An Innovative Approach to the Integrated Management System Development: SIMPRO-IMS Web Based Environment

The purpose of this paper is to contribute to learning, knowledge creation and knowledge transfer for building organization innovability by integrating the management systems in the SIMPRO-IMS web based environment. The paper content consists of the interpretation of role-play simulation, role-play simulation process description, methodology, and the employment of role-play simulation outcomes, as well as the discussion of the knowledge thus obtained. Primary the model of the SIMPRO-Q education environment has been developed and tested during a period of 15 years in several industrial organizations as well as service organizations such as Higher Education Institution (HEI) and Healthcare Organization (HCO). The newest version SIMPRO-IMS has recently been developed to support a need of integration of management systems and information archiving. With the last development, SIMPRO-IMS web based environment, processes of five ISO systems are integrated for parallel development, implementation, auditing, maintaining and leading. SIMPRO-IMS provides management with the apparatus necessary to realize a systematic and verifiable approach to the creation and control of IMS documentation. At the same time contributes to the preservation of organization memory in response to the growing challenges of globalization and digitalization. The research is limited by the complexity of a real system and possible empiric results verification. The results achieved are verified when people really overcome the resistance to change. This can be assessed thoughtfully only after some period of time. Another limitation is presented by measurability of real enhancement achieved in quality, safety and environmentality of production, and business continuity and social responsibility of an organization. Development and progress in the methodology of SIMPRO-IMS web based environment is encoded in upgrading the SIMPRO database by processes of the environmental management, occupational health & safety management, information security management, energy management, service management, business continuity management and social responsibility management into one cohesive system with a holistic set of documentation, policies, procedures and processes, and a preserving knowledge for learning, new knowledge creation and knowledge transfer for building organization innovability

Considerations for implementing an organizational lessons learned process.

This report examines the lessons learned process by a review of the literature in a variety of disciplines, and is intended as a guidepost for organizations that are considering the implementation of their own closed-loop learning process. Lessons learned definitions are provided within the broader context of knowledge management and the framework of a learning organization. Shortcomings of existing practices are summarized in an attempt to identify common pitfalls that can be avoided by organizations with fledgling experiences of their own. Lessons learned are then examined through a dual construct of both process and mechanism, with emphasis on integrating into organizational processes and promoting lesson reuse through data attributes that contribute toward changed behaviors. The report concludes with recommended steps for follow-on efforts

Measuring the effectiveness of enterprise resource planning education on business process comprehension

This thesis was submitted for the degree of Doctor of Philosophy and was awarded by Brunel UniversityEnterprise Resource Planning Systems (ERP) are very large and complex software packages that run every aspect of an organization. Increasingly, ERP systems are used in higher education to teach business processes, essential knowledge for students competing in today’s business environment. Past research attempting to measure learning business processes with ERP has been inconclusive and lacking in rigor. This dissertation contains a comprehensive research study that uses a critical realist approach to measure business process learning from experiential ERP. Using a business simulation game as a proxy for understanding business processes, students from (1) a US undergraduate program in three separate classes, one using ERP experientially, and (2) two UK postgraduate programs, one experiencing ERP and one not, are assessed both quantitatively and qualitatively. The data analysis results in a causal mechanism for learning, complemented by a list that trigger or suppress that mechanism in particular cases. The results validate the efforts of those using ERP in the classroom, and reaffirm other educational business school endeavors, with educational implications as follows. First, before attempting to learn business processes, students must know about business in order to enable them to learn this complex topic. Second, experiencing ERP systems indeed helps students understand business processes, with a cohesive curriculum integrating ERP benefitting students the most and students at the postgraduate level learning more deeply. Third, students are using the knowledge gained in university classes to make business decisions. Fourth, students should be encouraged to use all information possible for making business decisions instead of relying on their personal understanding of today’s current market, relying on their own business intuition or work experience. Last, teaching methods may need to be adjusted for postgraduates, especially those coming into programs with significant work experience

Developing a conceptual system model for ecological integrity planning in the Greater Kluane Region, Yukon

