Organizacija, volume 45, nun iber 6 Novembei --December 20] 2 Contents/Kazalo 6/2012 RESEARCH PAPERS 261 PETR DOUCEK, LEA NEDOMOVA, MiLOS MARYSKA Differences between Offer and Demand on the ict specialist's czech Labor market 276 rok bojanc, borka jerman-blažič 289 miRO SiMONiČ, KSENiJA DUMiČiČ, GABRiJEL DEVETAK Quantitative Model for Economic Analyses of information Security investment in an Enterprise information System Regression Analysis of Variables Describing Poultry Meat Supply in European countries 300 JON AARUM ANDERSEN, JURE KOVAČ Why European Subordinates Trust their Managers reviewers in 2012 310 Editorial office: University of Maribor, Faculty of Organizational Science, Založba Moderna Organizacija, Kidričeva 55a, 4000 Kranj, Slovenia, Telephone: +3864-2374226, E-mail: organizacija@fov.uni-mb.si, URL: http://organizacija.fov.uni-mb.si. Published bimonthly. 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Articles are currently abstracted/indexed in: iNSPEC, Ergonomic Abstracts, Cabells Directory of Publishing Opportunities, Directory of Open Access Journals, CSA Sociological Abstracts, Die Elektronische Zeitschriftenbibliothek, Research Papers in Economics, ECONiS EDITOR / UREDNIK Jože Zupančič, Univerza v Mariboru, Fakulteta za organizacijske vede CO-EDITORS / SOUREDNIKI marko Ferjan, univerza v mariboru, Fakulteta za organizacijske vede Boštjan Gomišček, univerza v mariboru, Fakulteta za organizacijske vede jurij Kovač univerza v mariboru, Fakulteta za organizacijske vede marjan senegačnik univerza v mariboru, Fakulteta za organizacijske vede EDITORIAL BOARD / UREDNIŠKI ODBOR REVIJE Rado Bohinc, univerza na Primorskem, slovenija Roger Blanpain, catholic university of Leuven, Belgium Franc čuš, univerza v mariboru, slovenija vlado Dimovski, univerza v Ljubljani, slovenija Daniel c. Ganster, university of Arkansas, usA jože Gričar, univerza v mariboru, slovenija Werner jammernegg, vienna university of Economics and Business Administration, Austria marius alexander janson, university of missouri, usA stefan Klein, university of muenster, Germany miroljub Kljajič, univerza v mariboru, slovenija Hermann maurer, Technical university Graz, Austria matjaž mulej, univerza v mariboru, slovenija Valentinas Navickas, Kaunas university of Technology, Lithuania Ota Novotny, university of Economics, Prague, czech Republic milan Pagon, Zayed university, Dubai, united Arab Emirated Björn Pappe, Technical university Aachen, Germany Dušan Petrač, NAsA, usA Hans Puxbaum, Vienna university of Technology, Austria Gabor Rekettye, university of Pecs, Hungary markku sääksjärvi, Helsinki school of Economics, Finland Vladislav Rajkovič, univerza v mariboru, slovenija Henk G. sol, Technical university Delft, The Netherlands Velimir sriča, university of Zagreb, Croatia Paula swatman, university of south Australia, Australia Brian Timney, The university of Western Ontario, Canada maurice Yolles, Liverpool john moores university, united Kingdom Douglas Vogel, City university of Hong Kong, China Gerhard-Wilhelm Weber, middle East Technical university, Turkey stanislaw Wrycza, university of Gdansk, Poland DOi: 10.2478/v10051-012-0026-0 Differences between Offer and Demand on the iCT specialist's Czech Labor Market Petr Doucek1, Lea Nedomova1, Milos Maryska2 University of Economics, Faculty of informatics and Statistics, Department of system Analysis and 2Department of information Technologies, W. churchill sq. 4, Prague, czech Republic; {doucek, nedomova, maryskam}@vse.cz Global changes in the information society are placing ever greater emphasis on professionals in all areas of human activity and in the area of ict (information and communications technology) especially. this article provides methodology how to measure knowledge level requirements on ict specialists in business, ict and non ict skills in graduates of tertiary education level. it shows also an example of data collecting in academic sphere and among business unites. Practical experiences from the five years research are presented at the end of in this contribution. these results are successfully applied for human resource management and innovation management in competences of ict professionals in small and medium enterprises (sMEs) in the czech republic. Keywords: information and communication technology (ict), Human resources in ict, ict education, competencies in sMEs. 1 Introduction The contemporary turbulent economic environment (Saee, 2004) places elevated emphasis on managerial skills in various fields. The same is also true of managerial abilities and skills in the area of introduction of information and communications technologies (ICT) into everyday economic practice and their subsequent operation. In 2010, almost 5.4% of the employed global population was working in positions of ICT professionals (OECD, 2010). Their knowledge