Preliminary Findings: Information Technology in a Learning Organization - Case Study and Causal Diagrammi

PRELIMINARY FINDINGS: INFORMATION TECHNOLOGY IN A LEARNING ORGANIZATION - Case Study and Causal Diagramming Warren W. Tignor 1. Introduction This study addresses the role information technology plays in a learning organization. In general, a learning organization takes advantage of current and past knowledge to further the goals of the business. Information technology permeates business organizations today as the trend to automate continues to accelerate daily. In many instances, information technology helps businesses do things quicker, better and cheaper; in most cases this results in better profitability. Case study represents a vast source of past business knowledge available to learn from to influence future decisions. Causal diagrams will help the business analyst identify the major influencing factors of the case and the feedback mechanism that impacts the case results. This study presents the hypothesis that the collaborative effect of case study and information technology using causal diagramming in a learning organization will improve the potential of businesses to adapt to new competitive situations. 2. Review of Literature This study surveys the current literature regarding learning organizations and information technology 's role with a particular emphasis on case study and causal diagrams defined as System Dynamics information technology. 2.1 LEARNING ORGANIZATIONS According to Dixon (1993) the reason that most organizations are inefficient learners is their lack of systematic processes to facilitate learning. The literature review that follows is organized around the derived distinguishing characteristics based on the following clustered attributes of learning organizations: 1.0 “Total Systems Perspective” 1.1 Inquire into systemic consequences (Koffman & Senge, 1995) 1.2 Acknowledge primacy of whole v. pieces (Koffman & Senge, 1995) 1.3 Facilitate systems perspective (systemic relationships) (Nevis, et al., 1995) 1.4 Systems thinking (exam whole vs.

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