| The purpose of this study was to investigate work situation and transfer of training influences of computer self-efficacy and self-efficacy on training programs that meet individual and organization objectives of university personnel. Computer self-efficacy and self-efficacy of computer technologies of employees were assessed subsequent to training to determine training usefulness. The assessment determined influences on computer use for human resource placement information and present training needs.; A descriptive survey design was used to gather data from 2,597 university employees. A total of 357 responses from a sample of 448 provided a response rate of 80% on a Computer Self-Confidence Assessment distributed through campus mail. The Computer Self-Confidence Assessment consisted of a background segment for gathering demographic information, the computer self-efficacy scale (CSE), and the self-efficacy of computer technologies scale (SCT).; Multiple analysis of variance was used to determine predictors of time, job type, supervision, home use, previous computer classroom training, computer use required on the job, training responsibilities, job tenure, frequency of computer use, and department of employment on computer self-efficacy and self-efficacy of computer technologies. The Pearson r correlation coefficient was used to determine a relationship between the CSE and SCT scales. Frequency counts, standard deviations and means were used for categorizing background information.; Major findings of the study were: (a) computer self-efficacy and self-efficacy of computer technologies were sustained over a 2 1/2 year period, (b) job type predicted computer self-efficacy, (c) previous classroom computer training in database management predicted computer self-efficacy and self-efficacy of computer technologies, while previous classroom computer training in statistical processing predicted self-efficacy in computer technologies, (d) computer use required on the job in database management, spreadsheets, programming, and educational software predicted computer self-efficacy and self-efficacy of computer technologies, (e) frequency of computer use, home computer use, and training responsibility predicted computer self-efficacy and self-efficacy of computer technologies. A second MANOVA procedure revealed significant interactions among independent variables and subscales. The second MANOVA procedure also revealed that only job type and computer use required on the job subscale of programming were significant predictors of computer self-efficacy and self-efficacy of computer technologies. |
