Organizational Diagnosis Questionnaire From time to time organizations consider it important to analyze themselves. It is necessary to find out from the people who work in the organization what they think. This questionnaire will help the organization that you work for analyze itself. Directions: DO NOT put your name anywhere on this questionnaire. Please answer all forty questions. Be open and honest. For each of the forty statements, circle only one number to indicate your thinking. Agree Strongly-1, Agree-2, Agree Slightly-3, Neutral-4, Disagree Slightly-5, Disagree-6, Disagree Strongly-7 1. The goals of this organization are clearly stated. 1    2    3    4    5    6    7 2. The division of labor of this organization is flexible. 1    2    3    4    5    6    7 3. My immediate supervisor is supportive of my efforts. 1    2    3    4    5    6    7 4. My relationship with my supervisor is a harmonious one. 1    2    3    4    5    6    7 5. My job offers me the opportunity to grow as a person. 1    2    3    4    5    6    7 6. This organization encourages family values. 1    2    3    4    5    6    7 7. My immediate supervisor has ideas that are helpful to my group and me. 1    2    3    4    5    6    7 8. This organization is not resistant to change. 1    2    3    4    5    6    7 9. I am personally in agreement with the stated goals of my work unit. 1    2    3    4    5    6    7 10. The division of labor of this organization is conducive to reaching its goals. 1    2    3    4    5    6    7 11. The leadership norms of this organization help its progress. 1    2    3    4    5    6    7 12. This organization hosts a number of family events which spouses and children can attend. 1    2    3    4    5    6    7 13. I can always talk with someone at work if I have a work-related problem. 1    2    3    4    5    6    7 14. The pay scale and benefits of this organization treat each employee equitably. 1    2    3    4    5    6    7 15. I have the information that I need to do a good job. 1    2    3    4    5    6    7 16. This organization is not introducing enough new policies and procedures. 1    2    3    4    5    6    7 17. I understand the purpose/mission of this organization. 1    2    3    4    5    6    7 18. The benefits program provides for personal and maternity leave. 1    2    3    4    5    6    7 19. The manner in which work tasks are divided is a logical one. 1    2    3    4    5    6    7 20. This organization’s leadership efforts result in the organization’s fulfillment of its purposes. 1    2    3    4    5    6    7 21. My relationships with members of my work group are friendly as well as professional. 1    2    3    4    5    6    7 22. The opportunity for promotion exists in this organization. 1    2    3    4    5    6    7 23. This organization has adequate mechanisms for binding itself together. 1    2    3    4    5    6    7 24. The organization provides.

1. Organizational Diagnosis Questionnaire
From time to time organizations consider it important to analyze
themselves. It is necessary to find out from the people who
work in the organization what they think. This questionnaire
will help the organization that you work for analyze itself.
Directions: DO NOT put your name anywhere on this
questionnaire. Please answer all forty questions. Be open and
honest. For each of the forty statements, circle only one number
to indicate your thinking.
Agree Strongly-1, Agree-2, Agree Slightly-3, Neutral-
4, Disagree Slightly-5, Disagree-6, Disagree Strongly-7
1. The goals of this organization are clearly stated.
1 2 3 4 5 6 7
2. The division of labor of this organization is flexible.
1 2 3 4 5 6 7
3. My immediate supervisor is supportive of my efforts.
1 2 3 4 5 6 7
4. My relationship with my supervisor is a harmonious one.
1 2 3 4 5 6 7
5. My job offers me the opportunity to grow as a person.
1 2 3 4 5 6 7
6. This organization encourages family values.
1 2 3 4 5 6 7
7. My immediate supervisor has ideas that are helpful to my

2. group and me.
1 2 3 4 5 6 7
8. This organization is not resistant to change.
1 2 3 4 5 6 7
9. I am personally in agreement with the stated goals of my
work unit.
1 2 3 4 5 6 7
10. The division of labor of this organization is conducive to
reaching its goals.
1 2 3 4 5 6 7
11. The leadership norms of this organization help its progress.
1 2 3 4 5 6 7
12. This organization hosts a number of family events which
spouses and children can attend.
1 2 3 4 5 6 7
13. I can always talk with someone at work if I have a work-
related problem.
1 2 3 4 5 6 7
14. The pay scale and benefits of this organization treat each
employee equitably.
1 2 3 4 5 6 7
15. I have the information that I need to do a good job.
1 2 3 4 5 6 7
16. This organization is not introducing enough new policies
and procedures.
1 2 3 4 5 6 7

