In order to develop and bring to fruition strategic information systems (SIS) projects, chief information officers (CIOs) must be able to effectively influence their peers. This research examines the relationship between CIO influence behaviors and the successfulness of influence outcomes, utilizing a revised model initially developed by Yukl (1994). Focused interviews were first conducted with CIOs and their peers to gain insights into the phenomenon. A survey instrument was then developed and distributed to a sample of CIO and peer executive pairs to gather data with which to test a research model. A total of 69 pairs of surveys were eventually used for data analysis. The research model was found to be generally meaningful in the CIO-top management context. Furthermore, the influence behaviors rational persuasion and personal appeal exhibited significant relationships with peer commitment, whereas exchange and pressure were significantly related to peer resistance. These results provide useful guidance to CIOs who wish to propose strategic information systems to peers.
A model, based on Bandura's Social Cognitive Theory, was developed to test the influence of computer self-efficacy, outcome expectations, affect, and anxiety on computer usage. The model was tested using longitudinal data gathered from 394 end users over a one-year interval. Significant relationships were found between computer self-efficacy and outcome expectations, and between self-efficacy and affect and anxiety and use. Performance outcomes were found to influence affect and use, while affect was significantly related to use. Overall, the findings provide strong confirmation that both self-efficacy and outcome expectations impact on an individual's affective and behavioral reactions to information technology.
While computer training is widely recognized as an essential contributor to the productive use of computers in organizations, very little research has focused on identifying the processes through which training operates, and the relative effectiveness of different methods for such training. This research examined the training process, and compared a behavior modeling training program, based on Social Cognitive Theory (Bandura 1977, 1978, 1982, 1986), to a more traditional, lecture-based program. According to Social Cognitive Theory, watching others performing a behavior, in this case interacting with a computer system, influences the observers' perceptions of their own ability to perform the behavior, or self-efficacy, and the expected outcomes that they perceive, as well as providing strategies for effective performance. The findings provide only partial support for the research model. Self-efficacy exerted a strong influence on performance in both models. In addition, behavior modeling was found to be more effective than the traditional method for training in Lotus 1-2-3, resulting in higher self-efficacy and higher performance. For WordPerfect, however, modeling did not significantly influence performance. This finding was unexpected, and several possible explanations are explored in the discussion. Of particular surprise were the negative relationships found between outcome expectations and performance. Outcome expectations were expected to positively influence performance, but the results indicated a strong negative effect. Measurement limitations are presented as the most plausible explanation for this result, but further research is necessary to provide conclusive explanations.
A model of the relationships among executive support systems (ESS), learning, and performance is developed. This model describes the impact of ESS on perceptions of competitive performance when viewed from a learning perspective. The model proposes two types of learning: mental-model maintenance, in which new information fits into existing mental models and confirms them; and mental-model building, in which mental models are changed to accommodate new information. The results of a survey of seventy-three executives support the view that the success of ESS may be contingent upon the type of executive learning they engender. The research found that perceptions of competitive performance resulting from ESS use are strongly related to mental-model building, but found no link between competitive performance and mental-model maintenance. Hence, it seems that ESS can and do foster executive learning. Nevertheless, organizations that embark on ESS development on the basis of promised gains in competitive performance should proceed cautiously. The presence of analysis capability seems to be the best differentiation between mental-model maintenance and mental-model building, leading to a consideration of behaviour vis-à-vis the ESS as a predictor of learning. Without mental-model building, competitive performance gains seem unlikely. In addition, companies should be leery of systems that are justified on the basis of improved technical quality.
This paper discusses the role of individuals' beliefs about their abilities to competently use computers (computer self-efficacy) in the determination of computer use. A survey of Canadian managers and professionals was conducted to develop and validate a measure of computer self-efficacy and to assess both its impacts and antecedents. Computer self-efficacy was found to exert a significant influence on individuals' expectations of the outcomes of using computers, their emotional reactions to computers (affect and anxiety), as well as their actual computer use. An individual's self-efficacy and outcome expectations were found to be positively influenced by the encouragement of others in their work group, as well as others' use of computers. Thus, self-efficacy represents an important individual trait, which moderates organizational influences (such as encouragement and support) on an individuals decision to use computers. Understanding self-efficacy, then, is important to the successful implementation of systems in organizations. The existence of a reliable and valid measure of self-efficacy makes assessment possible and should have implications for organizational support, training, and implementation.
The influence of prior experience on personal computer utilization was examined through an extension of a conceptual model developed and tested previously. Respondents were classified on the basis of their self-reported skill level and length of time having used personal computers. Three competing ways of modeling the influence of experience were tested: (1) a direct influence, (2) an indirect influence through six distinct attitude and belief components, and (3) a moderating influence on the relations between the attitude/belief components and utilization. The results suggested that experience influenced utilization directly, that indirect influences were present but less pronounced, and that the moderating influence of experience on the relations between five of six antecedent constructs and utilization was generally quite strong. For researchers, the implications are that prior experience with an information technology (IT) is an important factor to include when developing, testing, or applying models of IT adoption and use. For practitioners, the results highlight the importance of emphasizing applicability of the information technology to the current job and professional development early in the adoption process, with more emphasis on future benefits as experience is gained.
Organizations continue to invest heavily in personal computers for their knowledge workers. When use is optional, however, having access to the technology by no means ensures it will be used or used effectively. To help us gain a belier understanding of factors that influence the use of personal computers, researchers have recently adapted the theory of reasoned action proposed by Fishbein and Azjen (1975). This study uses a competing theory of behavior proposed by Triandis (1980). Responses were collected from 212 knowledge workers in nine divisions of a multi-national firm, and the measures and research hypotheses were analyzed using partial least squares (PLS). The results show that social norms and three components of expected consequences (complexity of use, fit between the job and PC capabilities, and long-term consequences) have a strong influence on utilization. These findings confirm the importance of the expected consequences of using PC technology, suggesting that training programs and organizational policies could be instituted to enhance or modify these expectations.