Impacto do treinamento na implantação de novo sistema eletrônico e aceitação de novas tecnologias em uma instituição federal de ensino superior

Farias, Josivania Silva; Resende, Marília Mesquita

doi:10.5902/1983465932624

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Article • Rev. Adm. UFSM 13 (4) • Oct-Dec 2020 • https://doi.org/10.5902/1983465932624 copiar

Impacto do treinamento na implantação de novo sistema eletrônico e aceitação de novas tecnologias em uma instituição federal de ensino superior

Autoria SCIMAGO INSTITUTIONS RANKINGS

RESUMO

Objetivo:

A adoção de novas tecnologias é um desafio para as organizações, o que as leva a investir em treinamento quando implementam um novo sistema. O objetivo deste estudo foi avaliar o efeito do impacto do treinamento sobre a aceitação de um novo sistema, bem como a relação entre impacto do treinamento e de aceitação da nova tecnologia com a frequência de uso do sistema pelo usuário em uma instituição federal de ensino superior.

Desenho/metodologia/abordagem:

Um questionário online foi respondido pelos participantes da instituição dois meses após o treinamento sobre o novo sistema. Obtiveram-se 288 respostas (56,3 % mulheres e 44,1 % tinham entre 29 e 39 anos). Aplicaram-se as escalas de autoavaliação de impacto do treinamento no trabalho, escala de suporte à transferência de treinamento e a escala de aceitação de novas tecnologias, além de dados sociodemográficos e de frequência de uso do sistema. Para testar a relação entre as variáveis do modelo, foram verificadas correlações, regressão linear e ANOVA com teste post hoc.

Resultados:

Os resultados indicaram que quanto maior a percepção de impacto do treinamento, maior a aceitação do novo sistema. Ademais, aqueles que demonstraram maior aceitação da tecnologia utilizam mais frequentemente o sistema.

Limitações/implicações:

Este estudo gera implicações para a gestão de treinamentos relacionados a novas tecnologias.

Originalidade/valor:

Também contribui para o campo ao trazer o conceito de impacto do treinamento em conjunto com o de aceitação de novas tecnologias, que tradicionalmente investigou apenas reações ao treinamento, e não a transferência de habilidades.

Palavras-chave:
aceitação de tecnologia; treinamento; impacto do treinamento; UTAUT; TAM

Procedure	Data Analysis
Psychometric assessment of scales	Exploratory and confirmatory factor analysis
H1a-H1d hypotheses test	Simple linear regression
H2a-H2e hypotheses test	ANOVA with Games-Howell post-hoc test

	Mean	SD	1	2	3	4	5	6
1. Impact of training	3.72	0.78
2. Psychosocial support	3.51	0.81	0.49**
3. Material support	3.44	0.84	0.23**	0.36**
4. Perceived utility	5.84	1.42	0.63**	0.41**	0.20**
5. Perceived ease of use	5.48	1.26	0.59**	0.35**	0.12*	0.63**
6. Relevance to work	6.03	1.27	0.44**	0.30**	0.10	0.63**	0.51**
7. Quality of results	5.46	1.31	0.62**	0.42**	0.32**	0.68**	0.65**	0.53**

	Variable	Model 1 β	Model 2 β (IC 95%)
H1a DV: Utility	Psychosocial support	0.39**	0.13* (0.04-0.42)
	Material support	0.05	0.02 (-0.13-0.20)
	Training impact		0.56** (0.82-1.19)
	Adjusted R²	0.17	0.41
	ΔR²	0.18	0.24
	ΔF	30.35**	113.72**
H1b DV: Ease	Psychosocial support	0.36**	0.09 (-0.04-0.32)
	Material support	-0.01	-0.04 (-0.20-0.09)
	Training impact		0.56** (0.72-1.07)
	Adjusted R²	0.12	0.36
	ΔR²	0.13	0.24
	ΔF	20.53**	105.24**
H1c DV: Relevance	Psychosocial support	0.31**	0.12 (-0.01-0.39)
	Material support	-0.01	-0.03 (-0.21-0.13)
	Training impact		0.39** (0.43-0.82)
	Adjusted R²	0.09	0.20
	ΔR²	0.09	0.11
	ΔF	14.42**	40.11**
H1d DV: Quality	Psychosocial support	0.35**	0.09 (-0.02-0.33)
	Material support	0.19**	0.16* (0.09-0.40)
	Training impact		0.53** (0.72-1.06)
	Adjusted R²	0.20	0.41
	ΔR²	0.21	0.21
	ΔF	36.53**	103.22**

