Ecommerce and Organizational Learning Discuss Research Paper

Of the many theories and concepts that seek to define long-term learning effectiveness and context, the three factors of autonomy, mastery and purpose are by far the most pervasive in practical, empirical research results (Albright, Burgess, Davis, 2011).

Creating and operating a team learning environments begins by deliberately designing in autonomy, mastery and purpose to ensure the motivation to attain long-term learning is achieved. This is however a secondary concern of many companies building e-commerce systems as the focus is purely on the business strategy and getting it completed. Yet the more forward-thinking forms are designing in scaffolding and online analytics, measurement and performance evaluation applications to ascertain the relative value of tacit and implicit knowledge captured (James, Okpala, 2010) and quickly using it to better plan subsequent strategies (Cappel, Hayen, 2004). Many universities are relying on intern programs with local small businesses to achieve this same net effect in terms of learning for students (Tabor, 2005).

The combining of autonomy, mastery and purpose, in conjunction with knowledge capture in e-commerce systems and strategies sets the foundation for effective team learning as well. The best e-commerce strategies and global initiatives are unified in their approach of using team-based collaboration and intelligence to solve complex challenges (Gunasekaran, McGaughey, McNeil, 2004). Creating an effective foundation for ensuring a team-based learning and knowledge transfer process happens needs to define through the use of role-based analytics and shared accountability over project performance (McBride, 2005). As is the case with the majority of successful enterprise projects, ownership to the team level of learning outcomes and achievements is essential for the success of translating e-commerce tacit and implicit knowedlge into useful, competitive intelligence (Tsai, Hung, 2008). Creating the foundation of autonomy, mastery and purpose sets team learning as a high priority for future growth of an entire organization (Albright, Burgess, Davis, 2011). When there is significant ownership of outcomes for a team, learning accelerates and knowledge sharing increases significantly over time. There is also the potential to completely revamp e-commerce strategies based on lessons learned over time from team-based learning and analysis of outcomes.

References

Albright, T.L., Burgess, C.M., & Davis, S. (2011). The balanced scorecard and twenty-first-century thoughts on motivation. The Journal of Corporate Accounting & Finance, 23(1), 73-80.

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Cappel, J.J., & Hayen, R.L. (2004). Evaluating E-learning: A case study. The Journal of Computer Information Systems, 44(4), 49-56.

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James, I., & Okpala, C.O. (2010). The use of metacognitive scaffolding to improve college students academic success. Journal of College Teaching and Learning, 7(11), 47-49.

McBride, N.K. (2005). A student-driven approach to teaching E-commerce. Journal of Information Systems Education, 16(1), 75-83.

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Tabor, S.W. (2005). Achieving significant learning in E-commerce education through small business consulting projects. Journal of Information Systems Education, 16(1), 19-26.

Tsai, W., & Hung, S. (2008). E-commerce implementation:…