3. 17. I understand the purpose/mission of this organization.
1 2 3 4 5 6 7
18. The benefits program provides for personal and maternity
leave.
1 2 3 4 5 6 7
19. The manner in which work tasks are divided is a logical
one.
1 2 3 4 5 6 7
20. This organization’s leadership efforts result in the
organization’s fulfillment of its purposes.
1 2 3 4 5 6 7
21. My relationships with members of my work group are
friendly as well as professional.
1 2 3 4 5 6 7
22. The opportunity for promotion exists in this organization.
1 2 3 4 5 6 7
23. This organization has adequate mechanisms for binding
itself together.
1 2 3 4 5 6 7
24. The organization provides for day-care.
1 2 3 4 5 6 7
25. This organization favors change.
1 2 3 4 5 6 7
26. The employees understand the priorities of this
organization.
1 2 3 4 5 6 7

4. 27. The structure of my work unit is well designed.
1 2 3 4 5 6 7
28. It is clear to me whenever my boss is attempting to guide
my work efforts.
1 2 3 4 5 6 7
29. I have established the relationships that I need to do my job
properly.
1 2 3 4 5 6 7
30. The salary that I receive is commensurate with the job/work
that I perform.
1 2 3 4 5 6 7
31. Occasionally I like to change things about my job.
1 2 3 4 5 6 7
32. I desire more input in deciding my work-unit goals.
1 2 3 4 5 6 7
33. The division of labor of this organization helps its efforts to
reach its goals.
1 2 3 4 5 6 7
34. This organization is open to accommodating varying family
situations by permitting flextime or leaves of absence.
1 2 3 4 5 6 7
35. I understand my boss’s efforts to influence me and the other
members of the work unit.
1 2 3 4 5 6 7
36. All tasks to be accomplished are associated with incentives.
1 2 3 4 5 6 7

5. 37. There is no evidence of unresolved conflict in this
organization.
1 2 3 4 5 6 7
38. This organization’s planning and control efforts are helpful
to its growth and development.
1 2 3 4 5 6 7
39. This organization has the ability to change.
1 2 3 4 5 6 7
40. Other work units are helpful to my work.
1 2 3 4 5 6 7
Organizational Diagnosis Scoring Sheet
Instructions: Transfer the numbers you circled on the
questionnaire to the blanks below, add each column, and divide
each sum by five. This will give you comparable scores for each
of the eight areas.
PurposesRewardsStructureHelpful
Mechanisms
1 _____ 5 _____ 2 _____ 7 _____
9 _____ 14 _____ 10 _____ 15 _____
17 _____ 22 _____ 19 _____ 23 _____
26 _____ 30 _____ 27 _____ 38 _____
32 _____ 37 _____ 33 _____ 40 _____
______ ______ ______ ______
Total Total Total Total
_____ _____ _____ _____
Average Average Average Average
LeadershipFamily OrientedRelationshipsAttitudes
For Change
3 _____ 6 _____ 4 _____ 8 _____
11 _____ 12 _____ 13 _____ 16 _____
20 _____ 18 _____ 21 _____ 25 _____
28 _____ 24 _____ 29 _____ 31 _____

