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Lack of Skill Risks to Organizational Technology Learning and Software Project Performance

Lack of Skill Risks to Organizational Technology Learning and Software Project Performance

James Jiang , Gary Klein, Phil Beck, Eric T.G. Wang
Copyright: © 2007 |Volume: 20 |Issue: 3 |Pages: 14
ISSN: 1040-1628|EISSN: 1533-7979|ISSN: 1040-1628|EISBN13: 9781615200078|EISSN: 1533-7979|DOI: 10.4018/irmj.2007070103
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MLA

Jiang , James, et al. "Lack of Skill Risks to Organizational Technology Learning and Software Project Performance." IRMJ vol.20, no.3 2007: pp.32-45. http://doi.org/10.4018/irmj.2007070103

APA

Jiang , J., Klein, G., Beck, P., & Wang, E. T. (2007). Lack of Skill Risks to Organizational Technology Learning and Software Project Performance. Information Resources Management Journal (IRMJ), 20(3), 32-45. http://doi.org/10.4018/irmj.2007070103

Chicago

Jiang , James, et al. "Lack of Skill Risks to Organizational Technology Learning and Software Project Performance," Information Resources Management Journal (IRMJ) 20, no.3: 32-45. http://doi.org/10.4018/irmj.2007070103

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Abstract

To improve the performance of software projects, a number of practices are encouraged that serve to control certain risks in the development process, including a lack of essential skills and knowledge related to the application domain and system development process. A potential mediating variable between the lack of skill risk and project performance is the ability of an organization to acquire the essential domain knowledge and technology skills through learning, specifically organizational technology learning. However, the same lack of knowledge that hinders good project performance may also inhibit learning. This study examines the relationship between information system personnel skills and domain knowledge, organizational technology learning, and software project performance with a sample of professional software developers. Indications are that the relationship between information systems (IS) personnel skills and project performance is partially mediated by organizational technology learning.

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