Career success in information-oriented professions

Sharapov Nikita Aleksandrovich ORCID: 0000-0001-9187-1212 Postgraduate student; Humanitarian Institute (Psychological and Pedagogical Direction); Russian New University Data Analyst; 1T Corporation LLC 5 Rostovskaya Embankment, Moscow, 119121, Russia sharapov_na@mail.ru

Introduction

The factors contributing to success in information-oriented professions are becoming particularly relevant in the context of rapid changes initiated by digital technologies. The modern labor market is characterized by high dynamics, an increase in data volumes, automation of processes and an increase in requirements for the professional competence of employees. As a result, a successful career in information-oriented professions requires not only technical skills, but also the ability to adapt to changes, develop creative thinking, and work effectively with large amounts of information.

In modern conditions, the psychological readiness of specialists for professional activity plays a particularly important role, including resistance to uncertainty, the ability to self-regulate and reflexive analysis, as well as motivation for continuous learning. Information-oriented professions require not only analytical thinking from employees, but also flexibility in decision-making, emotional resilience to overload and high involvement in the process of professional development.

However, existing research does not sufficiently take into account the impact of digitalization, high rates of change, and growing uncertainty on career success. In particular, questions remain about what psychological characteristics determine career success in the context of digital transformation and how professional experience, age and level of education of specialists affect their adaptation to a rapidly changing professional environment. Important aspects are the development of cognitive flexibility, the ability to effectively regulate the emotional state, as well as the balance between operational and strategic approaches in professional activities.

The purpose of this study is to identify the interrelationships of the components of psychological readiness of specialists (including professional, motivational–value, emotional and cognitive components) in connection with the success of their careers in information-oriented professions. The article also examines the differences in career success among specialists of different ages, seniority, gender and level of education in the context of adaptation to information activities.

The object of the study is the psychological readiness of specialists in connection with their career success.

The subject of the research is the peculiarities of psychological readiness of specialists and the differences in its manifestations depending on the factors of career success.

The research hypothesis is based on the assumption that there are correlations between indicators of career success: professional orientation of a person, job satisfaction, tolerance to uncertainty, the level of development of reflexivity, as well as differences in indicators among labor subjects of different ages and seniority, gender, and education level. Differences between age groups (18-25, 26-39, 40+ years) and work experience (up to one year, 1-5 years, more than 5 years) are assumed.

The results obtained will allow for a deeper understanding of the mechanisms of professional implementation and form practical recommendations for the development of competencies that ensure career sustainability in the context of digital transformation.

A theoretical review of the research

Attention to a career in labor psychology was focused on the study of the subject of labor and his psychophysiological and personal-semantic characteristics, which is reflected in the works of V. P. Zinchenko ^[1] and D. A. Leontiev ^[2]. M. I. Dyachenko ^[3] emphasized the role of motivational values and internal goal-setting in professional development. E. A. Klimov expanded the understanding of career by systematizing the stages of professional development, taking into account age-related crises and changing socio-economic conditions ^[4]. His concept emphasizes the importance of self-determination and personal changes that occur at different stages of a career path. Y. P. Povarenkov and N. S. Pryazhnikov drew attention to the potential productivity of crisis periods, as well as to the mechanisms of adaptation in professional activities ^{[5; 6]}. S. L. Lenkov and A.V. Karpov, analyzing the structural and functional aspects of information activities, pointed out the need for constant updating of knowledge and possession of complex competencies in the field of data ^{[7; 8]}. The works of Russian psychologists E. A. Klimov, O. N. Rodinoy, V. A. Bodrova, E. F. are devoted to the study of professional success. Zeera, N. S. Pryazhnikova, V. A. Tolocheka, and others.

Information-oriented professions are types of professional activity where the main subject of labor is information. These can be the processes of collecting, processing, analyzing, storing, transferring, and creating new knowledge. In such professions, the key role is played by working with data, information flows and technologies that ensure the management and use of information to solve professional problems.