must constantly expand and, simultaneously, the typical knowledge of ICT professionals (Frinking et al., 2005) is being increasingly combined with other non ICT knowledge, such as marketing, business, etc. (OECD, 2010; EC, 2010, Kunstova, 2011). Similar conclusions were drawn by (Fernandez, 2006), who states that a combination of ICT and non-ICT knowledge is more important for companies in selecting employees than only specific ICT knowledge. The general frame of requirements on ICT specialists in actual business was developed and presented by Joseph et al. (2007) - Figure 1. This concept suggests three-level analysis framework as a guideline for research on ICT specialist's behavior. The upper level is the environmental analysis, which includes the ICT labor market, ICT technological trends and national cultures. The middle level - the corporate level analysis focuses on the corporate level factors - ICT strategy, ICT structure and human resources practices. The lowest level represents the individual analysis. This level includes job related factors, individual attributes and perceived organizational factors. (Jing and Hoon, 2010). This framework was used by our research and development work, but not in the complex of all three levels. We investigated only the Individual level with special accent on individual knowledge and ICT and non-ICT skills in our research. There could be distinguished in practice two types of surveys linked to the area of knowledge and skills in ICT: ■ surveys realized by the universities or educational institutions, ■ surveys realized by non-educational institutions. Similar surveys as ours were realized at a lot of universities in the world. For example two detail surveys were realized in Saudi Arabia (Al-Jabri and Fraihat, 2005) and in Croatia (Varga et al., 2004). The structure of knowledge analyzed in these surveys is similar to structure of knowledge analyzed by the authors of this paper. Non-technical skills of Australian business graduates are for example analyzed in Jackson D. and Chapman, E. (2012). But this survey was more generally focused then only on ICT specialists. Received: 18th May 2012; revised 20th July 2012; accepted 29th August 2012 Figure 1: Research Framework for Turnover of ICT Professionals (Joseph et al., 2007) Surveys aimed on assessing ICT knowledge are realized for example by Department of Labour Te Tari Mahi and ITCP on New Zeeland (Department of Labour, 2005) and (ITCP, 2012), ACS organization in Australia (Information, 2012). 2 Problem Formulation As a reaction to the relatively low flexibility of the Czech Republic formal education system in the ICT skills area, six years ago the Faculty of Informatics and Statistics decided to initiate a research project in order to map: ■ ICT education offered in the Czech Republic. ■ Demand for ICT skills in the Czech Republic. University education (tertiary education) forms an important component of the education system in each country in the world and this level should be one of the most effective and required in the area of ICT. Very similar ideas and questions are for example presented in Henno, Jaakkola, and Mäkelä (2012). The aim of this project was to motivate universities and formulate recommendations for further development of the Czech university education in the area of ICT. To set up and formally pass the accreditation process of a new study program takes one year at least (only under conditions that relevant school or university has enough experts in required knowledge areas). The main goal of our research was firstly to identify: ■ The topics of education process and number of credits devoted to different IT subjects at all universities and technical specialist schools, which are involved in ICT education. ■ The actual number of students, expected number of graduates in the actual school year and the actual number of new students in the first year. The second goal was to carry out a survey of the ICT graduates skill requirements in the Czech market. The survey made among universities was performed three times (2006, 2009 and 2011) and the survey among companies two times (2006 and 2010). Our results could be compared with surveys about the acceptability of ICT university graduates in practice in other countries as for example are Marks and Huzzard (2012) and Wickramasinghe and Perera (2010). 3 Methodology For realizing our research goals we had to solve some "side" problems. Main side problems were: ■ To answer the question "Who is the ICT professional?" and "What are basic ICT roles in business?" ■ What are the most important ICT skills and knowledge categories for each ICT business role? ■ How to measure the level of knowledge and skills? ■ What level of academic knowledge is acceptable for business? 