6. 35 _____ 34 _____ 36 _____ 39 _____
______ ______ ______ ______
Total Total Total Total
_____ _____ _____ _____
Average Average Average Average
Interpretation and Diagnosis:
A crucial consideration is the diagnosis based upon data
interpretation. The simplest diagnosis would be to assess the
amount of variance for each of the seven variables. In relation
to a score of 4, which is the neutral point, scores above 4 would
indicate a problem with the functioning of the organization.
The closer the score is to 7 the more severe the problem would
be. Scores below 4 indicate the lack of a problem, with a score
of 1 indicating optimum functioning.
Another diagnostic approach follows the same guidelines of
assessment in relation to the neutral point or score of 4. The
score of each of the forty items on the questionnaire can be
reviewed to produce more exacting information on problematic
areas. Thus, diagnosis would be more precise. For example, let
us suppose that the average score on item number 9 is 6.4. This
would indicate not only a problem in organizational purpose,
but also a more specific problem in that there is a gap between
organizational and individual goals. This more precise
diagnostic effort is likely to lead to a more appropriate
intervention in the organization than the generalized diagnostic
approach described. Appropriate diagnosis must also address the
relationships between the boxes to determine the
interconnectedness of problems.
Information Technology
and Organizational

7. Learning
Managing Behavioral Change
in the Digital Age
Third Edition
http://taylorandfrancis.com
Information Technology
and Organizational
Learning
Managing Behavioral Change
in the Digital Age
Third Edition
Arthur M. Langer
CRC Press
Taylor & Francis Group
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Boca Raton, FL 33487-2742
© 2018 by Taylor & Francis Group, LLC
CRC Press is an imprint of Taylor & Francis Group, an Informa
business
No claim to original U.S. Government works

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v
Contents
Fo r e w o r d xi
Ac k n o w l e d g m e n t s xiii
Au t h o r xv
I n t r o d u c t I o n xvii
c h A p t e r 1 th e “ r Av e l l” c o r p o r At I o n 1
Introduction 1
A New Approach 3
The Blueprint for Integration 5
Enlisting Support 6
Assessing Progress 7

10. Resistance in the Ranks 8
Line Management to the Rescue 8
IT Begins to Reflect 9
Defining an Identity for Information Technology 10
Implementing the Integration: A Move toward Trust and
Reflection 12
Key Lessons 14
Defining Reflection and Learning for an Organization 14
Working toward a Clear Goal 15
Commitment to Quality 15
Teaching Staff “Not to Know” 16
Transformation of Culture 16
Alignment with Administrative Departments 17
Conclusion 19
v i Contents
c h A p t e r 2 th e It d I l e m m A 21
Introduction 21
Recent Background 23
IT in the Organizational Context 24
IT and Organizational Structure 24
The Role of IT in Business Strategy 25
Ways of Evaluating IT 27
Executive Knowledge and Management of IT 28
IT: A View from the Top 29
Section 1: Chief Executive Perception of the Role of IT 32
Section 2: Management and Strategic Issues 34
Section 3: Measuring IT Performance and Activities 35
General Results 36

11. Defining the IT Dilemma 36
Recent Developments in Operational Excellence 38
c h A p t e r 3 te c h n o l o gy A s A vA r I A b l e A n d re s p
o n s I v e
o r g A n I z At I o n A l d y n A m I s m 41
Introduction 41
Technological Dynamism 41
Responsive Organizational Dynamism 42
Strategic Integration 43
Summary 48
Cultural Assimilation 48
IT Organization Communications with “ Others” 49
Movement of Traditional IT Staff 49
Summary 51
Technology Business Cycle 52
Feasibility 53
Measurement 53
Planning 54
Implementation 55
Evolution 57
Drivers and Supporters 58
Santander versus Citibank 60
Information Technology Roles and Responsibilities 60
Replacement or Outsource 61
c h A p t e r 4 o r g A n I z At I o n A l l e A r n I n g th e o r I e
s A n d
te c h n o l o gy 63
Introduction 63
Learning Organizations 72
Communities of Practice 75

12. Learning Preferences and Experiential Learning 83
Social Discourse and the Use of Language 89
Identity 91
Skills 92
v iiContents
Emotion 92
Linear Development in Learning Approaches 96
c h A p t e r 5 m A n A g I n g o r g A n I z At I o n A l l e A r n
I n g A n d
te c h n o l o gy 109
The Role of Line Management 109
Line Managers 111
First-Line Managers 111
Supervisor 111
Management Vectors 112
Knowledge Management 116
Ch ange Management 120
Change Management for IT Organizations 123
Social Networks and Information Technology 134
c h A p t e r 6 o r g A n I z At I o n A l tr A n s F o r m At I o n
A n d t h e
bA l A n c e d s c o r e c A r d 139
Introduction 139
Methods of Ongoing Evaluation 146
Balanced Scorecards and Discourse 156
Knowledge Creation, Culture, and Strategy 158