The professional growth model of X. Dreyfus illustrates the process of transition from the initial stage of professional activity to mastery through the consistent accumulation of experience and the development of intuitive decision-making, emphasizing that these factors are key to the formation of a successful career ^[9]. The importance of tolerance to uncertainty in solving work tasks is emphasized by T. V. Kornilova, noting the critical role of the ability to maintain productivity and emotional stability in the face of the unknown ^[10]. Job satisfaction, considered by E. A. Klimov, presupposes not only external forms of encouragement, but also an employee's value attitude to the content of work, which in highly dynamic information professions can determine the degree of involvement and effectiveness ^[4]. The importance of reflexivity as a factor of professional self-development is put forward by A. V. Karpov, linking the analysis of his own actions with the successful development of new technologies and methods ^[11]. The career anchors described by E. Shane confirm that value orientations and motives can come to the fore in the process of career decisions, especially when the activity is associated with complex cognitive tasks and constant technological changes ^[12].

Based on the study of the features of information-oriented professions, we previously formed a summary table of studies of psychological readiness in the structure of professional self-determination, which is the basis for considering career success (Table. 1), presented in a separate article ^[13].

Table 1. The considered studies of psychological readiness in the structure of professional self-determination

Thus, the combination of professional competencies, personal qualities and organizational conditions determines the success of a career in information-oriented professions. The attitude to uncertainty, job satisfaction indicators and the level of reflexivity allow us to better understand the mechanisms underlying professional realization, as well as develop recommendations for improving work efficiency in the context of digital development.

Research methodology and sample characteristics

The study included an entrance questionnaire without specifying the respondents' full names, a battery of 4 methods, each of which was provided with instructions for completing. The following techniques were used in the study:

· Questionnaire for studying the professional orientation of a person, INL-2 (N. E. Rubtsova).

· Job Satisfaction Questionnaire, JSS (Cammann, Fichman, Jenkins, & Klesh).

· Uncertainty Tolerance Scale, IAS (S. Badner adapted by T. V. Kornilova, M. A. Chumakova).

· Measuring the level of development of reflexivity (A. V. Karpov).

Based on a theoretical analysis of career success in information-oriented professions, four key components have been identified that determine this indicator: professional (including the psychological type of professional activity and work experience), motivational-value (job satisfaction), emotional (tolerance to uncertainty) and cognitive (level of reflexivity).

Career success in these professions is presented as a combination of the most significant characteristics (overall job satisfaction, level of reflexivity, tolerance and intolerance to uncertainty). It can be defined through the formula "Career success = Overall job satisfaction + Level of reflexivity + Tolerance to uncertainty – Tolerance to uncertainty."

Career success is considered as an integral indicator that allows comparisons between specialists of different age groups, with different levels of experience, gender and education.

The study sample consisted of 38 people selected from 106 respondents in the primary sample according to the criterion of belonging to information-oriented professions, based on the classification of N. E. Rubtsova. According to this classification, there are four metatypes of work, depending on the subject of professional activity: objective, informational, intersubjective and integral ^[14]. Within the framework of this study, attention was focused on representatives of information-oriented professions, for whom information is the main subject of work. In the future, the analysis was carried out on this particular group.

An analysis of the sample by age criteria showed that out of 38 respondents, 17 were between the ages of 18 and 25, 19 were between the ages of 25 and 40, and only 2 were over 40. Work experience also showed significant variability: 9 respondents have less than one year of experience, 17 people have from 1 to 5 years, and 12 people have been working for more than 5 years.

The gender composition of the sample was distributed as follows: 17 men and 21 women. As for the level of education, 8 respondents have secondary education, 8 people have completed undergraduate studies, 20 people have a diploma of completion of a specialty or master's degree, and 2 respondents have completed postgraduate studies.

The paper used methods of processing the research results: statistical analysis of empirical data (Spearman correlation coefficient, Mann—Whitney U-test).

