Running head PROGRAM EVALUATION PLAN1PROGRAM EVALUATION PLAN.docx

Running head: PROGRAM EVALUATION PLAN 1
PROGRAM EVALUATION PLAN 10
Program Evaluation Plan
Name:
Tanisha Hannah
Institution:
Strayer University
Professor:
Dr. Jacob
Course:
Edu 571
Date:
March 2, 2020
Program Evaluation Plan (Part 3)
Goals of Evaluation
Evaluation refers to the act of checking various things
thoroughly in order to characterize their worth or value, with
reference to a certain context. In the field of education, the

amount of success in a person’s aims can only be determined
through evaluation. Therefore, there is a very close relationship
between various aims and evaluation. The main goals of
evaluation in schools are as discussed below. The first goal of
evaluation in the field of education is to create an educational
program ("Evaluation in Teaching and Learning Process |
Education", 2020). Through evaluation, evaluators and the
school management can build a given program of learning
among the students. This is after gathering and checking various
factors in order to find what program will fit and make a
positive impact in the school. This involves consulting all the
stakeholders of the program and developing strategies that will
ensure the development of a good program.
The second goal of evaluation is assessing the effectiveness of
the program. Evaluation ensures that the developed program is
up to standards and serves the purpose that it was intended to. It
helps the evaluators to check if the teaching strategies and
techniques are being applied properly. The third goal of
evaluation is to ensure improvement of the program. Through
evaluation, evaluators can gauge the impact of the program on
the school and learners. They can also identify various things
that can make the program more effective. It acts as an in-built
monitor in the program in order to review the progress of the
program from time to time. It also gives feedback regarding the
design and the implementation of a given program. Through
such assessments, the school management can know where to
work on, and what they need in order to enhance effective
programs in teaching and learning.
For instance, in our case, evaluators can comfortably tell
whether or not the program is helping girls become more
superior in math. If not they can suggest better or other
strategies that will make positive impact.
Cultural Issues Affecting the Program
Culture can influence how different people view things. An
individual’s culture and upbringing can affect their way of
processing information. Among the cultural issues that might be

faced in the evaluation plan include cultural stereotypes. Some
students believe that they cannot perform as expected in school
or in a particular subject due to lack of preparation from their
home environment. This makes them believe they do not have
enough potential to do well in a given subject when they get to
school. For instance, some students may not have calculators
and revision materials for mathematics at home. This makes
them poor in calculations and solving complex problems due to
poor practice (Gelb, 2020). As a result, some students get to
school lacking various basics and lag behind due to deficiencies
in their homes. This also makes them to have shortcomings in
knowledge and skills that lead to poor performances. However,
this can be corrected by using time wisely while in school and
utilizing the resources in the school premises properly to
improve their skills by doing regular practice.
Another cultural issue is assumption and poor treatment of
learners by teachers. Some teachers expect very less from
learners from specific cultural backgrounds. When teachers
have the mentality of students performing poorly for whatever
reason, their teaching approaches align with their low
expectation levels. This may affect the program negatively
because no matter how much girls try to improve in math, their
teachers have already formed a negative perspective. The
teachers may not find it important to motivate the students to do
well in math because they do not believe they have that
potential.
This can be solved by helping teachers and students change
mentalities that have been developed and associated with their
cultures. Different people have different capabilities and can
handle things their own way if properly directed.
Another issue that may affect the evaluation program is cultural
differences between students. Some students believe that only
people from a certain background can perform better in a
certain subject. People from various cultural traditions may
have different education approaches that differ from the
approaches in American schools ("Current Issues in Education",

2020). It is important for the teachers to note such things and
encourage students to work hard in all areas despite their
differences in cultural beliefs. Students should not feel inferior
because of being associated with various cultures. They should
acknowledge they have what it takes and the ability to perform
better in all areas. Teachers should understand the cultures of
every student, and their students at an individual level. Teachers
should treat all students the same despite their gender, racial or
cultural backgrounds, and have high expectations for everyone
in order to enable them to strive and reach their full potential.
Data Analysis and Assessment
The evaluation plan will be carried out using stratified random
sampling. This sampling technique involves diving the study
population into meaningful similar groups based on a specific
characteristic called strata. Thereafter, a random sample is
selected from every group. This type of sampling ensures proper
representativeness on a trait of interest in the population.
Through this sampling method, a wider range of population can
be well studied without a large sample size.
The evaluation plan will use three methods of assessment which
are formative, summative and process assessment. We will
begin the program with process assessment. Process assessment
identifies the milestone of the project, activities to be done,
products to be expected, and the costs that are likely to be
incurred in order to achieve the goals. Formative assessment is
whereby the results are used to form and revise the process of
an education plan. In case the plan needs any improvement or
ways of strengthening it, formative assessment will help us
identify that. Summative assessment helps in documenting
outcomes and value judgment. Through summative assessment,
we will have the necessary feedback about the quality of the
plan. The initiation and implementation of the program will take
three to four weeks. Evaluation will begin after three to four
months through data collection and proper assessment.

