A three dimensional view and research agenda for the study of transfer of skills gained from formal end-user software training

Shayo, Conrad; Olfman, Lorne

doi:10.1145/186281.186310

Cited by 6 publications

(7 citation statements)

References 13 publications

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“…Some of the previous studies [13,1] indicated that research in this area should be conducted in a work environment because the findings should be more applicable; one of the goals of technology-training research is for the application of the successful training techniques in a work environment. Training in a simulated environment can test certain aspects of training, but the findings are only from controlled conditions.…”

Section: Methodsmentioning

confidence: 99%

“…Several of the studies (e.g. 10,13,12] have indicated that a needed line of research is to examine post-training strategies and support mechanisms and how they might affect long term usage.…”

Section: Related Workmentioning

confidence: 99%

“…While many of the studies [e.g. 10,13,12] found that post training support is necessary, little research has been conducted to verify that posttraining support can encourage trainees to maintain or increase their skill levels after training or promote more use of a system.…”

Section: Related Workmentioning

confidence: 99%

“…Previous studies [10,11,15] reported a significant decrease in computer usage after training, and it has been shown that successful training does not ensure later use of the system [13]. While this study is being conducted in a work setting, the participants are being allowed a two month practice period before mandatory use.…”

Section: Control Group and Decreased Usagementioning

confidence: 99%

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Post-training support for learning technology

Snoddy¹,

Novick

2004

Proceedings of the 22nd Annual International Conference on Design of Communication: The Engineering of Quality Documentation

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To examine the effects of post-training support, we studied the introduction of new gradebook software in a public high school. The school's 108 faculty members received training on the software, and approximately half of the faculty received posttraining support for eight weeks. The study measured the faculty's current computer usage, usage of earlier versions of the software, and their perceived skill levels in using the software. The data suggest that the faculty members who received post-training support maintained and raised their skill levels, while unsupported faculty had their skill levels decline.

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Section: Methodsmentioning

confidence: 99%

Section: Related Workmentioning

confidence: 99%

Section: Related Workmentioning

confidence: 99%

Section: Control Group and Decreased Usagementioning

confidence: 99%

See 2 more Smart Citations

Post-training support for learning technology

Snoddy¹,

Novick

2004

Proceedings of the 22nd Annual International Conference on Design of Communication: The Engineering of Quality Documentation

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“…Needs assessment for generic software is likely to require more specialized information from users because the generic software will support a wide variety of tasks. Shayo and Olfman (1994) make a case for approaching needs assessment for generic software training in a manner similar to user requirements analysis. They suggest that end-user trainees' participation before designing training can provide a framework for setting achievable goals that will enhance training outcomes, including later usage.…”

Section: Research Questionsmentioning

confidence: 99%

An exploratory study of the value of pretraining end‐user participation

Shayo

Olfman

Teitelroit

1999

Information Systems Journal

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Although software training is widely seen as an essential contributor to the productive use of computers in organizations, research has not focused on identifying the processes through which software trainers assess end users' training requirements. This research draws from self‐regulation theories to examine the impacts of pretraining end‐user participation on the outcomes of software training. Self‐regulation theories aim to explain why individuals behave in a certain manner in an organizational context. Pretraining end‐user participation consists of a pretraining interview designed to learn the needs of the trainee, and to gain insights into a training design that can make learning the target software more relevant to the trainee. The context of the study was a training programme for a database retrieval software package in a medium‐sized manufacturing company. Approximately half the trainees were involved in the pretraining interview process. Trainees also received one of two training approaches, either applications‐based (relevant problem focused) or construct‐based (generic training approach) training. Data were gathered from questionnaires, quizzes and interviews. Although no clear differences were found, the data indicate that pretraining end‐user participation should be considered a potentially effective tool in enhancing training effectiveness. Pretraining end‐user participation is more likely to suggest who will or will not use a software application after formal training, provide a more realistic view of the content and usefulness of the training, and facilitate motivation planning and management. The paper discusses some potential critical success factors for making pretraining end‐user participation more effective.

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Training effectiveness in an enterprise resource planning system environment

Arasanmi

2019

EJTD

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Purpose This study aims to examine the link between supervisor support, transfer motivation and post-training usage of enterprise resource planning (ERP) systems. The study tested the influence of supervisor support and transfer motivation on training transfer in a complex information systems environment. Second, the study tested the mediating effect of transfer motivation in the relationship between supervisor support and training transfer. Design/methodology/approach An online survey method was used to collect data from 170 ERP system users, who had previously attended ERP system training. The descriptive analysis was conducted with SPSS version 24, while Hayes Process Macro was used to test the research model and the mediation analysis. Findings The findings from this study showed that supervisor support and transfer motivation positively influence training transfer. The additional result also confirmed that transfer motivation mediates the relationship between supervisor support and training transfer. Research limitations/implications The study contributes to training theory by specifically analysing the interactions among supervisor support, transfer motivation and training transfer in a complex information system environment. One of the limitations of this study is the cross-sectional design adopted; future studies could improve by using multiple sources of data collection. Practical implications The study highlights the importance of social exchanges in an ERP transfer environment. Originality/value This paper provides a better understanding of the influences of supervisor support and transfer motivation on the transfer of hard skills in a complex environment.

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A three dimensional view and research agenda for the study of transfer of skills gained from formal end-user software training

Cited by 6 publications

References 13 publications

Post-training support for learning technology

Post-training support for learning technology

An exploratory study of the value of pretraining end‐user participation

Training effectiveness in an enterprise resource planning system environment

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