There is ample evidence that computer users often do not progress from novice to expert levels of performance, particularly when efficiency is included in the definition of performance. This paper describes a theoretical argument that one of the pieces missing in the understanding of this process is an accurate assessment of how people calculate a cost/benefit analysis (CBA) of learning and using new techniques and strategies. While there are many explanations for why people often do not use accurate methods of calculating this ratio, there is little discussion describing why some people do. We suggest that an important and predictable influence on whether an individual uses an accurate CBA is the observation of others using efficient techniques. We propose that with a more full understanding of the CBA calculation process, it will be possible to predict when users will and will not utilize a more efficient technique.
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