Developing an information technology learning model in a computer -integrated manufacturing (CIM) context

This research investigates how manufacturing firms use information technology (IT) effectively in a computer-integrated manufacturing (CIM) context to remain competitive. It presents an IT learning model based on the literature of end-user computing, continuous improvement, and CIM. The model hypothesizes that the effective IT utilization (i.e., used for decision support, work integration, and work planning) enhances the impact on work. The model identifies three induced activities (i.e., process improvement, skill enhancement, and software improvement) as continuous improvement efforts and hypothesizes that an individual's continuous improvement efforts create the effective IT utilization.;The model views three autonomous factors (i.e., learning capacity, learning motivation, and empowerment) as drivers that encourage an individual's continuous improvement efforts. Learning capacity includes systematic problem solving, intuitive problem solving, prior knowledge of work process, and prior knowledge of computers. Learning motivation refers to goal clarity, intrinsic motivation, and social norms. Empowerment includes autonomy, self-efficacy, and support.;The measurement instruments for learning drivers and continuous improvement efforts are developed based on an extensive literature review. After a pilot study, a large-scale study with 208 responses across CIM applications examines the relationships between IT learning drivers, continuous improvement efforts, IT utilization, and impact on work. The statistical methods employed include exploratory factor analysis (i.e., SPSS) and structural equation modeling (i.e., LISREL).;The data analysis shows that (1) higher levels of learning capacity lead to greater levels of continuous improvement efforts; (2) greater levels of continuous improvement efforts lead to higher levels of IT utilization; and (3) higher levels of IT utilization lead to higher levels of impact on work. However, results suggest that the paths from learning motivation to continuous improvement efforts and from empowerment to continuous improvement efforts are not significant.;The research examines an alternative model for a better explanation of the unsupported paths. This model hypothesizes that autonomous learning impacts directly on the IT utilization rather than through induced learning. The results indicate that learning in computer-mediated work is largely autonomous. Induced learning at an individual level is not a major contributor to learning in computer-mediated work. The findings suggest that CIM managers should focus on creating a conducive learning environment rather than pushing individual continuous improvement efforts if they want to make effective utilization of IT.