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The effectiveness of three training methods in teaching managers leadership principles are examined. Forty‐two male and female Introductory Psychology students were randomly assigned to one of three conditions: computer‐based training (CBT), computer‐based training with videotaped vignettes (CBTV), or group‐based workshop training with videotaped vignettes (GBW). The dependent variables of conceptual and applied knowledge assessed the training effectiveness. Pre‐test/post‐test scores evaluated conceptual knowledge while an assessment centre technique using the dimensions of delegation, management control, influencing, and sensitivity on Ss answers to a problem‐solving question measured the pre‐test/post‐test scores in applied knowledge. The results demonstrated that organisations could choose leadership training based on cost‐effectiveness considerations without having to sacrifice training results. Further confirmatory research is needed.

The University of Tennessee, Knoxville (UT) Libraries' research and demonstration project has achieved its goal of innovative utilization of technology to meet a national library need for efficient and effective staff training materials. The project demonstrated that librarians, who are not computer programmers, can use HyperCard™ as an authoring tool for instructional units. The response of evaluators throughout the development period and subsequent period of regular use, indicates that a machine‐assisted method and the training materials themselves can be enjoyable and successful for library trainees. The implementation plan, developed and used for more than two years at UT, shows that such a program can be instituted on a librarywide basis. Distribution of the computer‐based training units to other libraries means that training materials, which are not available commercially, can be made available to thousands of academic libraries.

Distance education is a non‐traditional mode of training and can take many forms, one of which is the use of Computer Based Training (CBT). This paper reviews various quality assurance models for designing the delivery of programmes at the universities and other training institutions. It presents the findings of a CBT research that is currently being carried out at the Department of Mechanical and Manufacturing Engineering, University of the West Indies, Trinidad. The significance of the research is discussed with particular emphasis on the influence of curricula sequencing on knowledge acquisition in learners of varying cognitive styles. The paper concludes that adherence to quality assurance principles could result in the enhanced performance of users of the CBT.

Training is vital in all businesses. Philips have pioneered CBT courses in their own training courses. CBT offers the advantages of self‐study – classroom costs eliminated, students progress at own pace and training can be given when and where required. Philips can offer full design and project service for a complete tailor‐made course.

As insiders remain to be a main reason behind security breaches, effective information security awareness campaigns become critical in protecting organizations from security incidents. The purpose of this paper is to identify factors that influence organizational adoption and acceptance of computer-based security awareness training tools.

The paper uses content analysis of online reviews of the top ten computer-based security awareness training tools that received Gartner peer insights Customers’ Choice 2019 award.

This study identifies nine critical adoption and success factors. These are synthesized into a conceptual framework based on the technology–organization–environment framework. The findings reveal that technological, organizational and environmental factors come into play in adoption decisions but with varying degrees of importance.

This study highlights key factors that technology vendors should take into consideration when designing computer-based security awareness training tools to increase adoption rates.

This research offers a novel contribution to the literature on information security awareness delivery methods by identifying key factors that influence organizational adoption and acceptance of computer-based security awareness training tools. Those factors were identified using content analysis of online reviews, which is a new methodological approach to the information security awareness literature.

Discusses Marks & Spencer′s application of computer‐based training (CBT) in training its food supervisors. CBT is used to enhance the transfer of learning following training input using workbooks. Argues that the particular application is a very powerful and effective use of CBT, illustrating the real potential of CBT when integrated with other training techniques. Reflects on how such an application may assist in the development of CBT more generally.

Computer Based Training (CBT) (or Computer Aided Learning (CAL) — see below for some useful definitions) has been slow to develop both in education and in commerce and industry, because of the level of programming skills required for the authoring of effective material and the resource costs involved in the production of materials which usually have a narrow application and no commercial viability. Increasingly, however, useful CBT authoring languages/systems are becoming available for a wide range of mainframe, mini and microcomputers. These include relatively inexpensive systems running on IBM PCs and even BBC microcomputers; and providing their limitations can be tolerated, they can make it possible for teachers and trainers to author their own courseware in an efficient and cost‐effective way.