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Training Sequences and ther Effects on Task Performance and User Outcomes

Training Sequences and ther Effects on Task Performance and User Outcomes

Clive Sanford, Anol Bhattacherjee
Copyright: © 2007 |Pages: 23
ISBN13: 9781599042589|ISBN10: 1599042584|ISBN13 Softcover: 9781599042596|EISBN13: 9781599042602
DOI: 10.4018/978-1-59904-258-9.ch008
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MLA

Sanford, Clive, and Anol Bhattacherjee. "Training Sequences and ther Effects on Task Performance and User Outcomes." Integrating Information & Communications Technologies Into the Classroom, edited by Lawrence A. Tomei, IGI Global, 2007, pp. 112-134. https://doi.org/10.4018/978-1-59904-258-9.ch008

APA

Sanford, C. & Bhattacherjee, A. (2007). Training Sequences and ther Effects on Task Performance and User Outcomes. In L. Tomei (Ed.), Integrating Information & Communications Technologies Into the Classroom (pp. 112-134). IGI Global. https://doi.org/10.4018/978-1-59904-258-9.ch008

Chicago

Sanford, Clive, and Anol Bhattacherjee. "Training Sequences and ther Effects on Task Performance and User Outcomes." In Integrating Information & Communications Technologies Into the Classroom, edited by Lawrence A. Tomei, 112-134. Hershey, PA: IGI Global, 2007. https://doi.org/10.4018/978-1-59904-258-9.ch008

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Abstract

This article introduces the concept of IT training sequences and examines how sequencing of conceptual and procedural training impact IT task performance, user satisfaction, and users’ self-efficacy. Using assimilation theory, we develop four hypotheses related to training sequences. These hypotheses were then tested in a database design context using a quasi-experimental study involving student subjects. Empirical results demonstrate improved far transfer and near transfer task performance and higher self-efficacy for subjects trained in the conceptual-procedural sequence versus the reverse sequence, though user satisfaction was not significantly different between the two sequences. Implications for IT training research are discussed.

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