A review of past research on training employees for computer-mediated work leads to the development of theory and propositions concerning the relationship between different variables, such as: (1) individual factors; (2) task and person-computer interface; (3) characteristics of training design for the acquisition of computer skills; and (4) the learning outcomes. Most studies are based on a narrow disciplinary and methodological focus, ignoring important intervening variables that might explain learning outcomes. The propositions are as follows: (1) the effect of perceptual speed and psychomotor abilities on skill acquisition is moderated by the level of complexity; (2) the effect is magnified by the level of task consistency; (3) the person-computer interface affects the performance of novices more than experienced computer users, older users more than younger ones, and individuals with below average ability more than high ability persons; (4) deficient declarative and procedural knowledge about basic, social, and conceptual skills will increase training time; (5) if these skills are deficient, intermittent training will significantly increase learning and performance; (6) motor/cognitive ability limitations will be reduced by using a variety of teaching methods; (7) training effectiveness will increase if training integrates past experiences and demonstrates relevance to job applications. Projections for the future are based on past research and the present research climate: (1) limited integration of research results is occurring between work in education and training, personnel psychology, ergonomics, and cognitive psychology; and (2) research must continue to see if the propositions are in fact cross-culturally valid. (Four figures, 3 tables and 94 references are included.) (NLA)