Organization Learning and Information Technology Management

Introduction In the modern world, the increase of advanced information and technological solutions has made way for automated office, teleworking, and e-commerce as some of the organizations’ way of life. Information systems way of working can only be appreciated by understanding the information technologies used and the way they can be merged to create a system (Perry, 2008, p 3)Advertising We will write a custom coursework sample on Organization Learning and Information Technology Management specifically for you for only $16.05 $11/page Learn More Organization learning can be described as a process followed by organizations with the main aim of improving the organization’s performance. Outcome measures, one or more goals, relevant people, and knowledge are just but a few of the elements that are involved in performance process. In the organizational learning process, the organization is expected to anticipate, act on the feedback, and ext ract knowledge from the feedback attained and act accordingly based on the knowledge acquired. Not only is the organizational learning involved in adaptive learning, it is also involved in generative learning that entails creation of the future. Organizational learning can hence be summarized as processes used to improve an organization’s competence and are inseparable from organizational performance (Smith, Salvendy, 2001, p 306) Educators have often faced challenges in finding better ways of incorporating business managers in getting to know about information systems and information technology’s way of working. The advancement of modern information technology and information systems has offered new solutions of rethinking, the present business strategies, practices, and approaches. In the last few decades, IT has opened up doors for new business opportunities (Barta, Tatnall, Juliff and International federation for information processing, 1997, p 12). Organization le arning and information technology management The radical change in the world’s business environment has arisen from three phenomena:Advertising Looking for coursework on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More networking of organizations and their information systems global emphasis in business operations increasing utilization of market mechanisms in mutual transactions. In the organization context, businesses are expected to manage the design and implementation of information resources. In the modern digital economy, operators perform electronic transactions with their partners in the international market (information resources management association. International conference and Khosrowpour, 2002, p 314) In the modern economy environment, learn has been acknowledged as the best alternative for a company to be competitive in maintaining knowledge. These companies are hence called learning organizations because they create structures in order to increase organizational learning. Organizational learning is hence considered as a process based on acquisition of knowledge, sharing of knowledge and utilizing that knowledge. The development and growth of information and communication technologies has led to new learning and working forms of industrial challenges. In the modern times, becoming a learning organization is considered as the best way of remaining competitive. Indeed, the roots of a learning organization are normally anchored in a culture that that provides training at different levels (Lytras, Pablos, Ziderman, Roulstone, Maurer, Imber, 2010, p 306) According to Wilson, the hunger for knowledge management has paved way for creation of software, consulting services and systems. Knowledge databases are common in the modern world as consulting firms are introducing relating services e.g. Ernst and young-center for business knowledge, pricewaterhouse-knowledge view and Accenture- knowledge Xchange (Wilson, 2005, p 115). According to Sage and Rouse, learning involves several processes: situation assessment Detection of a problem synthesis of probable solution implementation of the solution Evaluation of the results 60 discovering patterns among preceding processes. This is hence described as a formal process of learning. Organizational learning occurs when members of a certain organization reacts to change of internal and external environment by detecting and correcting the errors (Sage, Rouse, 2009, p 1444)Advertising We will write a custom coursework sample on Organization Learning and Information Technology Management specifically for you for only $16.05 $11/page Learn More Learning by doing is a type of learning that the learner is expected to participate in processes that result to real change. The learner in this case controls the stage and plays a role in controlling the activities happening in the environment. If the i ndicated interaction fails to occur, the learner will be merely enduring the learning process. This type of learning is also referred to as â€Å"action learning† (Barta, Tatnall, Juliff, and International federation for information processing, 1997, p 3). Organizational information systems Information technology helps organizations to deal with a number of various types of organizational informational systems that are designed to aid in decision-making. The organizational information systems include different categories: Data processing systems or transaction processing systems (DPSs/TPSs): The DPSs and the TPSs are systems that are involved in processing of tasks that are repetitive in nature. Use of well-structured information