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Ensuring Success in a Large Scale Software Project: An Examination of the Learning Styles and Characteristics of the Potential End Users

Year 2015, Volume: 28 Issue: 4, 535 - 540, 15.12.2015

Abstract

Many software development projects face a high rate of failure, which prevents them from achieving the intended outcome. One of the reasons for this might be due to ignoring the end users during the development of the software. To counter this, well-organized training programs can be devised to show end users how to use the software. This training has a crucial role in the success and dissemination of the software development projects. The aim of this study was to examine the correlation between personality traits and learning styles of the end users in a large-scale software development project. The results of the study revealed that there was a distinct relationship between the learning styles and personal attitudes of the users. Personality traits such as extraversion and openness were found to be associated with the learning preferences of individuals. In Kolb’s terms, the converger learners were more open than the diverger learners. Furthermore, the end users were mostly satisfied with the training program, which can be attributed to the efficiency of the curriculum design, sufficiency of the provided facilities and competence of the trainers.

References

  • Nelson, R. R. Project retrospectives: Evaluating project success, failure, and everything in between, MIS Quarterly Executive 2005, 4(3): 361-372.
  • İnal, Y., Dikici, A., Tümay, A., Güngör, M. K., Dinçer, K. (2012). Evaluating Nationwide Scattered End user Involvement in Governmental Software Project with Empirical Evidence. 3rd International Conference on Information Management and Evaluation, Ankara, Türkiye.
  • Nelson R. R., Cheney P.H. Training End users: An Exploratory Study MIS Quarterly 1987, 11(4): 547-559.
  • Kassim E. S., Jailani S. F. A. K., Hauriddin H., Zamzuri N. H. Information system acceptance and user satisfaction: The mediating role of trust. Procedia - Social and Behavioral Sciences 2012, 57: 412-418.
  • Choi, D. H., Kim J., Kim S. H. ERP training with a web-based electronic learning system: The flow theory perspective. International Journal of Human-Computer Studies 2006, 65: 223-243.
  • Yaverbaum, G. J., Nosek J. Effects of information system education and training on user satisfaction: An empirical evaluation. Information & Management 1992, 22: 217-225.
  • Bostrom, R. P., Olfman, L., Sein, M. K. The importance of individual differences in end user training: The case for learning style. Proceedings of ACM SZGCPR Conference on the Management of Information Systems Personnel 1998, 133-141 New York: ACM.
  • Gomez, L.M., Egan, D.E., Bowers, C. Learning to use a text editor: some learner characteristics that predict success. Human-Computer Interaction 1986, 2: 1-23.
  • Kolb D. A. Experiential Learning experience as a source of learning and development, 1984, New Jersey: Prentice Hall.
  • Kolb A.Y., Kolb D.A. The Kolb Learning Style Inventory - Version 3.1: 2005, Technical Specifications. Haygroup: Experience Based Learning Systems Inc.
  • Furnham A., Jackson Chris J., Miller T. Personality, learning style and work performance. Personality and Individual Differences 1999, 27: 1113-1122.
  • Jackson C., Lawty-Jones M. Explaining the overlap between personality and learning style. Personality and Individual Differences 1996, 20: 293-300.
  • Goldberg, L. R. Language and individual differences: The search for universals in personality lexicons. In L. Wheeler (Ed.), Review of Personality and Social Psychology 1981, 2. Beverly Hills, CA: Sage.
  • McCrae, R.R., Costa, P.T. Validation of the five- factor model of personality across instruments and observers. Journal of Personality and Social Psychology 1987, 52: 81-90.
  • Furnham A. Personality and learning style: a study of three instruments. Personality and Individual Differences 1992, 13: 429-438.
  • Komarraju M., Karau S. J., Schmeck R. R., Avdic A. The Big Five personality traits, learning styles, and academic achievement. Personality and Individual Differences 2011, 51: 472-477.
  • Busato V.V., Prins F.J., Elshout J.J., Hamaker C. The relation between learning styles, the Big Five personality traits and achievement motivation in higher education. Personality and Individual Differences 1999, 26: 129-140.
  • Kolb, D. Learning style inventory. 1976, Boston: McBer and Company
  • Aşkar, P., Akkoyunlu, B. Kolb Öğrenme Sitili Envanteri. Eğitim ve Bilim 1993, 87: 37-47.
  • Benet-Martínez, V., John, O.P. Los Cinco Grandes across cultures and ethnic groups: Multitrait method analyses of the Big Five in Spanish and English. Journal of Personality and Social Psychology 1998, 75: 729-750.
  • Sümer, N., Sümer, H. C. Beş Faktör Kişilik Özellikleri Ölçeği, 2005, (unpublished study).
  • Schmitt, D.P., Allık, J., McCrae, R. R. et al. The Geographic Distribution of Big Five Personality Traits: Patterns and profiles of human self- description across 56 nations. Journal of Cross- Cultural Psychology 2007, 38(2): 173-212.
  • Giangreco A., Sebastiano A., Peccei R. Trainees' reactions to training: an analysis of the factors affecting overall satisfaction with training. The International Journal of Human Resource Management 2009, 20(1): 96-111.
  • Giangreco A., Carugati A., Sebastiano A., Bella D. D. Trainees' reactions to training: shaping groups and courses for happier trainees. The International Journal of Human Resource Management 2010, 21(13): 2468-2487.
  • Lin W. T., Shao B. B. M. The Relationship between User Participation and System Success: A Simultaneous Contingency Approach. Information & Management 2000, 37: 283-295.
  • Bailey J.E, Pearson S.W. Development of a tool for measuring and analyzing computer user satisfaction. Management Science 1983, 29: 530– 545.
  • Baroudi J.J, Orlikowski W.J. A short-form measure of user information satisfaction: a psychometric evaluation and notes on use. Journal of Management Information Systems, 4 (Spring): 44– 59.
  • Raad, B., Schouwenburg, H. C. Personality in learning and education: a review. European Journal of Personality 1996, 10: 303-336.
  • Hsu, J., Turoff, M. Targeting computer training: improving learning by more effectively adapting training to meet user needs. Eighth Americas Conference on Information Systems 2002, 1065- 1075.
  • White, C.E., Christy, D.P. The Information Center Concept. MIS Quarterly 1987, 11(4): 451-458.
Year 2015, Volume: 28 Issue: 4, 535 - 540, 15.12.2015

