The relationship of information system training methods and cognitive ability to end-user satisfaction, comprehension and skill transfer: A field experiment.

摘要

A major goal of information systems is to make computers easier to use and of more benefit to users, thereby having more satisfied users. This becomes increasingly important as businesses and organizations find themselves with growing numbers of inexperienced users and expanding use of computers in the work place. Information Systems departments confronted with this problem have been tasked with developing more effective training programs and have sought factors through which an individual's success can be predicted. The purpose of this dissertation is to investigate different training methods and their relation to the individual user's cognitive ability, comprehension, skill transfer, and end user satisfaction.; A field experiment was conducted that compared three training techniques: (1) Lecture (Instruction-based) training presents general rules and requires users to apply them to specific examples. (2) Independent (Exploration-based) training requires users to independently learn a computer system by reasoning from specific examples. (3) Behavior Modeling--a non-traditional training technique--is a combination of the exploration and instruction methods which concentrates on the idea of observing and doing while following a role model. Cognitive ability is to be used as a covariate across training treatment groups and to determine its role as a predictor of training success.; The field experiment was conducted utilizing two Navy Construction Battalions that are currently implementing a new computerized Logistics System. Novice computer users were randomly trained utilizing one of the three training methods. Upon completion of each training session the trainees were tested for retention of general and procedural knowledge. Testing consisted of both traditional paper-and-pencil as well as direct computer interaction material. Four weeks after the initial training sessions, the trainees were retested to determine the level of skill transfer and long term retention. At that time, trainees were polled as to their satisfaction with the computer system.; Results of the study indicate that the behavior modeling technique led to higher levels of retention and skill transfer. This was reflected in better performance in far-transfer (complex) tasks and near-transfer (simple) tasks and resulted in more satisfied users. Trainees in the exploration treatment performed better and were more satisfied than the instruction trainees indicating the need to include a hands-on component in computer related training. Cognitive ability failed to perform as a predictor of training success.