is employed as the data is easily captured and stored in large volumes (Perry, 2008, p 15). Management information systems (MISs): This system provides the middle- level managers with information to monitor to track and control organization’s progress and to report to the senior managers (Perry, 2008, p 15). Executive information system (EISs): This system aids senior managers with strategic information that helps them in making concrete decisions. In addition to this, the EISs possess powerful software that supports the various types of high risks and unstructured decisions. This is achieved by the ability of the EISs to merge information from the organization, analyze it and finally represents it. An example of EISs is the Key performance indicators (PLs) (Perry, 2008, p 15). Decision support systems (DSSs): Provide information to managers of supporting unstructured decisions by retrieving and analyzing data. Its interactive capabilities aid in solving ad hoc queries. The mathematical model incorporated in DSSs is designed to adapt to the behavior of organizational activity. By generating various kind of potential solutions the DSSs enable the managers to conduct the â€Å"what if analysis† (Perry, 2008, p 16). Expert systems (ESs): There are situations that require a more sophisticated support than the EIS or the DSS. The ES system adapts to problem solving techniques of human expertise. Among the benefits of ESs is the preservation of knowledge, effective training, and distribution of knowledge. Examples of ESs include tax and investment appraisal, credit control systems and auditing (Perry, 2008, p 16). Strength of organization learning and information technology management Competitive advantage: According to Wilson, the reason for learning and knowledge management is that it provides a competitive advantage. The traditional competing methods have been improved, as they are faster and cheaper in the modern world. Currently, firms compete by doing things in a better and smarter way. This is achieved by attaining knowledge and applying it accordingly. Thanks to the competition created many goods and services are now cheaper than years ago (Wilson, 2005, p 115). Explicit and tacit knowle dge: The tacit and explicit knowledge are innovated and acquired through the operations undertaken in the organizational learning and information technology management. In tacit knowledge, the technical skills are acquired through experience gained. Explicit knowledge on the other hand can be communicated and shared in specifications of products (Wilson, 2005, p 118) Teleworking: Office automation technology has brought about a big impact of staff working from home. Staff has now the ability to communicate to clients and colleagues by using a combination of communication technology. Operational costs of the firms are hence reduced (Perry, 2008, p12). Electronic data interchange: Network technology has been implemented by many organizations i.e. data can be transmitted from computer to computer electronically using electronic data interchange (EDI). EDI has in time replaced conventional business documentation (Perry, 2008, p.12)Advertising Looking for coursework on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Challenges of organization learning and information technology management In comparison with other new technologies, the technologies involved in information technology management cannot lack its share of challenges. The challenges involved are not technical related but instead they are non-technical components related (Khosrowpour, 2002, p ii). These challenges include: Expensive software: The software used in the in the process of information technology management is expensive and too proprietary. This is because specialized software must be created by the participating organization to convert in an understandable format to other business (information resources management association, International conference and Khosrowpour, 2002, p 348) High installation and maintenance fees: The cost of installing and maintaining this modern technology is high as it is commonly installed in large and well-financed companies. High-qualified expertise is also needed in the implementation and mai ntenance of these technologies. Conclusion Information technology (IT) has become a way of life in the modern world. The rapid growing information technology sector has drawn more and more organizations into the technology industry. Organizational learning on the other hand has been incorporated into the organizations system in order for the members to mobilize collective knowledge in the organization. The main aim of learning is to develop the capacities of acquisition, processing, storage, and use of information of the members in the organization (Lytras, Pablos, Ziderman, Roulstone, Maurer, Imber, 2010, p 307). Organizational structure perspective and management system focuses on collective learning processes that are elaborated by formal organizational structures and management systems inform of control and planning processes. This means that an organizational learning process requires: Learning process: Despite the fact that individual learning is not classified as organizatio nal learning, organizational learning cannot take place without individual learning. Social process: It includes diverse actors who collaborate to allow expression and discussion of ideas. Knowledge management: This is the process whereby knowledge is acquired, shared and capitalized (Lytras, Pablos, Ziderman, Roulstone, Maurer, Imber, 2010, p 308). Managing learning and