Daniel Robey

Learning to Implement Enterprise Systems: An Exploratory Study of the Dialectics of Change

This paper reports on a comparative case study of 13 industrial firms that implemented an enterprise resource planning (ERP) system. It compares firms based on their dialectic learning process. All firms had to overcome knowledge barriers of two types: those associated with the configuration of the ERP package, and those associated with the assimilation of new work processes. We found that both strong core teams and carefully managed consulting relationships addressed configuration knowledge barriers. User training that included both technical and business processes, along with a phased implementation approach, helped firms to overcome assimilation knowledge barriers. However, all firms in this study experienced ongoing concerns with assimilation knowledge barriers, and we observed two different approaches to address them. In a piecemeal approach, firms concentrated on the technology first and deferred consideration of process changes. In a concerted approach, both the technology and process changes were undertaken together. Although most respondents clearly stated a preference for either piecemeal or concerted change, all firms engaged in practices that reflected a combination of these approaches.

Accounting for the Contradictory Organizational Consequences of Information Technology: Theoretical Directions and Methodological Implications

Although much contemporary thought considers advanced information technologies as either determinants or enablers of radical organizational change, empirical studies have revealed inconsistent findings to support the deterministic logic implicit in such arguments. This paper reviews the contradictory empirical findings both across studies and within studies, and proposes the use of theories employing a logic of opposition to study the organizational consequences of information technology. In contrast to a logic of determination, a logic of opposition explains organizational change by identifying forces both promoting change and impeding change. Four specific theories are considered: organizational politics, organizational culture, institutional theory, and organizational learning. Each theory is briefly described to illustrate its usefulness to the problem of explaining information technologys role in organizational change. Four methodological implications of using these theories are also discussed: empirical identification of opposing forces, statement of opposing hypotheses, process research, and employing multiple interpretations.

A social process model of user-analyst relationships

The development of an information system is a social process involving users and systems analysts, carried out in an organizational setting. This paper presents a process model of useranalyst relationships to guide research into the social dynamics of system development. The model identifies antecedent conditions, encounters, episodes, and outcomes over the course of a project. The model asserts that established relationships between analysts and users will persist unless critical encounters change the trajectory of the project. By conceiving of systems development as a series of encounters and episodes, researchers may identify critical encounters and study the connections between preceding events and their consequences. Practitioners may use the model to diagnose problems and to enact critical encounters that move a project in a different direction. The descriptive and predictive capacities of the process model are illustrated with two case studies.

User Attitudes and Management Information System Use

A study of an industrial sales force shows several specific attitudes to be positively related to use of a computer based information system. The results support and extend previous findings and su...

Learning failure in information systems development

Abstract. Abstract. Information systems development is a high‐risk undertaking, and failures remain common despite advances in development tools and technologies. In this paper, we argue that one reason for this is the collapse of organizational intelligence required to deal with the complexities of systems development. Organizations fail to learn from their experience in systems development because of limits of organizational intelligence, disincentives for learning, organizational designs and educational barriers. Not only have many organizations failed to learn, but they have also learned to fail. Over time they accept and expect poor performance while creating organizational myths that perpetuate short‐term optimization. This paper illustrates learning failure in systems development and recommends tactics for overcoming it.

Information technology and organizational learning: a review and assessment of research

Abstract This paper reviews and assesses the emerging research literature on information technology and organizational learning. After discussing issues of meaning and measurement, we identify and assess two main streams of research: studies that apply organizational learning concepts to the process of implementing and using information technology in organizations; and studies concerned with the design of information technology applications to support organizational learning. From the former stream of research, we conclude that experience plays an important, yet indeterminate role in implementation success; learning is accomplished through both formal training and participation in practice; organizational knowledge barriers may be overcome by learning from other organizations; and that learning new technologies is a dynamic process characterized by relatively narrow windows of opportunity. From the latter stream, we conclude that conceptual designs for organizational memory information systems are a valuable contribution to artifact development; learning is enhanced through systems that support communication and discourse; and that information technologies have the potential to both enable and disable organizational learning. Currently, these two streams flow independently of each other, despite their close conceptual and practical links. We advise that future research on information technology and organizational learning proceeds in a more integrated fashion, recognizes the situated nature of organizational learning, focuses on distributed organizational memory, demonstrates the effectiveness of artifacts in practice, and looks for relevant research findings in related fields.

Situated learning in cross-functional virtual teams

Reports a study of virtual cross-functional teams located in a small southern US town and a northern US city. The authors interpret interviews with team members, suggesting that virtual teamwork requires them to devise practices for coordinating work.

Transforming Work Through Information Technology: A Comparative Case Study of Geographic Information Systems in County Government

A comparative case study was designed to assess the consequences of implementing a particular geographic information system (GIS) in two neighboring county government organizations. Respondents reported radically different experiences with, and consequences of, the GIS technology. In North County, participants considered GIS to be responsible for transforming the way that work was accomplished and for changing patterns of communication among departments. In South County, the same GIS technology was implemented with little social consequence. These divergent outcomes are associated with differences in four specific processes related to the implementation of the GIS in the two organizations: initiation, transition, deployment, and spread of knowledge. In North County, implementation was initiated by an influential group of users (geographers) who positioned the technology as a shared resource that built upon existing competencies. A distributed configuration was deployed in North County, and conceptual know...

Turning around troubled software projects: an exploratory study of the deescalation of commitment to failing courses of action

Project failure in the information systems field is a costly problem and troubled projects are not uncommon. In many cases, whether a troubled project ultimately succeeds or fails depends on the effectiveness of managerial actions taken to turn around or redirect such projects. Before such actions can be taken, however, management must recognize problems and prepare to take appropriate corrective measures. While prior research has identified many factors that contribute to the escalation of commitment to failing courses of action, there has been little research on the factors contributing to the deescalation of commitment. Through deescalation, troubled projects may be successfully turned around or sensibly abandoned. This study seeks to clarify the factors that contribute to software project deescalation and to establish practical guidelines for identifying and managing troubled projects. Through interviews with forty-two IS auditors, we gathered both quantitative and qualitative data about the deescalation of commitment to troubled software projects. The interviews sought judgments about the importance of twelve specific factors derived from a review of the literature on deescalation. Interviews also generated qualitative data about specific actors and actions taken to turn troubled projects around.The results indicate that the escalation and deescalation phases of projects manifest different portraits. While there were no factors that always turned projects around, many actors triggered deescalation, and many specific actions accounted for deescalation. In the majority of cases, deescalation was triggered by actors such as senior managers, internal auditors, or external consultants. Deescalation was achieved both by managing existing resources better and by changing the level of resources committed to the project. We summarize the implications of these findings in a process model of project deescalation.

Perceptions of conflict and success in information systems development projects

Previous research on the development of information systems has focused on the conflicts among participants and the consequences of satisfactory resolution of those conflicts. In this paper, we test a model of conflict during system development [40, 41]. As specified, the model proposed relationships among participation, influence, conflict, and conflict resolution. We extend the model to include project success as an outcome variable. A sample of 84 participants in 17 system development projects in 3 organizations was surveyed. Results support the portions of the model reported earlier [41], show a strong positive relationship between conflict resolution and project success, and show a modest positive relationship between participation and project success.