The results of the study

To select the statistical criteria of the study, an analysis of the normality of the distribution was carried out, the results of which are presented in Table 2.

Table 2. Verification of the normality of the distribution in the sample

The results showed a lack of normality in the study sample, which suggests using the Spearman correlation coefficient and the Mann-Whitney U—test to conduct the analysis.

The results of the correlation analysis (Table 3, Figure 1) confirmed the existence of relationships between the key components that determine career success in information-oriented professions. It has been established that the professional component (including age, length of service, level of education, and professional orientation of a person), the motivational and value component (job satisfaction), the emotional component (attitude to uncertainty), and the cognitive component (level of reflexivity) are interrelated. The analysis revealed both direct (r>0) and reverse (r<0) correlations between indicators, which allows us to talk about the complex nature of the factors influencing career success.

Table 3. Results of the correlation analysis of career success components in information-oriented professions

To indicate the direction of the revealed relationships, the differentiation of the color gamut of the lines is applied: the black lines reflect positive correlations (r>0), while the red lines indicate the presence of negative dependencies (r<0).

Fig. 1. Results of the correlation analysis of career success components in information-oriented professions

The results of the correlation analysis allow us to consider the identified relationships through the prism of career success in information-oriented professions, including professional, emotional, motivational, value, and cognitive components.

The professional component demonstrates strong connections with other aspects of career success. Thus, an increase in age (p=0.011, r=0.408) and length of service (p=0.003, r=0.466) is associated with an increased importance of a strategic approach in professional activity. This indicates that professional experience contributes to the development of employees' ability to plan long-term tasks, which is a key factor in career success in a complex information environment. At the same time, work experience positively correlates with the level of reflexivity (p=0.028, r=0.356), which emphasizes the role of experience in developing the ability to analyze one's own professional activities, which is important for improving efficiency and decision-making in conditions of uncertainty.

However, along with the positive aspects of professional experience, the risks associated with the motivational and value component have been identified. With increasing seniority, there is a decrease in salary satisfaction (p=0.008, r=-0.426) and career advancement (p=0.033, r=-0.347), which may indicate a discrepancy between employees' career expectations and real professional growth opportunities. A similar trend is also typical for workers with a higher level of education, who showed a decrease in satisfaction with wages (p=0.013, r=-0.398), job content (p=0.009, r=-0.420) and overall satisfaction (p=0.028, r=-0.356). This may be explained by the inflated career expectations of specialists with a high educational level, which emphasizes the need to improve the system of career growth and financial motivation.

The emotional component, represented by tolerance and intolerance to uncertainty, demonstrates important relationships with career success. High tolerance to uncertainty reduces the dependence of employees on a structured work organization, which can contribute to more effective adaptation to changing conditions of information activity. At the same time, low tolerance to uncertainty (p=0.043, r=-0.330) is positively associated with management satisfaction, which can be explained by the greater dependence of such employees on management support. This indicates the importance of building emotional stability to ensure successful professional realization in conditions of high uncertainty typical of information-oriented professions.

The cognitive component, expressed through the level of reflexivity, plays a central role in career success. An increase in the level of reflexivity with increasing length of service (p=0.028, r=0.356) underlines the importance of the ability to self-reflect for professional development and decision-making. However, a high level of reflexivity is associated with a negative assessment of career advancement (p=0.041, r=-0.333), which may be explained by a tendency to critically analyze one's activities and overestimate oneself. At the same time, the preference for operational regulation of activity negatively correlates with reflexivity (p=0.021, r=-0.374), which indicates a relationship between a practical approach to current tasks and a decrease in analytical activity.

The motivational and value component associated with efficiency has a dual role in career success. High efficiency contributes to an increase in overall job satisfaction (p=0.042, r=0.377) and career advancement (p=0.018, r=0.381), which emphasizes the importance of the ability to effectively cope with current tasks. However, a decrease in uncertainty tolerance (p=0.019, r=-0.378) among efficiency-oriented employees indicates their lower resistance to change and possible exposure to stress. This highlights the need to create conditions for the development of emotional resilience and a strategic approach, especially among employees who are inclined to operational activities.

