Application of Social Cognitive Theory to Training for Computer Skills.

Author List: Compeau, Deborah R.; Higgins, Christopher A.;
Information Systems Research, 1995, Volume 6, Issue 2, Page 118-143.
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.
Keywords: Causal models; end user training; Partial least squares; Self-efficacy
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List of Topics

#14 0.201 training learning outcomes effectiveness cognitive technology-mediated end-user methods environments longitudinal skills performance using effective method e-learning web-based basic ability learn
#93 0.179 performance results study impact research influence effects data higher efficiency effect significantly findings impacts empirical significant suggest outcomes better positive
#153 0.094 usage use self-efficacy social factors individual findings influence organizations beliefs individuals support anxiety technology workplace key outcome behavior contextual longitudinal
#183 0.088 explanations explanation bias use kbs biases facilities cognitive making judgment decisions likely decision important prior judgments feedback types difficult lead
#75 0.086 behavior behaviors behavioral study individuals affect model outcomes psychological individual responses negative influence explain hypotheses expected theories consequences impact theory
#11 0.072 structural pls measurement modeling equation research formative squares partial using indicators constructs construct statistical models researchers latent analysis results sem
#275 0.061 perceptions attitudes research study impacts importance perceived theory results perceptual perceive perception impact relationships basis significant positive reported common individuals
#77 0.059 information systems paper use design case important used context provide presented authors concepts order number various underlying implementation framework nature