The paper explores two issues in the design of training materials for computer users. These are the production paradox, in which learners often bypass training examples in favor of directly applying the object of study to their real work, and the assimilation paradox, in which learners tend to apply prior and often incorrect knowledge to new learning contexts.

Attempting to design training materials that address these issues results in conflicting design goals. For example, bypassing conceptual material in favor of “how to do it” may address the production paradox but make assimilation more difficult.

Following a description and discussion of the effects of and general approaches to these paradoxes, the authors present their own approach to effective learning. Using a training document called the “minimal manual,” they attempt to balance the production and assimilation problems by doing the following:

• Basing curriculum designs on the real-life needs of the learners;

• Analyzing secondary skills needed for success in using the computer software, and addressing these in the training document;

• Avoiding conceptual material in favor of concrete action steps, but using concepts as needed to steer the learner away from incorrect assumptions; and

• Including sections in the material suggesting ways to creatively explore more advanced areas important to the learner.

This paper is worthwhile reading for those involved in the preparation of training materials for users of computer systems. The authors’ contention that most people learn and use computers at relatively low skill levels is readily verifiable by observation. Any method that successfully addresses this area of productivity deserves further exploration, given the current number of computer users and the continuing expansion of computer use. Ample references are provided.