Thus, the results of the analysis confirm that the success of a career in information-oriented professions is determined by the interaction of professional experience, emotional stability, motivational satisfaction and cognitive reflection. These factors are not only interrelated, but also complement each other, forming a comprehensive view of the success of professional realization in the information sphere.

The results of the comparative analysis demonstrate a significant impact of age, seniority, gender, and education level on the success of careers in information-oriented professions. The revealed differences emphasize that career success depends on both individual characteristics and socio-professional factors.

The level of education has a significant impact on career success. Employees with completed secondary education rate higher satisfaction with their salary (p=0.026) and dependent rewards (p=0.012) compared to colleagues with a degree in specialization or a master's degree. This may be due to lower career expectations of specialists with a basic level of education and their greater dependence on external incentives. At the same time, specialists with higher education, despite their higher qualifications, may face a discrepancy between their own expectations and real career opportunities, which reduces their satisfaction.

Professional experience plays a key role in determining career success. Specialists with more than five years of experience demonstrate a higher propensity for strategic planning (p=0.004) and reflection (p=0.019), which indicates the development of professional maturity and the ability to manage complex projects. These qualities allow them to occupy higher managerial positions, but at the same time they rate their satisfaction with wages (p=0.027) and promotion (p=0.039) worse. This may be due to their increased expectations for career prospects and limited opportunities for further growth in senior positions.

On the contrary, young professionals with up to one year of experience are more likely to prefer interaction with people (p=0.004) and rate dependent rewards higher (p=0.044), which may be related to their focus on learning, teamwork and gaining primary experience. However, they are less likely to use strategic regulation of their activities (p=0.004), which indicates insufficient long-term planning in the early stages of their career. Specialists with one to five years of experience demonstrate a higher tolerance to uncertainty (p=0.021), which may be due to the fear of losing their accumulated experience and the difficulty of adapting to changes.

Gender differences also have an impact on career success. Women are more likely than men to show a tendency to reflection (p=0.052), which may be due to their greater attention to the emotional and social aspects of professional activity. This feature helps to better adapt to professional challenges, but it can also slow down decision-making in situations that require an operational approach.

Age characteristics have a significant impact on career paths. Young professionals under the age of 25 demonstrate higher salary satisfaction (p=0.016), which is probably due to their lower financial expectations and fewer professional responsibilities. At the same time, specialists aged 25-40 years rate the importance of strategic regulation of activities higher (p=0.051), which reflects their professional maturity and the need for long-term planning.

The results of the correlation and comparative analysis of career success in information-oriented professions are of considerable interest to the scientific community, as they contribute to a deeper understanding of the factors determining professional achievement in this field. The revealed relationships between age, length of service, level of education, and characteristics such as reflexivity, tolerance to uncertainty, and job satisfaction emphasize the complexity and complexity of the concept of career success.

These data demonstrate the importance of cognitive, motivational, value, and emotional factors in building resilience to professional challenges and adapting to the dynamic conditions of information activity. They clarify the role of individual characteristics and social factors, such as gender and educational level, in the context of career development. The scientific significance lies in the fact that the results of the analysis provide an empirical basis for the development of new theoretical approaches to the study of professional development in information-oriented professions.

Moreover, the revealed differences in career attitudes and satisfaction levels between representatives of different age and professional groups open up opportunities for reviewing existing human resource management strategies. This data allows us to build more personalized career growth models and create effective adaptation and training programs that take into account the unique needs and expectations of specialists.

Career success analysis also contributes to the development of scientifically sound recommendations for career guidance and professional self-determination, especially for professionals working in conditions of high uncertainty and technological change. The dynamics of the transition from operational tasks to strategic planning described in the study indicates the importance of a balance between short-term and long-term goals in career development.