measuring learning outcomes are considered difficult tasks although they can be more problematic with the inclusion of complex learning domains (Khosrowpour and Khosrow-Pour, 2006, p223). According to Leinder and Galliers, information systems development and design process has developed, from the early stages of analysis and design to active participation of user knowledge. In spite of knowledge management being considered as a new topic, it is in fact a broader extension of the organizational learning (Galliers, Leidner, 2003, p 425). However, the organizational learning and information management have their share of strengths and weakness/challenges that accompany them. Reference List Barta, Z. B., Tatnall, A. Juliff, P., 1997. Place of Information Technology in Management and business education. London, TJ International limited, Padstow, Cornwall. Web. Available from: https://books.google.com/books?id=EOZTZOnGRzcCpg=PA1dq=organisation+learning+and+information+technology+managementhl=enei=dXu-TPSuF8ihOoa6sScsa=Xoi=book_resultct=resultresnum=7ved=0CFQQ6AEwBg#v=onepageq=organisation%20learning%20and%20information%20technology%20managementf=false . Galliers, R. Leinder, E. D., 2003. Strategic information management: challenges and Strategies in managing information systems. London, British Library Cataloguing Publication Data. Web. Available from: https://books.google.com/books?id=1d04ak479S0Cpg=PA425dq=challenges+of+organization+learning+and+information+technology+managementhl=enei=mNK-TMCeF8ftOcy2sIMBsa=Xoi=book_resultct=resultresnum=8ved=0CFoQ6AEwBw#v=onepageq=challenges%20of%20organizati on%20learning%20and%20information%20technology%20managementf=false . Information Resources Management Association, International Conference, and Khosrowpour, M., 2002. Issues trends of information technology management in contemporary organizations. Philadelphia, Idea Group Publishing England, Idea Group Publishing Web. Available from: https://books.google.com/books?id=SazD_hoEDfcCpg=PA314dq=organisation+learning+and+information+technology+managementhl=enei=dXu-TPSuF8ihOoa6sScsa=Xoi=book_resultct=resultresnum=6ved=0CE4Q6AEwBQ#v=onepageq=organisation%20learning%20and%20information%20technology%20managementf=false . Khosrowpour, M., 2002. Web-Based Instructional learning. Philadelphia, IRM press England, IRM press. Web. Available from: https://books.google.com/books?id=drNk0PnlKcMCpg=PR2dq=challenges+of+organization+learning+and+information+technology+managementhl=enei=mNK-TMCeF8ftOcy2sIMBsa=Xoi=book_resultct=resultresnum=4ved=0CEQQ6AEwAw#v=onepageq=challenges%20of%20organization%2 0learning%20and%20information%20technology%20managementf=false . Khosrowpour, M. Khosrow-pour, M., 2006. Cases on information technology: lessons learned. Philadelphia, Idea Group Publishing England, Idea Group Publishing Web. Available from: https://books.google.com/books?id=71PAiMZyWqQCpg=PA223dq=challenges+of+organization+learning+and+information+technology+managementhl=enei=mNK-TMCeF8ftOcy2sIMBsa=Xoi=book_resultct=resultresnum=7ved=0CFQQ6AEwBg#v=onepageq=challenges%20of%20organization%20learning%20and%20information%20technology%20managementf=false . Lytras, D. M., Pablos, O. P., Ziderman, A., Roulstone, A., Maurer, H. Imber, B. J., 2010. Knowledge Management, Information systems, E-learning, and Sustainability Research. Berlin, Springer-Verlag. Web. Available from: https://books.google.com/books?id=WeHJToIVSCkCpg=PA308dq=organisation+learning+and+information+technology+managementhl=enei=dXu-TPSuF8ihOoa6sScsa=Xoi=book_resultct=resultresnum=4ved=0CEUQ6AEwAw#v=onepageq=organisat ion%20learning%20and%20information%20technology%20managementf=false . Perry, B., 2008. Organizational Management and Information Systems, Page 4. London, Elsevier limited. Web. Available from: https://books.google.com/books?id=EZfId9eRYtkCpg=PA3dq=organisation+learning+and+information+technology+managementhl=enei=dXu-TPSuF8ihOoa6sScsa=Xoi=book_resultct=resultresnum=8ved=0CFsQ6AEwBw#v=onepageq=organisation%20learning%20and%20information%20technology%20managementf=false . Rouse. B. W. Sage, A., 2009. Handbook of Systems Engineering and Management. New Jersey, John Wiley Sons Inc. Web. Available from: https://books.google.com/books?id=eFRwQuzPnEcCpg=PA1457dq=challenges+of+organization+learning+and+information+technology+managementhl=enei=mNK-TMCeF8ftOcy2sIMBsa=Xoi=book_resultct=resultresnum=9ved=0CGAQ6AEwCA#v=onepageq=challenges%20of%20organization%20learning%20and%20information%20technology%20managementf=false . Smith, J. M. Salvendy, G., 2001. Systems, social and internationalizat ion design aspects of human-computer. New Jersey, Lawrence Erlbaum Associates, inc, publishers. Web. Available from: https://books.google.com/books?id=dVUJqSo9IBgCpg=PA306dq=organisation+learning+and+information+technology+managementhl=enei=dXu-TPSuF8ihOoa6sScsa=Xoi=book_resultct=resultresnum=10ved=0CGUQ6AEwCQ#v=onepageq=organisation%20learning%20and%20information%20technology%20managementf=false . Wilson, P. J., 2005. Human resource development: learning training for individuals organizations. England, British Cataloging in Publication data. Web. Available from: https://books.google.com/books?id=zpNc_GZIiikCpg=PA115dq=organisation+learning+and+information+technology+managementhl=enei=dXu-TPSuF8ihOoa6sScsa=Xoi=book_resultct=resultresnum=5ved=0CEkQ6AEwBA#v=onepageq=organisation%20learning%20and%20information%20technology%20managementf=false . This coursework on Organization Learning and Information Technology Management was written and submitted by user Elle Q. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