Understanding the complexity and ecological organization of protected area ecosystems, and their bioregional surroundings, is fundamental to maintaining their integrity. This research set out to integrate the bodies of systems and hierarchy theory to establish a framework for developing a conceptual model that would synthesize knowledge from diverse fields and identify key system processes, thereby providing new insight into ecosystem organization, function, and integrity. This understanding was then applied to planning for ecological integrity in the Canadian National Parks context through a case study of Kluane National Park and Reserve (KNP&R) within the Greater Kluane Region (GKR). The methodology characterized processes, identified those that were key, and then explored their interrelationships and potential pathways to system change. A set of criteria, derived from complex systems and hierarchy theory, were developed to characterize the conceptual type and scale of system processes, evaluate the relatedness of processes, and identify cross-scale linkages and their potential to induce significant system change. These criteria served as the basis for identifying key processes in the GKR. The panarchy model described by Gunderson and Holling (2002) was used as the basis for integrating the key biophysical processes, describing their role in system stability and resilience, and elucidating pathways to change in the GKR. The interaction and influence of regional socioeconomic activities within the model were then elucidated in order to assess the susceptibility of key biophysical processes to human influence. The case of the GKR illustrates the value and potential for wider application of a conceptual modeling approach to investigate and describe ecological organization and integrity. Results indicate that ecological integrity planning would benefit by focusing on the dynamics of processes with cross-scale influence and employing keystones species as the tangible points of articulation between processes, perspectives, and scales. In the GKR those biophysical processes with the greatest potential to induce significant cascading change are fire, insect infestations, flora and fauna population cycling, flooding, and mass movements, while key socioeconomic processes include recreational activities, climate change, fire management, forestry, mining and wildlife management. This research suggests such a model may serve as a synthetic and adaptive knowledge base for integrating new knowledge to support ecological integrity planning. The process of model building effectively identified gaps in knowledge while the hierarchical approach facilitates the prioritization of a research agenda. The integrative model elucidated key self-organizing processes thereby providing direction for protocol selection in monitoring and cumulative effects assessment. The understanding of system function engendered by the model will likely enhance the interpretation of results. The heuristic process of developing region-specific conceptual models may help to foster the culture of learning in Parks Canada that is vital to understanding and managing for ecological integrity. It is an understanding of change, its origin, and process pathways of effects that should pervade planning and management for ecological integrity

Developing a conceptual system model for ecological integrity planning in the Greater Kluane Region, Yukon

Understanding the complexity and ecological organization of protected area ecosystems, and their bioregional surroundings, is fundamental to maintaining their integrity. This research set out to integrate the bodies of systems and hierarchy theory to establish a framework for developing a conceptual model that would synthesize knowledge from diverse fields and identify key system processes, thereby providing new insight into ecosystem organization, function, and integrity. This understanding was then applied to planning for ecological integrity in the Canadian National Parks context through a case study of Kluane National Park and Reserve (KNP&R) within the Greater Kluane Region (GKR). The methodology characterized processes, identified those that were key, and then explored their interrelationships and potential pathways to system change. A set of criteria, derived from complex systems and hierarchy theory, were developed to characterize the conceptual type and scale of system processes, evaluate the relatedness of processes, and identify cross-scale linkages and their potential to induce significant system change. These criteria served as the basis for identifying key processes in the GKR. The panarchy model described by Gunderson and Holling (2002) was used as the basis for integrating the key biophysical processes, describing their role in system stability and resilience, and elucidating pathways to change in the GKR. The interaction and influence of regional socioeconomic activities within the model were then elucidated in order to assess the susceptibility of key biophysical processes to human influence. The case of the GKR illustrates the value and potential for wider application of a conceptual modeling approach to investigate and describe ecological organization and integrity. Results indicate that ecological integrity planning would benefit by focusing on the dynamics of processes with cross-scale influence and employing keystones species as the tangible points of articulation between processes, perspectives, and scales. In the GKR those biophysical processes with the greatest potential to induce significant cascading change are fire, insect infestations, flora and fauna population cycling, flooding, and mass movements, while key socioeconomic processes include recreational activities, climate change, fire management, forestry, mining and wildlife management. This research suggests such a model may serve as a synthetic and adaptive knowledge base for integrating new knowledge to support ecological integrity planning. The process of model building effectively identified gaps in knowledge while the hierarchical approach facilitates the prioritization of a research agenda. The integrative model elucidated key self-organizing processes thereby providing direction for protocol selection in monitoring and cumulative effects assessment. The understanding of system function engendered by the model will likely enhance the interpretation of results. The heuristic process of developing region-specific conceptual models may help to foster the culture of learning in Parks Canada that is vital to understanding and managing for ecological integrity. It is an understanding of change, its origin, and process pathways of effects that should pervade planning and management for ecological integrity

Knowledge is an Essential Element at Present World

At present knowledge is an essential element of production, next to labor, land and capital. Knowledge is considered as a collection of experience, appropriate information and skilled insight which offers a structure for estimating and integrating new experiences and information. Due to the recent development of science and technology, knowledge becomes an essential part in every organization. In organizations, knowledge is considered as a storehouse of intelligent for the development of the organizations. Achievement of new knowledge is one of the greatest challenges in the building of intelligent systems in every organization. Employees in institutions must be sincere for the creation and sharing of knowledge to increase their effectiveness in the workplace. A knowledge map is the pictorial illustration of the achieved information from a huge collection of data. It helps an organization to realize how the loss of staff influences intellectual capital, to assist with the selection of terms, and to match technology to knowledge needs and processes. This paper highlights knowledge map which contributes a fundamental role for better knowledge management and learning. Knowledge sharing and transfer are good techniques to exchange knowledge among the organizations which help organizations to explain their level of knowledge internally and externally. An attempt has been made here to analyze in brief the significance of transfer of knowledge