According to the results of the INL-2 methodology, 17 out of 38 representatives of information professions received a recommendation to engage in information–type activities, 8 - object-type, 11 – intersubjective type, and 2 – integral type. Thus, more than 50% of respondents working in information-oriented professions demonstrated that the recommendations of the methodology did not match their current professional profile.

The data obtained indicate the need for regular career guidance measures and systematic feedback from employees and specialists, as well as the development of employees' skills in self-analysis and reflection of their professional activities. This problem is confirmed by the results of other studies. Thus, in the work of S. L. Lenkov, N. E. Rubtsova and A.M. Bukinich, it is stated that "... about a third (31.4%) of university applicants demonstrate a professional orientation that does not meet the requirements of their chosen profession" ^{[15, p. 114]}.

Fig. 3. The results of a comparative analysis of career success in information-oriented professions

The presented data on career success in points make it possible to identify significant differences between different groups of specialists in information-oriented professions, which highlights the influence of demographic and professional factors on professional realization and career achievements (Fig. 3).

The overall assessment of career success in the sample is 6.49, however, an analysis of gender differences shows that men (6.61) show slightly higher rates than women (6.40). This may be due to specific career expectations, gender stereotypes in the professional environment, or differences in professional attitudes and preferences. These results confirm the need to take gender differences into account when studying career success and developing professional development programs.

Age analysis shows pronounced differences. Professionals over the age of 40 have the highest career success rate (8.75), which indicates their professional maturity, experience and achievement of a high level of self-realization. Comparatively low rates in the 26-39 age group (6.22) may reflect professional difficulties associated with increased workload, the need to achieve career goals and balance between professional and personal life. At the same time, young professionals under the age of 25 (6.53) demonstrate a moderately high level of success, which may be due to initial enthusiasm, relatively low expectations, and support provided by employers in the early stages of their careers.

The analysis of the level of education revealed that specialists with secondary education (7.16) evaluate their career more successfully compared to graduates of bachelor's degree (6.15) and master's degree/specialty (6.15). These differences can be explained by the discrepancy between the expectations of more highly educated professionals regarding wages, career growth and working conditions. Higher demands on the profession and the desire for professional realization, characteristic of graduates with higher education, can cause a feeling of dissatisfaction and reduce the subjective perception of success.

Professional experience is also an important determinant of career success. The highest rates were observed among specialists with more than five years of experience (7.54) and less than a year (7.52). In the first group, the results are based on accumulated experience, the opportunity to hold high positions and a strategic orientation in work. For beginners, a high level of success is associated with the initial stage of their career path, lower expectations and optimism about future prospects. Specialists with one to five years of experience demonstrate the lowest success rate (5.21), which may be due to increased professional responsibilities, limited opportunities for career advancement, and the accumulation of a certain level of professional stress.

Thus, the analysis of career success in points confirms the significant influence of age, educational, professional and gender factors on the perception of one's career by specialists in information-oriented professions. These data emphasize the importance of an individualized approach to career development planning, as well as taking into account the characteristics of different groups to increase their professional satisfaction and effectiveness.

The analysis of these techniques allows us to draw conclusions about the professional and personal characteristics of representatives of information-oriented professions that affect their career success and job satisfaction.

In the framework of the first methodology measuring the professional orientation of a personality, the highest scores were obtained on the scales of "Strategy" (6.53) and "Information" (6.37). This indicates that employees of information-oriented professions are mainly focused on long-term planning and management of information flows. These aspects play a key role in their operations, which require an analytical approach and the ability to process large amounts of data. The relatively low scores on the "Objects" scale (4.58) can be explained by the lower importance of working with material objects in this professional field, where the main focus is on working with information and people. The indicators on the scales of "Management" (5.13), "Execution" (5.53), "Efficiency" (5.53) and "People" (5.39) also reflect the importance of interpersonal interaction and task performance at both strategic and operational levels.