Abstract

References

  • Nelson, R. R. Project retrospectives: Evaluating project success, failure, and everything in between, MIS Quarterly Executive 2005, 4(3): 361-372.
  • İnal, Y., Dikici, A., Tümay, A., Güngör, M. K., Dinçer, K. (2012). Evaluating Nationwide Scattered End user Involvement in Governmental Software Project with Empirical Evidence. 3rd International Conference on Information Management and Evaluation, Ankara, Türkiye.
  • Nelson R. R., Cheney P.H. Training End users: An Exploratory Study MIS Quarterly 1987, 11(4): 547-559.
  • Kassim E. S., Jailani S. F. A. K., Hauriddin H., Zamzuri N. H. Information system acceptance and user satisfaction: The mediating role of trust. Procedia - Social and Behavioral Sciences 2012, 57: 412-418.
  • Choi, D. H., Kim J., Kim S. H. ERP training with a web-based electronic learning system: The flow theory perspective. International Journal of Human-Computer Studies 2006, 65: 223-243.
  • Yaverbaum, G. J., Nosek J. Effects of information system education and training on user satisfaction: An empirical evaluation. Information & Management 1992, 22: 217-225.
  • Bostrom, R. P., Olfman, L., Sein, M. K. The importance of individual differences in end user training: The case for learning style. Proceedings of ACM SZGCPR Conference on the Management of Information Systems Personnel 1998, 133-141 New York: ACM.
  • Gomez, L.M., Egan, D.E., Bowers, C. Learning to use a text editor: some learner characteristics that predict success. Human-Computer Interaction 1986, 2: 1-23.
  • Kolb D. A. Experiential Learning experience as a source of learning and development, 1984, New Jersey: Prentice Hall.
  • Kolb A.Y., Kolb D.A. The Kolb Learning Style Inventory - Version 3.1: 2005, Technical Specifications. Haygroup: Experience Based Learning Systems Inc.
  • Furnham A., Jackson Chris J., Miller T. Personality, learning style and work performance. Personality and Individual Differences 1999, 27: 1113-1122.
  • Jackson C., Lawty-Jones M. Explaining the overlap between personality and learning style. Personality and Individual Differences 1996, 20: 293-300.
  • Goldberg, L. R. Language and individual differences: The search for universals in personality lexicons. In L. Wheeler (Ed.), Review of Personality and Social Psychology 1981, 2. Beverly Hills, CA: Sage.
  • McCrae, R.R., Costa, P.T. Validation of the five- factor model of personality across instruments and observers. Journal of Personality and Social Psychology 1987, 52: 81-90.
  • Furnham A. Personality and learning style: a study of three instruments. Personality and Individual Differences 1992, 13: 429-438.
  • Komarraju M., Karau S. J., Schmeck R. R., Avdic A. The Big Five personality traits, learning styles, and academic achievement. Personality and Individual Differences 2011, 51: 472-477.
  • Busato V.V., Prins F.J., Elshout J.J., Hamaker C. The relation between learning styles, the Big Five personality traits and achievement motivation in higher education. Personality and Individual Differences 1999, 26: 129-140.
  • Kolb, D. Learning style inventory. 1976, Boston: McBer and Company
  • Aşkar, P., Akkoyunlu, B. Kolb Öğrenme Sitili Envanteri. Eğitim ve Bilim 1993, 87: 37-47.
  • Benet-Martínez, V., John, O.P. Los Cinco Grandes across cultures and ethnic groups: Multitrait method analyses of the Big Five in Spanish and English. Journal of Personality and Social Psychology 1998, 75: 729-750.
  • Sümer, N., Sümer, H. C. Beş Faktör Kişilik Özellikleri Ölçeği, 2005, (unpublished study).
  • Schmitt, D.P., Allık, J., McCrae, R. R. et al. The Geographic Distribution of Big Five Personality Traits: Patterns and profiles of human self- description across 56 nations. Journal of Cross- Cultural Psychology 2007, 38(2): 173-212.
  • Giangreco A., Sebastiano A., Peccei R. Trainees' reactions to training: an analysis of the factors affecting overall satisfaction with training. The International Journal of Human Resource Management 2009, 20(1): 96-111.
  • Giangreco A., Carugati A., Sebastiano A., Bella D. D. Trainees' reactions to training: shaping groups and courses for happier trainees. The International Journal of Human Resource Management 2010, 21(13): 2468-2487.
  • Lin W. T., Shao B. B. M. The Relationship between User Participation and System Success: A Simultaneous Contingency Approach. Information & Management 2000, 37: 283-295.
  • Bailey J.E, Pearson S.W. Development of a tool for measuring and analyzing computer user satisfaction. Management Science 1983, 29: 530– 545.
  • Baroudi J.J, Orlikowski W.J. A short-form measure of user information satisfaction: a psychometric evaluation and notes on use. Journal of Management Information Systems, 4 (Spring): 44– 59.
  • Raad, B., Schouwenburg, H. C. Personality in learning and education: a review. European Journal of Personality 1996, 10: 303-336.
  • Hsu, J., Turoff, M. Targeting computer training: improving learning by more effectively adapting training to meet user needs. Eighth Americas Conference on Information Systems 2002, 1065- 1075.
  • White, C.E., Christy, D.P. The Information Center Concept. MIS Quarterly 1987, 11(4): 451-458.
There are 30 citations in total.