13. c h A p t e r 7 vI r t uA l te A m s A n d o u t s o u r c I n g 163
Introduction 163
Status of Virtual Teams 165
Management Considerations 166
Dealing with Multiple Locations 166
Externalization 169
Internalization 171
Combination 171
Socialization 172
Externalization Dynamism 172
Internalization Dynamism 173
Combination Dynamism 173
Socialization Dynamism 173
Dealing with Multiple Locations and Outsourcing 177
Revisiting Social Discourse 178
Identity 179
Skills 180
Emotion 181
c h A p t e r 8 sy n e r g I s t I c u n I o n o F It A n d
o r g A n I z At I o n A l l e A r n I n g 187
Introduction 187
Siemens AG 187
Aftermath 202
ICAP 203
v iii Contents
Five Years Later 224
HTC 225

14. IT History at HTC 226
Interactions of the CEO 227
The Process 228
Transformation from the Transition 229
Five Years Later 231
Summary 233
c h A p t e r 9 Fo r m I n g A c y b e r s e c u r I t y c u lt u r e
239
Introduction 239
History 239
Talking to the Board 241
Establishing a Security Culture 241
Understanding What It Means to be Compromised 242
Cyber Security Dynamism and Responsive Organizational
Dynamism 242
Cyber Strategic Integration 243
Cyber Cultural Assimilation 245
Summary 246
Organizational Learning and Application Development 246
Cyber Security Risk 247
Risk Responsibility 248
Driver /Supporter Implications 250
c h A p t e r 10 d I g I tA l tr A n s F o r m At I o n A n d c h A
n g e s I n
c o n s u m e r b e h Av I o r 251
Introduction 251
Requirements without Users and without Input 254
Concepts of the S-Curve and Digital Transformation
Analysis and Design 258
Organizational Learning and the S-Curve 260
Communities of Practice 261
The IT Leader in the Digital Transformation Era 262
How Technology Disrupts Firms and Industries 264

15. Dynamism and Digital Disruption 264
Critical Components of “ Digital” Organization 265
Assimilating Digital Technology Operationally and Culturally
267
Conclusion 268
c h A p t e r 11 I n t e g r At I n g g e n e r At I o n y e m p l oy
e e s t o
Ac c e l e r At e c o m p e t I t I v e A dvA n tA g e 269
Introduction 269
The Employment Challenge in the Digital Era 270
Gen Y Population Attributes 272
Advantages of Employing Millennials to Support Digital
Transformation 272
Integration of Gen Y with Baby Boomers and Gen X 273
i xContents
Designing the Digital Enterprise 274
Assimilating Gen Y Talent from Underserved and Socially
Excluded Populations 276
Langer Workforce Maturity Arc 277
Theoretical Constructs of the LWMA 278
The LWMA and Action Research 281
Implications for New Pathways for Digital Talent 282
Demographic Shifts in Talent Resources 282
Economic Sustainability 283
Integration and Trust 283
Global Implications for Sources of Talent 284
Conclusion 284

16. c h A p t e r 12 to wA r d b e s t p r A c t I c e s 287
Introduction 287
Chief IT Executive 288
Definitions of Maturity Stages and Dimension Variables in
the Chief IT Executive Best Practices Arc 297
Maturity Stages 297
Performance Dimensions 298
Chief Executive Officer 299
CIO Direct Reporting to the CEO 305
Outsourcing 306
Centralization versus Decentralization of IT 306
CIO Needs Advanced Degrees 307
Need for Standards 307
Risk Management 307
The CEO Best Practices Technology Arc 313
Definitions of Maturity Stages and Dimension Variables in
the CEO Technology Best Practices Arc 314
Maturity Stages 314
Performance Dimensions 315
Middle Management 316
The Middle Management Best Practices Technology Arc 323
Definitions of Maturity Stages and Dimension Variables in
the Middle Manager Best Practices Arc 325
Maturity Stages 325
Performance Dimensions 326
Summary 327
Ethics and Maturity 333

