on their phones, while a big screen tells the story and a facilitator runs the room. And it is followed up: the session report, then the D+7 and D+30 reminders in your client area.

Do we need to install an app?

No. Participants scan a QR code and play in their phone's browser. No account, no password, no installation. It works on iPhone and Android.

Is there a limit on the number of participants?

No. The platform adapts to your headcount, from a small team to the whole company, in one or several rooms.

Demo

See “Support the digital transformation” in action.

Thirty minutes on your premises. You play a challenge and see the report at the end.

Request a demo