PART 1 OVERVIEW
In this project you are asked to conduct your own research into two variables that interest you. This project will give you an opportunity to apply the skills and techniques you learn in this class and to produce a professional report using appropriate technology. This is a MAJOR, on-going assignment and is worth 15% of your grade; the equivalent of one unit exam grade.
Your projects will be graded in stages (Part 1, Part 2, Part 3) according to the attached rubrics.
To be successful on your project you must:
· Read and follow instructions carefully.
· Work according to the timeline provided and submit work on time.
· 10% will be deducted for each calendar day the project is submitted after the due date. A project is considered “submitted” when it is available for the professor to view on Canvas. No credit is given after 5 days late.
· Students who fail to submit earlier parts of the project may still submit later parts of the project as long as their topic has been approved by their instructor and as long as they collect their own data. Points will still be taken away for lack of completeness unless those prior sections are completed and included.
· Write clearly, using appropriate terminology and accurate mathematical notation. College-level writing is expected, as is the use of correct grammar.
· If you need help with writing, feel free to use the HCC Writing Center: For further information, see the HCC Web page under the heading “Writing Center” or call the Writing Center at (443) 518-4101. PGCC students at the Laurel College Center should see the PGCC Writing Center for assistance.
· Submit a neat, professional report typed using your choice of word processing software (including a mathematical notation package) and including printouts and diagrams from your choice of statistical software/technology.
· In particular, embedded graphs or charts and/or computer printouts will be expected as part of the report. Hand-drawn graphs are not acceptable.
· Please note: Excel should be used only with caution as it does not consistently follow accepted statistical practices.
· Original work is expected. This means that students who are repeating the course are expected to create an entirely new project using two new variables of interest.
· For example, you might watch a YouTube video on how to use StatCrunch or have a peer show you how to create a histogram using a different data set (not the one in your project), then try it yourself with your data set. You might consult your textbook or your instructor about a concept, but then put the explanation into your own words.
· Getting Help:
· For this project, you may consult any resource for general help and advice (including your instructor, tutors (LAC, HR230), classmates, or the internet) provided that your write-up (computations, explanations, and embedded diagrams) are your own work.
· Submission guidelines:
· You should submit your project via the Canvas link as a PDF or Word ...
Week 3: Assignment: Organizational Needs Assessment
Submit Assignment
Due
Mar 21 by 11:59pm
Points
125
Submitting
a file upload
Purpose
The identification of a need is the cornerstone of a project. The purpose of this assignment is to conduct an organizational needs assessment. The formulation of a comprehensive organizational needs assessment supports the professional formation of the DNP-prepared nurse. To complete the assessment of the organizational need, you will need to interview a key decision-maker at the practicum site. For students not implementing their DNP Project at a practicum site, complete the assignment as if you had interviewed a key decision-maker at a practicum site.
Course Outcomes
This assignment enables the student to meet the following course outcomes:
CO 2: Formulate a needs-based organizational assessment to inform strategic leadership decision-making. (POs 3, 5, 7)
CO 3: Develop strategies to lead project planning, implementation, management, and evaluation to promote high value healthcare. (POs 3, 5, 7)
Due Date(s)
Submit your assignment by 11:59 p.m. MT Sunday at the end of Week 3. The late assignment policy applies to this assignment.
Total points possible: 125
Page Requirement:
Length: 3-4 pages, excluding cover page and references
Instructions
To create flexibility, we are providing you options on this assignment. Concept maps are an effective way to express complex ideas, especially for visual learners. For this assignment, each of the sections can be presented
either
as a narrative
or
as a concept map.
Please note that you are not required to complete any or all sections as a concept map. If you choose to use a concept map for a section, it should be created in Microsoft Word and placed in that section of your paper. The concept map must meet all the requirements of the assignment rubric for that section. The rubric and page length requirements of the paper are unchanged.
If you need additional information about concept maps and how to create a concept map in Microsoft Word, please access the following resources.
Link (video):
Microsoft Word: Creating a Flowchart, Concept Map, or Process Map
(4:03)
Link (video):
Concept Mapping for Developing your Research
(3:37)
Review the Graduate Re-Purpose Policy in the Student Handbook, page 15:
Repurposed Work (Chamberlain University Graduate Programs only): Graduate students have the opportunity to use previously submitted ideas as a foundation for future courses. No more than 50 percent of an assignment, excluding references, may be repurposed from another Chamberlain University course (excluding practicum courses). Previous course assignments that are deemed building blocks will be notated in the syllabus by the course leader. As with every assignment, students must uphold academic integrity; therefore, students must follow the guidelines for remaining academically honest according to the Academic Integrity policy. If the instr ...
1
Assessment Brief
Module Name:
Module Code Level Credit Value Module Leader STRM059 7 30
Assessment title:
Research Project Report (7500 words)
Weighting: 100%
Submission dates: 7 Jan 2023
Feedback and
Grades due:
Please see NILE under Assessment Information
Please read this assessment brief in its entirety before starting work on the Assessment Task.
Purpose of Assessment
The purpose of this assignment is to enable learners to develop advanced-level independent
research and critical problem-solving skills within a business context. Learners will develop
knowledge of, proficiency in, and application of a range of management research
methodologies including qualitative and quantitative research methods resulting in proposals/
recommendations.
The Assessment Task
In the current international economic environment, entrepreneurs and managers are
frequently required to undertake business planning, project and consultancy work in addition
to their core responsibilities. Frequently, these projects are focused upon investigating new
business opportunities or potential strategic changes in order to create, retain and extend
competitive position.
The assessment task is to produce a 7500 words (±10%) research project report based on an
independent research, which investigates a business/organisational or management problem,
2
issue or challenge, applies appropriate research techniques and analysis, and consequently
informs the development of a business plan and/ or results in recommendations for change.
Where the submission exceeds the stipulated word limit by more than 10%, the submission will
only be marked up to and including the additional 10%. Anything over this will not be included
in the final grade for the assessment item. Abstracts, bibliographies, reference lists, appendices
and footnotes are excluded from any word limit requirements.
Where a submission is notably under the word limit, the full submission will be marked on the
extent to which the requirements of the assessment brief have been met.
Additional Guidance
Projects should be submitted with the UoN Faculty of Business & Law Ethics Form which has
been signed by your project supervisor. The blank Ethics Form, sample Participant Information
and Consent Forms/ Templates are available at the end of this assignment brief. Please see
NILE for additional guidance about appendices.
Learning Outcomes
On successful completion of this assessment, you will be able to:
Subject-Specific Knowledge, Understanding & Application
a) Critically assess and apply theoretical concepts, constructs and models required to analyse
business-related problems, plans and issues.
b) Evaluate and implement appropriate research methodologies to examine management and
business-related issues.
c) Enact appropriate ethical standards and use suitable tools to collect quantitative and
qualitative data.
d) Demonstrate the ability to link question formulation or research aim and objectives to data
analyses, interpretations.
This document outlines the requirements and expectations for a reflective report on a hospitality co-op study. Students must contextualize their placement organization, critically reflect on their personal and professional development, and evaluate the connection between their project and academic literature. The report requires obtaining a minimum 50% mark and submitting all assessments. Recommended readings and eight relevant journals are listed to assist with the project. The assessment includes a proposal, annotated bibliography, reflective report, draft report, and oral presentation. Students are responsible for meeting assignment requirements, using learning materials on Blackboard, and meeting weekly with their academic supervisor. Primary data collection is not permitted without approval.
SMT 110Intro. to Sport ManagementModule 15FINAL E.docxmanningchassidy
This document provides instructions for completing sections of a course project on promoting healthcare quality. Section 1 involves analyzing the systems and structures of a selected healthcare organization. Section 2 identifies a quality issue to address. Section 3 determines measures and targets to evaluate the quality issue. Section 4 proposes strategies to address performance gaps, including redesigning a process. Section 5 develops an evaluation plan. Section 6 synthesizes all analyses into a quality improvement action plan.
This document provides information about the course EDTECH 505: Evaluation for Educational Technologists. The instructor is Dr. John Thompson and the course will be online. The goals of the course are for students to learn important concepts and practices in evaluation including models, data sources, analysis, and reporting results. Graded assignments include weekly discussions, assignments, an evaluation proposal, an internet sites project analyzing program evaluation sites, and a course project evaluating a real or hypothetical program. The required textbook is The ABC's of Evaluation and the course follows policies regarding communication, submissions, and academic honesty.
SOC-480
Research Proposal Presentation
Assignment Criteria
It is essential for social workers to be able to present a proposal for an effective social program that addresses specific social health issues.
You are now ready to create a Research Program Proposal presentation that focuses on the social issue you selected for this course. Imagine you have been asked to present to your community council a program that you have researched and developed.
After collecting instructor feedback on your worksheets, revise the content to use for this PowerPoint presentation. Complete the following:
Needs Assessment: - First, in this part of the PowerPoint presentation (ground campus students may be asked to complete a poster for in-class presentation), explain what you discovered from the assessment of your community. Include the following in your needs assessment:
1. Describe the social issue you selected for this proposal project as well as the target population/client. Explain how this social issue is affecting your target population/client and community stakeholders.
2. Describe the culture of your community.
3. Explain the risk factors that might be driving patterns and behaviors related to your selected social issues.
4. Explain the cultural influences on your target population/client.
5. Explain whether or not any social health resources exist within your community.
6. Describe the environmental influences on your community (food/liquor infrastructure, transportation infrastructure, recreational facilities, etc.). How are these environmental influences affecting the mental and physical health in your community?
7. Finally, describe any existing evidence-based programs or practices in your community.
Now you are ready to propose your program/project to the council.
Proposed Program: - In this part of the PowerPoint presentation, describe the program/project you are proposing by addressing the following:
Core message or theme of program: - Explain why you selected this type of program/project and the message you want to send out. Explain the theory your program/project is based on.
Target population/client: - Describe the target population/client and why you chose to focus on this population/client.
Social issue: - Describe the selected social issue affecting your community.
Program outcomes/goals: - Describe the objectives and goals of your proposed program/project. What short-term and long-term outcomes do you want to see as a result of your program/project? How will you measure/evaluate these outcomes?
Evidence-based research: - Citing two to four scholarly sources, explain how research supports your proposed program/project design and projected outcomes.
Resources: - Describe existing community resources and programs available to your target population (If children are your target population/client, be sure to provide resources for parents). Are these resources easily accessible or not?
Program Design:
Activities: - Describe the tasks.
This document provides instructions for nursing students to create a detailed project charter for their practicum site as part of their DNP program. It emphasizes that the charter should address a real healthcare need at the practicum site based on input from the site. The charter will be evaluated based on how well it demonstrates competencies around creating a comprehensive project plan, supporting it with evidence, and communicating at a scholarly level. Students are advised to ensure their project aligns with both their site and DNP requirements and to conduct a thorough literature review to support their charter.
Week 3: Assignment: Organizational Needs Assessment
Submit Assignment
Due
Mar 21 by 11:59pm
Points
125
Submitting
a file upload
Purpose
The identification of a need is the cornerstone of a project. The purpose of this assignment is to conduct an organizational needs assessment. The formulation of a comprehensive organizational needs assessment supports the professional formation of the DNP-prepared nurse. To complete the assessment of the organizational need, you will need to interview a key decision-maker at the practicum site. For students not implementing their DNP Project at a practicum site, complete the assignment as if you had interviewed a key decision-maker at a practicum site.
Course Outcomes
This assignment enables the student to meet the following course outcomes:
CO 2: Formulate a needs-based organizational assessment to inform strategic leadership decision-making. (POs 3, 5, 7)
CO 3: Develop strategies to lead project planning, implementation, management, and evaluation to promote high value healthcare. (POs 3, 5, 7)
Due Date(s)
Submit your assignment by 11:59 p.m. MT Sunday at the end of Week 3. The late assignment policy applies to this assignment.
Total points possible: 125
Page Requirement:
Length: 3-4 pages, excluding cover page and references
Instructions
To create flexibility, we are providing you options on this assignment. Concept maps are an effective way to express complex ideas, especially for visual learners. For this assignment, each of the sections can be presented
either
as a narrative
or
as a concept map.
Please note that you are not required to complete any or all sections as a concept map. If you choose to use a concept map for a section, it should be created in Microsoft Word and placed in that section of your paper. The concept map must meet all the requirements of the assignment rubric for that section. The rubric and page length requirements of the paper are unchanged.
If you need additional information about concept maps and how to create a concept map in Microsoft Word, please access the following resources.
Link (video):
Microsoft Word: Creating a Flowchart, Concept Map, or Process Map
(4:03)
Link (video):
Concept Mapping for Developing your Research
(3:37)
Review the Graduate Re-Purpose Policy in the Student Handbook, page 15:
Repurposed Work (Chamberlain University Graduate Programs only): Graduate students have the opportunity to use previously submitted ideas as a foundation for future courses. No more than 50 percent of an assignment, excluding references, may be repurposed from another Chamberlain University course (excluding practicum courses). Previous course assignments that are deemed building blocks will be notated in the syllabus by the course leader. As with every assignment, students must uphold academic integrity; therefore, students must follow the guidelines for remaining academically honest according to the Academic Integrity policy. If the instr ...
1
Assessment Brief
Module Name:
Module Code Level Credit Value Module Leader STRM059 7 30
Assessment title:
Research Project Report (7500 words)
Weighting: 100%
Submission dates: 7 Jan 2023
Feedback and
Grades due:
Please see NILE under Assessment Information
Please read this assessment brief in its entirety before starting work on the Assessment Task.
Purpose of Assessment
The purpose of this assignment is to enable learners to develop advanced-level independent
research and critical problem-solving skills within a business context. Learners will develop
knowledge of, proficiency in, and application of a range of management research
methodologies including qualitative and quantitative research methods resulting in proposals/
recommendations.
The Assessment Task
In the current international economic environment, entrepreneurs and managers are
frequently required to undertake business planning, project and consultancy work in addition
to their core responsibilities. Frequently, these projects are focused upon investigating new
business opportunities or potential strategic changes in order to create, retain and extend
competitive position.
The assessment task is to produce a 7500 words (±10%) research project report based on an
independent research, which investigates a business/organisational or management problem,
2
issue or challenge, applies appropriate research techniques and analysis, and consequently
informs the development of a business plan and/ or results in recommendations for change.
Where the submission exceeds the stipulated word limit by more than 10%, the submission will
only be marked up to and including the additional 10%. Anything over this will not be included
in the final grade for the assessment item. Abstracts, bibliographies, reference lists, appendices
and footnotes are excluded from any word limit requirements.
Where a submission is notably under the word limit, the full submission will be marked on the
extent to which the requirements of the assessment brief have been met.
Additional Guidance
Projects should be submitted with the UoN Faculty of Business & Law Ethics Form which has
been signed by your project supervisor. The blank Ethics Form, sample Participant Information
and Consent Forms/ Templates are available at the end of this assignment brief. Please see
NILE for additional guidance about appendices.
Learning Outcomes
On successful completion of this assessment, you will be able to:
Subject-Specific Knowledge, Understanding & Application
a) Critically assess and apply theoretical concepts, constructs and models required to analyse
business-related problems, plans and issues.
b) Evaluate and implement appropriate research methodologies to examine management and
business-related issues.
c) Enact appropriate ethical standards and use suitable tools to collect quantitative and
qualitative data.
d) Demonstrate the ability to link question formulation or research aim and objectives to data
analyses, interpretations.
This document outlines the requirements and expectations for a reflective report on a hospitality co-op study. Students must contextualize their placement organization, critically reflect on their personal and professional development, and evaluate the connection between their project and academic literature. The report requires obtaining a minimum 50% mark and submitting all assessments. Recommended readings and eight relevant journals are listed to assist with the project. The assessment includes a proposal, annotated bibliography, reflective report, draft report, and oral presentation. Students are responsible for meeting assignment requirements, using learning materials on Blackboard, and meeting weekly with their academic supervisor. Primary data collection is not permitted without approval.
SMT 110Intro. to Sport ManagementModule 15FINAL E.docxmanningchassidy
This document provides instructions for completing sections of a course project on promoting healthcare quality. Section 1 involves analyzing the systems and structures of a selected healthcare organization. Section 2 identifies a quality issue to address. Section 3 determines measures and targets to evaluate the quality issue. Section 4 proposes strategies to address performance gaps, including redesigning a process. Section 5 develops an evaluation plan. Section 6 synthesizes all analyses into a quality improvement action plan.
This document provides information about the course EDTECH 505: Evaluation for Educational Technologists. The instructor is Dr. John Thompson and the course will be online. The goals of the course are for students to learn important concepts and practices in evaluation including models, data sources, analysis, and reporting results. Graded assignments include weekly discussions, assignments, an evaluation proposal, an internet sites project analyzing program evaluation sites, and a course project evaluating a real or hypothetical program. The required textbook is The ABC's of Evaluation and the course follows policies regarding communication, submissions, and academic honesty.
SOC-480
Research Proposal Presentation
Assignment Criteria
It is essential for social workers to be able to present a proposal for an effective social program that addresses specific social health issues.
