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Abstract
A computer-simulated software training system (CSSTS) delivers a specific form of computer-based training in which participants are allowed to select various training features within a simulated software environment. Given the growing use of these systems as end-user training (EUT) aids, there is a need for greater understanding of how participants use these systems, as well as whether participant-controlled learning environments are truly effective. The present research examines how a particular learner characteristic, software self-efficacy, drives appropriation in a high learner control, CSSTS environment. Contrary to notions in the literature, results from spreadsheet and database software training courses reveal that pre-training specific software self-efficacy constitutes a significant, negative predictor of faithful appropriations of the CSSTS. This research also establishes a positive relationship between faithful appropriation and increases in software self-efficacy (SSE). In essence, faithful appropriations lead to greater increases in SSE, which influences software skills performance. In addition, the research validates prior EUT research by extending prior findings to a database training environment. A psychometrically sound measure is put forth to capture database self-efficacy.

Keywords:
computer-simulated software training system;end-user training;adaptive structuration theory;appropriation;software self-efficacy;database self-efficacy.

Introduction
Organisations continue to make substantive investments in employee training, highlighting a persistent desire to develop and maintain a highly skilled workforce in today's competitive marketplace. In 2009, organisations with over 100 employees spent in excess of $52.8 billion on employee training, or $1041 per employee. Fourteen per cent of these expenditures were used to fund computer skills training [Anonymous, 2010]. While these numbers were slightly higher than 2008, instructor-led training fell sharply from the previous year (from 47% to 27.7%). To reduce costs associated with instructor-led training, organisations expended $562 934 on learning tools and technologies, up nearly $100 000 from the prior year. Correspondingly, organisations reduced training professionals salaries by an average of $2000 [Anonymous, 2010].

These data reflect the pace at which organisations offset accelerating expenditures for software skills instruction through the implementation of e-learning self-study software applications, which accounted for over 30% of student training hours in 2009 [Anonymous, 2010]. A computer-simulated software training system (CSSTS) represents a specific type of e-learning self-study system that has become immensely popular for facilitating software instruction. One CSSTS was used by over 86 000 trainees in 2005 alone [Speckler, 2006]. CSSTSs facilitate the simultaneous instruction of large numbers of participants, reducing instructor preparation time1 and allowing organisations to cost-effectively train participants with various degrees of prior software experience [Speckler, 2006]. When using these systems, participants are presented with instructional features, which they are free to use as frequently or infrequently as they wish, employing their own strategy for practicing the targeted software skills. Given the vast flexibility provided to users during the learning process, such systems offer a high degree of learner control.