From needs assessment to outcomes: managing the training of information systems professionals

Rapid and constant changes in technology necessitate a proactive approach to the maining and development of information systems professionals. However, due to the escalation of demands placed on the information systems fimction, such training and development needs are ofien either ignored or addressed in a reactive mode. We present a model of training that can guide management action in assessing the training needs of IS professionals, in facilitating voluntary participation in training, and in ensuring that training is targeted effectively. The model is strongly grounded in existing theories; it also extends prior research and provides some unique insights into training related issues. Specific research hypotheses related to the model are presented. The design awl operationalimtion of an empirical study that can be utilized to test the research hypotheses is discussed. INTRODUCTION The information systems (IS) field is characterized by rapid changes in technology that constantly require new skills to be imputed to those responsible for developing, supporting, and managing IS. However, the contemporary IS organization is also faced by an increasing set of demands emanating from the business it supports. In such an environment, where there is a constant pressure to deploy the scarce resource of IS professionals as effectively as possible to serve the needs of the business, not only is the fimmal learning of new skills often ignored, it is also difficult to identify what the precise training needs of the IS professionals are. Consequently, on-the-job UZd@3 td learning through triat and error often~become the norm. Such a strategy is essentially reactive and may prove detrimental in the long-run as the gap between the skills of IS professionals and the technology utilized to develop IS applications widens. A more proactive approach, where tmin@ is regaled as an essential long-term investment in the productivity of IS professionals, is critical. Jn spite of the importance of training for the IS field, research in this area is somewhat limited. Most of the prior work has examined training for a different population that of end-users Permissionto make digitallbard copies of all or paxt of this material for personaI or classroom use is granted without fee provided that the copies are not made or distributed for prntit or commercial advantage, the copyright notice, the title of the publication and its date appear, and notice is given that cop yright is by permission of the ACM, Inc. To copy otherwise, to republish,to poston serversor to redistributeto lists, requiresspecific permissionand/or fee. SIGCPR/ SIGMIS ’96, Denver Colorado USA (e.g., Sein et al., 1987). This appears to imply that, at least in the research literature, there exists an assumption that IS professionals are able to fend for themselves in terms of their professional development. Such an assumption is in direct contrast with the practitioner literature, where the training of IS professionals recurs as a critical issue (e.g., Fryer, 1994). In this paper we focus on the issue of training information systems professionals. We develop a model of training that attempts to capture not only the outcomes typically desired of training such as performance improvements, but also other important Relationships such as the conditions antecedent to the identification of the need for training. Three research questions guided the construction of the model: one, how do IS professionals assess their training needs, two, under what conditions does this need translate into acmal participation in training, and three, how can training be targeted most effectively? The model proposed here offers some unique insight into the training problem. Its scope is wide and it provides a fairly comprehensive view of training. It also inclndesacmw@akW “on of how IS professionals determine their tmining needs that, atthongh strongly grounded in theory, has not been advanced before. Following from the conceptual model, a research model with specific variables and research hypotheses that address the three broad research questions are developed. The design of a study to test the research hypotheses is presented. Early results from a pilot conducted to test measurements will be available at the conference. THEORETICAL BACKGROUND AND THE CONCEPTUAL MODEL The conceptual model constructed to address the research questions is shown in Figure 1. According to this model, there are three primary outcomes associated with training that an organimtion might seek an individual’s self-assessed need for training, an individual’s decision to get trained, and the effects of such training on individual capabilities. The Need for Training Theneedfor training can be identified by the organization or the individual, based on some perceived gap in knowledge or skills. However, the responsibility for such identification is increasingly falling on the individual; as Tannenbaum and @1996 ACM &89791 .78~_()/96/t)4. .$3,50 259 Perception Individual of Fit Diffelemes PotentialSubstantive Valueof Training VW t Ex&emd Self-’kwssed Participation w Training Fnctors in Tmining atcomes L PotentiatSymbolic Valueof Training F&m 1. TheConceptual Model Yukl (1992) note, organizations often do not devote enough attention to identifying the training and development needs of employees. Indeed, a substantial body of research in human resource management underscores the point that career management in tirms today is as much an individual as an organizational responsibility. The nature of the implicit employment contract has changed considerably in the last decade. Job stxurity or the long-term relational contract between employer and employee is a scarce commodity today that has given way to a transactional contract (Byron, 1995). In order to benefit from such contracts, both employer and employee are now responsible for growing resilient employees (Waterman, 1994). Even when the organization makes a determination that training is required, it is still critical that individuals also concur with this assessment. This is important because if individuals do not perceive training as a felt-need, their commitment to and motivation for such training might be limited, thus resulting in the benefits of training not being realized. For example, Noe (1986) posits that training outcomes can be influenced by a variety of factors, including trainee motivation and trainee attitudes. A positive relationship between trainee motivation and training outcomes has also been empirically supported in studies by Tannenbaum et al. (1991) and Baldwin et al. (1991). Consequently, selfassessmentof training needs is desirable from both individual as welt as organizational perspectives. In the conceptual model, the potential substantive value of training together with the potentiat symbolic value of training collectively determine self-assessedtraining needs. It has been suggested that individual learning is triggered by a perceived gap in desired performance (Cangelosi and Dill, 1965) or unMfiUed aspiration levels (Cyert and March, 1963). Within an organizational context, individual aspiration levels tend to be established such that they are purposefid, intentional, and goal directed; and resuIt in attention being focused on those aspects of performance that are directly relevant to getting the job done. As the perceived gap between actual performance and the performance level aspired to increases, so does the potential substantive value of training. Individual behavior in an organization exists in a specific social context where not all actions are strictly utilitarian or rational (Wayne and Liden, 1995). Certain behaviors might be exhibited purely for their symbolic value, such as staying late at wok to make an impression on the boss or conforming to a particular dress code (Giacalone and Rosenfeld, 1989). In this context panicipation in a training program can serve as a symbol for the individual as it may be instrumental in sending a particular signal to the organization that the individual views continuous education as important, that she is motivated to seek development opportunities etc. Thus, one reason for seeking training might simply be its abitity to create a particular impression (Wayne and Liden, 1995); this constitutes the symbolic value of training. In general, impression management is a dominant motivator of human behavior in organizations (e.g., Giacalone and Rosenfeld, 1989); this is particularly tme for individuals who perceive themselves more at risk in the organization. The conceptual model also recognizes that other factors external to the individual serve as influences on the perceived real and symbolic value of training. Examples of such factors include managerial urging to participate in training, changes in job requirements that necessitate new skills, changes in technology, etc. However, the model atso posits that the