4.2.2 Identification with a skilled technical self (C2) The ways in which participants viewed their technical skills as part of their overarching professional identity differed broadly according to the routes into the IT profession identified above. For both Lindsay and Hazel, who had entered the IT profession over 20 years ago, their aptitude was recognised at school and a strong skills-based identity was observed through value expressed regarding their own skills base and evidence of with experiencing higher levels of skills in their teams as they had to spend “struggle” more time on management. Both competence and enjoyment was expressed: Hazel: technical side of things I’ve never had any issue with and I always really “The enjoyed taking something and making it work.” Lindsay: [setting up a new computer system] in at the “absolutely –being beginning - it was just so exciting.” Identity as an expert was observed and Lindsay explained that on more than one occasion, she had said to her colleagues told you so!” to reinforce that she had “I been right with a decision about the implementation of new technology. She also expressed pride at her skills being recognised and in having specific skills unique to the organisation: was the only person that could do it.” Lindsay stated that her “I colleague described her work as fairy gold.” Love of technology was “sprinkling observed: stuff would come out, you could play with it, you could try stuff out” “new and technical stuff I do get a buzz out of that”, and finally: loved getting the “the – “I computer to do what I wanted it to.” Lindsay quick fixes” and several times “wanted mentioned a love of her work, particularly in relation to problem solving. She also knew I thought differently from other people.” “always Those who had studied computing more recently with a view to entering the IT profession, Steven, Pete and Michael, expressed their skills in terms of building up through successive roles and projects. Describing how he made the choice to study computing, Steven stated that just like computers, always liked computers” and “I that he had a of analytical brain.” Michael described an early role: could do it “kind “I with my eyes closed.” Considering applying for a better job, he told himself: can do “I
4.2.2 Identification with a skilled technical self (C2) The ways in which participants viewed their technical skills as part of their overarching professional identity differed broadly according to the routes into the IT profession identified above. For both Lindsay and Hazel, who had entered the IT profession over 20 years ago, their aptitude was recognised at school and a strong skills-based identity was observed through value expressed regarding their own skills base and evidence of “struggle” with experiencing higher levels of skills in their teams as they had to spend more time on management. Both competence and enjoyment was expressed: Hazel: “The technical side of things I’ve never had any issue with and I always really enjoyed taking something and making it work.” Lindsay: “absolutely [setting up a new computer system] –being in at the beginning - it was just so exciting.” Identity as an expert was observed and Lindsay explained that on more than one occasion, she had said to her colleagues “I told you so!” to reinforce that she had been right with a decision about the implementation of new technology. She also expressed pride at her skills being recognised and in having specific skills unique to the organisation: “I was the only person that could do it.” Lindsay stated that her colleague described her work as “sprinkling fairy gold.” Love of technology was observed: “new stuff would come out, you could play with it, you could try stuff out” and “the technical stuff – I do get a buzz out of that”, and finally: “I loved getting the computer to do what I wanted it to.” Lindsay “wanted quick fixes” and several times mentioned a love of her work, particularly in relation to problem solving. She also “always knew I thought differently from other people.” Those who had studied computing more recently with a view to entering the IT profession, Steven, Pete and Michael, expressed their skills in terms of building up through successive roles and projects. Describing how he made the choice to study computing, Steven stated that “I just like computers, always liked computers” and that he had a “kind of analytical brain.” Michael described an early role: “I could do it with my eyes closed.” Considering applying for a better job, he told himself: “I can do
an-exploration-of-professional-identity-in-the-information-technology-sector.docx