You are now ready to create a Research Program Proposal presentation that focuses on the social issue you selected for this course. Imagine you have been asked to present to your community council a program that you have researched and developed.
After collecting instructor feedback on your worksheets, revise the content to use for this PowerPoint presentation. Complete the following:
Needs Assessment: - First, in this part of the PowerPoint presentation (ground campus students may be asked to complete a poster for in-class presentation), explain what you discovered from the assessment of your community. Include the following in your needs assessment:
1. Describe the social issue you selected for this proposal project as well as the target population/client. Explain how this social issue is affecting your target population/client and community stakeholders.
2. Describe the culture of your community.
3. Explain the risk factors that might be driving patterns and behaviors related to your selected social issues.
4. Explain the cultural influences on your target population/client.
5. Explain whether or not any social health resources exist within your community.
6. Describe the environmental influences on your community (food/liquor infrastructure, transportation infrastructure, recreational facilities, etc.). How are these environmental influences affecting the mental and physical health in your community?
7. Finally, describe any existing evidence-based programs or practices in your community.
Now you are ready to propose your program/project to the council.
Proposed Program: - In this part of the PowerPoint presentation, describe the program/project you are proposing by addressing the following:
Core message or theme of program: - Explain why you selected this type of program/project and the message you want to send out. Explain the theory your program/project is based on.
Target population/client: - Describe the target population/client and why you chose to focus on this population/client.
Social issue: - Describe the selected social issue affecting your community.
Program outcomes/goals: - Describe the objectives and goals of your proposed program/project. What short-term and long-term outcomes do you want to see as a result of your program/project? How will you measure/evaluate these outcomes?
Evidence-based research: - Citing two to four scholarly sources, explain how research supports your proposed program/project design and projected outcomes.
Resources: - Describe existing community resources and programs available to your target population (If children are your target population/client, be sure to provide resources for parents). Are these resources easily accessible or not?
Program Design:
Activities: - Describe the tasks.
This document provides instructions for nursing students to create a detailed project charter for their practicum site as part of their DNP program. It emphasizes that the charter should address a real healthcare need at the practicum site based on input from the site. The charter will be evaluated based on how well it demonstrates competencies around creating a comprehensive project plan, supporting it with evidence, and communicating at a scholarly level. Students are advised to ensure their project aligns with both their site and DNP requirements and to conduct a thorough literature review to support their charter.
This document outlines the learning outcomes and requirements for a hospitality management placement paper. On completion, students should be able to contextualize their placement organization, critically reflect on their personal and professional development during placement, critically evaluate how their project connects to academic literature, and demonstrate appropriate academic communication skills.
The paper requirements include obtaining a minimum 50% mark and submitting all assessments. Students are responsible for attending scheduled classes, accessing resources on Blackboard, following submission instructions, and meeting weekly with their assigned academic supervisor to discuss their placement progress and reports. Primary data collection such as surveys and interviews is not permitted without approval.
This document provides instructions for a coursework assignment assessing research methods. Students must complete an academic poster presentation summarizing their literature review on an approved topic. The 10-minute presentation will be delivered to two academics, one an expert in the topic. Instructions include poster content and structure, assessment criteria, submission details, and important policies on plagiarism, late penalties, and reassessments.
Blockchain Implementation Project Plan Every project thChantellPantoja184
This document provides guidance for creating a project plan to implement a newly developed blockchain application. It outlines the key sections and content needed for the project plan, including describing the organizational and blockchain environment, project overview and charter, deliverables, critical success factors, work breakdown structure, quality plan, and operationalization plan. The project plan must be at least 1500 words and follow APA format. It will require the student to think through how to implement a blockchain application and make it available to end users.
This document provides guidance on preparing an Institutional Review Board (IRB) submission for an action research study. It outlines the steps in the IRB proposal, submission, and approval process. Key aspects of an IRB submission are discussed, including registering in the online system, overall considerations, and the main components such as study name, identification information, required reviews, study summary, and methods/procedures. Resources and contacts for the IRB/online system are also provided.
Assignment 2: Fink Step 3
Due Week 7 and worth 200 points
For this assignment, you will look at the technology you have integrated into your unit/training and develop ways to assess student performance when they use those technologies.
Often, educators find a great new technology or app to use with their students but then have no idea how to evaluate if it is actually helping students learn. Or, educators find that grading student performance using the new technology is cumbersome and doesn’t actually save any time or provide any value.
For example, if students have an assignment to create a PowerPoint presentation, how will they submit it to you? How will you check to make sure they didn’t just copy it from someplace on the Internet? If students are working on a group project, how can you assess student contributions? These are some issues you will need to think about when you apply technology to your lessons.
First, provide a brief (1-2 pages) description of the specific education technology you intend to incorporate into your unit/training. Include links to the product or app and describe how the students will use it. You do not need to provide specific lesson plans, but need to demonstrate that you have a clear idea of what you want the students to use and how they will use it.
For example, if you were to start using MS Office in the classroom, you could describe how you would allow students to type their papers using MS Word and create presentations using MS PowerPoint instead of hand-writing papers and doing traditional poster projects.
Next, complete the questions for Step 3 of page 15 of Fink’s guide. Include the following information when you answer each question in the worksheet. You will have to copy each question to a new Word document in order to answer it.
1. Forward-looking Assessment: The key is that you have students work on real-world problems. Think about how they will apply the knowledge you are teaching as well as how they will use the technology in the future. How can you create assessments such as a class project, portfolio assignment, a case-study, or other activity where they apply their knowledge?
2. Criteria & Standards: Think about what qualifies as poor work that does not meet your standards, satisfactory work that does meet your standards, and excellent work that exceeds your standards. Be specific. Look at your assignment rubrics for examples of this.
3. Self-Assessment: Students should have some idea of how they are doing without having to ask the teacher or instructor. How will you help them evaluate their own work and learning as they work on their assignments?
4. “FIDeLity” Feedback: This will be the formal feedback that you will give to students as well as informal feedback you will give them as they work on their assignments and assessments.
It would be a good idea to use the information that you provided for the discussion questions in the following weeks. (Note: you are not expected to use all of it if ...
Assignment Brief Template Page 1 of 8 Faculty of Busines.docxrock73
Assignment Brief Template
Page 1 of 8
Faculty of Business, Environment and Society
Assignment Brief Semester 2
Module Title: Essential Skills for
the Project
Manager
Assignment
Number
1
Module Code: A200SAM Assignment Title Bank Station Capacity
Upgrade (BSCU)
Submission
Date:
5
th
May 2017
(23:55)
Module Leader Anmoal Thethi
Submission
Time and Place:
Submission through
Turnitin ONLY
Module Team
Assessment Information
This assignment is designed to assess learning outcomes and accounts for 100% of the
overall module mark.
Aim:
The aim of this assignment is to assess the following learning outcomes –
Learning Outcome
Explore the key variables required to meet project objectives
Understand the different planning tools required to manage a project
Application of project management theory and framework to a practical scenario
Critically reflect on the skills required to manage a project effectively
Part 1 (worth 80% of the module mark)
You have been appointed as project manager to oversee the planning, managing and
monitoring of the Bank Station Capacity Upgrade (BSCU) Project. Your first task is to
prepare a project report (1500 words) through critically evaluating the project and drawing
on relevant project management theory and framework to present to your company’s
board of directors for approval. In order to write this report please refer to the following
project overview document:
https://tinyurl.com/bscu-overview
Please note this overview document is just a starting point. You will need to study the
additional factsheets found in the ‘Factsheets’ section at the ‘Bank station capacity upgrade’
website, (https://tinyurl.com/bscu-website). Drawing on relevant project management
theory, you should critically evaluate the project, focussing your report on two of the
Assignment Brief Template
Page 2 of 8
following areas of project management; you should ensure that your report is underpinned
by reference to relevant project management theory presented in academic and
professional publications:
1. Stakeholder Management
2. Risk Management
3. Project Planning
4. Process for recording lessons learned
Part 2 (worth 20% of the module mark)
Thinking about the discipline of project management and the topics covered in the module,
reflect upon the technical and management skills required for the role of a project manager
to manage the project. What technical and management skills do you think a project
manager should have and how effectively they can integrate it to manage the project
successfully? (500 words)
Assignment Guidance
Parts 1 and 2 of your assignment should be clearly labelled and presented as a single
document, submitted to Turnitin. A list of references must be included. Important points to
remember:
• All analysis and recommendations should be supported by reference to
relevant project management theory presented i ...
This document provides detailed information and instructions for Assessment 1 of the MIS782 unit on IT Portfolio Theory. It outlines the key details of the assessment such as the due date, weighting, and word count. It also describes the tasks which involve analyzing an IT portfolio using relevant theories, identifying assets and evaluating their value, and assessing resources and capabilities. Instructions, resources, submission guidelines, and policies are provided to help students complete the assignment.
How to make a project report for schools, colleges, universities, researchers...Payaamvohra1
This ppt gives you an idea about frequently made project report. Do checkout my other ppt based on research proposal, review paper, internship report etc.
Hey Carzetta, You did a beautiful job on your char.docxhanneloremccaffery
Hey Carzetta,
You did a beautiful job on your chart :) it's very well laid out I liked how you said " For accountability, the teaching staffs will be assessed before and after the semester to ensure the Accreditation standards are met." like (Diamond, 2008 p.16) said in years past , an institution could simply dust off its previous documents, make a few modest modifications, and be finished, but this is simply no longer possible. im glad you will be reviewing staff and faculty consistently to make sure they are meeting the accreditation standards excellent post.
Hello Carzetta,
How are you? I think you did a good job on this post.
My feedback:
Clarification: Is the information practical? Does it make sense?
The information is practical. The table is perfect, it is organized and easy to read. But, I find the Outcome section unclear. Also, there was no reference section.
Justification: Does the entry include adequate details to justify the direction being taken?
The entry in the outcome section does not include details to justify the direction being taken. The outcome should be based on, as the University Office of Evaluation and Educational Effectiveness (n. d.). stresses that there are going to be questions to answer upon graduation. What the graduates know and are able to do at the time they have completed the program?” What is going to happen at the end of the program?
Rationale: Have sufficient references been included to support the direction being adopted?
No, there are no references to support the direction being adopted.
Relevance: Do you have (or have you heard of) similar experiences that you can share?
Your program really hit home for me! Meaning that, I took numerous classes in your curriculum while waiting to be accepted into the nursing program. Long story short, as we, my classmates and I got to the folk in the road, some went into Biomedical science program and natural sciences program while, I chose education.
Recommendations: Do you have suggestions or advice that you can share?
There are two areas that is in need of assistance. The Outcome section and the reference section:
Firstly, the Outcome section, as the University Office of Evaluation and Educational Effectiveness (n. d.) states, that program outcomes are attainment, skills, and competencies students should acquire upon graduation from your program in Biomedical Science.
Secondly, I think your report needs one or two references, which will add some credibility to your project.
Again, I think you did a great job with the table, all it needs is a little help in the areas in the recommendation section.
Thanks for sharing,
Hello Carzetta
I really liked reading about your program outcomes and list of courses. However I was wondering what are your program outcomes? You supplied great information on what a program outcome was and why it is needed which was very informational and helped grow my knowledge and understanding but I did not see your outcomes listed.
The c.
This document provides requirements and instructions for a BIM project assignment. The assignment requires students to create an A1 poster presenting: 1) Evidence of applying digital technologies to a case study, including references. 2) An evaluation of the tools/techniques selected and their impact on the case study and student's profession. The poster must be contextualized within the assigned case study. Students will be assessed on their understanding and expression of applying digital technologies to support design/construction, and critically evaluating tools to support collaboration.
This ePortfolio documents the major deliverables I created for the completion of Successful Teaching Online Mentoring Program (STOMP) at Harper College. The contents are as follows:
Community-Building Activity
Time Management Tip List
Final Project: Lesson idea, assessment and rubric developed using Backwards Design principles
Final Reflections/Lessons Learned
Running Header: PROJECT PHASE 1 1
PROJECT PHASE 1 4
Final Project Phase 1: Business-Related Research Premise
Aaron Bryant
Shorter University
Final Project Phase 1: Business-Related Research Premise
Background
Executive compensation is the financial and non-financial awards given to executives and other high ranking officials with in corporations. These awards typical come in the form of base salary, annual incentives, and long-term incentives, and perquisites such as personal use of corporate aircraft, company cars, and business expense accounts (Cormany, 2017). Compensation for executives has steadily increased over the years but there has been dramatic jumps in pay since the 1970s. The latest dramatic increase was in 2010, when executive compensation increased 11% (Cormany, 2017).
The board of directors are legally and morally responsible for monitoring and awarding executives and company leaders. In many cases they help decide what compensation is given to executives. To help with the contract decisions about executive pay, a compensation consultant firm may be hired.
Managerial Relevance
Many corporations use compensation consultants to help figure out how much to compensate there executives. If a consultant firm helps an executive increase his/her compensation, they can be later hired for more billable hours as compensation in return. So intern, does the hiring of compensation firms increase executive compensation.
Theoretical Framework
The hiring of compensation consultants and the increase in compensation of executives are related
Research Methodology and Design
A non-contrived case study using minimal interference will be used in this study.
References
Cormany, D. L. . P. candidate. (2017). Executive Compensation. Salem Press Encyclopedia. Retrieved from http://proxygsu-sho1.galileo.usg.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ers&AN=89550569&site=eds-live&scope=site
Syllabus Page 1 of 12
Business Analytics and Research
Methods
Online Syllabus
Shorter University
Instructor Information
See link in Canvas.
Course Information
• Course: Business Analytics and Research Methods
• Course Number: BUS 5250
• Credit Hours: 3
• Prerequisites: Undergraduate Statistics Course
Course Description
Today’s business environment requires managers to be able to make decisions based on data
and draw inferences through the use of software and other analytical tools. This Business
Analytics and Research Methods course will introduce the students to business research
methodology and the analytical tools used to collect and assess different types of data. This
course will include a review of the basics .
Create a detailed, integrated project charter to address a healt.docxvictorring
Create a detailed, integrated project charter to address a healthcare gap, need, or improvement at your practicum site.
Introduction
In NHS-FPX8040, you prepared a preliminary project charter. At that time, you may not have secured your practicum site or preceptor yet. Now that these are in place, in this course you will delve more deeply into creating a project charter appropriate for your practicum site’s needs. You may be able to use some of the project charter work you did in the previous course. At the same time, you may find you need to completely retool your work as it may no longer be appropriate for your practicum site. This is the changing nature of doctoral projects. As we learn more information, doctoral projects change. Your ability to manage this ambiguity and change will be critical to your successfully completing your doctoral program.
In this assessment, you will create a detailed, integrated project charter to address a healthcare gap, need, or improvement at your practicum site. You will need to obtain input from your practicum site about how you can help to meet their needs. After submitting your project charter, you will receive your faculty member’s feedback on your charter’s alignment with department objectives, academic rigor, coherency, and readiness for Institutional Review Board (IRB) submission.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
Competency 1: Create a project charter to address a clinical or organizational problem or take advantage of an opportunity for improvement within a health care setting.
Clearly describe the people who will be involved in and affected by a project.
Clearly describe an overview of all aspects of a project plan.
Clearly describe the strengths, weaknesses, opportunities, and threats related to a project plan.
Clearly describe the ethical considerations, constraints, external dependencies, and communication strategy of a project plan.
Clearly describe the outcome measures related to a project plan.
Clearly describe the data collection procedures related to a project plan.
Describe a project that could, within 8 to 12 weeks, produce a meaningful, sustainable change in practice or process that can be empirically evaluated, with minimal or no risk to participants or the organization.
Synthesize scholarly, authoritative evidence supporting each part of the project charter.
Competency 4: Address assessment purpose in a well-organized text, incorporating appropriate evidence and tone in grammatically sound sentences.
Write clearly and coherently, using communication style and vocabulary appropriate for scholarly work.
Correctly reference and cite scholarly and/or authoritative sources.
Preparation
To successfully prepare for this assessment, you will need to:
Ensure that your project aligns with your pract.
This document outlines an assignment for a Study Skills and Research Methods module. It constitutes 70% of the overall module mark. Students must submit a 2,500 word research proposal by January 21st that includes: an introduction to their research topic and problem context, research aim and objectives, a literature review identifying a research gap, details of their methodology and ethical considerations, identification and mitigation of risks, and a work plan. The proposal should be in one of four areas: energy and sustainable development, energy and sustainable building design, energy engineering, or engineering management. The assignment will be marked based on a rubric and students will receive feedback by February 18th. Late submissions within 14 days will be capped at 50% and anything
1 Australian Institute of Higher Education CRICOS Prov.docxkarisariddell
1
Australian Institute of Higher Education
CRICOS Provider Code: 03147A
Level 3 & 4 545 Kent Street Sydney NSW 2000 Australia
T: +612 9020 8050 W: www.aih.nsw.edu.au
Project Charter
The project charter summarises the purpose, deliverables, stakeholders, resources, risks,
interdependencies and success criteria of the project.