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buy custom Changes in London essay War had significant effect on twentieth-century London. Massive changes occurred in the spheres of economy, industry as well as in the social class structure of the city. These changes have caused long-term effects and have played a crucial role in the marking the beginning of a new era in the history of Great Britain. Since the 17th century London experienced numerous military attacks which involved the use of cannon fire. Later on in the 20th century explosive bombs carried by airships and airplanes were thrown into the core of the city. Both world wars transformed all spheres of life but also became triggers that speeded up social change. As an illustration, the number of women entering the workforce between 1914 and 1918 was bigger than ever before. They were filling in the vacancies emptied by men who went to the front line during the war. This practice contributed to a notion that Britain, as a modern state, did not want to exclude its women from the national efforts of restoring the country after the war. In the Second World War, similar processes took place with groups of working class people. The experience of striving to defeat a common enemy together set the ground for Welfare State social reforms. These reforms were providing equal standards of health protection and safety at the workplace as well as provided equal opportunities for people to get education. These reform applied to everyone irrespective of class, social status or the background of an individual (Ndulo, 2007). In this situation the war should be given a credit for finally making London a less hierarchical city. Citizens of London also became more socially flexible after the war. London is a city that bears the wounds of 20th century warfare, the effect of which was carried into the 21st century. Bomb attacks which happened during the war left a heritage of empty spaces where buildings had once been constructed. The skeletons of 17th century churches shattered in the attack were conserved as a museum, which acts as a reminder of destructive nature of the war. Londoners have as well carried the wounds of both the first and second world wars into the present. No London family could escape the post effects of war. There were several effects, which the society members experienced during the course of service in the military: grief, division, dislocation, and the trauma of becoming a refugee. During the whole 20th century the people of London had some personal linkage to the ordeal of war. Immediately after the war, the production of industries within London city had gone down by a margin of ten percent. However, there were increases in the production of other industries such as the steel industry. Britain faced a contentious shell shortage, which was attributed to the extraordinary orders that were placed before the war broke out. After fighting two wars, the United Kingdom had lost its status as one of the worlds top powers. Before the beginning of the Second World War, United Kingdom had a tremendously vast empire, and after the war, most of the countries sought for their own independence. The Unite Kingdom had to borrow money from the United States to equip itself for the war. The debt was not returned back for a long period until just recently. In London there was a shortage of food and clothing that lasted for a very long time. There were several emotional problems that society members experienced as a result of the war. The shell shock syndrome, which is often associated with the First World War, referred to the condition of depression that soldiers experienced after they came back from the war. It was clear that soldiers who went through the battle experence had psychological symptoms and could not adapt to life without war. Further, many boys had lied about their age so that they could get the chance to get to the British army during war time. Most of the British soldiers who refused to fight were shot for cowardice. Most of the population in London experienced posttraumatic stress disorder after the war. There were several psychological impacts of the war that became long term and affected the general behaviour of individuals. The war had paramount impact on the health and safety of the civilian population. The children who were evacuated from the city to the safe countryside without their parents suffe red a lot of psychological traumas. As it was claimed earlier, the war had a tremendous impact on the role that women played in a society. To get the comprehensive insight on how the war transformed the roles of women it is necessary to have a clear understanding of the womens roles before the onset of the Great War. Before the war, women were supposed to bring up children and care for their husbands as well as their homes. They were not permitted to vote in elections. In addition, remarkably few women worked outside the home. Even if the woman got employed, her wage was considerably lower than that of a man. The group of women who deviated from the majority and were trying to achieve equal opportunities for women were the Suffragettes. During the war, men left their jobs and to fight. This led to emptying many jobs in transport and manufacture industries. However, the country was in need for transport and industry sectors employees to keep these industries in operations. Therefore, the government decided to allow wome n to do the jobs that previously were done by men. Women showed that they were as capable as men. After the war, some of the women resumed their old