An Empirical Study of the Effects of Training Sequences on Database Training Tasks and User Outcomes

Abstract

This paper introduces the concept of IS training sequences and examines how sequencing of conceptual and procedural training impacts task and user outcomes. Building on assimilation theory, we propose four hypotheses, relating training sequences to task performance, satisfaction, and self-efficacy, and test them using a quasi-experimental study in a database design context. Our empirical results suggest that subjects trained in the conceptual-procedural sequence achieve better far-transfer and near-transfer task performance and higher self-efficacy than those trained in the reverse sequence, although user satisfaction is not significantly different between the two groups. Implications for IS training research and practice are discussed.