Project
snapshot
Name of project:
Project purpose:
What are the goals/objectives of this project? Why are we undertaking it? What is the
problem/opportunity?
Deliverables with timeframes
What, when, etc.
Stakeholders
Who is the sponsor, project manager, customers,
and other key groups who can impact, or be
impacted by, this project.
Resources
Cash flow, people, equipment, facilities,
software, etc.
Risks
Resource limitations, deadlines, budget,
technology, legal and other constraints, etc.
Interdependencies
With other projects, groups, system interfaces,
etc.
Success criteria
How we know we are successful.
Project Title: Project Client: Date:
Version:
Project Sponsor: Project Manager: File Name: Page x of y
http://www.aih.nsw.edu.au/
1
Unit Name/Code ISY2004 Information Systems Project Management
Assessment Type Report
Assessment Number Two
Assessment Name Project Plan Part 1
Unit Learning
Outcomes Assessed
1, 3 and 5
Due Date and Time Week 6, Friday, 01/05/20 5:00pm
Weighting 25%
Assessment
Description
You are required to form groups of Four to Five (4 to 5)
students. Read the Case Study in Appendix 1.
You need to develop the Initial Project Plan which
should include the following:
• Project charter, including a detailed Scope Statement,
Out of scope, Goal, Objectives, a draft project “Work
Breakdown Structure” (WBS) or Task List, that must
also show dependencies
• Stakeholder Register
• Stakeholder Management Strategy
(In Assessment 4, you will continue to develop the full
Project Plan).
Referencing and Plagiarism
It is essential to use IN TEXT referencing. If you are using
the exact words from a reference then you must use
quotation marks.
You can use Chicago Style referencing with numbers, with a
listing at the end of the essay. Microsoft Word has an
EndNote plugin that makes this style very easy and clear to
follow.
http://www.chicagomanualofstyle.org/tools_citationguide.html
Alternatively, you can use the more traditional Harvard style,
which is more verbose.
http://www.citethisforme.com/harvard-referencing.
Remember that this is a Turnitin assignment and plagiarism
will be subject to severe penalties. Please refer to the AIH
Academic Misconduct Policy:
http://www.aih.nsw.edu.au/content/1-home/8-more-info-
tabs/3-official-policies/academic-misconduct-policy.pdf
DO NOT COPY AND PASTE FROM THE INTERNET OR
COPY OTHER STUDENTS’ WORK!
http://www.chicagomanualofstyle.org/tools_citationguide.html
http://www.citethisforme.com/harvard-referencing
http://www.aih.nsw.edu.
- Nike, one of the largest sports marketers, is expected to cut its marketing budget in response to the economic recession. This could significantly impact the sports marketing industry.
- Nike signaled it was in cost-cutting mode by announcing plans to eliminate up to 1,400 jobs. It will likely reduce spending on endorsements, advertising, and sponsorships by dropping lesser athletes and teams.
- In the past Nike was not known for frugality, but it emphasized cost-tightening in a recent conference call, suggesting its sports marketing strategy going forward will be less free-spending than before.
MITS6004:Enterprise Resource Planning
MITS6004
Enterprise Resource Planning
Assignment 2
Research Study
March 2020
MITS6004:Enterprise Resource Planning
Research Study
Assignment 2 - Research Report - 10% (Due Session 8) Individual Assignment
For this component you will be required to analyze a case study of an organization and write
a report on it on a recent academic paper on a topic related to ERP implementation on any
organization. Some possible topic areas include but are not limited to:
• Digital Transformation
• An analysis of success and failure factors for ERP Systems in Engineering and
Construction Firms.
• System Integration Challenges
• Project Management methodologies
• Securing an ERP implementation
• Web based ERP Systems
• Promise and Performance of ERP
• Critical success factors for ERP Implementation in a company
• Role of management in designing enterprise systems integration
• Risk areas found in ERP Implementation
• IoT and ERP
• Supply chain planning and Execution
• Warehouse Management
• Data Intelligence for Enterprise AI
The paper you select must be directly relevant to one of the above topics or another topic
and be related to ERP or Software Engineering. The paper must be approved by your lecturer
and be related to what we are studying this semester in Enterprise Resource Planning. The
paper can be from any academic conference or other relevant Journal or online sources such
as Google Scholar, Academic department repositories, or a significant commercial company
involved in research such as IBM etc. All students must select a different paper. Thus, the
paper must be approved by your lecturer before proceeding. In case two students are wanting
to present on the same paper, the first who emails the lecturer with their choice will be
allocated that paper. Please note that popular magazine or web-site articles are not academic
papers.
A grade of 10% of the Units mark will be awarded for your presentation and your participation
in other student presentations. You are to prepare a set of powerpoint slides for your
presentation. If you do not participate in at least 70% of other student’s presentations, you
will forfeit a significant proportion of the marks for this component.
MITS6004:Enterprise Resource Planning
Note: if class numbers are large the presentations may be organized into groups, but students
will still all need to select their own individual paper for Assignment 2. In the case where
presentations are arranged in groups each group can decide which students’ paper will be
used for the presentation.
The presentations will occur in sessions 5-12 on the academic calendar for the semester and
the order of presentations will be by arrangement, but these will be evenly spread over those
sessions.
What to Submit.
For this component you will write a report or critique on the paper yo ...
Feedback from Part 1 please read and look for typos and grammar!! .docxmglenn3
Feedback from Part 1 please read and look for typos and grammar!! 100 Authentic
· Attempts in-text citations and reference lists; APA style errors are noted throughout; Fails to use APAcitations when appropriate 3 times in document. (0.525 - 0.59)
12:13
· Attempts to presents company conclusion that emphasizes the purpose/significance of the analysis, the consequences of findings, and indicate the wider application derived from main points using course material and research to support the reasoning and conclusions but significant clarity or development is needed.
Instructions
Project 2: Internal Environmental Analysis/Strategy Analysis (Week 6)
NOTE: All submitted work is to be your original work (and only yours). You may not use any work from another student, the Internet or an online clearinghouse. You are expected to understand the Academic Dishonesty and Plagiarism Policy, and know that it is your responsibility to learn about instructor and general academic expectations with regard to proper citation of sources as specified in the APA Publication Manual, 6th Ed. (Students are held accountable for in-text citations and an associated reference list only).
Purpose:
This project is the second of three projects. Students will perform an internal environmental analysis using the tools and concepts learned in the course to date. You will also draw from previous business courses to develop an understanding of how organizations develop and manage strategies to establish, safeguard and sustain its position in a competitive market.
Students also have the opportunity to review an organization’s objectives and goals and the key functional areas within the organization. Performing an internal environment analysis helps assess a firm’s internal resources and capabilities and plays a critical role in formulating strategy by identifying a firm’s strengths to capitalize on so that it can effectively overcome weaknesses.
Skill Building:
In this project, you are building many different skills including research, critical thinking, writing and developing analytical skills related to various financial analysis tools and strategy tools used in business.
Outcomes Met With This Project:
· utilize a set of useful analytical skills, tools, and techniques for analyzing a company strategically;
· integrate ideas, concepts, and theories from previously taken functional courses including, accounting, finance, market, business and human resource management;
· analyze and synthesize strengths, weaknesses, opportunities, and threats (SWOT) to generate, prioritize, and implement alternative strategies in order to revise a current plan or write a new plan and present a strategic plan.
Instructions:
Step 1: Research
In completing the report, students will use the chapters in the eBook as a guide and perform research on the company from Project 1 so that they can answer the required elements below in narrative form following the steps.
Library Resources
Y.
Sociology SOCI332Statistics for Social ScienceCredit Ho.docxbryanwest16882
Sociology
SOCI332
Statistics for Social Science
Credit Hours 3
Length of Course 8 Weeks
Table of Contents
Course Description
Evaluation Procedures
Course Scope
Grading Scale
Course Objectives
Course Outline
Course Delivery Method
Policies
Course Materials
Academic Services
Course Description (Catalog)
This course is designed to provide a basic survey of the application, empirical use and interpretation of a variety of statistics methods used in the social sciences. A key objective of the course is the instruction in best statistical practice through the use, exploration and analysis of empirical data. Emphasis will be placed on understanding and interpreting the meaning of statistics. The practical aspects of statistics are emphasized and students are instructed in the use of the standard statistical package for the social sciences (SPSS) which is widely used in the social sciences and the in labor force. This course is part of a series including SOCI 331 Research Methods for the Social Sciences and SOCI 332 Statistics for the Social Sciences.
Course Scope
The student will develop an ability to use sociological concepts, theory, and research to think critically and act intelligently in interactions with (and observations of) individuals, groups, institutions, and societies.
Course Objectives
Upon completion of this course students will be able to:
CO1- Describe and apply the concepts and logic of elementary statistics.
CO2- Conduct statistical analysis in SPSS (Statistical Package for the Social Sciences).
CO3- Compare and contrast different types of data and the statistics that can be used to analyze them
CO4- Examine the differences between descriptive and inferential statistics and their use in the social sciences.
CO5- Form critical interpretations of quantitative research literature in sociology and other social sciences.
CO6- Complete and interpret descriptive and inferential statistical data analysis
CO7- Develop a research project from conceptualizing a research problem and develop a number of complementary design, measurement, and data collection approaches to bring evidence to bear on the problem.
CO8- Critically evaluate the quality of research design and evidence in published social research.
ADDITIONAL RESOURCES:
General Social Survey Dataset
SPSS Software
SOFTWARE REQUIREMENTS:
-
SPSS (more details under Welcome Announcements in the Sakai classroom)
-
Microsoft Office Applications- Word, Power Point (these can be downloaded free of charge from your student email account)
-
Screencast-o-matic or similar program
Evaluation Procedures
Forums:
Participation in classroom dialogue on threaded Forums is required. Forums are scheduled weekly and found in the Forums tab in the classroom. Specific instructions and the grading rubric are located on each Forum.
Assignments
This course includes three Assignments. Instructions and specific grading rubrics are found under the Assignments tab in o.
The document provides guidelines for a Major Project that is part of an Integrated Master of Business Administration program. The Major Project allows students to apply their course knowledge to a specific problem or issue, and can involve original research or developing a business plan. Students complete the project individually or in pairs. They work with a faculty mentor and an organizational mentor if doing the project at an organization. The project is evaluated internally and externally, with marks awarded based on presentations and reports. The document outlines the required components of the project report, including an introduction, literature review, methodology, analysis, conclusions, and formatting guidelines.
Resources Assigned readings, ERRs, the Internet,and other resources.docxkarlhennesey
Resources: Assigned readings, ERRs, the Internet,and other resources
Write
a no more than 3 page paper, in which you identify a total compensation plan for an organization focused on internal equity, and a total compensation plan for an organization focused on external equity.
Identify
advantages and disadvantages of internal and external equity for the organizations.
Explain
how each plan supports that organization's total compensation objective and the relationship of the organization's financial situation to its plan.
Draw conclusions based upon Electronic Reserve Readings in eCampus
, Martocchio (2009) and/or Milkovich and Newman (2008),
personal experience, and data collected from organizations.
Integrate Week 2 readings
,
Martocchio (2009) and/or Milkovich and Newman (2008),
throughout paper.
Direct quotations should be avoided.
Research should be summarized and synthesized using your own words
; be certain to cite sources of knowledge.
Format
your paper consistent with
APA 6
th
Edition
guidelines.
.
Resource Review Documenting the Face of America Roy Stryker and.docxkarlhennesey
Resource:
Review "Documenting the Face of America: Roy Stryker and the FSA/OWI Photographers," and Ch. 5 of
Oxford History of Art: Twentieth-Century American Art
.
Write
a 200- to 350-word summary responding to the following:
How was photography used as an instrument for social reform? What photograph do you think makes the most powerful social commentary? Why?
Submit
your assignment in a Microsoft
®
Word document using the Assignment Files tab above.
.
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Due Week 7 and worth 200 points
For this assignment, you will look at the technology you have integrated into your unit/training and develop ways to assess student performance when they use those technologies.
Often, educators find a great new technology or app to use with their students but then have no idea how to evaluate if it is actually helping students learn. Or, educators find that grading student performance using the new technology is cumbersome and doesn’t actually save any time or provide any value.
For example, if students have an assignment to create a PowerPoint presentation, how will they submit it to you? How will you check to make sure they didn’t just copy it from someplace on the Internet? If students are working on a group project, how can you assess student contributions? These are some issues you will need to think about when you apply technology to your lessons.
First, provide a brief (1-2 pages) description of the specific education technology you intend to incorporate into your unit/training. Include links to the product or app and describe how the students will use it. You do not need to provide specific lesson plans, but need to demonstrate that you have a clear idea of what you want the students to use and how they will use it.
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Assignment Brief Template Page 1 of 8 Faculty of Busines.docxrock73
Assignment Brief Template
Page 1 of 8
Faculty of Business, Environment and Society
Assignment Brief Semester 2
Module Title: Essential Skills for
the Project
Manager
Assignment
Number
1
Module Code: A200SAM Assignment Title Bank Station Capacity
Upgrade (BSCU)
Submission
Date:
5
th
May 2017
(23:55)
Module Leader Anmoal Thethi
Submission
Time and Place:
Submission through
Turnitin ONLY
Module Team
Assessment Information
This assignment is designed to assess learning outcomes and accounts for 100% of the
overall module mark.
Aim:
The aim of this assignment is to assess the following learning outcomes –
Learning Outcome
Explore the key variables required to meet project objectives
Understand the different planning tools required to manage a project
Application of project management theory and framework to a practical scenario
Critically reflect on the skills required to manage a project effectively
Part 1 (worth 80% of the module mark)
You have been appointed as project manager to oversee the planning, managing and
monitoring of the Bank Station Capacity Upgrade (BSCU) Project. Your first task is to
prepare a project report (1500 words) through critically evaluating the project and drawing
on relevant project management theory and framework to present to your company’s
board of directors for approval. In order to write this report please refer to the following
project overview document:
https://tinyurl.com/bscu-overview
Please note this overview document is just a starting point. You will need to study the
additional factsheets found in the ‘Factsheets’ section at the ‘Bank station capacity upgrade’
website, (https://tinyurl.com/bscu-website). Drawing on relevant project management
theory, you should critically evaluate the project, focussing your report on two of the
Assignment Brief Template
Page 2 of 8
following areas of project management; you should ensure that your report is underpinned
by reference to relevant project management theory presented in academic and
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1. Stakeholder Management
2. Risk Management
3. Project Planning
4. Process for recording lessons learned
Part 2 (worth 20% of the module mark)
Thinking about the discipline of project management and the topics covered in the module,
reflect upon the technical and management skills required for the role of a project manager
to manage the project. What technical and management skills do you think a project
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Assignment Guidance
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document, submitted to Turnitin. A list of references must be included. Important points to
remember:
• All analysis and recommendations should be supported by reference to
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Hey Carzetta, You did a beautiful job on your char.docxhanneloremccaffery
Hey Carzetta,
You did a beautiful job on your chart :) it's very well laid out I liked how you said " For accountability, the teaching staffs will be assessed before and after the semester to ensure the Accreditation standards are met." like (Diamond, 2008 p.16) said in years past , an institution could simply dust off its previous documents, make a few modest modifications, and be finished, but this is simply no longer possible. im glad you will be reviewing staff and faculty consistently to make sure they are meeting the accreditation standards excellent post.
Hello Carzetta,
How are you? I think you did a good job on this post.
My feedback:
Clarification: Is the information practical? Does it make sense?
The information is practical. The table is perfect, it is organized and easy to read. But, I find the Outcome section unclear. Also, there was no reference section.
Justification: Does the entry include adequate details to justify the direction being taken?
The entry in the outcome section does not include details to justify the direction being taken. The outcome should be based on, as the University Office of Evaluation and Educational Effectiveness (n. d.). stresses that there are going to be questions to answer upon graduation. What the graduates know and are able to do at the time they have completed the program?” What is going to happen at the end of the program?
Rationale: Have sufficient references been included to support the direction being adopted?
No, there are no references to support the direction being adopted.
Relevance: Do you have (or have you heard of) similar experiences that you can share?
Your program really hit home for me! Meaning that, I took numerous classes in your curriculum while waiting to be accepted into the nursing program. Long story short, as we, my classmates and I got to the folk in the road, some went into Biomedical science program and natural sciences program while, I chose education.
Recommendations: Do you have suggestions or advice that you can share?
There are two areas that is in need of assistance. The Outcome section and the reference section:
Firstly, the Outcome section, as the University Office of Evaluation and Educational Effectiveness (n. d.) states, that program outcomes are attainment, skills, and competencies students should acquire upon graduation from your program in Biomedical Science.
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Again, I think you did a great job with the table, all it needs is a little help in the areas in the recommendation section.
Thanks for sharing,
Hello Carzetta
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The c.