17. c h A p t e r 13 c o n c l u s I o n s 339
Introduction 339
g l o s s A ry 357
re F e r e n c e s 363
I n d e x 373
http://taylorandfrancis.com
x i
Foreword
Digital technologies are transforming the global economy.
Increasingly,
firms and other organizations are assessing their opportunities,
develop-
ing and delivering products and services, and interacting with
custom-
ers and other stakeholders digitally. Established companies
recognize
that digital technologies can help them operate their businesses
with
greater speed and lower costs and, in many cases, offer their
custom-
ers opportunities to co-design and co-produce products and
services.
Many start-up companies use digital technologies to develop
new prod-
ucts and business models that disrupt the present way of doing
busi-
ness, taking customers away from firms that cannot change and

18. adapt.
In recent years, digital technology and new business models
have dis-
rupted one industry after another, and these developments are
rapidly
transforming how people communicate, learn, and work.
Against this backdrop, the third edition of Arthur Langer’ s
Information Technology and Organizational Learning is most
welcome.
For decades, Langer has been studying how firms adapt to new
or
changing conditions by increasing their ability to incorporate
and use
advanced information technologies. Most organizations do not
adopt
new technology easily or readily. Organizational inertia and
embed-
ded legacy systems are powerful forces working against the
adoption
of new technology, even when the advantages of improved
technology
are recognized. Investing in new technology is costly, and it
requires
x ii Foreword
aligning technology with business strategies and transforming
cor-
porate cultures so that organization members use the technology
to
become more productive.
Information Technology and Organizational Learning addresses

19. these
important issues— and much more. There are four features of
the new
edition that I would like to draw attention to that, I believe,
make
this a valuable book. First, Langer adopts a behavioral
perspective
rather than a technical perspective. Instead of simply offering
norma-
tive advice about technology adoption, he shows how sound
learn-
ing theory and principles can be used to incorporate technology
into
the organization. His discussion ranges across the dynamic
learning
organization, knowledge management, change management,
com-
munities of practice, and virtual teams. Second, he shows how
an
organization can move beyond technology alignment to true
technol-
ogy integration. Part of this process involves redefining the
traditional
support role of the IT department to a leadership role in which
IT
helps to drive business strategy through a technology-based
learn-
ing organization. Third, the book contains case studies that
make the
material come alive. The book begins with a comprehensive
real-life
case that sets the stage for the issues to be resolved, and smaller
case
illustrations are sprinkled throughout the chapters, to make
concepts
and techniques easily understandable. Lastly, Langer has a

20. wealth of
experience that he brings to his book. He spent more than 25
years
as an IT consultant and is the founder of the Center for
Technology
Management at Columbia University, where he directs
certificate and
executive programs on various aspects of technology innovation
and
management. He has organized a vast professional network of
tech-
nology executives whose companies serve as learning
laboratories for
his students and research. When you read the book, the
knowledge
and insight gained from these experiences is readily apparent.
If you are an IT professional, Information Technology and
Organi-
zational Learning should be required reading. However, anyone
who
is part of a firm or agency that wants to capitalize on the
opportunities
provided by digital technology will benefit from reading the
book.
Charles C. Snow
Professor Emeritus, Penn State University
Co-Editor, Journal of Organization Design
x iii
Acknowledgments

21. Many colleagues and clients have provided significant support
during
the development of the third edition of Information Technology
and
Organizational Learning.
I owe much to my colleagues at Teachers College, namely,
Professor
Victoria Marsick and Lyle Yorks, who guided me on many of
the the-
ories on organizational learning, and Professor Lee Knefelkamp,
for
her ongoing mentorship on adult learning and developmental
theo-
ries. Professor David Thomas from the Harvard Business School
also
provided valuable direction on the complex issues surrounding
diver-
sity, and its importance in workforce development.
I appreciate the corporate executives who agreed to participate
in the studies that allowed me to apply learning theories to
actual
organizational practices. Stephen McDermott from ICAP
provided
invaluable input on how chief executive officers (CEOs) can
success-
fully learn to manage emerging technologies. Dana Deasy, now
global
chief information officer (CIO) of JP Morgan Chase,
contributed
enormous information on how corporate CIOs can integrate
tech-
nology into business strategy. Lynn O’ Connor Vos, CEO of
Grey

