Antonio Oliveira

Rodrigo Siqueira, Antonio Oliveira, Breno Alves de Andrade et al.

Context: Quantitative studies can identify statistical predictors of training quality, but they often fail to capture what professionals themselves consider genuinely useful learning experiences and why. Objective: This study qualitatively investigates which types of learning experiences are perceived as most useful by Brazilian software engineering professionals and what characteristics define this usefulness. Method: Open-ended responses from 195 software engineering professionals were analyzed using Thematic Analysis, supported by frequency and lemmatization analysis using IRAMUTEQ and co-occurrence analysis between themes. Results: Five themes emerged: Continuous Technical Updating (T1), Practical and Applied Learning (T2), Formal Academic Education (T3), Social Learning and Networking (T4), and Leadership Development and Soft Skills (T5). Technical updating and practical application dominate professionals' accounts. Formal education, social learning, and soft skills are also valued as complementary dimensions. Conclusions: Perceived usefulness is strongly tied to alignment with daily work demands and immediate applicability. The convergence of technical updating (T1) and practical application (T2) in both frequency and co-occurrence reinforces the imperative of continuous learning in software engineering. Useful learning is not reducible to a single modality: genuinely valued experiences span technical, academic, social, and self-directed dimensions. Formal academic education and practical learning are perceived as complementary rather than competing. Organizations should design training ecosystems that integrate these dimensions rather than delivering isolated events.

Rodrigo Siqueira, Antonio Oliveira, Breno Alves Andrade et al.

Context: Strategic corporate training is essential for the sustained professional development of software engineers. However, there is a knowledge gap regarding the factors that drive quality and effectiveness of such training from the professionals' perspective, and no validated instrument exists for assessing these factors in the software engineering (SE) domain. Objective: This study aims to quantitatively analyze which factors influence SE professionals' perceptions of corporate training quality and effectiveness. Method: A quantitative survey was conducted with 282 Brazilian SE professionals. A structured questionnaire was developed and polychoric correlation was adopted for data analysis. Results: Three tightly correlated factors (cognitive engagement, variety of activities, and instructor performance) emerged as the strongest predictors of perceived training quality and effectiveness. Mandatory participation significantly reduces motivation and perceived training quality. Perceived impact on personal time proved to be largely independent of training quality. These findings are consistent with the general training effectiveness literature. Conclusions: Training effectiveness in the SE context is predominantly determined by three factors: cognitive engagement, variety of activities, and instructor performance. Mandatory participation negatively influences motivation, perceived relevance, and perceived training quality, while also amplifying the perception of time burden. The consistency with the general literature suggests that software organizations do not need to reinvent training design principles and can apply established guidelines with confidence. Salas and Cannon-Bowers' framework produced coherent results in the SE context, making it a promising candidate for future psychometric validation.