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Final Project: Lesson idea, assessment and rubric developed using Backwards Design principles
Final Reflections/Lessons Learned
Running Header: PROJECT PHASE 1 1
PROJECT PHASE 1 4
Final Project Phase 1: Business-Related Research Premise
Aaron Bryant
Shorter University
Final Project Phase 1: Business-Related Research Premise
Background
Executive compensation is the financial and non-financial awards given to executives and other high ranking officials with in corporations. These awards typical come in the form of base salary, annual incentives, and long-term incentives, and perquisites such as personal use of corporate aircraft, company cars, and business expense accounts (Cormany, 2017). Compensation for executives has steadily increased over the years but there has been dramatic jumps in pay since the 1970s. The latest dramatic increase was in 2010, when executive compensation increased 11% (Cormany, 2017).
The board of directors are legally and morally responsible for monitoring and awarding executives and company leaders. In many cases they help decide what compensation is given to executives. To help with the contract decisions about executive pay, a compensation consultant firm may be hired.
Managerial Relevance
Many corporations use compensation consultants to help figure out how much to compensate there executives. If a consultant firm helps an executive increase his/her compensation, they can be later hired for more billable hours as compensation in return. So intern, does the hiring of compensation firms increase executive compensation.
Theoretical Framework
The hiring of compensation consultants and the increase in compensation of executives are related
Research Methodology and Design
A non-contrived case study using minimal interference will be used in this study.
References
Cormany, D. L. . P. candidate. (2017). Executive Compensation. Salem Press Encyclopedia. Retrieved from http://proxygsu-sho1.galileo.usg.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ers&AN=89550569&site=eds-live&scope=site
Syllabus Page 1 of 12
Business Analytics and Research
Methods
Online Syllabus
Shorter University
Instructor Information
See link in Canvas.
Course Information
• Course: Business Analytics and Research Methods
• Course Number: BUS 5250
• Credit Hours: 3
• Prerequisites: Undergraduate Statistics Course
Course Description
Today’s business environment requires managers to be able to make decisions based on data
and draw inferences through the use of software and other analytical tools. This Business
Analytics and Research Methods course will introduce the students to business research
methodology and the analytical tools used to collect and assess different types of data. This
course will include a review of the basics .
Create a detailed, integrated project charter to address a healt.docxvictorring
Create a detailed, integrated project charter to address a healthcare gap, need, or improvement at your practicum site.
Introduction
In NHS-FPX8040, you prepared a preliminary project charter. At that time, you may not have secured your practicum site or preceptor yet. Now that these are in place, in this course you will delve more deeply into creating a project charter appropriate for your practicum site’s needs. You may be able to use some of the project charter work you did in the previous course. At the same time, you may find you need to completely retool your work as it may no longer be appropriate for your practicum site. This is the changing nature of doctoral projects. As we learn more information, doctoral projects change. Your ability to manage this ambiguity and change will be critical to your successfully completing your doctoral program.
In this assessment, you will create a detailed, integrated project charter to address a healthcare gap, need, or improvement at your practicum site. You will need to obtain input from your practicum site about how you can help to meet their needs. After submitting your project charter, you will receive your faculty member’s feedback on your charter’s alignment with department objectives, academic rigor, coherency, and readiness for Institutional Review Board (IRB) submission.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
Competency 1: Create a project charter to address a clinical or organizational problem or take advantage of an opportunity for improvement within a health care setting.
Clearly describe the people who will be involved in and affected by a project.
Clearly describe an overview of all aspects of a project plan.
Clearly describe the strengths, weaknesses, opportunities, and threats related to a project plan.
Clearly describe the ethical considerations, constraints, external dependencies, and communication strategy of a project plan.
Clearly describe the outcome measures related to a project plan.
Clearly describe the data collection procedures related to a project plan.
Describe a project that could, within 8 to 12 weeks, produce a meaningful, sustainable change in practice or process that can be empirically evaluated, with minimal or no risk to participants or the organization.
Synthesize scholarly, authoritative evidence supporting each part of the project charter.
Competency 4: Address assessment purpose in a well-organized text, incorporating appropriate evidence and tone in grammatically sound sentences.
Write clearly and coherently, using communication style and vocabulary appropriate for scholarly work.
Correctly reference and cite scholarly and/or authoritative sources.
Preparation
To successfully prepare for this assessment, you will need to:
Ensure that your project aligns with your pract.
This document outlines an assignment for a Study Skills and Research Methods module. It constitutes 70% of the overall module mark. Students must submit a 2,500 word research proposal by January 21st that includes: an introduction to their research topic and problem context, research aim and objectives, a literature review identifying a research gap, details of their methodology and ethical considerations, identification and mitigation of risks, and a work plan. The proposal should be in one of four areas: energy and sustainable development, energy and sustainable building design, energy engineering, or engineering management. The assignment will be marked based on a rubric and students will receive feedback by February 18th. Late submissions within 14 days will be capped at 50% and anything
1 Australian Institute of Higher Education CRICOS Prov.docxkarisariddell
1
Australian Institute of Higher Education
CRICOS Provider Code: 03147A
Level 3 & 4 545 Kent Street Sydney NSW 2000 Australia
T: +612 9020 8050 W: www.aih.nsw.edu.au
Project Charter
The project charter summarises the purpose, deliverables, stakeholders, resources, risks,
interdependencies and success criteria of the project.
Project
snapshot
Name of project:
Project purpose:
What are the goals/objectives of this project? Why are we undertaking it? What is the
problem/opportunity?
Deliverables with timeframes
What, when, etc.
Stakeholders
Who is the sponsor, project manager, customers,
and other key groups who can impact, or be
impacted by, this project.
Resources
Cash flow, people, equipment, facilities,
software, etc.
Risks
Resource limitations, deadlines, budget,
technology, legal and other constraints, etc.
Interdependencies
With other projects, groups, system interfaces,
etc.
Success criteria
How we know we are successful.
Project Title: Project Client: Date:
Version:
Project Sponsor: Project Manager: File Name: Page x of y
http://www.aih.nsw.edu.au/
1
Unit Name/Code ISY2004 Information Systems Project Management
Assessment Type Report
Assessment Number Two
Assessment Name Project Plan Part 1
Unit Learning
Outcomes Assessed
1, 3 and 5
Due Date and Time Week 6, Friday, 01/05/20 5:00pm
Weighting 25%
Assessment
Description
You are required to form groups of Four to Five (4 to 5)
students. Read the Case Study in Appendix 1.
You need to develop the Initial Project Plan which
should include the following:
• Project charter, including a detailed Scope Statement,
Out of scope, Goal, Objectives, a draft project “Work
Breakdown Structure” (WBS) or Task List, that must
also show dependencies
• Stakeholder Register
• Stakeholder Management Strategy
(In Assessment 4, you will continue to develop the full
Project Plan).
Referencing and Plagiarism
It is essential to use IN TEXT referencing. If you are using
the exact words from a reference then you must use
quotation marks.
You can use Chicago Style referencing with numbers, with a
listing at the end of the essay. Microsoft Word has an
EndNote plugin that makes this style very easy and clear to
follow.
http://www.chicagomanualofstyle.org/tools_citationguide.html
Alternatively, you can use the more traditional Harvard style,
which is more verbose.
http://www.citethisforme.com/harvard-referencing.
Remember that this is a Turnitin assignment and plagiarism
will be subject to severe penalties. Please refer to the AIH
Academic Misconduct Policy:
http://www.aih.nsw.edu.au/content/1-home/8-more-info-
tabs/3-official-policies/academic-misconduct-policy.pdf
DO NOT COPY AND PASTE FROM THE INTERNET OR
COPY OTHER STUDENTS’ WORK!
http://www.chicagomanualofstyle.org/tools_citationguide.html
http://www.citethisforme.com/harvard-referencing
http://www.aih.nsw.edu.
- Nike, one of the largest sports marketers, is expected to cut its marketing budget in response to the economic recession. This could significantly impact the sports marketing industry.
- Nike signaled it was in cost-cutting mode by announcing plans to eliminate up to 1,400 jobs. It will likely reduce spending on endorsements, advertising, and sponsorships by dropping lesser athletes and teams.
- In the past Nike was not known for frugality, but it emphasized cost-tightening in a recent conference call, suggesting its sports marketing strategy going forward will be less free-spending than before.
MITS6004:Enterprise Resource Planning
MITS6004
Enterprise Resource Planning
Assignment 2
Research Study
March 2020
MITS6004:Enterprise Resource Planning
Research Study
Assignment 2 - Research Report - 10% (Due Session 8) Individual Assignment
For this component you will be required to analyze a case study of an organization and write
a report on it on a recent academic paper on a topic related to ERP implementation on any
organization. Some possible topic areas include but are not limited to:
• Digital Transformation
• An analysis of success and failure factors for ERP Systems in Engineering and
Construction Firms.
• System Integration Challenges
• Project Management methodologies
• Securing an ERP implementation
• Web based ERP Systems
• Promise and Performance of ERP
• Critical success factors for ERP Implementation in a company
• Role of management in designing enterprise systems integration
• Risk areas found in ERP Implementation
• IoT and ERP
• Supply chain planning and Execution
• Warehouse Management
• Data Intelligence for Enterprise AI
The paper you select must be directly relevant to one of the above topics or another topic
and be related to ERP or Software Engineering. The paper must be approved by your lecturer
and be related to what we are studying this semester in Enterprise Resource Planning. The
paper can be from any academic conference or other relevant Journal or online sources such
as Google Scholar, Academic department repositories, or a significant commercial company
involved in research such as IBM etc. All students must select a different paper. Thus, the
paper must be approved by your lecturer before proceeding. In case two students are wanting
to present on the same paper, the first who emails the lecturer with their choice will be
allocated that paper. Please note that popular magazine or web-site articles are not academic
papers.
A grade of 10% of the Units mark will be awarded for your presentation and your participation
in other student presentations. You are to prepare a set of powerpoint slides for your
presentation. If you do not participate in at least 70% of other student’s presentations, you
will forfeit a significant proportion of the marks for this component.
MITS6004:Enterprise Resource Planning
Note: if class numbers are large the presentations may be organized into groups, but students
will still all need to select their own individual paper for Assignment 2. In the case where
presentations are arranged in groups each group can decide which students’ paper will be
used for the presentation.
The presentations will occur in sessions 5-12 on the academic calendar for the semester and
the order of presentations will be by arrangement, but these will be evenly spread over those
sessions.
What to Submit.
For this component you will write a report or critique on the paper yo ...
Feedback from Part 1 please read and look for typos and grammar!! .docxmglenn3
Feedback from Part 1 please read and look for typos and grammar!! 100 Authentic
· Attempts in-text citations and reference lists; APA style errors are noted throughout; Fails to use APAcitations when appropriate 3 times in document. (0.525 - 0.59)
12:13
· Attempts to presents company conclusion that emphasizes the purpose/significance of the analysis, the consequences of findings, and indicate the wider application derived from main points using course material and research to support the reasoning and conclusions but significant clarity or development is needed.
Instructions
Project 2: Internal Environmental Analysis/Strategy Analysis (Week 6)
NOTE: All submitted work is to be your original work (and only yours). You may not use any work from another student, the Internet or an online clearinghouse. You are expected to understand the Academic Dishonesty and Plagiarism Policy, and know that it is your responsibility to learn about instructor and general academic expectations with regard to proper citation of sources as specified in the APA Publication Manual, 6th Ed. (Students are held accountable for in-text citations and an associated reference list only).
Purpose:
This project is the second of three projects. Students will perform an internal environmental analysis using the tools and concepts learned in the course to date. You will also draw from previous business courses to develop an understanding of how organizations develop and manage strategies to establish, safeguard and sustain its position in a competitive market.
Students also have the opportunity to review an organization’s objectives and goals and the key functional areas within the organization. Performing an internal environment analysis helps assess a firm’s internal resources and capabilities and plays a critical role in formulating strategy by identifying a firm’s strengths to capitalize on so that it can effectively overcome weaknesses.
Skill Building:
In this project, you are building many different skills including research, critical thinking, writing and developing analytical skills related to various financial analysis tools and strategy tools used in business.
Outcomes Met With This Project:
· utilize a set of useful analytical skills, tools, and techniques for analyzing a company strategically;
· integrate ideas, concepts, and theories from previously taken functional courses including, accounting, finance, market, business and human resource management;
· analyze and synthesize strengths, weaknesses, opportunities, and threats (SWOT) to generate, prioritize, and implement alternative strategies in order to revise a current plan or write a new plan and present a strategic plan.
Instructions:
Step 1: Research
In completing the report, students will use the chapters in the eBook as a guide and perform research on the company from Project 1 so that they can answer the required elements below in narrative form following the steps.
Library Resources
Y.
Sociology SOCI332Statistics for Social ScienceCredit Ho.docxbryanwest16882
Sociology
SOCI332
Statistics for Social Science
Credit Hours 3
Length of Course 8 Weeks
Table of Contents
Course Description
Evaluation Procedures
Course Scope
Grading Scale
Course Objectives
Course Outline
Course Delivery Method
Policies
Course Materials
Academic Services
Course Description (Catalog)
This course is designed to provide a basic survey of the application, empirical use and interpretation of a variety of statistics methods used in the social sciences. A key objective of the course is the instruction in best statistical practice through the use, exploration and analysis of empirical data. Emphasis will be placed on understanding and interpreting the meaning of statistics. The practical aspects of statistics are emphasized and students are instructed in the use of the standard statistical package for the social sciences (SPSS) which is widely used in the social sciences and the in labor force. This course is part of a series including SOCI 331 Research Methods for the Social Sciences and SOCI 332 Statistics for the Social Sciences.
Course Scope
The student will develop an ability to use sociological concepts, theory, and research to think critically and act intelligently in interactions with (and observations of) individuals, groups, institutions, and societies.
Course Objectives
Upon completion of this course students will be able to:
CO1- Describe and apply the concepts and logic of elementary statistics.
CO2- Conduct statistical analysis in SPSS (Statistical Package for the Social Sciences).
CO3- Compare and contrast different types of data and the statistics that can be used to analyze them
CO4- Examine the differences between descriptive and inferential statistics and their use in the social sciences.
CO5- Form critical interpretations of quantitative research literature in sociology and other social sciences.
CO6- Complete and interpret descriptive and inferential statistical data analysis
CO7- Develop a research project from conceptualizing a research problem and develop a number of complementary design, measurement, and data collection approaches to bring evidence to bear on the problem.
CO8- Critically evaluate the quality of research design and evidence in published social research.
ADDITIONAL RESOURCES:
General Social Survey Dataset
SPSS Software
SOFTWARE REQUIREMENTS:
-
SPSS (more details under Welcome Announcements in the Sakai classroom)
-
Microsoft Office Applications- Word, Power Point (these can be downloaded free of charge from your student email account)
-
Screencast-o-matic or similar program
Evaluation Procedures
Forums:
Participation in classroom dialogue on threaded Forums is required. Forums are scheduled weekly and found in the Forums tab in the classroom. Specific instructions and the grading rubric are located on each Forum.
Assignments
This course includes three Assignments. Instructions and specific grading rubrics are found under the Assignments tab in o.
The document provides guidelines for a Major Project that is part of an Integrated Master of Business Administration program. The Major Project allows students to apply their course knowledge to a specific problem or issue, and can involve original research or developing a business plan. Students complete the project individually or in pairs. They work with a faculty mentor and an organizational mentor if doing the project at an organization. The project is evaluated internally and externally, with marks awarded based on presentations and reports. The document outlines the required components of the project report, including an introduction, literature review, methodology, analysis, conclusions, and formatting guidelines.
Similar to PART 1 OVERVIEWIn this project you are asked to conduct your own.docx (20)
Resources Assigned readings, ERRs, the Internet,and other resources.docxkarlhennesey
Resources: Assigned readings, ERRs, the Internet,and other resources
Write
a no more than 3 page paper, in which you identify a total compensation plan for an organization focused on internal equity, and a total compensation plan for an organization focused on external equity.
Identify
advantages and disadvantages of internal and external equity for the organizations.
Explain
how each plan supports that organization's total compensation objective and the relationship of the organization's financial situation to its plan.
Draw conclusions based upon Electronic Reserve Readings in eCampus
, Martocchio (2009) and/or Milkovich and Newman (2008),
personal experience, and data collected from organizations.
Integrate Week 2 readings
,
Martocchio (2009) and/or Milkovich and Newman (2008),
throughout paper.
Direct quotations should be avoided.
Research should be summarized and synthesized using your own words
; be certain to cite sources of knowledge.
Format
your paper consistent with
APA 6
th
Edition
guidelines.
.
Resource Review Documenting the Face of America Roy Stryker and.docxkarlhennesey
Resource:
Review "Documenting the Face of America: Roy Stryker and the FSA/OWI Photographers," and Ch. 5 of
Oxford History of Art: Twentieth-Century American Art
.
Write
a 200- to 350-word summary responding to the following:
How was photography used as an instrument for social reform? What photograph do you think makes the most powerful social commentary? Why?
Submit
your assignment in a Microsoft
®
Word document using the Assignment Files tab above.
.
Resource Review Thelma Golden--How Art Gives Shape to Cultural C.docxkarlhennesey
Resource:
Review "Thelma Golden--How Art Gives Shape to Cultural Change," Ch. 9 and 11 of
Oxford History of Art: Twentieth-Century American Art
, and the Week Five Electronic Reserve Readings.