22. Healthcare, also showed me how technology can produce direct
mon-
etary returns, especially when the CEO is actively involved.
And, of course, thank you to my wonderful students at
Columbia
University. They continue to be at the core of my inspiration
and love
for writing, teaching, and scholarly research.
http://taylorandfrancis.com
x v
Author
Arthur M. Langer, EdD, is professor of professional practice
of management and the director of the Center for Technology
Management at Columbia University. He is the academic direc-
tor of the Executive Masters of Science program in Technology
Management, vice chair of faculty and executive advisor to the
dean
at the School of Professional Studies and is on the faculty of the
Department of Organization and Leadership at the Graduate
School
of Education (Teachers College). He has also served as a
member of
the Columbia University Faculty Senate. Dr. Langer is the
author
of Guide to Software Development: Designing & Managing the
Life
Cycle. 2nd Edition (2016), Strategic IT: Best Practices for
Managers

23. and Executives (2013 with Lyle Yorks), Information
Technology and
Organizational Learning (2011), Analysis and Design of
Information
Systems (2007), Applied Ecommerce (2002), and The Art of
Analysis
(1997), and has numerous published articles and papers, relating
to digital transformation, service learning for underserved
popula-
tions, IT organizational integration, mentoring, and staff
develop-
ment. Dr. Langer consults with corporations and universities on
information technology, cyber security, staff development, man-
agement transformation, and curriculum development around the
Globe. Dr. Langer is also the chairman and founder of
Workforce
Opportunity Services (www.wforce.org), a non-profit social
venture
x v i Author
that provides scholarships and careers to underserved
populations
around the world.
Dr. Langer earned a BA in computer science, an MBA in
accounting/finance, and a Doctorate of Education from
Columbia
University.
x v ii

24. Introduction
Background
Information technology (IT) has become a more significant part
of
workplace operations, and as a result, information systems
person-
nel are key to the success of corporate enterprises, especially
with
the recent effects of the digital revolution on every aspect of
business
and social life (Bradley & Nolan, 1998; Langer, 1997, 2011;
Lipman-
Blumen, 1996). This digital revolution is defined as a form of “
dis-
ruption.” Indeed, the big question facing many enterprises
today is,
How can executives anticipate the unexpected threats brought
on by
technological advances that could devastate their business? This
book
focuses on the vital role that information and digital technology
orga-
nizations need to play in the course of organizational
development
and learning, and on the growing need to integrate technology
fully
into the processes of workplace organizational learning.
Technology
personnel have long been criticized for their inability to
function as
part of the business, and they are often seen as a group outside
the
corporate norm (Schein, 1992). This is a problem of cultural
assimila-

25. tion, and it represents one of the two major fronts that
organizations
now face in their efforts to gain a grip on the new, growing
power of
technology, and to be competitive in a global world. The other
major
x v iii IntroduCtIon
front concerns the strategic integration of new digital
technologies
into business line management.
Because technology continues to change at such a rapid pace,
the
ability of organizations to operate within a new paradigm of
dynamic
change emphasizes the need to employ action learning as a way
to
build competitive learning organizations in the twenty-first
century.
Information Technology and Organizational Learning integrates
some
of the fundamental issues bearing on IT today with concepts
from
organizational learning theory, providing comprehensive
guidance,
based on real-life business experiences and concrete research.
This book also focuses on another aspect of what IT can mean
to
an organization. IT represents a broadening dimension of
business life
that affects everything we do inside an organization. This new

