Overcoming Computer Anxiety? - Articles - Andrew Schwartz

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Overcoming Computer Anxiety?
by Andrew E. Schwartz

I once heard someone say that a human’s first meeting with a computer often resembles early, awkward sex. You’re not sure what to do with your hands and you don’t know how to ask for what you want. That comparison may seem a little extreme, but any new interaction brings with it a certain amount of anxiety, fear, and possibly even hostility. Getting to know a computer, no matter how “user-friendly” it or its software may be, is no different from any other new encounter.

As computers become more popular, and computer literary increases, resistance to the technology is decreasing. But there are still plenty of people who haven’t accepted this technology. There are reasons for this continuing resistance, not least the widespread belief that the computer never has a problem, so any problem must be the user’s.

The introduction of new forms of technology often change jobs—the way they are done, the skills they require, and even people’s relationships to them. It’s sometimes easy for people to think the computer has taken over their jobs. People often perceive computers as being cerebral or abstract, making them feel inadequate compared to the apparent infallibility of the computer.

The task of overcoming this resistance may well fall to the trainer, and it can best be decreased (or augmented!) early in a training program. Whether trainees are learning to use computers, or just learning on computers-or whether they are in any other particularly anxiety-producing training situation—the following suggestions may help alleviate anxiety.

Create a relaxed learning atmosphere. A quiet environment with no traffic, comfortable chairs, and no direct light shining on the computer screen creates a feeling of safety and security. In any learning task, the inherent internal pressure to perform remains, but it can be alleviated somewhat by environmental comfort. When the computer seems more approachable or less threatening, the learner can absorb far more material in a shorter period of time.

Provide trainees widespread exposure to the fundamentals and essentials of the computer. Talk of bits and bytes can be overwhelming. Clear explanation of how, why, and what the computer does creates a logical framework for understanding, despite jargon and buzz words.

Use humor and flexibility when introducing the computer. Humor is one of the most powerful and disarming psychological devices for teaching. It is almost impossible for the learner to remain apprehensive while smiling, to be resistant while enjoying oneself. Humor is a great leveler, making the computer less overwhelming.

Provide a verbal and written outline of your purpose and method. A road map makes a journey more comfortable. Letting trainees know what they are going to do, how they are going to do it, and what your goals for their learning may take time, but it sets the stage and better prepares the learners. Any perceived secrets or surprises start to dissipate when this preparation is provided.

Start off simple and move in small steps. Little pieces presented slowly are easier to digest than large chunks presented all at once. When trainees feel that they have accomplished something, they feel more impelled to venture forward, building upon previous immediate gratification with successive accomplishments.

Use examples with simple applications that are relevant to each specific group of learners. Be sure that what new trainees are learning is relevant to their jobs. No matter how simple it is, a new piece of information that is unnecessary, or perceived as such, may go in one ear and out the other. For example, teaching an accountant how to work with spreadsheet software is training on familiar ground; even if word processing is your ultimate goal, it doesn’t make sense to teach it first.

Trainers need to always be available to fill in possible gaps. Nothing can be more frustrating to a trainee than getting stuck in a problem without being able to figure out what went wrong. It creates frustration, and thus impacts negatively on the learner’s effectiveness. Of course, it is important to the novice to discover solutions and earn a sense of accomplishment. However, when a certain level of frustration has set in, especially if it arises from a misunderstanding of the instructions or a simple inability to remember a sequence of events, the training session is effectively over. Having a trainer available is like having a safety net, and allows a trainee to get help before frustration reaches a critical level.

Trainers need to avoid touching the machine. Have you ever tried watching someone’s hands at a computer terminal at the same time? It’s always easier to do the key stroking for a trainee. But if the training is to be successful, the trainee must internalize and translate the instructions and information into action. Executing the action reinforces it in the trainee’s mind, facilitating retention.

Trainers need to provide constant reassurance. Positive reinforcement yields positive performance. Even the people who seem to be the most confident need praise and feedback, and most new computer trainees are anything but confident. Once trainees are given attention, they become more invested in working towards their ultimate success.

Learners need to be able to get out of a lesson at any time. Nothing can be gained by insisting that a learning session continue past the trainee’s immediate ability to take in new information. Any effective training program must take this into account, and have incorporated in it the ability to stop at any point and to return later to that same point. When trainees realize that they are not trapped, you have once again reinforced a sense of security and comfort which will lead to trainees investing more effort in their training.

Work rationally, not emotionally, with trainee’s resistance. The emotions of fear and anxiety are real to trainees. Simply telling trainees that their fears are groundless will not lessen them. People in a new situation will often be looking for excuses to fail, bolstering those excuses with rumors, fantasies, and hearsay, and essentially creating their own existential anxiety about something of which they know few hard facts. To break this behavior and power to limit achievement, facts and tangible information need to be introduced. This provides a “reality check” for trainees, and adds evidence of the trainer’s knowledge and credibility.

Build on the whys, not just the how-tos. When trainees learn, we must go beyond simply establishing a correct pattern of behavior. We might hear from a trainee, “This action does this and that action does that. Why, I don’t know, but it works.” By teaching only behavior, we create robots who are incapable of creative, independent thought. But a trainee who understands why a procedure works theoretically, as well as in any specific instance, will personalize the knowledge, and over time gain a feeling of mastery over both the subject matter and the technology. By doing so, new trainees can become potential peer trainers, providing examples to counteract others’ computerphobia.

Follow-up after each training session. Touch base with all trainees to find out what questions they may have. Keep tabs on the progress of their learning and applications, and make sure you receive feedback on the training session itself.

Andrew E. Schwartz, CEO, A.E. Schwartz & Associates of Boston, MA a comprehensive management training and professional development organization offering over 40 skills specific programs and practical solutions to today's business challenges.

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