Write
a 200- to 350-word summary responding to the following:
How has art, in the context of the social justice movements of the twentieth century, challenged, and shaped American society?
Submit
in a Microsoft
®
Word document using the Assignment Files tab above
.
Resource Review Representational Cityscape, and Ch. 3 of Oxfo.docxkarlhennesey
Resource:
Review "Representational Cityscape," and Ch. 3 of
Oxford History of Art: Twentieth-Century American Art
Write
a 200- to 350-word summary responding to and discussing the following:
The work of Joseph Stella and other early American modernists, such as Marsden Hartley, Max Weber, and Georgia O'Keeffe and how they differed greatly in subject and style to the work of the Ashcan School, and include the following:
Where did this abstract style originate? Describe at least one art work in your summary.
Choose one art form or cultural development that originated elsewhere but which is currently a part of American culture.
Describe how this art form has directly affected you.
Submit
your assignment in a Microsoft
®
Word document using the Assignment Files tab above.
.
Resource Part 2 of Terrorism TodayYou work on a national se.docxkarlhennesey
Resource
: Part 2 of
Terrorism Today
You work on a national security team of intelligence analysts and you have been asked to give a threat analysis presentation to intelligence agents who are assigned to work in various regions around the world. Your small team is assigned to present on one region specifically.
Select
one of the following eleven regions:
The Persian Gulf
Create
a 2 slide Microsoft® PowerPoint® presentation with
detailed speaker notes
. Use complete sentences, with correct grammar and punctuation, to fully explain each slide as if you were giving an in-person presentation.
Address
the following in your presentation:
Explain the purpose of counterterrorism analysis
Format
your presentation following APA guidelines.
.
Resources Appendix A, The Home Depot, Inc. Annual Report in Fun.docxkarlhennesey
Resources:
Appendix A, The Home Depot, Inc. Annual Report in
Fundamentals of Financial Accounting
Write
a 1,050- word paper in which you address the following:
Does management’s assessment of the financial condition agree with your assessment from the Financial Statements Paper Part I? Explain your response. Support your answer using trend analysis, vertical analysis, or ratio analysis.
In the Annual Report, there are several concerns from management. Discuss these concerns, and identify other weaknesses not discussed by management. Then, recommend a course of action addressing these concerns.
Format
your paper consistent with APA guidelines
.
Resources Annotated Bibliography document. Research five websites t.docxkarlhennesey
This annotated bibliography document asks the researcher to find 5 websites containing math activities, manipulatives, and lesson plans on topics like fractions, decimals, or percentages. The researcher must then prepare an annotated bibliography of the 5 websites including a brief explanation for why each site is a valuable classroom resource and how it could be used.
Resources American History, Primary Source Investigator;Cente.docxkarlhennesey
Resources: American History, Primary Source Investigator;
Center for Writing Excellence (CWE) Microsoft® PowerPoint® tutorial
Create a Microsoft® PowerPoint® or another multimedia tool presentation of at least 8 slides on the presidencies of Kennedy and Johnson.
Include the following:
•A title slide
•An introduction slide ◦At least 2 slides on Kennedy's domestic and international policies
◦At least 2 slides on Johnson's domestic and international policies
◦A conclusion slide
◦A reference slide
Include detailed speaker's notes.
Incorporate maps, images, and video from the Primary Source Investigator and from outside sources.
Create a visual template to use on each slide throughout the presentation. Use color.
Format your presentation consistent with APA guidelines
.
Resource University of Phoenix Material Data SetDownload the.docxkarlhennesey
Resource:
University of Phoenix Material: Data Set
Download
the data set.
Review
the age and gender data in the data set.
Display
gender information in a chart and plot age data in a box plot.
Calculate
the appropriate measure of central tendency and variability for the age and gender. What conclusion can you draw from the data?
.
Resource Ch. 6 & 7 of Financial AccountingComplete Brief Ex.docxkarlhennesey
Resource:
Ch. 6 & 7 of
Financial Accounting
Complete
Brief Exercises BE6-2, BE6-3, BE6-4, BE7-3, BE7-8 & BE7-9.
Complete
Exercise E7-8.
Submit
as either a Microsoft
®
Excel
®
or a Microsoft
®
Word document.
*Due on 06/10/2015
.
Resource Films on DemandCrime and Punishment”Experiment Res.docxkarlhennesey
Resource:
Films on Demand
“Crime and Punishment”
“Experiment Research and Design”
“Selecting a Sample”
Resource: Types of Crime video in CJ Criminology
“Introduction to Crimes Kiosk”
Resource:
Criminology in the 21st Century
How Crimes are Measured
Utilize
FBI Uniform Crime Report data and select one offense, such as burglary, in two metropolitan areas.
Choose
metropolitan areas with different data.
Write
a 700- to 1,050-word paper comparing the occurrence of the offense in the selected areas. Identify the number of occurrences reported to the police for each area, and address the following questions:
Which area had more reported incidents?
What were the rates of the crime for each area?
Did the rates change over time in either area?
What factors might explain the differences in the rates?
Include
at least two peer reviewed references. I have attached the references that need to be used.
Format
your paper consistent with APA guidelines
.
Resource Managing Environmental Issues Simulation(or research a.docxkarlhennesey
Resource:
Managing Environmental Issues Simulation
(or research an instance where a city council may need to consider all angles for a local community and its surrounding natural environment.)
Write
a 1,050- to 1,400-word proposal to a local city council in which you propose deciding how to use money to best serve the environment within a community.
Address
the following:
Take the role of one of these stakeholders listed in the simulation
You have investments that total $250,000.
Decide how you would spend this money to improve the status of the environment in this community.
Explain how environmental justice plays a part in your proposal.
Explain to the council why they should choose your proposal.
.
Resource Ch. 9 of Introduction to Business Create a 5-to-7 slide .docxkarlhennesey
Resource: Ch. 9 of Introduction to Business
Create a 5-to-7 slide Microsoft PowerPoint presentation to teach your fellow students about the following IT applications:
Transaction processing systems
Knowledge management systems
Expert system and artificial intelligence
Enterprise resource planning systems
E-commerce systems
Include detailed speaker notes and examples.
Use images as well.
.
Resource Ch. 9 of Introduction to Business Complete the table in .docxkarlhennesey
Resource: Ch. 9 of Introduction to Business
Complete the table in Appendix E by describing the uses of following hardware and software components:
Legacy systems
Mainframe computers
Microprocessors
PCs
Network computers
World Wide Web and the Internet
Wired and wireless broadband technology
PC software
Networking software
Computer security software
.
Resource Ch. 3 of ManagementIdentify a time in your life wh.docxkarlhennesey
Resource:
Ch. 3 of
Management
Identify
a time in your life when you had to make a personal or professional decision, such as buying a home, changing jobs, enrolling in school, or relocating to another state or region.
Write
a 200- to 350-word description in which you discuss your decision-making process. Support your ideas with academic research. Include the following:
Describe each step of your process.
How similar was your decision-making process to the one described in the text?
How might your decision be different if you had used the same steps included in the text?
Format
your paper consistent with APA guidelines.
Click
the Assignment Files tab to submit your assignment.
.
Resource Significant Health Care Event Paper Grading Criteria.docxkarlhennesey
Resource:
Significant Health Care Event Paper Grading Criteria
Select
,from your Week One readings, a significant event or aspect that has changed or affected health care today. Examples include, but are not limited to, managed care, capitation, the multiple-payer system, excessive litigation, and so forth.
Write
a 700- to 1,050-word paper and discuss the following:
How does this significant event relate to the changes on health care?
In your opinion, has this event impacted the historical evolution of health care? If so, how? If not, could it?
Do you personally agree with the event’s significance, based on your beliefs and values? How so?
Format
your paper consistent with APA guidelines
.
Resource Ch. 3 of Financial AccountingComplete Exercises E3.docxkarlhennesey
Resource:
Ch. 3 of
Financial Accounting
Complete
Exercises E3-9 & E3-13.
Submit
as either a Microsoft
®
Excel
®
or Microsoft
®
Word document.
Click
the Assignment Files tab to submit your assignment.
A
Template
is provided for this weeks' assignment; please see materials.
****Due today before 8 pm central time
.
Resource University of Phoenix Material Appendix AIdentify.docxkarlhennesey
Resource:
University of Phoenix Material: Appendix A
Identify
a critical asset in your city or state that may be vulnerable to domestic terrorism.
Use
University of Phoenix Material: Appendix A to identify five threats against your critical asset. Consider both terrorist and non-terrorist threats and include at least one weapon of mass destruction.
Calculate
the risk for each threat and identify existing countermeasures.
Write
a 1,400- to 2,100-word proposal that assesses the current vulnerability of the critical asset. Consider the threats identified, the calculated risk, and existing countermeasures. Determine if the vulnerability is reasonable and offer additional countermeasures to mitigate the risk of attack.
Use
at least two sources for support.
Format
your paper consistent with APA guidelines, and include the University of Phoenix Material: Appendix A as an appendix.
University of Phoenix Material
Appendix A
Security Assessment
THREAT
Examples
RISK
COUNTERMEASURE
Probability
Criticality
Total
Bomb
3/10
8/10
11/20
Bomb dogs
Sniper attack
4/10
6/10
10/20
Spot scopes and increase officer presence
Biological weapon
1/10
9/10
10/20
Contamination equipment
Cyber virus
8/10
3/10
11/20
Enhanced virus protection and biometric access
.
Resource The Threat of Bioterrorism VideoWrite a 700 to 850-w.docxkarlhennesey
Resource:
The Threat of Bioterrorism Video
Write
a 700 to 850-word paper discussing the goals of biological terrorism and how the potential threat of terrorist activity effects the public’s perception of risk.
Include
the following information in your paper:
Provide at least two examples of potential and past biological threats.
Describe how the potential threat of bioterrorism affects society
Discuss ways to mitigate the public’s perception of risk of biological threats.
Format
your paper consistent with APA guidelines.
.
Resource Ch. 14 of Introduction to Psychology Create an 8 to 12 s.docxkarlhennesey
Psychological disorders are classified into major categories in the DSM-IV-TR including anxiety disorders, dissociative disorders, somatoform disorders, mood disorders, schizophrenia, personality disorders, and substance abuse disorders. The presentation should have a slide for each category describing the main characteristics and listing 3 examples of disorders that fall under each one. The DSM-IV-TR provides the standard framework for classifying psychological disorders.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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PART 1 OVERVIEWIn this project you are asked to conduct your own.docx
1. PART 1 OVERVIEW
In this project you are asked to conduct your own research into
two variables that interest you. This project will give you an
opportunity to apply the skills and techniques you learn in this
class and to produce a professional report using appropriate
technology. This is a MAJOR, on-going assignment and is
worth 15% of your grade; the equivalent of one unit exam
grade.
Your projects will be graded in stages (Part 1, Part 2, Part 3)
according to the attached rubrics.
To be successful on your project you must:
· Read and follow instructions carefully.
· Work according to the timeline provided and submit work on
time.
· 10% will be deducted for each calendar day the project is
submitted after the due date. A project is considered
“submitted” when it is available for the professor to view on
Canvas. No credit is given after 5 days late.
· Students who fail to submit earlier parts of the project may
still submit later parts of the project as long as their topic has
been approved by their instructor and as long as they collect
their own data. Points will still be taken away for lack of
completeness unless those prior sections are completed and
included.
· Write clearly, using appropriate terminology and accurate
mathematical notation. College-level writing is expected, as is
the use of correct grammar.
· If you need help with writing, feel free to use the HCC
Writing Center: For further information, see the HCC Web page
under the heading “Writing Center” or call the Writing Center
at (443) 518-4101. PGCC students at the Laurel College Center
should see the PGCC Writing Center for assistance.
· Submit a neat, professional report typed using your choice of
word processing software (including a mathematical notation
2. package) and including printouts and diagrams from your choice
of statistical software/technology.
· In particular, embedded graphs or charts and/or computer
printouts will be expected as part of the report. Hand-drawn
graphs are not acceptable.
· Please note: Excel should be used only with caution as it does
not consistently follow accepted statistical practices.
· Original work is expected. This means that students who are
repeating the course are expected to create an entirely new
project using two new variables of interest.
· For example, you might watch a YouTube video on how to use
StatCrunch or have a peer show you how to create a histogram
using a different data set (not the one in your project), then try
it yourself with your data set. You might consult your textbook
or your instructor about a concept, but then put the explanation
into your own words.
· Getting Help:
· For this project, you may consult any resource for general help
and advice (including your instructor, tutors (LAC, HR230),
classmates, or the internet) provided that your write-up
(computations, explanations, and embedded diagrams) are your
own work.
· Submission guidelines:
· You should submit your project via the Canvas link as a PDF
or Word file.
· VeriCite will be used as a deterrent to plagiarism. This
program is integrated into the Canvas submission process. All
submissions will be compared against the VeriCite database and
receive an “originality” rating.
· To earn the maximum score on this project, it is expected that
students go “above and beyond” the minimum expectations of
the project.
PROJECT PART 1: RESEARCH PROPOSAL
Project Part 1: Research
Proposal (10 points total)
Choose two quantitative variables that you think might be
3. related, then write a short survey that you could give to at least
20 participants. Your survey needs to gather data
about each quantitative variable.
EXAMPLE
You may believe that there is an association between the
number of hours a week a student studies for their math class
and their current GPA.
Survey Questions:
1. How many hours a week do you study for your math class?
2. What is your current GPA?
PART 1 OF CAPSTONE PROJECT
Submit a 1- page research proposal using the following format
and headings. The description in italics indicates the
information required in each section.
Name:Project Name:MATH-138 Statistics Fall 2018
Introduction
Introduce the variables you will be collecting data on and
explain why you think there is a relationship between these
variables. Indicate which variable you think might cause a
change in the other variable. Address why your research in
important or interesting.
Population
Discuss the population you intend to focus your questions on
and what your data will consist of. Answer the following
questions in your response: Who is the population of interest
(from which you will select your participants in part II of the
project)? For the example above relating hours studied and
GPA, I might want to consider all college students or I might
want to focus on just community college students when I look at
the relationship. What ethical issues do you anticipate with
your research? Address how any ethical issues identified will
be addressed. For example, I might consider that students
might not be honest about their GPA unless they can answer the
questions privately by writing their responses on paper and
dropping it in a box.
Participants information must be confidential.
4. Quantitative variables (x,y)
X y
Cups of coffee per day hours of sleep
OR
Hours of exercise per month weight loss in lbs. per
month
Materials
Include your actual survey (with the survey questions you will
ask).
Submission Directions: Upon completion of the template,
submit your project via the Canvas link as a PDF or Word file.
Academic and Government research must meet approval by an
Institutional Review Board (IRB) to ensure that the research is
ethical. Since this is a class project (and not intended for
research or publication), your proposal must be approved by
your instructor before you can move on to Part 2 of this project
(data collection and analysis).
Grading Rubric: Part 1 will be graded as a whole according to
the rubric below with comments provided to students. Note that
instructors may chose a midpoint value on the rubric if work is
approaching but not at the next level.
Rubric
Project Part 1 Rubric
Project Part 1 Rubric
Criteria
Ratings
Pts
This criterion is linked to a Learning Outcome Research
Proposal
10.0 pts
Research proposal is well-organized and easy to understand.
Each section is complete, addresses all questions asked, and
responses are correct and/or reasonable.
5. 8.0 pts
Some responses include minor errors or are difficult to
understand. Proposal is sufficient to proceed with research.
6.0 pts
Research proposal is poorly organized and/or difficult to
understand. Proposal is sufficient to proceed with research
pending possible minor revisions to survey questions. See
instructor comments.
4.0 pts
Research proposal is incomplete or contained major errors. OR
One identified variable is not quantitative. Revision to survey
questions is required to proceed. See your instructor for
approval to proceed.
2.0 pts
Research proposal is missing major sections. OR Neither
identified variable is quantitative. Revision to topic and survey
questions is required to proceed. See your instructor for
approval to proceed.
0.0 pts
No submission, submission is plagiarized, or submission does
not match assignment.
10.0 pts
Total Points: 10.0
Information Technology
and Organizational
Learning
Managing Behavioral Change
7. (Paperback)
International Standard Book Number-13: 978-1-138-23858-9
(Hardback)
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8. has been arranged.
Trademark Notice: Product or corporate names may be
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used only for identification and explanation without intent to
infringe.