3.1 Roles in ICT - General Concept Our project prefers classification of specific roles in ICT (rather than particular professions which are in this context too detailed) underlining the competitive ability of graduates based on their knowledge potential (Valenduc and Vendramin, 2005). ICT specialist in this context is educated and qualified to use his/her knowledge potential mainly in the design, implementation and operation of ICT and their application (Round and Lovegrove, 2004; Clear, 2000). For the purpose of this project his/her competencies were described as follows: ■ Design and development of ICT. ■ Design and development of ICT applications. ■ Implementation, customization and integration of ICT applications within enterprise or other economic subject, thus changing and modifying working procedures and effectiveness of staff. ■ Implementation and ICT operation management including user application support. ■ Management of ICT projects. ■ Information services management and knowledge distribution. ■ ICT services and products promotion and purchase -applying professional skills with aim to promote detail awareness of ICT services and products and promoting their effective use. End users of ICT are not (for the purpose of this survey) considered as ICT specialists, even though most of the current university graduates (physicians, financiers and architects) are by definition active in data processing and computer-aided operations. This category was excluded as it does not require specific ICT education. For example, the user of SAP does not fit into our classification of an ICT specialist, but the methodology designer responsible for the overall SAP architecture is covered by our role definitions (Doucek et al., 2007). Due to the fast developments and relatively high specialization in the area of ICT two levels of specialists were defined - the first level consists of core ICT roles with corresponding key knowledge and activities. This level is relevant for our research as it concentrates on the core competencies and procedures rather than on the detailed technical knowledge which universities could not provide in an up-to-date manner. The second level lists ICT professions included in the core roles (Business Process Analyst/Designer, IS/ICT Development and Operations Manager, Dealer - Business Person in ICT Products and Services, Developer/ IS Architect, Administrator of Applications and of ICT Infrastructure and Lector in ICT). An example of the role description is presented in Table 1. As is evident from Table 1, there were specified following attributes for each role - concrete professions in business informatics, key required knowledge and key business activities in corporate informatics. Furthermore, there are some obligatory skills required for all ICT roles in each economy: ■ high level of creativity, ■ team work ability, ■ communication competence, ■ fluent spoken and written foreign language. For Europe in majority, English or other foreign languages depending on a region. There were identified new knowledge requirements on ICT specialists, especially thanks to the social networks boom, during working out our tasks (Doucek et al., 2011b): 1. There will be a higher expectancy of communication skills for webmasters/profile managers. Interactive nature of social network requires an empathy and social sensibility. 2. There will be a growing demand for Facebook developers, fluent in the Facebook Markup Language (FBML). Also Facebook/LinkedIn application programmer will be needed. 3. Since Facebook is highly multi-language environment, we can expect higher demand for foreign languages. Table 1: ICT Professions - Developer/IS Architect (Doucek et al., 2007) Developer / IS Architect Key knowledge: ■ Technologies and procedures needed for design, integration and operation of appli- Professions: cations. developer, ■ Design and development of user-friendly applications with simplified operational programmer, requirements. tester, ■ Design of suitable technological and application architecture of IS/ICT organization. system integrator, ■ Management of the team of designers and developers. ICT architect, system development manager. Key activities: ■ Analysis and design of ICT applications (on-line services, BI, effectiveness of busi- ness processes, personal/tailored application, entertainment). ■ Database design. ■ Data mining. ■ Programming of client, server, database and web applications. ■ Grid programming. ■ Application testing. ■ Application documentation (design, program, operational, users). ■ Maintenance and administration of application versions ■ Integration of applications. ■ Design of hardware, software and data architectures. Note: Thanks to easy outsourcing these professions might be transferred to countries with low labor costs - except analysts and designers of applications. 