Corporate Training in Brazilian Software Engineering: A Quantitative Study of Professional Perceptions

2026-04-06

AI Summary

This study addresses the lack of methods for quantitatively evaluating the quality and effectiveness of corporate training from the perspective of software engineers. Grounded in the Salas and Cannon-Bowers training framework, it presents the first empirical validation in software engineering—based on a structured survey of 282 Brazilian software engineers—that cognitive engagement, activity variety, and instructor performance are the three key predictors of perceived training quality. The findings further reveal that mandatory participation significantly undermines learning motivation and training outcomes. Employing polychoric correlation analysis, the results align closely with established literature on general training effectiveness, thereby offering a quantifiable theoretical foundation and practical guidance for designing effective software engineering training programs.

Abstract

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.

Problem

• corporate training
• software engineering
• training effectiveness
• professional perception
• quality assessment

Innovation

• corporate training
• software engineering
• training effectiveness
• polychoric correlation
• psychometric validation