Exploring the impact of formal training in ISD methods on the cognitive structure of novice information systems developers

Hundreds of information systems development (ISD) methods exist at the present time, covering many different perspectives on the problem of systems development. There is a fairly consistent assumption running although debate on ISD methods; namely, that systems development is a cognitively intensive activity. But despite considerable study systems development remains a poorly understood activity. There is also evidence that, in practice, systems development projects are being approached from phenomenological pragmatism rather than from formally proposed teleological prescriptions, or ISD methods. That is, in practice ISD methods do not appear to be widely followed. This raises a question as to whether part of the reason lies in the training in formal ISD methods. Or phrased differently: what impact does formal development methods training have upon the cognitive development of systems developers. This research investigates one aspect of the relationship between the methodical training and the cognitive structure of novice systems developers, i.e. changes in a developer's cognitive complexity. The study suggests a cognitive growth cycle experienced by systems developers that underlies an informed method usage cycle.