Visit the Taylor & Francis Web site at
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and the CRC Press Web site at
http://www.crcpress.com
V
Contents
Foreword xi
Acknowledgments xiii
Author xv
IntroductIon xvii
chApter 1 the “rAvell” corporAtIon 1
Introduction 1
A New Approach 3
The Blueprint for Integration 5
Enlisting Support 6
Assessing Progress 7
Resistance in the Ranks 8
Line Management to the Rescue 8
IT Begins to Reflect 9
Defining an Identity for Information Technology 10
9. 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
VI Contents
chApter 2 the It dIlemmA 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
Defining the IT Dilemma 36
Recent Developments in Operational Excellence 38
chApter 3 technology As A vArIAble And responsIve
10. orgAnIzAtIonAl dynAmIsm 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
chApter 4 orgAnIzAtIonAl leArnIng theorIes And
technology 63
Introduction 63
Learning Organizations 72
Communities of Practice 75
Learning Preferences and Experiential Learning 83
Social Discourse and the Use of Language 89
Identity 91
Skills 92
11. VIIContents
Emotion 92
Linear Development in Learning Approaches 96
chApter 5 mAnAgIng orgAnIzAtIonAl leArnIng And
technology 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
chApter 6 orgAnIzAtIonAl trAnsFormAtIon And the
bAlAnced scorecArd 139
Introduction 139
Methods of Ongoing Evaluation 146
Balanced Scorecards and Discourse 156
Knowledge Creation, Culture, and Strategy 158
chApter 7 vIrtuAl teAms And outsourcIng 163
Introduction 163
Status of Virtual Teams 165
Management Considerations 166
Dealing with Multiple Locations 166
Externalization 169
Internalization 171
12. 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
chApter 8 synergIstIc unIon oF It And
orgAnIzAtIonAl leArnIng 187
Introduction 187
Siemens AG 187
Aftermath 202
ICAP 203
VIII Contents
Five Years Later 224
HTC 225
IT History at HTC 226
Interactions of the CEO 227
The Process 228
Transformation from the Transition 229
Five Years Later 231
Summary 233
13. chApter 9 FormIng A cyber securIty culture 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
chApter 10 dIgItAl trAnsFormAtIon And chAnges In
consumer behAvIor 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
Dynamism and Digital Disruption 264
Critical Components of “ Digital” Organization 265
Assimilating Digital Technology Operationally and Culturally
267
Conclusion 268
chApter 11 IntegrAtIng generAtIon y employees to
AccelerAte competItIve AdvAntAge 269
Introduction 269
14. 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
IXContents
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
chApter 12 towArd best prActIces 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
15. 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
chApter 13 conclusIons 339
Introduction 339
glossAry 357
reFerences 363
Index 373
http://taylorandfrancis.com
16. XI
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
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
17. 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
XII 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
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-
18. 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
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-
19. 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
XIII
Acknowledgments
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-
20. 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
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.
21. http://taylorandfrancis.com
XV
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
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-
22. 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
XVI 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.
XVII
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
23. 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-
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
XVIII IntroduCtIon
24. 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
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-
25. 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-
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,
26. not to confuse this message with a reason for promoting
organizational
XIXIntroduCtIon
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
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
27. 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
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
28. 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.
XX 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
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
29. 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
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-
30. 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.
XXIIntroduCtIon
• 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;
• 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
31. 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
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
32. XXII 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-
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
33. 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
lack
of reliable techniques for the evaluation of IT, especially since
IT
is used in almost every aspect of business life. So, as we
increase
our use and dependency on technology, we seem to understand
less
about how to measure and validate its outcomes. I also want to
convey my thoughts about the importance of embracing
nonmon-
etary methods for evaluating technology, particularly as they
34. relate
to determining return on investment. Indeed, indirect and non-
monetary benefits need to be part of the process of assessing
and
approving IT projects.
XXIIIIntroduCtIon
Second, I want to apply organizational learning theory to the
field
of IT and use proven learning models to help transform IT staff
into
becoming better members of their organizations. Everyone
seems to
know about the inability of IT people to integrate with other
depart-
ments, yet no one has really created a solution to the problem. I
find
that organizational learning techniques are an effective way of
coach-
ing IT staff to operate more consistently with the goals of the
busi-
nesses that they support.
Third, I want to present cogent theories about IT and organiza-
tional learning; theories that establish new ways for
organizations to
adapt new technologies. I want to share my experiences and
those of
other professionals who have found approaches that can provide
posi-
tive outcomes from technology investments.
Fourth, I have decided to express my concerns about the valid-
35. ity and reliability of organizational learning theories and
practices as
they apply to the field of IT. I find that most of these models
need to
be enhanced to better fit the unique aspects of the digital age.
These
modified models enable the original learning techniques to
address
IT-specific issues. In this way, the organization can develop a
more
holistic approach toward a common goal for using technology.
Certainly, the balance of how technology ties in with strategy is
essential. However, there has been much debate over whether
tech-
nology should drive business strategy or vice versa. We will
find that
the answer to this is “ yes.” Yes, in the sense that technology
can affect
the way organizations determine their missions and business
strate-
gies; but “ no” in that technology should not be the only
component
for determining mission and strategy. Many managers have
realized
that business is still business, meaning that technology is not a
“ sil-
ver bullet.” The challenge, then, is to determine how best to fit
tech-
nology into the process of creating and supporting business
strategy.
Few would doubt today that technology is, indeed, the most
signifi-
cant variable affecting business strategy. However, the most
viable
approach is to incorporate technology into the process of
36. determin-
ing business strategy. I have found that many businesses still
formu-
late their strategies first, and then look at technology, as a
means to
efficiently implement objectives and goals. Executives need to
better
understand the unique and important role that technology
provides
us; it can drive business strategy, and support it, at the same
time.
XXIV IntroduCtIon
Managers should not solely focus their attention on generating
breakthrough innovations that will create spectacular results.
Most
good uses of technology are much subtler, and longer-lasting.
For this
reason, this book discusses and defines new technology life
cycles
that blend business strategy and strategic learning. Building on
this
theme, I introduce the idea of responsive organizational
dynamism as
the core theory of this book. Responsive organizational
dynamism
defines an environment that can respond to the three important
terms (dynamic, unpredictable, and acceleration). Indeed,
technology
requires organizations that can sustain a system, in which
individu-
als can deal with dynamic, unpredictable, and accelerated
change, as
37. part of their regular process of production. The basis of this
concept
is that organizations must create and sustain such an
environment to
be competitive in a global technologically-driven economy. I
further
analyze responsive organizational dynamism in its two
subcompo-
nents: strategic integration and cultural assimilation, which
address
how technology needs to be measured as it relates to business
strategy,
and what related social– structural changes are needed,
respectively.
Change is an important principle of this book. I talk about the
importance of how to change, how to manage such change, and
why
emerging technologies are a significant agent of change. I
support
the need for change, as an opportunity to use many of the
learning
theories that have been historically difficult to implement. That
is,
implementing change brought on by technological innovation is
an
opportunity to make the organization more “ change ready” or,
as we
define it today, more “ agile.” However, we also know that
little is
known about how organizations should actually go about
modifying
existing processes to adapt to new technologies and become
digital
entities— and to be accustomed to doing this regularly.
Managing
38. through such periods of change requires that we develop a
model that
can deal with dynamic, unpredictable, and accelerated change.
This is
what responsive organizational dynamism is designed to do.
We know that over 20% of IT projects still fail to be completed.
Another 54% fail to meet their projected completion date. We
now sit
at the forefront of another technological spurt of innovations
that will
necessitate major renovations to existing legacy systems,
requiring that
they be linked to sophisticated e-business systems. These e-
business
systems will continue to utilize the Internet, and emerging
mobile
XXVIntroduCtIon
technologies. While we tend to focus primarily on what
technology
generically does, organizations need urgently to prepare
themselves
for the next generation of advances, by forming structures that
can
deal with continued, accelerated change, as the norm of daily
opera-
tions. For this edition, I have added new sections and chapters
that
address the digital transformation, ways of dealing with
changing
consumer behavior, the need to form evolving cyber security
cultures,
39. and the importance of integrating Gen Y employees to
accelerate
competitive advantage.
This book provides answers to a number of dilemmas but
ultimately
offers an imbricate cure for the problem of latency in
performance and
quality afflicting many technologically-based projects.
Traditionally,
management has attempted to improve IT performance by
increasing
technical skills and project manager expertise through new
processes.
While there has been an effort to educate IT managers to
become
more interested and participative in business issues, their
involvement
continues to be based more on service than on strategy. Yet, at
the
heart of the issue is the entirety of the organization. It is my
belief that
many of the programmatic efforts conducted in traditional ways
and
attempting to mature and integrate IT with the rest of the
organiza-
tion will continue to deliver disappointing results.
My personal experience goes well beyond research; it draws
from
living and breathing the IT experience for the past 35 years, and
from an understanding of the dynamics of what occurs inside
and
outside the IT department in most organizations. With such
experi-
ence, I can offer a path that engages the participation of the
40. entire
management team and operations staff of the organization.
While
my vision for this kind of digital transformation is different
from
other approaches, it is consistent with organizational learning
theo-
ries that promote the integration of individuals, communities,
and
senior management to participate in more democratic and
vision-
ary forms of thinking, reflection, and learning. It is my belief
that
many of the dilemmas presented by IT have existed in other
parts of
organizations for years, and that the Internet revolution only
served
to expose them. If we believe this to be true, then we must
begin
the process of integrating technology into strategic thinking and
stop depending on IT to provide magical answers, and
inappropriate
expectations of performance.
XXVI IntroduCtIon
Technology is not the responsibility of any one person or
depart-
ment; rather, it is part of the responsibility of every employee.
Thus,
the challenge is to allow organizations to understand how to
modify
their processes, and the roles and responsibilities of their
employees,
41. to incorporate digital technologies as part of normal workplace
activi-
ties. Technology then becomes more a subject and a component
of
discourse. IT staff members need to emerge as specialists who
par-
ticipate in decision making, development, and sustained support
of
business evolution. There are also technology-based topics that
do
not require the typical expertise that IT personnel provide. This
is
a literacy issue that requires different ways of thinking and
learning
during the everyday part of operations. For example, using
desktop
tools, communicating via e-mail, and saving files and data, are
inte-
gral to everyday operations. These activities affect projects, yet
they
are not really part of the responsibilities of IT departments.
Given
the knowledge that technology is everywhere, we must change
the
approach that we take to be successful. Another way of looking
at this
phenomenon is to define technology more as a commodity,
readily
available to all individuals. This means that the notion of
technology
as organizationally segregated into separate cubes of expertise
is prob-
lematic, particularly on a global front.
Thus, the overall aim of this book is to promote organizational
learning that disseminates the uses of technology throughout a
42. busi-
ness, so that IT departments are a partner in its use, as opposed
to
being its sole owner. The cure to IT project failure, then, is to
engage
the business in technology decisions in such a way that
individuals
and business units are fundamentally involved in the process.
Such
processes need to be designed to dynamically respond to
technology
opportunities and thus should not be overly bureaucratic. There
is a
balance between establishing organizations that can readily deal
with
technology versus those that become too complex and
inefficient.
This balance can only be attained using organizational learning
techniques as the method to grow and reach technology
maturation.
Overview of the Chapters
Chapter 1 provides an important case study of the Ravell
Corporation
(a pseudonym), where I was retained for over five years.
During this
XXVIIIntroduCtIon
period, I applied numerous organizational learning methods
toward
the integration of the IT department with the rest of the
43. organiza-
tion. The chapter allows readers to understand how the theories
of
organizational learning can be applied in actual practice, and
how
those theories are particularly beneficial to the IT community.
The
chapter also shows the practical side of how learning techniques
can
be linked to measurable outcomes, and ultimately related to
business
strategy. This concept will become the basis of integrating
learning
with strategy (i.e., “ strategic learning” ). The Ravell case study
also
sets the tone of what I call the IT dilemma, which represents the
core problem faced by organizations today. Furthermore, the
Ravell
case study becomes the cornerstone example throughout the
book and
is used to relate many of the theories of learning and their
practical
applicability in organizations. The Ravell case has also been
updated
in this second edition to include recent results that support the
impor-
tance of alignment with the human resources department.
Chapter 2 presents the details of the IT dilemma. This chapter
addresses issues such as isolation of IT staff, which results in
their
marginalization from the rest of the organization. I explain that
while
executives want technology to be an important part of business
strat-
egy, few understand how to accomplish it. In general, I show
44. that
individuals have a lack of knowledge about how technology and
busi-
ness strategy can, and should, be linked, to form common
business
objectives. The chapter provides the results of a three-year
study of
how chief executives link the role of technology with business
strat-
egy. The study captures information relating to how chief
executives
perceive the role of IT, how they manage it, and use it
strategically,
and the way they measure IT performance and activities.
Chapter 3 focuses on defining how organizations need to
respond
to the challenges posed by technology. I analyze technological
dyna-
mism in its core components so that readers understand the
different
facets that comprise its many applications. I begin by presenting
tech-
nology as a dynamic variable that is capable of affecting
organizations
in a unique way. I specifically emphasize the unpredictability of
tech-
nology, and its capacity to accelerate change— ultimately
concluding
that technology, as an independent variable, has a dynamic
effect on
organizational development. This chapter also introduces my
theory
of responsive organizational dynamism, defined as a disposition
in
45. XXVIII IntroduCtIon
organizational behavior that can respond to the demands of
tech-
nology as a dynamic variable. I establish two core components
of
responsive organizational dynamism: strategic integration and
cultural
assimilation . Each of these components is designed to tackle a
specific
problem introduced by technology. Strategic integration
addresses the
way in which organizations determine how to use technology as
part
of business strategy. Cultural assimilation, on the other hand,
seeks
to answer how the organization, both structurally and culturally,
will
accommodate the actual human resources of an IT staff and
depart-
ment within the process of implementing new technologies.
Thus,
strategic integration will require organizational changes in
terms of
cultural assimilation. The chapter also provides a perspective of
the
technology life cycle so that readers can see how responsive
organi-
zational dynamism is applied, on an IT project basis. Finally, I
define
the driver and supporter functions of IT and how these
contribute to
managing technology life cycles.
46. Chapter 4 introduces theories on organizational learning, and
applies them specifically to responsive organizational
dynamism. I
emphasize that organizational learning must result in individual,
and
organizational transformation, that leads to measurable
performance
outcomes. The chapter defines a number of organizational
learning
theories, such as reflective practices, learning organization,
communi-
ties of practice, learning preferences and experiential learning,
social
discourse, and the use of language. These techniques and
approaches
to promoting organizational learning are then configured into
various
models that can be used to assess individual and organizational
devel-
opment. Two important models are designed to be used in
responsive
organizational dynamism: the applied individual learning wheel
and
the technology maturity arc. These models lay the foundation
for my
position that learning maturation involves a steady linear
progression
from an individual focus toward a system or organizational
perspec-
tive. The chapter also addresses implementation issues—
political
challenges that can get in the way of successful application of
the
learning theories.
Chapter 5 explores the role of management in creating and
47. sustain-
ing responsive organizational dynamism. I define the tiers of
middle
management in relation to various theories of management
partici-
pation in organizational learning. The complex issues of
whether
XXIXIntroduCtIon
organizational learning needs to be managed from the top down,
bottom up, or middle-top-down are discussed and applied to a
model
that operates in responsive organizational dynamism. This
chapter
takes into account the common three-tier structure in which
most
organizations operate: executive, middle, and operations. The
execu-
tive level includes the chief executive officer (CEO), president,
and
senior vice presidents. The middle is the most complex, ranging
from
vice president/director to supervisory roles. Operations covers
what is
commonly known as “ staff,” including clerical functions. The
knowl-
edge that I convey suggests that all of these tiers need to
participate in
management, including operations personnel, via a self-
development
model. The chapter also presents the notion that knowledge
manage-
ment is necessary to optimize competitive advantage,
48. particularly as
it involves transforming tacit knowledge into explicit
knowledge. I
view the existing theories on knowledge management, create a
hybrid
model that embraces technology issues, and map them to
responsive
organizational dynamism. Discussions on change management
are
included as a method of addressing the unique ways that
technol-
ogy affects product development. Essentially, I tie together
respon-
sive organizational dynamism with organizational change
theory, by
offering modifications to generally accepted theories. There is
also a
specific model created for IT organizations, that maps onto
organi-
zational-level concepts. Although I have used technology as the
basis
for the need for responsive organizational dynamism, I show
that the
needs for its existence can be attributed to any variable that
requires
dynamic change. As such, I suggest that readers begin to think
about
the next “ technology” or variable that can cause the same
needs to
occur inside organizations. The chapter has been extended to
address
the impact of social networking and the leadership opportunities
it
provides to technology executives.
Chapter 6 examines how organizational transformation occurs.
49. The primary focus of the chapter is to integrate transformation
theory
with responsive organizational dynamism. The position taken is
that
organizational learning techniques must inevitably result in
orga-
nizational transformation. Discussions on transformation are
often
addressed at organizational level, as opposed to focusing on
individual
development. As in other sections of the book, I extend a
number
of theories so that they can operate under the auspices of
responsive
XXX IntroduCtIon
organizational dynamism, specifically, the works of Yorks and
Marsick
(2000) and Aldrich (2001). I expand organizational
transformation
to include ongoing assessment within technology deliverables.
This
is accomplished through the use of a modified Balanced
Scorecard
originally developed by Kaplan and Norton (2001). The
Balanced
Scorecard becomes the vehicle for establishing a strategy-
focused and
technology-based organization.
Chapter 7 deals with the many business transformation projects
that require outsource arrangements and virtual team
management.