4. Video is a very popular format within social networks, therefore skills related to creation; editing and postpro-duction would be expected. These facts are not included into this article, because this survey was only preliminary and final version of the questionnaire is distributed to respondents at this time. 3.2 Skill Categories (Domains) In cooperation with the association of ICT managers (CACIO - Czech Association of ClOs), we formulated the requirements on obligatory knowledge and skills of ICT professionals, required in all the roles. We consider that they include particularly a high degree of creativity in resolving tasks, good knowledge of the English language (written and spoken), ability to work in a team and communication abilities and also, e.g., the ability to learn from practical examples. We did not determine these skills in the study. We related the definition of obligatory knowledge and skills to the definition of knowledge domains in the sense of communicable words (pedagogical process) or practical exercises of acquired knowledge and skills. Here we defined the knowledge and skills that are required for the individual roles with various levels of necessity. This study concentrates on 16 skill categories (based, but not limited to the respected IT curricula - Strawman curricula (Strawman, 2004) and their weight in the university graduate or employee profile. Following ICT knowledge categories (domains) were identified for our research: MS01 - Process modeling, MS02 - Functionality and customization, MS03 - Management IS/ ICT, MS04 - Analysis and design, MS05 - Software engineering, MS06 - Data and information engineering, MS07 - IS/ ICT knowledge, MS08 - Operational excellence, MS09 -Team leadership skills, MS10 - ICT market knowledge. The main non-ICT knowledge categories (domains) were identified as following: MS11 - Organizational management methods, MS12 - Enterprise finance and economics, MS13 - Sales and marketing, MS14 - Mathematics, MS15 - Law, MS16 - Knowledge in business sectors. We described each of these knowledge domains so that the respondents in the survey would be capable of assigning ECTS (European Credit Transfer and Accumulation System) credits obtained by the students in the subject areas to the relevant domains. The individual domains, their description and mapping between the various surveys are described, e.g., in (Maryska et al., 2012). 3.3 Knowledge Levels In order to compare the "amount" of knowledge devoted to each skill category by university program or by business requirements non-linear scale was defined as follows on Table 2: Table 2: Levels of Kn^'wledge Level Description 0 No knowledge. 1 Overview (relevant to 1-2 credits or intensive training days). 2 Basic orientation and terminology (relevant to 3-5 credits or intensive training days). 3 Good orientation and basic practical skills (relevant to 6-20 credits or intensive training days). 4 Good orientation and good practical skills (relevant to 21-40 credits or intensive training days). 5 Highest knowledge quality and advanced practical skills (relevant to 41 and more credits or intensive training days). On the basis of long discussions with representatives of universities and enterprises in the ICT area, we decided to employ this scale also for questioning companies. For companies, we replaced the number of ECTS credits for economic entities by the more comprehensible term "number of days of training". The recalculation mechanism was chosen as the ratio 1 ECTS credit = 1 day of training. We arrived at the equivalence 1 ECTS credit equals one day of training, i.e. 8 hours, after analyzing the teaching plans for subjects in informatics in the Czech Republic, Germany, Austria and Poland. This corresponds to direct effective teaching. 3.4 Knowledge Profiles and Their Distances Set of knowledge levels for each of the skill categories was defined in this research as "knowledge profile" and used to compare the requirements of business with the supply of universities. The distance between the knowledge profiles in our research was analyzed. Distance between university knowledge profile A and business knowledge profile B is expressed by the number of additional intensive training days required for the graduate with knowledge profile A to fulfill the minimal requirements of profile B. The smaller the distance the "cheaper" the graduate of university for the relevant ICT role in business is. We applied the modified method of distance from ideal variant for comparison between A and B profiles. D(a) = d(A,B), where d is the function of the distance, vector A contents evaluation of each knowledge domain of academic profile, vector B contents evaluation of each knowledge domain of business profile for each ICT business role. Function of the distance is calculated for each knowledge domain by following metric: d(Ai,Bi)= 0, for Ai>= Bi d(Ai,Bi)= Bi-Ai - ■ - ' for Ai