An evaluation of factors affecting professional obsolescence of information technology professionals

Trimmer, Ken; Blanton, J. Ellis; Schambach, Thomas P.

doi:10.1109/hicss.1998.654800

Cited by 7 publications

(14 citation statements)

References 27 publications

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“…One major factor contributing to the career change of ITPs is the work exhaustion triggered by constant changes and obsolescence in technology (Rong & Grover, 2009). Additionally, in an environment of constant change, Trimmer, Blanton, and Schambach (1998) suggested that ITPs' self-efficacy would stimulate their motivation to participate in updating activities. And Cherniss (1991) suggested that professional self-efficacy plays a central role in the maintenance of individual career commitment.…”

Section: Research Model and Hypothesesmentioning

confidence: 99%

Understanding career commitment of IT professionals: Perspectives of push–pull–mooring framework and investment model

2011

International Journal of Information Management

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Section: Research Model and Hypothesesmentioning

confidence: 99%

Understanding career commitment of IT professionals: Perspectives of push–pull–mooring framework and investment model

2011

International Journal of Information Management

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“…Software Engineering (SE) methodologies, software construction techniques and tools as well as the development of applications across sectors such as the automobile, telecom, digital development, defense and the software business itself are core variables for innovation (Seshagiri & Goteti, 2014). Advances in technology and ways of conducting business are also modifying the work roles and skills requirements of information technology (IT) professionals (Trimmer, Blanton & Schambach, 1998). Given the significance of personnel in successful software engineering, the specific objective of this study, as stated earlier, is to review the literature on innovation to identify the dimensions and behavioral indicators of innovation that are required from software engineers as well as to examine possible correspondence with the FINCODA model.…”

Section: What Innovation Competences Are Required In Software Engineementioning

confidence: 99%

“…Version 3.0 and subsequent versions emphasize a dynamic balance between creative and critical thinking. During critical thinking "one may think many varied or unusual possibilities or extend alternatives" to solve problems, in agreement with CT2, as opposed to professional obsolescence (Trimmer et al, 1998). Critical thinking is also pursued in a series of contests led by Indian universities to foster interaction between the IT industry and academia to facilitate the connection between the demands of the industry and the skills of Indian engineering graduates (Sudheer & Springesh, 2013).…”

Section: Critical Thinkingmentioning

confidence: 99%

“…Truscott (2011) also highlights the need to assimilate diverse information rapidly to make quick, effective anticipatory decisions, and issue orders. That way, individuals with high self-efficacy people are likely to psychologically accept challenging assignments by learning and focusing efforts on updating activities (Trimmer et al, 1998). Taylor (2006) also considers the ability to quickly learn and adapt to a different development environment.…”

Section: In6mentioning

confidence: 99%

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Contrasting innovation competence FINCODA model in software engineering: Narrative review

Andreu-Andres

González-Ladrón-de-Guevara

García-Carbonell

et al. 2018

JIEM

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Purpose: Innovation competences are expected both in businesses and in higher education. Software organizations, in particular, require engineers that collaborate to deliver better services and products. Staff recruitment and training are human resource management tasks that are crucial to insuring that applicants and job holders have the competences that will facilitate quality output in software development processes.This paper seeks to determine the competences that describe high-performing, innovative professionals in software engineering in order to weigh them against the FINCODA model on innovation competences devised to assess and enhance individuals’ capacity to innovate, a core outcome of the Framework for Innovation Competences Development and Assessment Project.Design/methodology/approach: A review protocol was followed to examine the literature on software engineering to identify the innovation competence and behavioral indicators that are required in individuals.Findings: According to the literature, the innovation competences required of the staff in software companies are creativity, critical thinking, initiative, team work and networking, dimensions that are contained in the FINCODA model. Findings also support the inclusion of the thirty-four behavioral indicators that constitute the five dimensions of the FINCODA model.Originality/value: Business organizations need tools to assess innovation competences in employees. Universities, as well, lack the instruments to measure development of innovation competence in undergraduates that teaching/learning methods should enhance before students reach the workplace. This research sheds light on innovative workplace behaviors of software engineers and on feasible designs of training programs for staff and undergraduates by using the FINCODA model and its behavioral indicators. Future research will focus on ratifying the validation of the model and the online assessment tool derived from it.

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“…Accumulated evidence shows that obsolescence is contained when organisations encourage updating. Lower levels of obsolescence and higher involvement in updating were more likely when formal policies endorsed updating, when the technological orientation of the firm was highly advanced, when peers were technical experts, when technical support was provided, when supervisors were supportive, and when the interaction with colleagues was frequent and intensive (Aryee, 1991; Farr & Middlebrooks, 1990; Farr, Dubin, Enscore, Kozlowski, & Cleveland, 1983; Fossum & Arvey, 1990; Kaufman, 1979, 1989; Kozlowski & Farr, 1988; Kozlowski & Hults, 1987; Leiter, Dorward, & Cox, 1994; Noe & Wilk, 1993; Pazy, 1996; Raelin, 1984; Steiner & Farr, 1986; Sterns & Dorsett, 1994; Sterns & Miklos, 1995; Trimmer, Blanton, & Schambach, 1998). In addition, research showed that features of the job influenced obsolescence.…”

Section: Obsolescence and Updating: Major Findingsmentioning

confidence: 99%

Updating in Response to the Experience of Lacking Knowledge

Pazy

2004

Applied Psychology

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Cette étude considère que la mise à jour professionnelle est un exemple d'apprentissage adulte autorégulé. Elle explore les relations entre le comportement de mise à jour et les variables phénoménologiques représentées par trois facteurs en rapport avec l'apprentissage: l'environnement, la cognition et la motivation /affectivité. 75 ingénieurs de l'industrie israélienne de haute technologie ont décrit de façon détaillée des incidents où ils ressentirent un manque de connaissances. L'analyse de contenu de ces témoignages a détecté les dimensions phénoménologiques de première importance que sont l'environnement, la cognition et la motivation /affectivité dans les expériences de lacunes de connaissances. La relation entre ces dimensions et la description d'une conduite de mise à jour a été étudiée grâce à une analyse de régression logistique. L'analyse montra que les données correspondaient significativement au modèle. En particulier, la probabilité d'apparition d'un comportement de mise à jour était plus forte quand le manque de connaissance était éprouvé lors d'une tâche (et non lors d'une réunion), quand il stimulait un besoin d'apprendre, quand l'intéressé l'attribuait à une négligence antérieure et quand, exprimé par le comportement, il était transparent pour autrui. On expose en quoi ces résultats peuvent encourager l'apprentissage individuel dans les organisations.This study examines the relationships between updating behavior and variables that represent key learning-related factors-context, cognition, and motivation /affect-as they are described in the lack of knowledge experience. Seventy-five technical professionals employed in the Israeli high-tech industry described in detail incidents in which they lacked knowledge. Analysis revealed that updating behavior was higher when lack of knowledge was experienced in the course of task performance (more than during a meeting). Updating was associated with learning motivation. It occurred when the lack of knowledge was visible to others through one's behavior, and when the individual attributed this lack to past avoidance. Implications of these findings for supporting individual learning in organisations are discussed.

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An evaluation of factors affecting professional obsolescence of information technology professionals

Cited by 7 publications

References 27 publications

Understanding career commitment of IT professionals: Perspectives of push–pull–mooring framework and investment model

Understanding career commitment of IT professionals: Perspectives of push–pull–mooring framework and investment model

Contrasting innovation competence FINCODA model in software engineering: Narrative review

Updating in Response to the Experience of Lacking Knowledge

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