Tasks, Costs Personnel, and Questions Involved in the Plan
TASKS
COSTS
QUESTIONS FOR THE INTERVIEW
PERSONNEL
· Data analysis costs
· What were the former grades for the selected population?
· Teachers
· Data Analysis
· Salaries for the Evaluators
· What were the expected grades?
· Evaluators
· Presentation of the outcome
· Transportation costs
· What did you achieve?
· Students
· How was it competing with boys for the first time?
· Did the program motivate you?
· Do you have a different perspective on Math after the

program?
Evaluation Timeline
Project Goal
Activity
Activity
Expected Completion Date
Continue conducting process evaluation for the program on
gender equity for girls in Math
Monitoring the operations of the evaluation program
Conduct visits to review program operations
May-20
Continue conducting evaluation of the outcome
Complete data collection for the group under study
work with the female students for the program success
May-20
Finalize collecting data procedures for the control group
collect data on culture and personal perspectives
Jun-20
Access the information sources for data collection follow up on
the measures of outcome for the experimental groups
Extract data
Jun-20

Sample case tracking and interviewing
Extract data
Jul-20
Build and implement data analysis and reporting initial plans
Conduct data analysis and reports
Jul-20
Release the final outcome
Give a final report about the program
Organize the reports for final presentation
Aug-20
Expected Costs
The expected costs for the project include:
$ 20,000 for data collection
$ 10,000 for data analysis
$ 50,000 for paying evaluators
$ 30, 000 for transport
$ 10,000 miscellaneous
The total cost of the plan will be $ 120, 000.
Cost benefit analysis is a method used in comparing the total
costs of a program with its benefits ("Cost Benefit Analysis: An
Expert Guide | Smartsheet", 2020). It helps in the calculation of
the benefit associated with the program. In this case, we might
not be able to account for the benefit in terms of cash because
the entire program is based on services. However, there will be
cost reduction methods through assistance given by the teachers
and the study population. The school will highly benefit from
the program by acknowledging the importance of gender equity
for girls in Math. They will realize the potential that girls have
with regards to Math subject. This will help them improve their
performance and start empowering fair competition among the
learners.

References
Cost Benefit Analysis: An Expert Guide | Smartsheet. (2020).
Retrieved 20 February 2020, from
https://www.smartsheet.com/expert-guide-cost-benefit-analysis
Current Issues in Education. (2020). Retrieved 20 February
2020, from https://www.cliffsnotes.com/study-
guides/sociology/education/current-issues-in-education
Evaluation in Teaching and Learning Process | Education.
(2020). Retrieved 20 February 2020, from
http://www.yourarticlelibrary.com/statistics-2/evaluation-in-
teaching-and-learning-process-education/92476
Gelb, C. (2020). Cultural Issues in the Higher Education
Classroom. Retrieved 20 February 2020, from
http://www.inquiriesjournal.com/articles/661/cultural-issues-in-
the-higher-education-classroom

Information Technology
and Organizational
Learning
Managing Behavioral Change
in the Digital Age
Third Edition
http://taylorandfrancis.com
Information Technology
and Organizational
Learning
Managing Behavioral Change
in the Digital Age
Third Edition
Arthur M. Langer
CRC Press
Taylor & Francis Group
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Boca Raton, FL 33487-2742
© 2018 by Taylor & Francis Group, LLC
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business