		N	Mean	SD	95 % Confidence Interval		F
		N	Mean	SD	Lower limit	Upper limit	F
Training Impact	Light user	96	3.32	0.83	3.16	3.49	18.96**
	Medium user	92	3.85	0.66	3.71	3.99
	Heavy user	99	3.98	0.69	3.84	4.12
	Total	287	3.72	0.78	3.63	3.81
System Utility	Light user	96	4.88	1.53	4.57	5.19	33.20**
	Medium user	92	6.26	1.12	6.02	6.49
	Heavy user	99	6.35	1.06	6.14	6.57
	Total	287	5.83	1.42	5.67	6.00
Ease of Use	Light user	96	4.79	1.4	4.50	5.07	20.57**
	Medium user	92	5.76	0.95	5.56	5.96
	Heavy user	99	5.88	1.08	5.67	6.10
	Total	287	5.48	1.26	5.33	5.62
System relevance	Light user	96	5.11	1.52	4.80	5.42	34.52**
	Medium user	92	6.42	0.79	6.25	6.58
	Heavy user	99	6.55	0.82	6.38	6.71
	Total	287	6.03	1.27	5.88	6.17
System Quality	Light user	96	4.84	1.31	4.57	5.10	16.85**
	Medium user	92	5.72	1.17	5.48	5.97
	Heavy user	99	5.81	1.25	5.56	6.06
	Total	287	5.45	1.32	5.30	5.61

Items
1. I often use what I was taught in training in my work.
2. I take the opportunities that I have to put into practice what I was taught in training.
3. The skills I learned in training made me make fewer mistakes in my work, in activities related to the training content.
4. I remember well the content taught in the training.
5. When I apply what I learned in training, I do my job faster
6. The quality of my work has improved in activities directly related to the training content
7. The quality of my work has improved even in those activities that did not seem to be related to the training content.
8. My participation in the training served to increase my motivation for work.
9. My participation in this training increased my self-confidence. (I now have more confidence in my ability to do my job successfully).
10. After my participation in the training, I have more often suggested changes in work routines.
11. The training I did made me more receptive to changes at work.
12. The training I did benefited my co-workers, who learned some new skills from me.

Items
1. I have the opportunity to use what I learned on the course at work
2. My manager encourages me to apply what I learned in training at work
3. My manager removes obstacles and difficulties in the effective use of new skills.
4. My manager encourages application.
5. My manager plans with me to use the new skills.
6. I receive the information necessary for the effective use of new skills.
7. My suggestions are taken into account.
8. I receive support from experienced colleagues.
9. My attempts to use the new skills go unnoticed.
10. Negative aspects of the application of new skills are highlighted.
11. I receive praise for the correct use of new skills.
12. I receive guidelines for the effective application of new skills.
13. The material resources are in good condition for use.
14. The organization provides the necessary material resources
15. Work tools are compatible with the effective application of new skills.
16. The workplace is suitable for applying new skills.
17. The organization provides sufficient resources.

Items
1. Using the SEI improves my job performance.
2. Using the SEI in my work improves my productivity.
3. Using the SEI improves my effectiveness at work.
4. I think the SEI is useful in my work.
5. My interaction with the SEI is clear and understandable.
6. Interacting with the SEI does not require much of my mental effort.
7. I find the SEI easy to use.
8. I find it easy to use the SEI to do what I want it to do.
9. In my work, the use of the SEI is important.
10. In my work, the use of the SEI is relevant.
11. The use of the SEI is relevant to the various tasks related to my work.
12. The quality of the results I receive from the SEI is high.
13. I have no problem with the quality of the results obtained in the SEI.
14. I rate the SEI results as excellent.

Universidade Federal de Santa Maria Avenida Roraima nº 1000, Prédio 74C, Sala 4210 - Cidade Universitária - Centro de Ciências Sociais e Humanas (CCSH) - Universidade Federal de Santa Maria (UFSM), Cep: 97105-900, Tel: +55 (55) 3220-9242 - Santa Maria - RS - Brazil
E-mail: rea@ufsm.br

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[1] 1. Josivania Silva Farias - PhD in Administration by the Graduate Program in Management (PPGA) of the University of Brasilia (UnB), with mobility period at the University of Alcalá, Spain. Professor at the Undergraduate in Administration (FACE) and at the Graduate Program in Administration (PPGA) at UnB. Visiting Researcher in 2020 at the Complutense University of Madrid, Spain (Post-Doctorate). E-mail: josivania@unb.br