Date of Conferral

2023

Degree

Ph.D.

School

Management

Advisor

Holly Rick

Abstract

The specific research problem was that it is unknown whether computer self-efficacy and usability determine technical readiness in hourly and exempt information technology support employees in the United States. The purpose of this correlational study was to examine the relationship between computer self-efficacy and technical readiness, usability and technical readiness, and computer self-efficacy, usability, and technical readiness in hourly and exempt information technology support employees in the United States. Sociotechnical system theory suggests that every transaction has a human and technical aspect; thus, the theoretical framework. The convenience sample included 136 information technology support employees aged 18-70. The regression results indicated computer skills and usability at 20.2% of the variance and significant predictors of technical readiness, (F (1,134) = 11.96, p < .001, R2 = .082) and (F (2,133) = 16.83, p < .001, R2 = .202). When employees showed a higher level of computer skills, there was a correlation with a higher usability score. The dashboard management (p = 45), a predictor for computer self-efficacy, showed a negative correlation and increased the weights in the total Technical Readiness Index. The results show that employers, schools, and organizations can better plan for software implementations by identifying ways to promote computer self-efficacy and usability to increase technical readiness. The implications for positive social change may occur when hourly and exempt information technology support employees take a more active role in using computers, familiarizing themselves with the software, and providing feedback to influence their technical readiness, thereby leading to economic growth and sustainability in the United States.

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