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A recent large study (a PhD thesis) of the Australian Army's use of e-learning courses indicated the complexities and contentions for researchers and practioners in understanding the factors influencing e-learning effectiveness in workplaces. Rather than approaching the understanding of effectiveness with pre-determined discrete variables, this study adopted an inductive grounded theory approach to understand e-learning effectiveness factors from multiple perspectives. The study indicates that the factors influencing e-learning effectiveness are dynamic, complex and interrelated. An Integrated E-learning Model was proposed, which indicates the main factors and the relationships between them that influence e-learning effectiveness. That is, effectiveness was considered in terms of the alignment of the e-learning culture with the organisational culture. This paper presents an E-learning Comparative Alignment Framework based on this model. The framework provides researchers with a scaffold and a comparative analysis approach to the understanding [of] e-learning effectiveness factors across an organisation. While the model and framework were based on the Army’s experience, the author invites other researchers to examine, apply and discuss them in other [vocational education and training] VET contexts.