Successful Management of Diverse Workforce

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The usage of data and information in both an academic setting and a work-related environment differ from one another. These two distinct fields both take advantage of information technology in order to process and understand data and information but vary in the manner of its usage. The academic field benefits from information and data through its reliability and the manner in which it is able to combine the bits and pieces of information to make more substantial information available for the one who is learning.

In the same way, the work field also uses information and data in order to ensure that operations flow smoothly in and through the various departments of an organization. This paper seeks to investigate the usages of data and information in an academic and work setting in order to determine if there are any differences or similarities. It will also look into the philosophies and logic of different authors that talk about the separate subjects. Similarities and differences The similarities that the academic and professional fields have in common with regard to the usage of data and information is their dependence on it.

For example, Zemsky and Massy (1995) mentioned that information technology is used in order to supplement and organize teaching and learning programs. This is because of the fact that information and data are both used in the academic field and the professional work environment. These are used in developing and organizing reports and findings that they need in order to arrive at the proper conclusions. Information demands in the academic field are mostly knowledge-based so the proper usage of data is needed.

(Zemsky & Massy, 1995) The essential difference is that they way that they are used. The people in the academic field basically concentrate on using data and information for their learning while the people in the professional field focus more on the utilization of data in order to fully take advantage of them for profit. Comparison of authors Different authors still use data differently by necessity. They are able to defend their cases well in the sense that they have concrete examples upon which they can derive their usage of information from.

Stoop (1996) uses data in a non-academic environment where they are able to utilize data using a firm empirical convention in order to use them in the publications side. The information that they get are analyzed through a laborious process in order to come up with their strengths and weaknesses. Lips (2008), on the other hand, uses information in order to apply it to students in order to ensure that academic transparency will be paramount in the university. The parents and the teachers are then briefed on the particular activities and status of the students in order for them to help in the improvement of academic achievement.

One of the applications of handling information in an academic setting is when it is used in the literacy programs of certain schools wherein it could serve as part of a pre- and posttest in order to aid in the assessment of the effectiveness of the programs. The authors have differing opinions because of the fact that they are advocates of different usages of data and information. The Lips (2008) tends to lean more towards the fact that data should be used to fully develop and complement academic learning.

It is a tool for them to monitor the student’s ability to progress in the academic world. In the analysis of Stoop (1996), data and information are used to use it in a non-academic environment in order to come up with data which can be used in the analysis of various processes in order to find the best possible solution to their work-driven problems. With regard to the two authors’ credentials, they both come from university backgrounds and they are fully able to provide commentaries regarding the subjects that they have written about.

The person with the better information regarding the quality of content would have to be Lips because of the fact that he has been part of the University as a professor and instructor to the Society of the Advancement of Education. This fact only makes sure that the author is much more credible with regard to his tenure in the university and the quality of work that he has been able to contribute to the article that he published. (Berkowitz, 1990) Qualifications & logic of the authors

Dan Lips is an education analyst in the Domestic Policy Studies Department at the Heritage Foundation, located in Washington, D. C. This gives him a higher advantage regarding the different types of subjects that he has been exposed to during his tenure as an education analyst in the past. This makes Stoop not a more inferior contender to who has the better information but it only shows that Lips was able to refine his thinking and his thoughts through the process of learning as well as teaching those things at the same time.

The authors who have been aforementioned are qualified enough and the logic that they used in the discussion of the paper have been justified because they are experts and knowledgeable professionals in their field of study. Some of the authors resemble different styles and there are those such as Cottrell & Eisenberg (2001) who assume a mixed approach wherein both academic and professional worlds come together in order to fully come up with information that can be used to streamline processes in a system.

The best logic might probably belong to Lips since he has more experience with regard to education field since he has worked as an analyst for quite a while now. The methods that he talks about might incorporate the best logic but it is still subject to the different small decisions that factor in the implementation of that specific method. Thus, the author with the best logic might not necessarily be the one which offers the best practical solution to the ongoing issue of making information work for you. Conclusion

The authors who were presented in this paper demonstrated that their expertise on the subject was the most important contribution that they can ever give in order to fully take advantage of information and data. These customized approaches will definitely allow data and information to be used much more efficiently in order to achieve the necessary effect in the professional environment. If data is efficiently processed and interpreted, it would definitely help in the management of professional workflows in the workplace as well as provide substantial results and interpretations in the academic field.


Stoop, I. (1996). Data Services in a Non-Academic Environment. Social and Cultural Planning Office, University of Minnesota. William F. Massy and Robert Zemsky. (1995). Notes: Educom Conference on Academic Productivity. Wingspread, June 6-8. Lips, D. (2008). Giving NCLB an A-PLUS Boost: The Academic Partnerships Lead Us to Success Act Would Promote Greater Local Control in Education While Maintaining Accountability through State-Level Testing and Information Reporting to Parents to Ensure Transparency.

USA Today (Society for the Advancement of Education), Vol. 316. F. Wilfrid Lancaster and Amy J. Warner. (1993). Some Basics of Information Retrieval,. Chapter 1 in Information Retrieval Today Information Resources, Virginia. Berkowitz, R. (1990). Information Problem-solving: The Big Six Skills Approach to Library & Information Skills Instruction. Ablex: Greenwich. Cottrell, J. & Eisenberg, M. (2001). Applying an Information Problem-solving Model to Academic Reference Work: Findings and Implications.

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