The Didactic Approach to Manage Strategic Inconsistencies in ERP: An E-Initiative

The Didactic Approach to Manage Strategic Inconsistencies in ERP: An E-Initiative

Sangeeta Sharma (University of Rajasthan, India)
DOI: 10.4018/978-1-60960-863-7.ch005
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This chapter addresses the fundamental question of how the didactic approach can help in managing the impediments and fallouts in the formulation, implementation and evaluation of ERP especially for the societal progress. Further the role of e-initiative is inbuilt in its advocacy for effective delivery. The building blocks of any institution are individuals who must have training in ethics and morality. This is a normative and idealistic analysis but predestined due to continually changing socio-economic dynamics of complex society in modern times. It proposes ERP III with moral epicentre assuming that humanity can be attained if individuals are trained in the moralistic values which eventually redefine the entrepreneurial goals such that it adopts befitting approach in pursuing the specific targets. It includes three sub-areas first focusing on conceptual prologue of ERP, introductory note about didactic approach to see how it directly affects the existing schemes of individuals in the organization; second the major strategic inconsistencies along with finding out the reasons for these irregular variations; and third deals with the e-solutions managing these inconsistencies by designing and planning for institutions in a prudent manner. Precisely, this chapter highlights concept, strategic paradoxes, rebuilding through didactic approach by e-initiative and prognostic strategy for ERP III.
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The didactic approach having lineage to Greek word ‘didaktikos’ means apt at teaching, which is morally instructive, hence refers to the teaching of moralistic lessons to people. This approach strongly relies on ‘content-based approach (Widdowson, 1979). It has been applied to various domains of studies varying from mathematics to behavioural to social to psychological fields. Though it is deterministic in its orientations but behavioural movement has also influenced the conventional approaches towards learning. The external environment affects all behaviour and learning focuses on acquisition of knowledge which is incremental (Kohn, 1999).Integrating didactic principles in an e-learning environment, several steps have been identified such as creating learning path; adding the assessors; activating learning paths; solving package; monitoring the progress and grading (Caniels, 2004). A parallel has been drawn between organizational models and didactic architectures adhered by businesses and to manage internal training such as web-based training, e-learning through online distribution of autonomously used learning materials in user-generating content that facilitates the sharing of knowledge (Gonella and Pento, 2005). Trentin’s classification (Trentin, 2001) defines didactic model as ‘peer to peer’ aimed at creating collaborative groups, which share knowledge and experience to enable whole group to grow. Siemens coined the term ‘connectivism’ to define new ways of learning (Siemens 2005). Precisely this refers to the system of learning in moralistic teachings through web-based approach. Recently the importance of this approach has been revived at creative platforms where an integrated learning is facilitated by sharing through 3D cases which are learning exercises where simultaneous use of brain, body and attitude constitutes a 3D access to learning based on parallel thinking, task focus and no judgment (Byrge & Hanson, 2009).

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