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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
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
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
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
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
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
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
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
the CEO Technology Best Practices Arc 314
Maturity Stages 314
Middle Management 316
The Middle Management Best Practices Technology Arc 323
the Middle Manager Best Practices Arc 325
Maturity Stages 325
Summary 327
Ethics and Maturity 333
chApter 13 conclusIons 339
Introduction 339
glossAry 357

reFerences 363
Index 373
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
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-
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-
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-
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.
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-
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
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
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-
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,
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
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
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
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-
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
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
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
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
relate
to determining return on investment. Indeed, indirect and non-
monetary benefits need to be part of the process of assessing
and …
Running Head: DATA COLLECTION 1
DATA COLLECTION 7
DATA COLLECTION
Student Name:
Tanisha Hannah
Institution Affiliation:
Strayer University
Course:
Edu 571
Date:
March 8, 2020
Data collection is the process of gathering information that is

relevant to act as evidence on a research project. People use
diverse sources so that they can get enough data concerning
their research to act as authentic and reliable data for them.
There are different forms of data collection that a researcher
might implement for their research topic. This paper will focus
on discussing three sources that will be expected to be used
during the evaluation process, seven open-minded interview
queries to present to the target population, the issues that might
be encountered in data collection and recommendation on how
to maintain effective communication skills.
The evaluation process for “gender equity for girls in math”
will depend on three different data sources that incorporate the
primary, secondary and tertiary sources. Primary sources are the
documents, diary or other initial sources of information that is
created as well as serves as the original source of data for the
research topic (Schindler, 2019). Primary sources of data are
important and rely on the survey mechanism to gather
information. In this research, the primary source of data will
comprise of interviews using emails, telephones as well as face
to face communication, designed questionnaires, statistical
decretive writings, eyewitness accounts and legal documents.
All this kind of primary data are necessary in the evaluation
procedure of the research program.
The secondary sources that will be used incorporate the program
records, data collected from other researches and government
databases. The secondary sources depend on the data that is
already existing and has already been gathered and supports the
primary data. On the other hand, the tertiary sources of
information are mostly utilized in the evaluation process
because it offers information on the research topic. The tertiary
sources include textbooks, encyclopedia, dictionaries and
handbooks. These three sources of data are the best sources and
main sources to include in a research to ensure that a research
meets the requirements of a research paper. These three sources
will offer information on gender equality when it comes to math
for the girls/females.

The research will also incorporate some open-ended interview
question that will help in acquiring more information
concerning the program “gender equity for girls in math.”
Through utilization of interviews, I believe that there will be an
in-depth understanding of this issue as it has been an issue of
concern for a long period of time (Schindler, 2019). The use of
interview will assist in the process of evaluation. The questions
are formulated based on the programs need to collect relevant
information from diverse individuals. The following interview
question will be addressed:
1. What is the meaning “gender equity for girls in math”?
2. How are these programs useful in schools?
3. How can this program be implemented in most of our
schools?
4. What are the pitfalls of this program?
5. How do most of the institution perceive this program?
6. What should be done to advance this program?
7. What methods can be used to implement “gender equity for
girls in math”?
These question are important for one to realize the importance
of this program in our current curriculum or in our institution.
“Gender equity for girls in math” is an issue that need to be
addressed and the program is the best for ensuring that it has
been upheld. Not until schools understand the important of this
issue being addressed so that girls might feel comfortable and
change their perception about mathematics.
In the process of gathering data through collecting, compiling,
interpreting, and reporting the data, one might face various
challenges. “Schindler (2019) affirms that the population may
fail to participate in the questionnaire and fail to respond to the
questions in truth.” One of the reason why people might respond
with untrue information in the questionnaire is when they feel
that the question being act affect their personal lives. Due to
gender biasness people might also fail to participate on the
questionnaire or offer biased information regarding the
questions presented. Men do not like feeling inferior and if they

do not view thing with an open mind they fail to offer true
information.
There is also an issue when compiling data; one might face
some difficulty when the information offered is not enough or
might not meet the scope of discussion which might mean the
information is not reliable (Mertler, 2016). During the process
of interpreting data, there might be misunderstanding regarding
what information is true and what data to rely on. When
reporting data the information might be unreliable and the
information presented might be inaccurate. So many challenges
that an individual might face during the research, which might
make the information irrelevant or inaccurate (Quinlan et al,
2019).
Stakeholders participate in a relevant role in the process of
program evaluation through making the necessary contribution
that facilitate the process. In the process of gathering and
reporting data, it is important to communicate with the
stakeholders. “Shamseer (2015) confirms that reports can also
be presented through visual and oral form through news,
presentations, posters, and exhibit. These two methods are
useful in providing reports for the process. Even more, a
combination of both written and visual reports is essential and
will help provide sufficient information about the process
(Bryman, 2016)” These individuals need to be educated on what
is going on, incorporating sources of information and the
methods of collecting data. The education regarding data
collection will create a deeper understanding of the procedure
for collection data which the stakeholder can be incorporates in
the process of decision making. Stakeholders need to be in the
meetings as well ensure that they comprehend the things
happening and let them participate in discussions (Bell &
Harley, 2018). “Apart from that, it is vital to promote
transparency by providing regular updates to shareholders and
don’t assume that communication is fluid. This will help reduce
friction in the organization and strengthen the relationship with
stakeholders. Shamseer (2015)”