The results of the second methodology, which evaluates job satisfaction, demonstrate an overall average level of satisfaction (4.20), while the scales "Nature of work" (4.70) and "Informing" (4.65) have the highest values. This indicates a positive perception of professional tasks and the quality of communication within the organization. However, low indicators on the scales of "Conditions of performance" (3.90) and "Additional benefits" (3.91) may reflect employees' dissatisfaction with limited financial and organizational support opportunities, which is a challenge for employers seeking to improve the well-being of employees. Satisfaction with salary (4.02) and career advancement (4.12) is also at a moderate level, which may be due to the discrepancy between employees' expectations regarding compensation for their contributions and career prospects.

The third method, assessing attitudes to uncertainty, revealed a high level of intolerance (6.00) and a low level of tolerance (3.87). These data reflect significant difficulties for employees in adapting to uncertainty, which may be due to the specifics of information-oriented professions, where process stability and predictability of results play an important role. A low tolerance for uncertainty may also indicate the need for a clearer structure in the organization of work and additional measures of support from management.

Based on the results of the study, it was found that the success of a career in information-oriented professions is determined by a combination of professional, motivational, value, cognitive and emotional factors.:

· Professional experience and age positively correlate with the level of reflexivity, which indicates the importance of accumulating professional experience for strategic business planning.

· Young professionals have greater flexibility and satisfaction with interpersonal interaction, which contributes to their successful adaptation to a new environment, but at the same time they demonstrate a higher tolerance for uncertainty.

· A high level of tolerance to uncertainty correlates with satisfaction with management and the nature of work, which underlines the importance of building resilience to changing professional conditions.

· Professionals with higher education have higher career expectations, which leads to lower satisfaction with remuneration and career advancement.

· A high level of reflexivity promotes informed decision-making, but it can slow down the process of adaptation in a dynamically changing professional environment.

These results can be used to develop career strategies and professional support programs for professionals working in the context of digital transformation."

Based on the data obtained, the following recommendations are proposed to increase the career success of specialists in information-oriented professions:

· Development of tolerance to uncertainty – conducting trainings and psychological programs aimed at building resilience to rapidly changing professional conditions.

· Improving reflexivity and strategic thinking – the introduction of mentoring programs and individual career counseling for employees with different levels of experience.

· Improving the motivation and career development system is the development of clear promotion criteria, eliminating the discrepancy between employee expectations and real growth opportunities.

· Formation of cognitive flexibility skills – conducting additional training programs that facilitate adaptation to new information technologies."

Discussion of the results

Next, the results will be analyzed in the context of modern scientific papers presented in the works of other authors in order to determine the place and significance of the research.

From the point of view of V. A. Bodrov, job satisfaction reflects a set of emotional, behavioral and cognitive characteristics of an employee that determine the degree of compliance of the work performed with his expectations and attitudes ^[16]. In information-oriented professions, this aspect becomes particularly important due to the high dynamics of information processes and the demands on the level of cognitive readiness of specialists. Job satisfaction forms the basis for motivation for continuous improvement and supports an inner sense of competence in the professional field.

Reflexivity, as a specialist's ability to introspect, comprehend their actions and make decisions, is another key factor in career success. A high level of reflexivity allows you to effectively adapt to changes, learn from professional experience and predict the possible consequences of your actions ^[17]. In information-oriented professions, reflexivity helps to improve the quality of decisions made, especially in conditions of complexity and multitasking.

In addition to this, N. E. Vodopyanova, considering life satisfaction, points out that professional achievements and a general sense of well-being have a mutual impact, creating the basis for a person's psychological stability ^[18]. In her opinion, a balanced balance between personal resources and external circumstances leads to an increased subjective sense of happiness and promotes successful adaptation in various social contexts, including the world of work. Thus, in information-oriented professions, taking into account the cumulative impact of job satisfaction and overall well-being in life allows for a deeper understanding of the factors determining professional development and performance.