26. reality is
shaped by the increasing and irreversible dissemination of
technology.
To maximize the usefulness of its encroaching presence in
everyday
business affairs, organizations will require an optimal
understanding
of how to integrate technology into everything they do. To this
end,
this book seeks to break new ground on how to approach and
concep-
tualize this salient issue— that is, that the optimization of
information
and digital technologies is best pursued with a synchronous
imple-
mentation of organizational learning concepts. Furthermore,
these
concepts cannot be implemented without utilizing theories of
strategic
learning. Therefore, this book takes the position that technology
liter-
acy requires individual and group strategic learning if it is to
transform
a business into a technology-based learning organization.
Technology-
based organizations are defined as those that have implemented
a means
of successfully integrating technology into their process of
organiza-
tional learning. Such organizations recognize and experience
the real-
ity of technology as part of their everyday business function. It
is what
many organizations are calling “ being digital.”
This book will also examine some of the many existing organi-

27. zational learning theories, and the historical problems that have
occurred with companies that have used them, or that have
failed
to use them. Thus, the introduction of technology into
organizations
actually provides an opportunity to reassess and reapply many
of the
past concepts, theories, and practices that have been used to
support
the importance of organizational learning. It is important,
however,
not to confuse this message with a reason for promoting
organizational
x i xIntroduCtIon
learning, but rather, to understand the seamless nature of the
relation-
ship between IT and organizational learning. Each needs the
other to
succeed. Indeed, technology has only served to expose problems
that
have existed in organizations for decades, e.g., the inability to
drive
down responsibilities to the operational levels of the
organization, and
to be more agile with their consumers.
This book is designed to help businesses and individual manag-
ers understand and cope with the many issues involved in
developing
organizational learning programs, and in integrating an
important
component: their IT and digital organizations. It aims to provide

28. a
combination of research case studies, together with existing
theories
on organizational learning in the workplace. The goal is also to
pro-
vide researchers and corporate practitioners with a book that
allows
them to incorporate a growing IT infrastructure with their exist-
ing workforce culture. Professional organizations need to
integrate
IT into their organizational processes to compete effectively in
the
technology-driven business climate of today. This book
responds to
the complex and various dilemmas faced by many human
resource
managers and corporate executives regarding how to actually
deal
with many marginalized technology personnel who somehow
always
operate outside the normal flow of the core business.
While the history of IT, as a marginalized organization, is rela-
tively short, in comparison to that of other professions, the
problems
of IT have been consistent since its insertion into business
organiza-
tions in the early 1960s. Indeed, while technology has changed,
the
position and valuation of IT have continued to challenge how
execu-
tives manage it, account for it, and, most important, ultimately
value
its contributions to the organization. Technology personnel
continue
to be criticized for their inability to function as part of the

29. business,
and they are often seen as outside the business norm. IT
employees
are frequently stereotyped as “ techies,” and are segregated in
such a
way that they become isolated from the organization. This book
pro-
vides a method for integrating IT, and redefining its role in
organiza-
tions, especially as a partner in formulating and implementing
key
business strategies that are crucial for the survival of many
companies
in the new digital age. Rather than provide a long and extensive
list of
common issues, I have decided it best to uncover the challenges
of IT
integration and performance through the case study approach.
x x IntroduCtIon
IT continues to be one of the most important yet least
understood
departments in an organization. It has also become one of the
most
significant components for competing in the global markets of
today.
IT is now an integral part of the way companies become
successful,
and is now being referred to as the digital arm of the business.
This
is true across all industries. The role of IT has grown
enormously in
companies throughout the world, and it has a mission to provide

30. stra-
tegic solutions that can make companies more competitive.
Indeed,
the success of IT, and its ability to operate as part of the
learning
organization, can mean the difference between the success and
failure
of entire companies. However, IT must be careful that it is not
seen as
just a factory of support personnel, and does not lose its
justification
as driving competitive advantage. We see in many organizations
that
other digital-based departments are being created, due to
frustration
with the traditional IT culture, or because they simply do not
see IT
as meeting the current needs for operating in a digital economy.
This book provides answers to other important questions that
have
challenged many organizations for decades. First, how can
manag-
ers master emerging digital technologies, sustain a relationship
with
organizational learning, and link it to strategy and performance?
Second, what is the process by which to determine the value of
using
technology, and how does it relate to traditional ways of
calculating
return on investment, and establishing risk models? Third, what
are
the cyber security implications of technology-based products
and
services? Fourth, what are the roles and responsibilities of the
IT