50. This chapter provides an understanding of when and how to
consider
outsourcing and the intricacies of considerations once operating
with
virtual teams. I cover such issues as management considerations
and
the challenges of dealing in multiple locations. The chapter
extends the
models discussed in previous chapters so that they can be
aligned with
operating in a virtual team environment. Specifically, this
includes
communities of practice, social discourse, self-development,
knowl-
edge management, and, of course, responsive organizational
dyna-
mism and its corresponding maturity arcs. Furthermore, I
expand the
conversation to include IT and non-IT personnel, and the
arguments
for the further support needed to integrate all functions across
the
organization.
Chapter 8 presents updated case studies that demonstrate how
my
organizational learning techniques are actually applied in
practice.
Three case studies are presented: Siemens AG, ICAP, and HTC.
Siemens AG is a diverse international company with 20 discrete
businesses in over 190 countries. The case study offers a
perspec-
tive of how a corporate chief information officer (CIO)
introduced
e- business strategy. ICAP is a leading international money and
secu-
51. rity broker. This case study follows the activities of the
electronic trad-
ing community (ETC) entity, and how the CEO transformed the
organization and used organizational learning methods to
improve
competitive advantage. HTC (a pseudonym) provides an
example of
why the chief IT executive should report to the CEO, and how a
CEO can champion specific projects to help transform
organizational
norms and behaviors. This case study also maps the
transformation of
the company to actual examples of strategic advantage.
Chapter 9 focuses on the challenges of forming a “ cyber
security”
culture. The growing challenges of protecting companies from
outside
XXXIIntroduCtIon
attacks have established the need to create a cyber security
culture.
This chapter addresses the ways in which information
technology
organizations must further integrate with business operations,
so
that their firms are better equipped to protect against outside
threats.
Since the general consensus is that no system can be 100%
protected,
and that most system compromises occur as a result of internal
expo-
sures, information technology leaders must educate employees
52. on
best practices to limit cyberattacks. Furthermore, while
prevention is
the objective, organizations must be internally prepared to deal
with
attacks and thus have processes in place should a system
become pen-
etrated by third-party agents.
Chapter 10 explores the effects of the digital global economy
on
the ways in which organizations need to respond to the
consumeriza-
tion of products and services. From this perspective, digital
transfor-
mation involves a type of social reengineering that affects the
ways in
which organizations communicate internally, and how they
consider
restructuring departments. Digital transformation also affects
the
risks that organizations must take in what has become an
accelerated
changing consumer market.
Chapter 11 provides conclusions and focuses on Gen Y employ-
ees who are known as “ digital natives” and represent the new
supply
chain of talent. Gen Y employees possess the attributes to assist
com-
panies to transform their workforce to meet the accelerated
change in
the competitive landscape. Most executives across industries
recog-
nize that digital technologies are the most powerful variable to
main-
53. taining and expanding company markets. Gen Y employees
provide a
natural fit for dealing with emerging digital technologies.
However,
success with integrating Gen Y employees is contingent upon
Baby
Boomer and Gen X management adopting new leadership
philoso-
phies and procedures suited to meet the expectations and needs
of
these new workers. Ignoring the unique needs of Gen Y
employees
will likely result in an incongruent organization that suffers
high
turnover of young employees who will ultimately seek a more
entre-
preneurial environment.
Chapter 12 seeks to define best practices to implement and sus-
tain responsive organizational dynamism. The chapter sets forth
a
model that creates separate, yet linked, best practices and
maturity
arcs that can be used to assess stages of the learning
development
XXXII IntroduCtIon
of the chief IT executive, the CEO, and the middle management.
I
discuss the concept of common threads , by which each best
practices
arc links through common objectives and outcomes to the
responsive
54. organizational dynamism maturity arc presented in Chapter 4.
Thus,
these arcs represent an integrated and hierarchical view of how
each
component of the organization contributes to overall best
practices. A
new section has been added that links ethics to technology
leadership
and maturity.
Chapter 13 summarizes the many aspects of how IT and organi-
zational learning operate together to support the responsive
organi-
zational dynamism environment. The chapter emphasizes the
specific
key themes developed in the book, such as evolution versus
revolu-
tion; control and empowerment; driver and supporter
operations; and
responsive organizational dynamism and self-generating
organiza-
tions. Finally, I provide an overarching framework for “
organizing”
reflection and integrate it with the best practices arcs.
As a final note, I need to clarify my use of the words
information
technology, digital technology, and technology. In many parts
of the book,
they are used interchangeably, although there is a defined
difference.
Of course, not all technology is related to information or
digital; some
is based on machinery or the like. For the purposes of this book,
the
reader should assume that IT and digital technology are the
55. primary
variables that I am addressing. However, the theories and
processes
that I offer can be scaled to all types of technological
innovation.
1
1
The “Ravell” CoRpoRaTion
Introduction
Launching into an explanation of information technology (IT),
organizational learning, and the practical relationship into
which I
propose to bring them is a challenging topic to undertake. I
choose,
therefore, to begin this discussion by presenting an actual case
study
that exemplifies many key issues pertaining to organizational
learn-
ing, and how it can be used to improve the performance of an IT
department. Specifically, this chapter summarizes a case study
of
the IT department at the Ravell Corporation (a pseudonym) in
New
York City. I was retained as a consultant at the company to
improve
the performance of the department and to solve a mounting
politi-
cal problem involving IT and its relation to other departments.
The
case offers an example of how the growth of a company as a
56. “learn-
ing organization”—one in which employees are constantly
learning
during the normal workday (Argyris, 1993; Watkins & Marsick,
1993)— utilized reflective practices to help it achieve the
practical stra-
tegic goals it sought. Individuals in learning organizations
integrate
processes of learning into their work. Therefore, a learning
organiza-
tion must advocate a system that allows its employees to
interact, ask
questions, and provide insight to the business. The learning
organiza-
tion will ultimately promote systematic thinking, and the
building
of organizational memory (Watkins & Marsick, 1993). A
learning
organization (discussed more fully in Chapter 4) is a
component of
the larger topic of organizational learning.
The Ravell Corporation is a firm with over 500 employees who,
over the years, had become dependent on the use of technology
to
run its business. Its IT department, like that of many other
compa-
nies, was isolated from the rest of the business and was
regarded as
a peripheral entity whose purpose was simply to provide
technical
support. This was accompanied by actual physical isolation—IT
was
57. 2 INFORMATION TECHNOLOGY
placed in a contained and secure location away from mainstream
operations. As a result, IT staff rarely engaged in active
discourse
with other staff members unless specific meetings were called
relat-
ing to a particular project. The Ravell IT department, therefore,
was
not part of the community of organizational learning—it did not
have the opportunity to learn along with the rest of the
organiza-
tion, and it was never asked to provide guidance in matters of
gen-
eral relevance to the business as a whole. This marginalized
status
resulted in an us-versus-them attitude on the part of IT and non-
IT
personnel alike.
Much has been written about the negative impact of marginal-
ization on individuals who are part of communities. Schlossberg
(1989) researched adults in various settings and how marginal-
ization affected their work and self-efficacy. Her theory on mar-
ginalization and mattering is applied to this case study because
of
its relevance and similarity to her prior research. For example,
IT
represents similar characteristics to a separate group on a
college
campus or in a workplace environment. Its physical isolation
can
also be related to how marginalized groups move away from the
majority population and function without contact. The IT direc-
tor, in particular, had cultivated an adversarial relationship with
his
58. peers. The director had shaped a department that fueled his view
of
separation. This had the effect of further marginalizing the posi-
tion of IT within the organization. Hand in hand with this form
of
separatism came a sense of actual dislike on the part of IT
personnel
for other employees. IT staff members were quick to point
fingers
at others and were often noncommunicative with members of
other
departments within the organization. As a result of this kind of
behavior, many departments lost confidence in the ability of IT
to
provide support; indeed, the quality of support that IT furnished
had begun to deteriorate. Many departments at Ravell began to
hire
their own IT support personnel and were determined to create
their
own information systems subdepartments. This situation
eventually
became unacceptable to management, and the IT director was
ter-
minated. An initiative was begun to refocus the department and
its
position within the organization. I was retained to bring about
this
change and to act as the IT director until a structural
transforma-
tion of the department was complete.
3the “rAvell” CorporAtIon
A New Approach
59. My mandate at Ravell was initially unclear—I was to “fix” the
problem; the specific solution was left up to me to design and
imple-
ment. My goal became one of finding a way to integrate IT fully
into
the organizational culture at Ravell. Without such integration,
IT
would remain isolated, and no amount of “fixing” around this
issue
would address the persistence of what was, as well, a cultural
prob-
lem. Unless IT became a true part of the organization as a
whole,
the entire IT staff could be replaced without any real change
having
occurred from the organization’s perspective. That is, just
replacing
the entire IT staff was an acceptable solution to senior
management.
The fact that this was acceptable suggested to me that the
knowledge
and value contained in the IT department did not exist or was
mis-
understood by the senior management of the firm. In my
opinion,
just eliminating a marginalized group was not a solution
because I
expected that such knowledge and value did exist, and that it
needed
to be investigated properly. Thus, I rejected management’s
option and
began to formulate a plan to better understand the contributions
that
could be made by the IT department. The challenge was
threefold: to
60. improve the work quality of the IT department (a matter of
perfor-
mance), to help the department begin to feel itself a part of the
orga-
nization as a whole and vice versa (a matter of cultural
assimilation),
and to persuade the rest of the organization to accept the IT
staff as
equals who could contribute to the overall direction and growth
of the
organization (a fundamental matter of strategic integration).
My first step was to gather information. On my assignment to
the
position of IT director, I quickly arranged a meeting with the IT
department to determine the status and attitudes of its
personnel.
The IT staff meeting included the chief financial officer (CFO),
to
whom IT reported. At this meeting, I explained the reasons
behind
the changes occurring in IT management. Few questions were
asked;
as a result, I immediately began scheduling individual meetings
with
each of the IT employees. These employees varied in terms of
their
position within the corporate hierarchy, in terms of salary, and
in
terms of technical expertise. The purpose of the private
meetings was
to allow IT staff members to speak openly, and to enable me to
hear
their concerns. I drew on the principles of action science,
pioneered
61. 4 INFORMATION TECHNOLOGY
by Argyris and Schö n (1996), designed to promote individual
self-
reflection regarding behavior patterns, and to encourage a
produc-
tive exchange among individuals. Action science encompasses a
range
of methods to help individuals learn how to be reflective about
their
actions. By reflecting, individuals can better understand the
outcomes
of their actions and, especially, how they are seen by others.
This was
an important approach because I felt learning had to start at the
indi-
vidual level as opposed to attempting group learning activities.
It was
my hope that the discussions I orchestrated would lead the IT
staff to
a better understanding than they had previously shown, not only
of
the learning process itself, but also of the significance of that
process.
I pursued these objectives by guiding them to detect problem
areas in
their work and to undertake a joint effort to correct them
(Argyris,
1993; Arnett, 1992).
Important components of reflective learning are single-loop and
double-loop learning. Single-loop learning requires individuals
to
reflect on a prior action or habit that needs to be changed in the
62. future
but does not require individuals to change their operational
proce-
dures with regard to values and norms. Double-loop learning, on
the
other hand, does require both change in behavior and change in
oper-
ational procedures. For example, people who engage in double-
loop
learning may need to adjust how they perform their job, as
opposed to
just the way they communicate with others, or, as Argyris and
Schö n
(1996, p. 22) state, “the correction of error requires inquiry
through
which organizational values and norms themselves are
modified.”
Despite my efforts and intentions, not all of the exchanges were
destined to be successful. Many of the IT staff members felt
that the
IT director had been forced out, and that there was consequently
no support for the IT function in the organization. There was
also
clear evidence of internal political division within the IT
department;
members openly criticized each other. Still other interviews
resulted
in little communication. This initial response from IT staff was
disap-
pointing, and I must admit I began to doubt whether these
learning
methods would be an antidote for the department. Replacing
people
began to seem more attractive, and I now understood why many
man-
63. agers prefer to replace staff, as opposed to investing in their
transfor-
mation. However, I also knew that learning is a gradual process
and
that it would take time and trust to see results.
5the “rAvell” CorporAtIon
I realized that the task ahead called for nothing short of a total
cul-
tural transformation of the IT organization at Ravell. Members
of the
IT staff had to become flexible and open if they were to become
more
trusting of one another and more reflective as a group (Garvin,
2000;
Schein, 1992). Furthermore, they had to have an awareness of
their
history, and they had to be willing to institute a vision of
partnering
with the user community. An important part of the process for
me
was to accept the fact that the IT staff were not habitually
inclined to
be reflective. My goal then was to create an environment that
would
foster reflective learning, which would in turn enable a change
in
individual and organizational values and norms (Senge, 1990).
The Blueprint for Integration
Based on information drawn from the interviews, I developed a
pre-
64. liminary plan to begin to integrate IT into the day-to-day
operations
at Ravell, and to bring IT personnel into regular contact with
other
staff members. According to Senge (1990), the most productive
learn-
ing occurs when skills are combined in the activities of
advocacy and
inquiry. My hope was to encourage both among the staff at
Ravell. The
plan for integration and assimilation involved assigning IT
resources
to each department; that is, following the logic of the self-
dissemina-
tion of technology, each department would have its own
dedicated IT
person to support it. However, just assigning a person was not
enough,
so I added the commitment to actually relocate an IT person
into each
physical area. This way, rather than clustering together in an
area of
their own, IT people would be embedded throughout the
organiza-
tion, getting first-hand exposure to what other departments did,
and
learning how to make an immediate contribution to the
productiv-
ity of these departments. The on-site IT person in each
department
would have the opportunity to observe problems when they
arose—
and hence, to seek ways to prevent them—and, significantly, to
share
in the sense of accomplishment when things went well. To
reinforce
65. their commitment to their respective areas, I specified that IT
person-
nel were to report not only to me but also to the line manager in
their
respective departments. In addition, these line managers were to
have
input on the evaluation of IT staff. I saw that making IT staff
offi-
cially accountable to the departments they worked with was a
tangible
6 INFORMATION TECHNOLOGY
way to raise their level of commitment to the organization. I
hoped
that putting line managers in a supervisory position, would help
build
a sense of teamwork between IT and non-IT personnel.
Ultimately,
the focus of this approach was to foster the creation of a
tolerant and
supportive cultural climate for IT within the various
departments; an
important corollary goal here was also to allow reflective
reviews of
performance to flourish (Garvin, 1993).
Enlisting Support
Support for this plan had to be mustered quickly if I was to
create an
environment of trust. I had to reestablish the need for the IT
func-
tion within the company, show that it was critical for the
66. company’s
business operations, and show that its integration posed a
unique
challenge to the company. However, it was not enough just for
me
to claim this. I also had to enlist key managers to claim it.
Indeed,
employees will cooperate only if they believe that self-
assessment and
critical thinking are valued by management (Garvin, 2000). I
decided
to embark on a process of arranging meetings with specific line
man-
agers in the organization. I selected individuals who would
represent
the day-to-day management of the key departments. If I could
get
their commitment to work with IT, I felt it could provide the
stimulus
we needed. Some line managers were initially suspicious of the
effort
because of their prior experiences with IT. However, they
generally
liked the idea of integration and assimilation that was presented
to
them, and agreed to support it, at least on a trial basis.
Predictably, the IT staff were less enthusiastic about the idea.
Many
of them felt threatened, fearing that they were about to lose
their
independence or lose the mutual support that comes from being
in a
cohesive group. I had hoped that holding a series of meetings
would
help me gain support for the restructuring concept. I had to be
67. care-
ful to ensure that the staff members would feel that they also
had an
opportunity to develop a plan, that they were confident would
work.
During a number of group sessions, we discussed various
scenarios of
how such a plan might work. I emphasized the concepts of
integra-
tion and assimilation, and that a program of their
implementation
would be experimental. Without realizing it, I had engaged IT
staff
members in a process of self-governance. Thus, I empowered
them
7the “rAvell” CorporAtIon
to feel comfortable with voicing new ideas, without being
concerned
that they might be openly criticized by me if I did not agree.
This pro-
cess also encouraged individuals to begin thinking more as a
group.
Indeed, by directing the practice of constructive criticism
among
the IT staff, I had hoped to elicit a higher degree of reflective
action
among the group and to show them that they had the ability to
learn
from one another as well as the ability to design their own roles
in the
organization (Argyris, 1993). Their acceptance of physical
integration
68. and, hence, cultural assimilation became a necessary condition
for
the ability of the IT group, to engage in greater reflective
behavior
(Argyris & Schö n, 1996).
Assessing Progress
The next issue concerned individual feedback. How was I to let
each
person know how he or she was doing? I decided first, to get
feedback
from the larger organizational community. This was
accomplished
by meeting with the line managers and obtaining whatever feed-
back was available from them. I was surprised at the large
quantity
of information they were willing to offer. The line managers
were not
shy about participating, and their input allowed me to complete
two
objectives: (1) to understand how the IT staff was being
perceived in
its new assignment and (2) to create a social and reflective
relation-
ship between IT individuals and the line managers. The latter
objec-
tive was significant, for if we were to be successful, the line
managers
would have to assist us in the effort to integrate and assimilate
IT
functions within their community.