Conclusion
There are different forms of data collection that a researcher
might implement for their research topic. The evaluation
process for “gender equity for girls in math” will depend on
three different data sources that incorporate the primary,
secondary and tertiary sources. There is also an issue when
compiling data; one might face some difficulty when the
information offered is not enough or might not meet the scope
of discussion which might mean the information is not reliable.
. Due to gender biasness people might also fail to participate on
the questionnaire or offer biased information regarding the
questions presented. Stakeholders participate in a relevant role
in the process of program evaluation through making the
necessary contribution that facilitate the process. In the process
of gathering and reporting data, it is important to communicate
with the stakeholders.
References
Bell, E., Bryman, A., & Harley, B. (2018). Business research
methods. Oxford university press. Retrieved from
https://books.google.com/books?hl=en&lr=&id=J9J2DwAAQBA
J&oi=fnd&pg=PP1&dq=research+methods&ots=GLhxgiaVHK&
sig=niAHRKqByydlPm9U-nTrddGXjck
Bryman, A. (2016). Social research methods. Oxford university
press. Retrieved from
https://books.google.com/books?hl=en&lr=&id=N2zQCgAAQB
AJ&oi=fnd&pg=PP1&dq=research+methods&ots=doQuFYN9uc
&sig=7uoYc3Ycbyf15xNuPRx4sRlxtjc
Ghauri, P., Grønhaug, K., & Strange, R. (2020). Research
methods in business studies. Cambridge University Press.
Hennink, M., Hutter, I., & Bailey, A. (2020). Qualitative
research methods. SAGE Publications Limited.
Lindlof, T. R., & Taylor, B. C. (2017). Qualitative
communication research methods. Sage publications.
Mertler, C. A., (2016). Action research: Improving schools and
empowering educators. Sage Publications.

Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P.,
Duan, N., &Hoagwood, K. (2015). Purposeful sampling for
qualitative data collection and analysis in mixed method
implementation research. Administration and Policy in Mental
Health and Mental Health Services Research, 42(5), 533-544.
Quinlan, C., Babin, B., Carr, J., & Griffin, M. (2019). Business
research methods. South Western Cengage. Retrieved from
https://books.google.com/books?hl=en&lr=&id=sPJFDwAAQB
AJ&oi=fnd&pg=PT20&dq=research+methods&ots=wloptEVyG2
&sig=WLeGnkcwc6LsYbDjRKWMrksS80k
Schindler III, A. R. (2019). System and method for managing
sample collection data and documentation. U.S. Patent
Application No. 10/198,676.
Shamseer, L., Moher, D., Clarke, M., Ghersi, D., Liberati, A.,
Petticrew, M., ... & Stewart, L. A. (2015). Preferred reporting
items for systematic review and meta-analysis protocols
(PRISMA-P) 2015: elaboration and explanation. BMJ, 349,
g7647
Running Head: EDUCATIONAL PROGRAM EVALUATION
1
EDUCATIONAL PROGRAM EVALUATION
5
EDUCATIONAL PROGRAM EVALUATION
Name:
Tanisha Hannah
Date:
February 12, 2020

Institution:
Strayer University
Instructor:
Dr. Jacob
Educational program evaluation
Change either as an individual or in an institution setting is not
an easy and simple thing and mostly involves numerous stages
of transition or misunderstandings prior to being fully
implemented as per the expectations. A planned approach
involves the development of a model which illustrates the stages
in the process of transition that illustrate how an institution is
anticipated to adapt to the changes that are made. The approach
is very important as one is dealing with evaluation of the
effectiveness of certain changes as it gives a clear picture of
what the real situation is and how institutions has either failed
or succeed in implementing changes through any created
program (Smith, 2017). Evaluation involves the systematic
investigation of the merit, worth or significance of a project.
The planned approach helps in ensuring that one has a step by
step process which illustrates the expectations and thereby
making the evaluation process much easier and simpler.
According to the recent research on the planned approach most
of the organizations in the world have spared millions of money
that they spend on evaluation of change projects through using
the planned approach. The technique has enabled firms to
follow up on their organizational change and to be able to
determine the capability of the corporate in adopting the
implemented changes and determining the significance of these

