Title
A comparison of three delivery systems for teaching an information technology course
Abstract
An important aspect of the global, knowledge-based, technology-enabled economy is that organizations must invest in continuous training [4]. Managers, now exposed to concepts such as knowledge economy, organizational intelligence, learning organization, knowledge era, and organizational learning, [2, 3, 12], need to establish the optimum mix of continuous training activities to leverage organizational knowledge to its fullest potential. Several methods and models aimed at managing organizational knowledge at a macro level are now available [2, 3, 5, 6, 8, 9, 11]. But these methods don't address the micro level problem of planning and selecting continuous training activities while taking into account manager and employee preferences, and constraints such as budget or deliverables. The analysis of empirical data presented in this article incorporated factors, criteria, and weights into a model named Econof. Our findings provide managers with valuable tools to implement a continuous training management process aligned to organizational strategy---a step toward the development of knowledge management strategies.
Year
DOI
Venue
2002
10.1145/505248.506001
Commun. ACM
Keywords
Field
DocType
continuous training activity,information technology course,continuous training,organizational strategy,organizational intelligence,delivery system,knowledge management strategy,knowledge economy,knowledge era,continuous training management process,organizational learning,organizational knowledge,knowledge base,information technology,learning organization,knowledge management
Knowledge integration,Organizational performance,Organization development,Personal knowledge management,Computer science,Knowledge economy,Knowledge management,Organizational learning,Organizational intelligence,Organizational studies
Journal
Volume
Issue
Citations 
45
4
1
PageRank 
References 
Authors
0.45
2
6