Details

Primary Language English
Subjects Engineering
Journal Section Computer Engineering
Authors

Yavuz İnal

Hacer Güner

Publication Date December 15, 2015
Published in Issue Year 2015 Volume: 28 Issue: 4

Cite

APA İnal, Y., & Güner, H. (2015). Ensuring Success in a Large Scale Software Project: An Examination of the Learning Styles and Characteristics of the Potential End Users. Gazi University Journal of Science, 28(4), 535-540.
AMA İnal Y, Güner H. Ensuring Success in a Large Scale Software Project: An Examination of the Learning Styles and Characteristics of the Potential End Users. Gazi University Journal of Science. December 2015;28(4):535-540.
Chicago İnal, Yavuz, and Hacer Güner. “Ensuring Success in a Large Scale Software Project: An Examination of the Learning Styles and Characteristics of the Potential End Users”. Gazi University Journal of Science 28, no. 4 (December 2015): 535-40.
EndNote İnal Y, Güner H (December 1, 2015) Ensuring Success in a Large Scale Software Project: An Examination of the Learning Styles and Characteristics of the Potential End Users. Gazi University Journal of Science 28 4 535–540.
IEEE Y. İnal and H. Güner, “Ensuring Success in a Large Scale Software Project: An Examination of the Learning Styles and Characteristics of the Potential End Users”, Gazi University Journal of Science, vol. 28, no. 4, pp. 535–540, 2015.
ISNAD İnal, Yavuz - Güner, Hacer. “Ensuring Success in a Large Scale Software Project: An Examination of the Learning Styles and Characteristics of the Potential End Users”. Gazi University Journal of Science 28/4 (December 2015), 535-540.
JAMA İnal Y, Güner H. Ensuring Success in a Large Scale Software Project: An Examination of the Learning Styles and Characteristics of the Potential End Users. Gazi University Journal of Science. 2015;28:535–540.
MLA İnal, Yavuz and Hacer Güner. “Ensuring Success in a Large Scale Software Project: An Examination of the Learning Styles and Characteristics of the Potential End Users”. Gazi University Journal of Science, vol. 28, no. 4, 2015, pp. 535-40.
Vancouver İnal Y, Güner H. Ensuring Success in a Large Scale Software Project: An Examination of the Learning Styles and Characteristics of the Potential End Users. Gazi University Journal of Science. 2015;28(4):535-40.