Cross-cultural compromises, multiculturalism and the actuality of unzipped Hofstede

Cultural background of identities calls for upholding of values, but realities of multicultural interactions require cross-cultural compromises. Compromises begin already with the introduction of the term multiculturalism, which served both as a platform for cross-cultural urban policies in major western cities and for a non-class analysis of a new class structure. The unexpected result of the popularity of the concept of multiculturalism in urban policies is its managerial application in knowledge intensive organizations. Multiculturalism in inter-organizational uses justifies empowerment, learning organization and attempted emancipation of corporate citizens. Robustness of Hofstede’s model of national cultures’ dimensions lies in his correct prediction of the evolution of hierarchic bureaucracy, while weaknesses result from the extended scope of dimensions, which require “unzipping” and from excessive reliance on the nation-state led process of socialization. Unzipping, already started in research communities (both friendly, unfriendly and neutral with respect to the author of “Culture’s Consequences”) is being slowed down by Hofstede’s precarious institutional embedding in academic communities. De-nationalization is accelerating due to the new integrating processes of regional globalization

Stakeholder engagement as a facilitator of organizational learning

This paper examines the relationship between stakeholder engagement and competence building. Following the dual perspective of the firm, which indicated that managers deal with both transactions and competences concurrently, we argue that stakeholder interactions also concern both transaction cost reduction and value creation. Based on a review of the extant literature, we incorporated a micro-macro connection between organizational learning and competence building. Further to this, we developed a conceptual framework by linking stakeholder engagement and organizational learning. This framework demonstrates that stakeholder relations may have significant effects on organizational learning and thus stakeholder engagement can play the role of facilitator in building firm competences

Learning from environmental actors about environmental developments: the case of international organizations

This article makes a case for viewing international governmental organizations (IOs) as corporate agents capable of learning. In doing so, it attempts to go beyond prevailing conceptions of IOs as means or settings for multilateral negotiation and bargaining. The proposed theoretical framework argues from an organizational learning perspective. By integrating notions from neo-institutionalism and policyanalysis it tries to capture the impact of IOs' publicness on learning processes. The focus is on IOs' relations with stakeholders and constituencies for the development and implementation of transboundary policies. These interactions are seen as a means to learn about external demands, expectations and expertise. Their impact on the internal dynamics in IOs tends to be of a dual nature: enhanced adaptability in its margins and buffering the organizational core from environmental fluctuations. Hence, some skepticism is appropriate in assessing IOs' capacity to engage in profound changes as a result of learning. It rests on the contention that the social constitution of the organization-environment nexus and its linkages with intraorganizational processes is of crucial importance for IOs' ability to learn about environmental changes and developments. Emphasis is placed on the contested and controversial nature of knowledge absorption and the limiting effect of administrative routines and procedures on IOs' absorptive capacity. -- Im vorliegenden Aufsatz wird der Versuch unternommen, internationale gouvernmentale Organisationen als lernfähige korporative Akteure zu betrachten. Damit soll gezeigt werden, dass internationale Organisationen weder als Instrumente mitgliedstaatlicher Interessen noch als Arenen multilateraler Verhandlungsprozesse hinreichend verstanden werden können. In der Perspektive des Organisationslernens wird danach gefragt, wie internationale Organisationen im Zuge des Interaktionsgeschehens mit Akteuren aus ihrem Umfeld über äußere Veränderungen und Trends lernen. Dabei geht es um die Vermittlung als auch die Interpretation der von außen an internationale Organisationen herangetragenen Erwartungen, Anforderungen, Ideen und Wissen. Ziel des Papiers ist die Entwicklung eines theoretischen Analyserahmens, der das Interaktionsgeschehen zwischen internationalen Organisationen und den ihre Umwelt repräsentierenden Akteuren als Auslöser für organisationale Lernprozesse begreift und gleichzeitig auch institutionelle, kulturelle und politisch-interessenbezogene Bedingungen berücksichtigt. Die aus dem Spannungsfeld zwischen Organisation und Umwelt resultierenden Lernprozesse sind dualer Natur: Erhöhte Anpassungsfähigkeit in den Grenzbereichen internationaler Organisationen geht mit Abpufferung des Organisationskerns von Umweltfluktuationen einher. Diese Einschätzung gründet auf der Prämisse der sozialen Konstituierung des Organisations-Umwelt Nexus und dessen Verbindungen mit organisationsinternen Prozessen. Darüber hinaus wird die politische Bedingtheit organisationaler Wissensprozessierung und der Einfluss administrativer Routinen und Verfahren auf die Aufnahmefähigkeit internationaler Organisationen betont.