Another key area for research focuses on maintaining an IT-skilled public sector workforce. Kraemer et al. (1986) discuss the need to upgrade public management education to reflect changes in society, government, and knowledge, in particular those areas related to information technology. Three levels of computer literacy courses are recommended and investments in hardware, facilities, and faculty are suggested. Caudle (1987) also stresses the need for public management training that addresses: 1) knowledge about current and emerging technologies; 2) understanding of equipment and software; 3) understanding of organizational behavior. Caudle (1990a) also points out that public management education should take into account the substantial organizational changes associated with the applications of information technologies.

In particular, information technology can present both new opportunities and obstacles for public managers. She identifies three critical skill sets for inclusion in public management education: information technology management, information management, and human resource management. She further indicates that new ethical issues in information management such as privacy, accuracy, property, and accessibility will pose challenges in terms of creating an environment in which human resources can be creative and entrepreneurial.

King et al. (1992) explore the concept of the knowledge executive. Using data collected from 500 U.S. municipal government department heads, they present results on the degree to which the respondents use microcomputers, mainframes, and computers for record search and explore the degree to which the concept of knowledge executive applied to public managers. They note a lack of knowledge executives among local level public managers and that greatest efficiency increases are found in those executives that use computers.

Dawes (1994) discusses the influence of changing information technology on the nature and operation of government programs, the structure and function of government organizations, and the related shift in content of government jobs. Problems related to such areas as title structures, recruitment, testing and selection, and civil service processes are also discussed.

Galvin (1995) describes a tension between unification (convergence) and specialization (divergence) in education for information professionals. He identifies issues such as striking a balance between theory and practice in curricula and the appropriate place in curricula for skills training. He also discusses the controversy over whether a professional school should have as its priority the development of knowledge and skills for entry level jobs versus a focus on lifelong career preparation.