The relationships between individual characteristics and the computer software training materials: Their effects on computer software training

To compete successfully in today\u27s environment, each organization member should have proper computer skills to effectively and efficiently use the information systems. A survey found that 55 percent of an organization\u27s employees use a computer for their job requirements (Times Mirror Center for The People and The Press 1994). Although many employees use a computer, their computer skills may become obsolete in a short period of time due to rapidly changing information technology. Trainers and designers of training programs must be able to provide effective training methods for individuals to acquire the necessary computer skills whenever new information technology is implemented. The traditional training method using a one-on-one classroom lecture format represents a large expense to organizations. A more cost-effective alternative is to use self-instructional training materials. However, the main cause of training failure actually comes from the inherent characteristics of this training material. Recent research also suggests that individual differences in cognitive and motivational traits affect training outcomes and the effectiveness of training materials. A field experiment was designed using assimilation theory and social learning theory to compare the effectiveness of instructional video and computer-based tutorial (CBT). The study also evaluated the effect of an individual\u27s visual ability and pretraining motivation to learn on training outcomes. Results from the study suggested that instructional video is much more effective than CBT in training novice computer users. High visual subjects performed better than low visual subjects and developed higher self-efficacy beliefs. Subjects with high motivation performed better than those with low motivation but there was no statistically significant effect on self-efficacy beliefs. Although not statistically significant, the interaction effect between training materials and individual ability suggested that high visual subjects were hampered by CBT but low visual subjects benefited from CBT. These findings were explained using extant research. Implications for training and directions for future research are discussed