Enhancing information systems users' knowledge and skills transference through self-regulation techniques

Abstract

Being able to utilize information systems (IS) to address novel issues continues to be challenging for many IS users. IS training has typically focused on acquiring requisite knowledge and skills to complete routine sets of tasks, and not necessarily transference of this IS knowledge and skills to novel contexts. Being unable to perform this transference can then limit an IS users ability to utilize an IS to address unique problems. Drawing upon Identical Elements and Principles Theories, as well as Social Cognitive Theory, this research study proposes an experiment to assess the effectiveness of utilizing self-regulation techniques (i.e., self-explanations and self-evaluations) to improve IS knowledge and skills transference to unique contexts as well as improve IS performance outcomes. The potential contribution will include suggestions of training modifications to enhance IS usage and providing guidance for future research in the domain of IS users' knowledge and skills transference. © 2013 Springer-Verlag Berlin Heidelberg.