changes. It has allowed firms to be able to effectively solve the
challenges that arise during the transitioning process as well as
to acquire optimal benefits from their change programs
(Kerzner, 2017). The planned approach helps in guiding
organizations in the operations so as to minimize problems that
result from lack of effective communication and failure of
reinforcing the desired behaviors. In addition, the technique
helps in pointing out the expectations of the firms to employees
as well as other individuals who might be involved in the
process of transitioning. The planned approach is very simple
and mechanistic and therefore this implies that any firm be it a
small business, medium or large firms can be able to effectively
use it to achieve their desired outcomes as well as to monitor
the transition process to ensure that the outcomes gotten are the
desired ones. The planned approach is mostly applicable in
evaluation of school programs as it offers a step by step process
showing the transition and the anticipated outcomes in every
stage (Horton, 2018).
In order to conduct a need assessment, the evaluator has to find
solutions to questions such as: What are the needs of the target
population? What specific services are needed in the education
program? What are the characteristics of the target population?
What arrangements could be used to provide the needed
mechanisms? Moreover, ensuring that the developed program
addresses the current issues is important. Therefore, one has to
evaluate the program through answers questions such as: Is the
program meeting the set objectives? How does the targeted
population interact with the program? Are the services provided
by the program satisfactory to the target population? What are
the perspectives of the personnel, administration and
organization regarding the program? Finally, one evaluates the
outcomes of the program are met through answering the
questions: What benefits does the services and activities in the
program yield? Is the target population being affected by the
program in a negative way? Does the program solve the problem
which caused change to be proposed? Is the program efficient in

yielding the required outcomes? (Vedung, 2017).
In order to ensure that a program is efficient in solving the
problem which demands for change, evaluation of efficiency of
the program is very essential. Therefore, one has to understand
how the program is helping meet the needs of the targeted
population and the services which are offered by the program in
ensuring that all people are benefiting from it. One has to list
the needs of the population and match them with the services
offered by the program so as to ensure that no one is left out by
the program and to make sure that the program does not have
services which do not concern the intended population
(Beecher.et.al, 2017). The evaluation process checks how the
program is operating an also points out any negative effects
which might be caused by the program. In addition, assessment
of the outcomes helps in bringing out a clear picture of how the
program is actually ensuring that the set goals are achieved.
In evaluating the school programs, the stakeholders who are
involved are the teachers, students, parents, administrators,
staff members as well as the community members. These are the
people who are concerned with the welfare of the school and
therefore they should be involved in the development of
education programs so that to ensure that their needs and
perceptions are considered in the process of creating the
program (Gates, 2017). This ensures that all stakeholders are
able to determine what is expected of them and how the
program will help make the society better. In order to obtain
their involvement in this process, their views should be derived
in the social activities that help address the social problems in
communities.
References
Beecher, B., Arthur, L., Death, E., Dockett, S., & Farmer, S.
(2017). Programming and planning in early childhood settings.

Cengage AU.
Gates, E. F. (2017). Learning from seasoned evaluators:
Implications of systems approaches for evaluation
practice. Evaluation, 23(2), 152-171.
Horton, D. (2018). SysCom Program Evaluation 2017.
Kerzner, H. (2017). Project management: a systems approach to
planning, scheduling, and controlling. John Wiley & Sons.
Smith, R. D. (2017). Strategic planning for public relations.
Routledge.
Vedung, E. (2017). Public policy and program evaluation.
Routledge.
Running Head: PROGRAM EVALUATION 1
PROGRAM EVALUATION 6
Program Evaluation
Name:
Tanisha Hannah
Institute Name:
Strayer University
Course title:
EDU 571 Evaluating School Programs
Professor:
Antony Jacob
Date of Submission:
January 26, 2020

Program Evaluation Plan
Introduction
No matter which level of education one is attaining, they are
bound to face many such issues that need proper addressing.
That is why several such programs are launched that bring
useful awareness and causes the students to come forth with
their issues and solutions. In the same spirit, an educational
program is being initiated here that is going to be very helpful
for all students regardless of their age, course, and department.
The educational program that has been picked today is for the
Masters Level students and the program name is gender equity
for girls in math. This program's all features will be discussed
underneath and one will get a complete review of what this
program is about and how it is going to occur.
Main Elements
The main element of the program "gender equity for girls in
Math" is something that needs urgent addressing. Females
students are no less intelligent than male students and they have
been excelling in every field just as any male peers. But then
why it is that not many girls are seen to be excelling in the math
field. Though, there are certain fields of science in which girls
are known to be more enthusiastic to join such as medicine. But
the purpose of this program is to evaluate why it is so that girls
are reluctant to join math when there are numerous options in
comparison to medicine is present here.
Through the following three main parts, the importance of this
educational program research will be understood.
Type – this program is ideal because the need to have female
intelligence in the math field is being felt. The program is a
student’s program, to bring awareness to them and raise self-
consciousness among students especially females. Also, the
influence and role fellow male peers can play is highlighted and
highly expected.
Department administrating – the department that will be
administrating it will be the student's council, department of

