Lorne Olfman

The importance of learning style in end-user training

The importance of effective training in ensuring the success of end-user computing (EUC) has been emphasized by several researchers in information systems. A vast amount of evidence from research in related areas such as educational psychology suggests that individual differences, such as learning style, may affect users learning about a new EUC software package. This article reports the findings of a series of studies that examine the influence of a novices learning style in learning typical EUC tools such as spreadsheets and electronic mail. A consistent pattern of findings emerges that indicates that learning modes is an important predictor of learning performance, both by itself and in interaction with training methods. The findings suggest that in the design of training, it is essential to match training methods to individual difference variables. Based on these findings, guidelines are recommended for IS professionals involved in EUC training and further research directions are discussed.

The Influence of On-Line Brand Community Characteristics on Community Commitment and Brand Loyalty

The relationship between on-line communities and on-line brands is investigated by examining how on-line brand communitys characteristics affect community commitment and brand loyalty-in particular, how the hosting type of an on-line brand community affects the relationships between characteristics and community commitment. A survey of 250 respondents revealed that their community commitment was significantly influenced by their community interaction and the rewards for their activities, but not by information quality and system quality. The analysis shows that the hosting type of a community has a significant moderating effect and that community commitment increases brand loyalty. Interpretations and implications of the findings, as well as future research directions, are discussed.

A Model of Knowledge Management Success

This article describes a knowledge management (KM) success model that is derived from observations generated through a longitudinal study of KM in an engineering organization and KM success factors found in the literature, which were modified by the application of these observations and success factors in various projects. The DeLone and McLean (1992, 2003) IS Success Model was used as a framework for the model, since it was found to fit the observed success criteria and provided an accepted theoretical basis for the proposed model.

Assessing Knowledge Management Success

This article proposes a framework for assessing knowledge management system (KMS) success models. The framework uses three criteria: how well the model fits actual KMS success factors, the degree to which the model has a theoretical foundation, and if the model can be used for both types of KMSs. The framework is then applied to four KMS success models found in the literature and is determined to be a useful framework for assessing KMS success models.

Assessing knowledge management success/effectiveness models

This paper proposes a framework for assessing knowledge management system, KMS, success models. The framework uses three criteria: how well the model fits actual KMS success factors, the degree to which the model has a theoretical foundation, and if the model can be used for two types of approaches to building a KMS. The framework is then applied to four KMS success models found in the literature and is determined to be a useful framework for assessing KMS success models.

Organizational memory/knowledge effects on productivity, a longitudinal study

This paper discusses a longitudinal study that explored the relationship between use of organizational memory and knowledge (OM/K) and knowledge worker productivity within the engineering group at a nuclear power plant. Three data points were taken over five yeas. An OM/K System (OM/KS) was identified that improved effectiveness/productivity of the organization. The basic components of the OM/KS remained the same over the study. A key and unexpected finding was that hew members of the organization did hot consider the OM/KS as effective as established members and tended hot to use the system until they became established members themselves. To explain the success of the OM/KS, DeLone and McLeans IS Success Model was adapted to OM/KS.

What do groups need? A proposed set of generic groupware requirements

Current groupware systems do not fully match the work life of organizational work groups. A multidisciplinary literature analysis was conducted to identify important work group characteristics. This article proposes a set of generic groupware design requirements based on this analysis. These requirements include the need to support multiple tasks and work methods, group development, interchangeable interaction, multiple behaviors, permeable boundaries, and context. Examples of commercial and research groupware systems illustrate the practical implementation issues of each requirement. We conclude that developers need to invent interoperable groupware that provides interchangeable and customizable features through new design metaphors and database structures.

End-user software training: an experimental comparison of methods to enhance motivation

Abstract. Effective training is a key factor in determining the success of end‐user computing (EUC) in organizations. Software training research often focuses on one outcome of training – understanding. The experimental study reported here examines understanding, motivation, and use as outcomes of software training. Two methods of training, applications‐based and construct‐based, that focused on different levels of personal relevance were compared. The experiment utilized subjects in a ‘real’ training setting. The effects of previous experience with software were strong. There is some evidence to suggest that applications‐based training is best for novices.

Training End Users To Compute: Cognitive, Motivational And Social Issues

AbstractAlthough the contribution of effective training of users towards the success of enduse computing (EUG) has been acknowledged by both practitioners and researchers in MIS, very little research has been conducted in the area. Gonsequently, adequate guidelines do not exist for developing effective training procedures. Research findings in such disciplines as educational psychology and cognitive science are relevant to training issues and can be adapted to the design of EUG training.This paper utilizes an integrated training/learning framework developed by Bostrom et al. (1987) to prescribe guidelines for EUG training. The framework proposes two training outcomes: that users form accurate initial mental models of the system and that they have motivation to use the system. In addition, organizational social support is considered essential to foster continued learning. Each dimension is discussed in detail and prescriptions are proposed which are illustrated through examples and supported by research fi...

Conceptual versus procedural software training for graphical user interfaces: a longitudinal field experiment

Graphical user interfaces (GUIs) are rapidly becoming ubiquitous in organizations. Most of what we know about software training comes from studies of command line interfaces. This paper compares concept-based versus procedure-based content of training materials. Concept-based materials define the nature and associations of the objects in the interface, while procedure-based materials define how specific tasks are carried out. This comparison was done using a field experiement. Eighty-two volunteers participated in a three-week Windows training program and completed a follow-up questionnaire seven months later. The results show that the amount learned in such sessions is a function of neither concept-based nor procedure-based training. GUI training should provide both kinds of information because trainees need to learn both. In addition, trainers should be aware of an apparent early pateau in learning of the Windows GUI.