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Published by: dillipriya on Feb 21, 2011
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James DanzigerDebora Dunkle
Center for Research on Information Technology and Organizations,School of Social SciencesUniversity of California, Irvine CA 92697-4650This research is part of the People, Organizations, and Information Technology project of the Center for Research on Information Technology and Organizations (CRITO) at theUniversity of California, Irvine. This material is based upon work funded by the U.S. National Science foundation under Grant No. 0121232. Any opinions, findings andconclusions reflected in the material are those of the authors and do not necessarilyreflect the views of the National Science Foundation.
 Survey Brief 
 Project POINT Survey Brief -
“IN THIS BUSINESS, YOU ARE WHAT YOU KNOW!Keeping your skills and abilities up-to-date in today's on-demand environment isa critical component to your success. IBM now makes it easy for you to enjoy thetechnical training you need to maintain that edge!” IBM email, August 2005Virtually all modern organizations accept that a well-trained workforce is a criticalsuccess factor. American organizations spend more than $62 billion per year on formal trainingof their employees. It is impossible to estimate the full costs of the additional informal trainingthat occurs. Ability to use information and communication technologies (ICTs) is among themost important skills that many employees need. Yet there is more speculation than well-grounded, factual knowledge about the kinds of training regarding work-related computing towhich most employees are exposed. This report utilizes a recent, empirical survey of Americanworkers to provide information about this issue.Training for work-related computing comes in a variety of forms, ranging from formal,scheduled classroom instruction to spur-of-the-moment sessions with a co-worker to self-basedtrial and error efforts. Both organizations and individual workers make choices regarding theselection of training methods. In this report we explicate the modes of training being utilized byemployees. We also analyze the linkages between these various training modes and theorganizational, technical and individual characteristics associated with each employee. The mainissues addressed are the factors which influence the types of training methods used withinorganizations and the factors which influence choice of training by individual workers.This report utilizes the results of a survey of 1200 individuals in twelve metropolitanstatistical areas (MSAs) in the United States.
The survey was conducted by telephone duringthe period April to July, 2004. It is a part of the larger Project POINT (People, Organizations,and Information Technology) conducted by researchers at the Center for Research on
The twelve MSAs selected were chosen to represent the more sophisticated areas of the U.S. as regardstechnology use (number of households with computers) and internet infrastructure (access to broadband).They are: Portland, ME, Boston, MA, Middlesex-Somerset-Hunterdon, NJ, Washington, DC-MD-VA,Raleigh-Durham-Chapel Hill, NC, Austin-San Marcos, TX, Des Moines, IA, Fort Collins-Loveland, CO,Minneapolis-St. Paul, MN, Olympia, WA, San Francisco, CA, and Orange County, CA. Within eachMSA, a total of 100 respondents were interviewed (using random digit dialing techniques). The overallresponse rate for the survey was 42%, with MSAs varying from a low of 32% (Middlesex-Somerset-Hunterdon, NJ), to a high of 51% (Portland, ME).
 Project POINT Survey Brief -
Information Technology and Organizations (CRITO) located at the University of California,Irvine.ProjectPOINTfocuses on how ICTs, especially the Internet, are transforming people’slives in the home and workplace. The goal of Project POINT is to empirically explore andunderstand the linkages between information and communication technologies and behavioralchanges in individuals and groups.The sample is more representative of white-collar workers, that is,workers engaged innon-manual labor and includes only those who use (desktop or laptop) computers for work-related purposes at least 5 hours per week and work for at least thirty hours per week. Nearlytwo-thirds (64%) of the sample are engaged in occupations generally classified as managerial or  professional (See Table 1). Only 5% are engaged in occupations classified as productionworkers. Fifty-eight percent of the respondents are between 35-55 years of age. A full 38% of the respondents have a college degree and 30% have a graduate degree, while only 8% have nomore than a high school education.
Table 1: Characteristics of the Sample(N=1202) %
Male 48Female 52
18-24 years 425-35 1935-44 3045-54 2855 and over 19
 Educational level 
High school or less 8Trade/vocational school 2Some college 22College graduate 38Graduate degree 30
Occupation classification [SOC]
Management, professional & related 64Service occupations 4Sales & office occupations 20 Natural resources, construction and maintenance3Production, transportation & material moving 2 Not classified 9

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