A Study of Best Practices in Designing and Supporting Effective Organizational Memory Systems

The use of information technologies to support organizational memory and assist in intelligence analysis and decision making has been examined by several authors (e.g., Stein and Zwass, 1995; Conklin, 1996; Huyhn et al. 1995; Chen et al. 1992; Ackerman, 1994; Walsh and Ungson, 1991; Huber, 1990). Information systems can turn informal knowledge and stored information (i.e., organizational memory) from media rich systems into actionable organizational knowledge (e.g. Conklin, 1996; Shum, 1997). Such systems make extensive use of organizational knowledge to effect shared understanding and learning by capturing and leveraging valuable information and making it widely available for use throughout the organization. The purpose of this study is to investigate the use of organizational memory systems in learning organizations. A conceptual model will be developed to provide managers with guidelines for developing and supporting organizational memory systems. In addition, the study will attempt to provide justification for investment in information technologies to support organizational memory

Transnational Cooperation in Cybersecurity

Cybersecurity has become a significant focal point for law enforcement, businesses, and consumers with the significant advancements made in cyber technologies, cyber use, and cybercrimes, [16]. Organized cybercrime includes activities such as skimming, botnets, provision of child pornography and advance fee fraud. Unorganized cybercrime could be simple fraud, downloading child pornography, trolling or uttering threats. Both organized and unorganized activities have grown more prevalent in today’s digital landscape. The media sensationalize breaches, such as the hacking of HBO’s Game of Thrones episodes and the Equifax data breach. These incidents get much fanfare shifting focus to law enforcement agencies their plans to address the crimes. We need to know more about the effectiveness of measures against cybercrime and the cooperation between nations against cybercrime. This manuscript examines this issue by exploring how transnational cooperation succeeded in the apprehension of wanted individuals in Operation Avalanche

Singerian Inquiring Organizations: Guiding Principles and Design Guidelines for Learning Organizations

Technological changes and shifting demands make learning essential in present-day organizations. One of the main reasons companies fail is because of their inability to learn and adapt (Argyris, 1998). Courtney et al. (1996) have suggested that Churchman’s (1971) models of inquiring systems might form the basis for the design of effective learning organizations. Inquiring organizations are described as learning organizations modeled on the theories of inquiring systems, or systems whose actions result in the creation of knowledge. Effective inquiring organizations create knowledge and learn new behaviors to adjust to changing circumstances. Such organizations capture and leverage valid knowledge, making it widely available for use throughout the organization. Learning is a fundamental aspect of these inquiring organizations, and a well-designed learning subsystem is critical to their success. Learning by organizations relies on individuals and groups as agents for the transfer of knowledge. Over time, what is learned is built into the structure, culture, and memory of the organization. This paper continues a theme of adapting Churchman’s models of inquiring systems by exploring the philosophies of E.A. Singer as they relate to inquiring organizations. The guidelines presented provide ways for modern organizations to identify themselves as knowledge- generating systems and thereby begin the transition to learning organization

The New IT Product/Project Lifecyle

Recent studies have found that Information Technology (IT) project success hovers around 40%, despite the increased adoption of project management methods by the IT community. This paper explores the possibility that the project lifecycle, with distinct beginning and ending points, may not be the best model to understand the implementation of an IT product. Using project data from two organizations, and incorporating ideas from the product management literature, this paper presents an enhanced project lifecycle that incorporates the need for ongoing support that is unique to IT products. This analysis discusses the need to incorporate product management thinking and lifetime support into a project management construct, and identifies the deficiencies in trying to apply a pure project management lifecycle structure to IT implementations

Concept Maps for Teaching and Assessment

Concept maps, a specific kind of mental model, are one method of representing and measuring an individual\u27s knowledge. They are an alternative tool for teaching through building relevant associations, and a method for measuring knowledge and recall over time. Concept maps provide a visual representation of conceptual and relationship knowledge within a particular domain. Concept maps look like a spider web, consisting of many nodes (i.e., key concepts) connected to one another by lines that indicate relationships. In the learning process, students can develop concept maps as an alternative to traditional note-taking by building associations of non-linear key concepts and organizing them to fit with their individual learning styles and frames of reference. The presence of concepts and relationships on a map can provide an instructor with a snapshot of student knowledge and understanding. The proximity and connection of key concepts provide insight for instructors attempting to evaluate how ideas from class were absorbed by students. Conversely, the absence of concepts or relationships, or inappropriate connections between unrelated concepts, provide clues about what information students failed to internalize or incorporate. Concept maps may aid the instructor in assessing what students understand and how they relate the material to the overall course goals. They are easily taught and can be incorporated in introductory units, mid-term reviews and assessments, or end-of-course reviews and assessments