After the discussions with managers were completed, individual
meetings were held with each IT staff member to discuss the
feedback.
69. I chose not to attribute the feedback to specific line managers
but rather
to address particular issues by conveying the general consensus
about
them. Mixed feelings were also disclosed by the IT staff. After
convey-
ing the information, I listened attentively to the responses of IT
staff
members. Not surprisingly, many of them responded to the
feedback
negatively and defensively. Some, for example, felt that many
technology
users were unreasonable in their expectations of IT. It was
important for
me as facilitator not to find blame among them, particularly if I
was to
be a participant in the learning organization (Argyris & Schö n,
1996).
8 INFORMATION TECHNOLOGY
Resistance in the Ranks
Any major organizational transformation is bound to elicit
resistance
from some employees. The initiative at Ravell proved to be no
excep-
tion. Employees are not always sincere, and some individuals
will
engage in political behavior that can be detrimental to any
organiza-
tional learning effort. Simply put, they are not interested in
partici-
pating, or, as Marsick (1998) states, “It would be naï ve to
70. expect that
everyone is willing to play on an even field (i.e., fairly).” Early
in the
process, the IT department became concerned that its members
spent
much of their time trying to figure out how best to position
themselves
for the future instead of attending to matters at hand. I heard
from
other employees that the IT staff felt that they would live
through my
tenure; that is, just survive until a permanent IT director was
hired. It
became difficult at times to elicit the truth from some members
of the
IT staff. These individuals would skirt around issues and deny
making
statements that were reported by other employees rather than
con-
front problems head on. Some IT staff members would criticize
me in
front of other groups and use the criticism as proof that the plan
for
a general integration was bound to fail. I realized in a most
tangible
sense that pursuing change through reflective practice does not
come
without resistance, and that this resistance needs to be factored
into
the planning of any such organizationally transformative
initiative.
Line Management to the Rescue
At the time that we were still working through the resistance
within
71. IT, the plan to establish a relationship with line management
began
to work. A number of events occurred that allowed me to be
directly
involved in helping certain groups solve their IT problems.
Word
spread quickly that there was a new direction in IT that could be
trusted. Line management support is critical for success in such
trans-
formational situations. First, line management is typically
comprised
of people from the ranks of supervisors and middle managers,
who are
responsible for the daily operations of their department.
Assuming
they do their jobs, senior management will cater to their needs
and
listen to their feedback. The line management of any organiza-
tion, necessarily engaged to some degree in the process of
learning
9the “rAvell” CorporAtIon
(a “learning organization”), is key to its staff. Specifically, line
manag-
ers are responsible for operations personnel; at the same time,
they
must answer to senior management. Thus, they understand both
exec-
utive and operations perspectives of the business (Garvin,
2000). They
are often former staff members themselves and usually have a
high
level of technical knowledge. Upper management, while
72. important
for financial support, has little effect at the day-to-day level,
yet this is
the level at which the critical work of integration and the
building of
a single learning community must be done.
Interestingly, the line management organization had previously
had no shortage of IT-related problems. Many of these line
managers
had been committed to developing their own IT staffs; however,
they
quickly realized that the exercise was beyond their expertise,
and that
they needed guidance and leadership. Their participation in IT
staff
meetings had begun to foster a new trust in the IT department,
and
they began to see the possibilities of working closely with IT to
solve
their problems. Their support began to turn toward what
Watkins and
Marsick (1993, p. 117) call “creating alignment by placing the
vision
in the hands of autonomous, cross-functional synergetic teams.”
The
combination of IT and non-IT teams began to foster a synergy
among
the communities, which established new ideas about how best to
use
technology.
IT Begins to Reflect
Although it was initially difficult for some staff members to
accept,
73. they soon realized that providing feedback opened the door to
the
process of self-reflection within IT. We undertook a number of
exer-
cises, to help IT personnel understand how non-IT personnel
per-
ceived them, and how their own behavior may have contributed
to
these perceptions. To foster self-reflection, I adopted a
technique
developed by Argyris called “the left-hand column.” In this
technique,
individuals use the right-hand column of a piece of paper to
transcribe
dialogues that they felt had not resulted in effective
communication.
In the left-hand column of the same page, participants are to
write
what they were really thinking at the time of the dialogue but
did not
say. This exercise is designed to reveal underlying assumptions
that
speakers may not be aware of during their exchanges and that
may be
10 INFORMATION TECHNOLOGY
impeding their communication with others by giving others a
wrong
impression. The exercise was extremely useful in helping IT
personnel
understand how others in the organization perceived them.
Most important, the development of reflective skills, according
74. to
Schö n (1983), starts with an individual’s ability to recognize
“leaps
of abstraction”—the unconscious and often inaccurate
generalizations
people make about others based on incomplete information. In
the
case of Ravell, such generalizations were deeply entrenched
among its
various personnel sectors. Managers tended to assume that IT
staffers
were “ just techies,” and that they therefore held fundamentally
differ-
ent values and had little interest in the organization as a whole.
For
their part, the IT personnel were quick to assume that non-IT
people
did not understand or appreciate the work they did. Exposing
these
“leaps of abstraction” was key to removing the roadblocks that
pre-
vented Ravell from functioning as an integrated learning
organization.
Defining an Identity for Information Technology
It was now time to start the process of publicly defining the
identity
of IT. Who were we, and what was our purpose? Prior to this
time,
IT had no explicit mission. Instead, its members had worked on
an
ad hoc basis, putting out fires and never fully feeling that their
work
had contributed to the growth or development of the
organization as
75. a whole. This sense of isolation made it difficult for IT
members to
begin to reflect on what their mission should or could be. I
organized
a series of meetings to begin exploring the question of a
mission, and I
offered support by sharing exemplary IT mission statements that
were
being implemented in other organizations. The focus of the
meetings
was not on convincing them to accept any particular idea but
rather to
facilitate a reflective exercise with a group that was undertaking
such
a task for the first time (Senge, 1990).
The identity that emerged for the IT department at Ravell was
dif-
ferent from the one implicit in their past role. Our new mission
would
be to provide technical support and technical direction to the
organi-
zation. Of necessity, IT personnel would remain specialists, but
they
were to be specialists who could provide guidance to other
depart-
ments in addition to helping them solve and prevent problems.
As
they became more intimately familiar with what different
departments
11the “rAvell” CorporAtIon
did—and how these departments contributed to the organization
76. as a
whole—IT professionals would be able to make better informed
rec-
ommendations. The vision was that IT people would grow from
being
staff who fixed things into team members who offered their
expertise
to help shape the strategic direction of the organization and, in
the
process, participate fully in organizational growth and learning.
To begin to bring this vision to life, I invited line managers to
attend our meetings. I had several goals in mind with this
invita-
tion. Of course, I wanted to increase contact between IT and
non-IT
people; beyond this, I wanted to give IT staff an incentive to
change
by making them feel a part of the organization as a whole. I also
got
a commitment from IT staff that we would not cover up our
prob-
lems during the sessions, but would deal with all issues with
trust
and honesty. I also believed that the line managers would
reciprocate
and allow us to attend their staff meetings. A number of IT indi-
viduals were concerned that my approach would only further
expose
our problems with regard to quality performance, but the group
as
a whole felt compelled to stick with the beliefs that honesty
would
always prevail over politics. Having gained insight into how the
rest of
the organization perceived them, IT staff members had to learn
77. how
to deal with disagreement and how to build consensus to move
an
agenda forward. Only then could reflection and action be
intimately
intertwined so that after-the-fact reviews could be replaced with
peri-
ods of learning and doing (Garvin, 2000).
The meetings were constructive, not only in terms of content
issues
handled in the discussions, but also in terms of the number of
line
managers who attended them. Their attendance sent a strong
message
that the IT function was important to them, and that they under-
stood that they also had to participate in the new direction that
IT
was taking. The sessions also served as a vehicle to demonstrate
how
IT could become socially assimilated within all the functions of
the
community while maintaining its own identity.
The meetings were also designed as a venue for group members
to
be critical of themselves. The initial meetings were not
successful in
this regard; at first, IT staff members spent more time blaming
oth-
ers than reflecting on their own behaviors and attitudes. These
ses-
sions were difficult in that I would have to raise unpopular
questions
and ask whether the staff had truly “looked in the mirror”
concerning
78. 12 INFORMATION TECHNOLOGY
some of the problems at hand. For example, one IT employee
found
it difficult to understand why a manager from another
department
was angry about the time it took to get a problem resolved with
his
computer. The problem had been identified and fixed within an
hour,
a time frame that most IT professionals would consider very
respon-
sive. As we looked into the reasons why the manager could have
been
justified in his anger, it emerged that the manager had a tight
deadline
to meet. In this situation, being without his computer for an
hour was
a serious problem.
Although under normal circumstances a response time of one
hour
is good, the IT employee had failed to ask about the manager’s
par-
ticular circumstance. On reflection, the IT employee realized
that
putting himself in the position of the people he was trying to
support
would enable him to do his job better. In this particular
instance, had
the IT employee only understood the position of the manager,
there
were alternative ways of resolving the problem that could have
79. been
implemented much more quickly.
Implementing the Integration: A Move toward Trust and
Reflection
As communication became more open, a certain synergy began
to
develop in the IT organization. Specifically, there was a
palpable rise
in the level of cooperation and agreement, with regard to the
over-
all goals set during these meetings. This is not to suggest that
there
were no disagreements but rather that discussions tended to be
more
constructive in helping the group realize its objective of
providing
outstanding technology support to the organization. The IT staff
also felt freer to be self-reflective by openly discussing their
ideas and
their mistakes. The involvement of the departmental line
manag-
ers also gave IT staff members the support they needed to carry
out
the change. Slowly, there developed a shift in behavior in which
the
objectives of the group sharpened its focus on the
transformation of
the department, on its acknowledgment of successes and
failures, and
on acquiring new knowledge, to advance the integration of IT
into
the core business units.
Around this time, an event presented itself that I felt would
80. allow
the IT department to establish its new credibility and authority
to
the other departments: the physical move of the organization to
a
13the “rAvell” CorporAtIon
new location. The move was to be a major event, not only
because
it represented the relocation of over 500 people and the
technologi-
cal infrastructure they used on a day-to-day basis, but also
because
the move was to include the transition of the media
communications
systems of the company, to digital technology. The move
required
tremendous technological work, and the organization decided to
perform a “technology acceleration,” meaning that new
technology
would be introduced more quickly because of the opportunity
pre-
sented by the move. The entire moving process was to take a
year, and
I was immediately summoned to work with the other
departments in
determining the best plan to accomplish the transition.
For me, the move became an emblematic event for the IT group
at
Ravell. It would provide the means by which to test the creation
of,
and the transitioning into, a learning organization. It was also to
81. pro-
vide a catalyst for the complete integration and assimilation of
IT into
the organization as a whole. The move represented the
introduction
of unfamiliar processes in which “conscious reflection
is … necessary
if lessons are to be learned” (Garvin, 2000, p. 100). I
temporarily
reorganized IT employees into “SWAT” teams (subgroups
formed
to deal with defined problems in high-pressure environments),
so
that they could be eminently consumed in the needs of their
com-
munity partners. Dealing with many crisis situations helped the
IT
department change the existing culture by showing users how to
bet-
ter deal with technology issues in their everyday work
environment.
Indeed, because of the importance of technology in the new
location,
the core business had an opportunity to embrace our knowledge
and
to learn from us.
The move presented new challenges every day, and demanded
openness and flexibility from everyone. Some problems
required that
IT listen intently to understand and meet the needs of its
commu-
nity partners. Other situations put IT in the role of teaching;
assess-
ing needs and explaining to other departments what was
technically
82. possible, and then helping them to work out compromises based
on
technical limitations. Suggestions for IT improvement began to
come
from all parts of the organization. Ideas from others were
embraced
by IT, demonstrating that employees throughout the
organization
were learning together. IT staff behaved assertively and without
fear
of failure, suggesting that, perhaps for the first time, their role
had
14 INFORMATION TECHNOLOGY
extended beyond that of fixing what was broken to one of
helping
to guide the organization forward into the future. Indeed, the
move
established the kind of “special problem” that provided an
opportunity
for growth in personal awareness through reflection
(Moon, 1999).
The move had proved an ideal laboratory for implementing the
IT integration and assimilation plan. It provided real and
important
opportunities for IT to work hand in hand with other
departments—
all focusing on shared goals. The move fostered tremendous
cama-
raderie within the organization and became an excellent catalyst
for
teaching reflective behavior. It was, if you will, an ideal project
83. in
which to show how reflection in action can allow an entire
organiza-
tion to share in the successful attainment of a common goal.
Because
it was a unique event, everyone—IT and non-IT personnel
alike—
made mistakes, but this time, there was virtually no finger-
pointing.
People accepted responsibility collectively and cooperated in
finding
solutions. When the company recommenced operations from its
new
location—on time and according to schedule—no single group
could
claim credit for the success; it was universally recognized that
success
had been the result of an integrated effort.
Key Lessons
The experience of the reorganization of the IT department at
Ravell
can teach us some key lessons with respect to the cultural
transforma-
tion and change of marginalized technical departments,
generally.
Defining Reflection and Learning for an Organization
IT personnel tend to view learning as a vocational event. They
gener-
ally look to increase their own “technical” knowledge by
attending
special training sessions and programs. However, as Kegan
(1998)
84. reminds us, there must be more: “Training is really insufficient
as a
sole diet of education—it is, in reality a subset of education.”
True
education involves transformation, and transformation,
according to
Kegan, is the willingness to take risks, to “get out of the
bedroom of
our comfortable world.” In my work at Ravell, I tried to
augment this
“diet” by embarking on a project that delivered both vocational
train-
ing and education through reflection. Each IT staff person was
given
15the “rAvell” CorporAtIon
one week of technical training per year to provide vocational
develop-
ment. But beyond this, I instituted weekly learning sessions in
which
IT personnel would meet without me and produce a weekly
memo of
“reflection.” The goal of this practice was to promote dialogue,
in the
hope that IT would develop a way to deal with its fears and
mistakes
on its own. Without knowing it, I had begun the process of
creating
a discursive community in which social interactions could act as
insti-
gators of reflective behavior leading to change.
Working toward a Clear Goal
85. The presence of clearly defined, measurable, short-term
objectives
can greatly accelerate the process of developing a “learning
organiza-
tion” through reflective practice. At Ravell, the move into new
physi-
cal quarters provided a common organizational goal toward
which
all participants could work. This goal fostered cooperation
among IT
and non-IT employees and provided an incentive for everyone
to work
and, consequently, learn together. Like an athletic team before
an
important game, or even an army before battle, the IT staff at
Ravell
rallied around a cause and were able to use reflective practices
to help
meet their goals. The move also represented what has been
termed an
“eye-opening event,” one that can trigger a better understanding
of a
culture whose differences challenge one’s presuppositions
(Mezirow,
1990). It is important to note, though, that while the move
accelerated
the development of the learning organization as such, the move
itself
would not have been enough to guarantee the successes that
followed
it. Simply setting a deadline is no substitute for undergoing the
kind
of transformation necessary for a consummately reflective
process.
Only as the culmination of a process of analysis, socialization,
86. and
trust building, can an event like this speed the growth of a
learning
organization.
Commitment to Quality
Apart from the social challenges it faced in merging into the
core
business, the IT group also had problems with the quality of its
out-
put. Often, work was not performed in a professional manner.
IT
organizations often suffer from an inability to deliver on
schedule,
16 INFORMATION TECHNOLOGY
and Ravell was no exception. The first step in addressing the
qual-
ity problem, was to develop IT’s awareness of the importance of
the
problem, not only in my estimation but in that of the entire
company.
The IT staff needed to understand how technology affected the
day-
to-day operations of the entire company. One way to start the
dia-
logue on quality is to first initiate one about failures. If
something was
late, for instance, I asked why. Rather than addressing the
problems
from a destructive perspective (Argyris & Schö n, 1996; Schein,
1992;
87. Senge, 1990), the focus was on encouraging IT personnel to
under-
stand the impact of their actions—or lack of action—on the
company.
Through self-reflection and recognition of their important role
in the
organization, the IT staff became more motivated than before to
per-
form higher quality work.
Teaching Staff “Not to Know”
One of the most important factors that developed out of the
process
of integrating IT was the willingness of the IT staff “not to
know.”
The phenomenology of “not knowing” or “knowing less”
became the
facilitator of listening; that is, by listening, we as individuals
are better
able to reflect. This sense of not knowing also “allows the
individual
to learn an important lesson: the acceptance of what is, without
our
attempts to control, manipulate, or judge” (Halifax, 1999, p.
177). The
IT staff improved their learning abilities by suggesting and
adopting
new solutions to problems. An example of this was the creation
of a
two-shift help desk that provided user support during both day
and
evening. The learning process allowed IT to contribute new
ideas to
the community. More important, their contributions did not
dramat-