Information Technology Reference
In-Depth Information
Table 2. Results of comparison
Criteria
“Initial” Model
“Real-Live Cases” Model
S1
S2
T
P
S1
S2
T
P
C1
3
0
2
1
3
2
4
5
C2
1
0
3
2
4
2
4
4
C3
3
1
4
1
5
3
5
5
C4
4
0
3
5
4
2
5
5
C3:
Existence of predefined procedures and distribution of responsibilities related to
information processing and decision making (the best case is to have written proce-
dures, but, because of the size of the company, informal or by-default knowledge was
accepted as well enough)
C4:
Use of Information Technologies, computers, and the Internet
For a given company, every criterion was evaluated according to a six-level scale, where
0 meant “not at all,” and 5 meant “best possible.” In some cases, especially for companies
in the “Real-Live Cases” group, a higher grade was given, even if implementation of a proper
organization is planned but still not implemented. I graded higher the understanding about
what is needed and why, instead of simply the copying of the best practice in the branch,
without considering the particular needs of the company. Results are presented in Table 2.
The above table, together with personal observations on the organization and admin-
istration of these companies, shows that the students trained under the “initial” model have
not initiated any particular activities toward implementation of IRM principles but follow
closely the mainstream of development in the sector. They know what is needed but do not
believe that it is possible to be done here and now. The other group initiated implementation
of IRM principles, in one case, the recommendations reached in class discussion, willing to
demonstrate the benefits of well-managed information.
CONCLUSION
Using real live cases offered by students is highly demanding to the instructor, who
faces difficulties in the following:
•
A lack of proper preparation in analyzing cases may occur.
•
The set of cases presented in a particular class may miss important issues.
•
Grading is based on the presented case and participation in the discussion, and for
both, it is difficult to set quantitative measures.
But, the collected data show that in given circumstances (transitioning from a centrally
planning to market-oriented economy, small enterprises, and underdeveloped information
infrastructure), the use of real live cases offered by the students allows training relevant to
the business practices to continue.
