Organization development through<i>ad hoc</i>problem solving
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Purpose – The purpose of this research is to study the ad hoc problem of developing capabilities for knowledge transfer between various constituencies of an enterprise resource planning (ERP) implementation project. The paper studies how an ERP project develops ability to network, link, and integrate its various knowledge resources over time. Design/methodology/approach – The paper conducted a case study of an ERP project, from its initiation in 2008 to its completion in 2011. Findings – The case demonstrates the dynamics of development of knowledge transfer capacities through ad hoc problem solving. The paper identifies five mechanisms used in this case for the development of knowledge transfer capacities. Practical implications – Ad hoc problem solving mechanisms demonstrated in this paper can be intentionally planned and utilized in similar projects to enable interaction, integration, and institutionalization. Originality/value – Even though ad hoc problem solving as a model for change is prevalent in many organizations, studies of ad hoc problem solving capabilities as a mechanism for change are not extensive. This case describes ad hoc mechanisms that foster change and development of knowledge transfer capacities during large IT project implementations.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.001 | 0.004 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it