jobs whilst others wanted to remain employed since they have proven to have the capacity to work like men. London suffered massive damages during the Second World War. This was a result of the aerial bombardment, which paralysed many industries, destroyed residential homes and commercial districts, which included historic centre of the city. An average of about thirty thousand civilian and soldiers died because of the enemy attacks, and a big number of Londoners were injured during that period. The reconstruction of the city began after the end of the war though the building materials were in short supply. During the war, the great plan had been made as the blue print plan for the reconstruction of the city. The severe air pollution from the burning of coal in homes and industries contributed to the Great Smog. The smog in its turn played a big role in causing deaths of approximately four thousand Londoners. Subsequently, during the next quarter of the century, there was an enormous effort made in the process of clearing slums as well as in construction of new houses and apartments in the city. There focus was also on the improving of the services in all sectors in London. As a result of this, bigger number of residents within the Greater London constructed houses, followed by spread of construction towards the southeast part (Coates, 2004). There were important construction projects at the beginning of 21st century, including the construction of the new British Library. Furthermore, Underground lines were developed throughout Docklands and innovative Millennium Bridge was built specifically for pedestrian traffic. Built over Thames to connect Tate Modern with the city at St. Pauls Cathedral, the bridge opened temporarily in 2000. It was closed when it unexpectedly swayed, which called for a sequence of studies requiring skilful engineers and construction workers. It wwas reopened in 2002 after some modifications in its construction were made to stabilize it. Downriver at Greenwich the Millennium Dome, which is a contentious project beside the Thames in the East End, offered accessible diversity of exhibitions throughout 2000. London was the control centre of the parliamentarians throughout the whole period of war as Charles I ultimately decided to put up his competitor Head Quarter in Oxford. This attempt had vital economic allegation for the capital, other than the loss of the imperial court. Its parliamentary masters used Londons resources in the exact ways as had medieval Tudor and Stuart monarchs, who used London long distant traders for large loans to finance their war efforts. However, they went further, since one of the characteristics of the Civil War was the introduction of taxes that for the first time in English history regulated the real wealth of the country. London was hit especially hard by the introduction of new direct taxes e.g. the introduction of the monthly assessment, which was a form of income tax. Other indirect taxes were also introduced, like the new elimination of tax on customer goods. Londoners money was directed into the parliamentarians war fronts, giving the kings opponents a significant advantage that ultimately helped them win the war. As a result, the impact on London was massive. It has been estimated that approximately a quarter or a third of the total sum raised nationwide by tax assessments came from London. It is not surprising that Londoners did not pay and in some cases organized tax riots. The main opposing riot was in Smithfield in 1647. Nevertheless, Londoners unquestionably paid for the war out of their own personal savings. In addition to predictable tensions in London that grew out of the economic and social implications of the war, the situation was worsened by increasing political and religious division of a nation. Most of the bombing was blamed on the Muslim religion. Through the war London was parliamentarian. Royalist propaganda, such as John Birkenheads Cavalier condemnation of rebellious London which was published in 1643, portrayed London as the centre of evils. With the use of modern terminology, it is possible to describe the centre of evil as a place, where the acts of evil and rebellious schemes against the law and order are born. According to Berkenhead, the forces of law and order that were at risk were not western-style democracy, but the Stuart monarchy, and the threats were imposed not by Al Qaeda terrorists, but by parliamentarian puritans. However, London was clearly the centre of the parliamentarian antagonism (Porter, 1996). Therefore, the last area of London life, in which the Civil War was a catalyst for unpredictability and volatility was the sphere of culture and ideas. In London, the Civil War is perceived to have had depressing, gloomy, and dampening consequence because it inflicted enlightening philistinism. The war has brought numerous damages for the cultural activities within the city. For instance, in the year 1642 theatre performances on stage were stopped as part of the parliamentary ordinance. Restrictions also app lied to church music. Other types of music as well as the visual arts were not outlawed. The civil war in London did not bring art, music and fun to an end. This showed how selective this process was. The Imperial museum holds massive museum's anthologies, which include archives of personal and bureaucratic documents. It also has oral historical recordings, which form an extensive library. They also have large art collections, examples of military vehicles and aircraft, equipment and other artefacts. Buy custom Changes in London essay