Karacharova's research confirms the multicomponent nature of professional success, showing the importance of taking into account not only external (effectiveness, interaction with colleagues), but also internal (job satisfaction, personal characteristics) factors ^[19]. The author distinguishes between "efficiency" (production indicators) and "success" (including a subjective assessment), which is consistent with the data on the combination of objective and subjective criteria in information-oriented professions ^{[19, p. 62]}. The author also emphasizes the importance of emotional and psychophysiological costs, pointing out the need for an integrated approach that includes consideration of personal resources and working conditions to increase career success ^{[19, pp. 67-68]}.

The article by V. Y. Bedina confirms our conclusions that career success is determined by a combination of professional competence, personal qualities and social environment ^{[20, p. 70]}. The author emphasizes that purposeful planning, consideration of values and motivation, as well as social connections and financial incentives have a decisive impact on career development. Thus, the author's results are consistent with the concept of the complex nature of career success, depending on both internal attitudes and the external organizational context.

N. A. Migunova and E. A. Maslova confirm the results of this study, pointing out that a learning organization, network behavior and work/life balance increase the adaptability and resilience of employees ^[21]. Their approach shows that the systematic development of self-learning practices improves the interaction of specialists with colleagues and stakeholders, strengthens psychological well-being and stimulates the development of emotional intelligence.

N. V. Gorbunova's research confirms the idea that pedagogical professionalism as an integrative characteristic is closely related to career growth and success: the author emphasizes the importance of motivation, reflection and mastery of technology, which is consistent with the understanding of the complex nature of a career in the framework of this study ^[22]. The work of M. S. Kovalevich and N. A. Leonyuk complements this approach, pointing out the role of values, goals, self-esteem and adaptability to changes in achieving professional success ^[23]. Both studies agree that the formation of flexible skills, continuous improvement and an active lifestyle are critically important for career realization in modern conditions.

L. Dai and F. Song consider the evolution of the concept of career success, highlighting its objective and subjective aspects, while emphasizing the importance of subjective perception of success ^[24]. The article presents various approaches to defining and measuring subjective career success, including career satisfaction, general perception of success, and multidimensional measurement methods. The factors influencing subjective career success are also analyzed, such as individual differences (abilities, career competencies, psychological factors), family aspects (work-life balance) and organizational conditions (organizational support, network behavior).

The article is devoted to the study of the concept of "boundless career", which describes modern career models that are less dependent on traditional career management within organizations ^[25]. The authors conducted a literature review from 1994 to 2018 to examine the relationship between limitless career and career success. It has been revealed that career success can predict subsequent career mobility. Based on these findings, the authors have developed an integrative model that helps to understand the complex and dynamic relationship between a limitless career and career success. The article highlights the need for further interdisciplinary research to deepen understanding of this topic, which underscores the relevance of the current work.

Conclusion

The results of the study demonstrated that career success in information-oriented professions is influenced by a number of factors, including professional experience, age, gender, and education level. It is revealed that experienced specialists are inclined to a strategic approach in their activities and have a higher level of reflexivity, which reflects their maturity and professional responsibility. On the contrary, young professionals demonstrate greater flexibility and satisfaction with interpersonal interaction, which is associated with the stage of active professional search and accumulation of experience. The level of tolerance to uncertainty also turned out to be differentiated: specialists with short work experience show less intolerance, which emphasizes their willingness to try new roles and tasks.

The analysis of job satisfaction showed that the key factors influencing the overall level of satisfaction are the nature of the work performed, the quality of communication in the team and the perception of career opportunities. There were also differences in the assessment of satisfaction with rewards and working conditions between groups with different levels of education, which indicates a difference in career expectations.

These studies emphasize the importance of a comprehensive approach to studying career success in information-oriented professions. It is necessary to take into account both professional and personal characteristics of employees. This opens up prospects for the development of practical recommendations aimed at increasing career satisfaction, adaptability and resilience of employees to uncertainty. Special attention should be paid to the creation of individualized professional support programs that contribute to the long-term development of the career potential of specialists in the context of digital labor transformation.