31. executive, and the department in general? To answer these
questions,
managers need to focus on the following objectives:
• Address the operational weaknesses in organizations, in
terms of how to deal with new technologies, and how to bet-
ter realize business benefits.
• Provide a mechanism that both enables organizations to deal
with accelerated change caused by technological innovations,
and integrates them into a new cycle of processing, and han-
dling of change.
• Provide a strategic learning framework, by which every new
technology variable adds to organizational knowledge and
can develop a risk and security culture.
x x iIntroduCtIon
• Establish an integrated approach that ties technology account-
ability to other measurable outcomes, using organizational
learning techniques and theories.
To realize these objectives, organizations must be able to
• create dynamic internal processes that can deal, on a daily
basis, with understanding the potential fit of new technologies
and their overall value within the structure of the business;
• provide the discourse to bridge the gaps between IT- and non-
IT-related investments, and uses, into one integrated system;
• monitor investments and determine modifications to the life
cycle;

32. • implement various organizational learning practices, includ-
ing learning organization, knowledge management, change
management, and communities of practice, all of which help
foster strategic thinking, and learning, and can be linked to
performance (Gephardt & Marsick, 2003).
The strengths of this book are that it integrates theory and
practice
and provides answers to the four common questions mentioned.
Many
of the answers provided in these pages are founded on theory
and
research and are supported by practical experience. Thus,
evidence of
the performance of the theories is presented via case studies,
which
are designed to assist the readers in determining how such
theories
and proven practices can be applied to their specific
organization.
A common theme in this book involves three important terms:
dynamic , unpredictable , and acceleration . Dynamic is a term
that rep-
resents spontaneous and vibrant things— a motive force.
Technology
behaves with such a force and requires organizations to deal
with its
capabilities. Glasmeier (1997) postulates that technology
evolution,
innovation, and change are dynamic processes. The force then is
tech-
nology, and it carries many motives, as we shall see throughout
this
book. Unpredictable suggests that we cannot plan what will

33. happen
or will be needed. Many organizational individuals, including
execu-
tives, have attempted to predict when, how, or why technology
will
affect their organization. Throughout our recent history,
especially
during the “ digital disruption” era, we have found that it is
difficult,
if not impossible, to predict how technology will ultimately
benefit or
x x ii IntroduCtIon
hurt organizational growth and competitive advantage. I believe
that
technology is volatile and erratic at times. Indeed, harnessing
tech-
nology is not at all an exact science; certainly not in the ways in
which
it can and should be used in today’ s modern organization.
Finally, I
use the term acceleration to convey the way technology is
speeding up
our lives. Not only have emerging technologies created this
unpre-
dictable environment of change, but they also continue to
change it
rapidly— even from the demise of the dot-com era decades ago.
Thus,
what becomes important is the need to respond quickly to
technology.
The inability to be responsive to change brought about by
technologi-

34. cal innovations can result in significant competitive
disadvantages for
organizations.
This new edition shows why this is a fact especially when
examining
the shrinking S-Curve. So, we look at these three words—
dynamic,
unpredictable, and acceleration— as a way to define how
technology
affects organizations; that is, technology is an accelerating
motive
force that occurs irregularly. These words name the challenges
that
organizations need to address if they are to manage
technological
innovations and integrate them with business strategy and
competi-
tive advantage. It only makes sense that the challenge of
integrating
technology into business requires us first to understand its
potential
impact, determine how it occurs, and see what is likely to
follow.
There are no quick remedies to dealing with emerging
technologies,
just common practices and sustained processes that must be
adopted
for organizations to survive in the future.
I had four goals in mind in writing this book. First, I am inter-
ested in writing about the challenges of using digital
technologies
strategically. What particularly concerns me is the lack of
literature
that truly addresses this issue. What is also troublesome is the

35. lack
of reliable techniques …