That's why programs for faculty which draw on the experience of other faculty are so well-received. When we see peers using new information or skills successfully, our expectation of personal success increases. And this increased sense of self-efficacy increases our motivation. People seldom undertake tasks where they feel guaranteed to fail, especially faculty. With their hectic, overloaded schedules and their high expectations of themselves, they will not have the patience or tolerance to attempt something that doesn't have a high probability of success.
Multimedia offers a good example.
The task value of being able to create multimedia presentations is high, but for many faculty, the belief that they could actually produce something so sophisticated is initially low, particularly if they see it demonstrated by a media wizard. However, when demonstrated by a fellow faculty member who has actually learned to manipulate the machines and programs to produce such materials, faculty expectations of themselves change markedly. This principle asserts that learning proceeds in stages of sophistication, each representing a different way of understanding the material, and holds that when you begin learning a new content area, you revert to the earlier stages. So, for example, a novice tennis player must concentrate on getting down the basic strokes. Beginners cannot see or function effectively in the larger context of strategies and counter-strategies without a mastery of basics.