Math. It is used to the urgency of the matter that these
departments have pressed the issue to be raised and they are
more than willing to come forward to guide the female students
about the bright future opportunities they somehow lack or how
to find appealing, related to math.
Target population – the expected population target is students of
Masters Level as they are at such point of their educational
career that the majority of them tend to opt for jobs right after.
They need assurance and guidance and that is why this program
is initiated.
History
It has been observed that girls happen to be very hardworking
(more than boys) and once they set their minds on something,
nothing can beat them. Girls are loyal to their studies (at least
the majority of them) and they want to excel to prove to the
world. The main reason behind such a notion is that the world
has been unfair and cruel to females when their education or
jobs come. Workplace discrimination and academic hostility are
something everyone is fully aware of.
That is why girls have the passion to prove that they are no less
than anyone. They can do anything, at any time. But despite
such passion and hard work, not many girls are seen joining the
Math field. Whether it is due to the self-doubt or not certain
about the future options, girls have never looked at these fields
as something they want first handed. History has proven that
many females were excellent mathematicians such as Sofya
Kovalevskaya (1850 - 1891) and Emmy Noether (1882- 1935)
and many others like them.
But recently, not many females’ contribution is noted in the
field of math and it is high time to bring this to their knowledge
that girls are equally suitable for the field of math and they can
do wonders in them as well.
Purpose of the Program and Expectation
It is expected that through these programs, female students will
realize what they are missing and how they can catch up on

years of missing. The field of math is just as interesting as any
other field, maybe more, no doubt they demand more mental
strength and stability of senses but this is something females are
more aware of than any other person. Therefore, it is expected
that girls will do wonderful achievements once they join this
field and take them to new heights.
Why this program was selected
The field of math is missing the contributions of girls. When
evaluated this issue, it was found that girls are reluctant to join
them due to the uncertainty, the unseen hardship, and not
knowing whether this field is right for them or not. Through this
program, female students will realize that these two fields are
just like any other field and they can join them and perform
excellently.
Advantages of this program
Through this program, girls will realize the importance of the
math field and hopefully become eager to join it. other
advantages besides the obvious one are as under:
· Self-evaluation about strengths and weaknesses
· Mental strength and challenging qualities and abilities are
tested
· Any issue can be discussed with the students' council
· Meetings can be arranged with the math department.
· Meetings will those who are completing masters in math can
be arranged.
· A self-assurance course will be held.
Issues and solutions
Though this program is very straight forward and idealistically,
it would not face any issue but few are unavoidable. They are as
under:
· Girls would be reluctant to talk about vulnerabilities
· Awkward long silences when a discussion of why girls are not
joining is expected.
· Shyness can be observed
· Societal pressure does play its role
· The pressure on girls is more than ever as we are entering in a

new era. They need to be sure and this makes them vulnerable
and reluctant to talk about feelings
· Some strong opinions will be heard
· Harsh comments and opinions and suggestions will emerge.
To avoid such a situation, it would be better to ensure that there
is no pressure and it must all be run like any other program.
Girls should be expected to come forward and express
themselves in a friendly and cooperating environment.
References:
Fennema, E. (1979). Women and girls in mathematics—Equity
in mathematics education. Educational studies in
mathematics, 10(4), 389-401.
Meece, J. L., Parsons, J. E., Kaczala, C. M., & Goff, S. B.
(1982). Sex differences in math achievement: Toward a model
of academic choice. Psychological Bulletin, 91(2), 324.
Rees, T. (2011). The gendered construction of scientific
excellence. Interdisciplinary Science Reviews, 36(2), 133-145.
Yazilitas, D., Svensson, J., de Vries, G., & Saharso, S. (2013).
Gendered study choice: A literature review. A review of theory
and research into the unequal representation of male and female
students in mathematics, science, and technology. Educational
research and evaluation, 19(6), 525-545.

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