BBA 3551, Information Systems Management Essay
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BBA 3551, Information Systems Management Essay
Course Learning Outcomes for Unit II Upon completion of this unit, students should be able to:
- Explain how information systems can be used to gain and sustain competitive advantage. 4.1 Discuss how collaboration IS can provide competitive advantages for a specific organization. 4.2 Explain why collaboration IS are important from the organization’s perspective.
- Summarize the requirements for successful collaboration in information systems management.
7.1 Discuss how collaboration tools can improve team communication. 7.2 Identify the tools that will help create a successful collaboration IS.
Course/Unit Learning Outcomes
Unit Lesson Chapter 2 Chapter 3 Unit II PowerPoint Presentation
Unit Lesson Chapter 2 Chapter 3 Unit II PowerPoint Presentation
7.1 Unit Lesson Chapter 2 Unit II PowerPoint Presentation
7.2 Unit Lesson Chapter 2 Unit II PowerPoint Presentation
Reading Assignment Chapter 2: Collaboration Information Systems Chapter 3: Strategy and Information Systems, Q3-1 – Q3-8
Unit Lesson Chapter 2 investigates ways that information systems (IS) can support collaboration. It defines collaboration and discusses collaborative activities and criteria for successful collaboration. It also discusses the kind of work that collaborative teams do, requirements for collaborative IS, and important collaborative tools for improving communicating content.
The chapter ends with a discussion of collaboration in 2024. Collaboration and Cooperation Cooperation occurs when people work together toward a common goal. For example, in teamwork, each team member is given a task to complete such as a project component. Collaboration occurs when people, together or remotely, work together toward a common goal (Kroenke & Boyle, 2017).
For example, a team member in California and a team member in Texas might meet using Skype to discuss ideas for a project. Figure 1 below illustrates collaboration in a team environment. In this illustration, the project manager is responsible for collaborating with team members who are in different departments. For example, the project manager may assign a project administrator who will document the various stages of project development,
Collaboration Information Systems and Strategy and Information Systems
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assign a person from software development to develop the software application, and assign a person from operations to set up a testing environment. Each of these team members would work with the project manager and with each other throughout the project; however, the project manager would be the main point of contact.
Feedback and iteration are involved so that the results of the collaborative effort are greater than could be produced by any of the individuals working alone. Let’s take a corporate strategic document as an example. This document is not created by one person but, rather, is created by various individuals in the organization. Each individual incorporates his or her statements into the document and then passes it along to the next person.
When it is finished, someone will usually review the document and provide critical feedback. Based on this feedback, the document will be revised and inserted as a part of the final document. As each section of the final strategic document is completed, the final document will then be ready for submission to a corporate body for approval; these revisions are called a series of stages or iterations.
Collaboration tools can be used to manage shared content such as shared content with no control, shared content with version management on Google Drive, and shared content with version control (Kroenke & Boyle, 2017). Some examples of collaboration tools are using Google Drive or Microsoft (MS)
SharePoint to share documents and other tasks and using Skype or Adobe Connect to meet and discuss ideas, progress, or other information. In short, a collaborative group works together to achieve a common goal via a process of feedback and iteration by communicating, sharing information and knowledge, combining skills and sharing time. There are 12 qualities, attitudes, and skills of a good collaborator as explained by Kroenke & Boyle (2017).
After reviewing the Unit II Reading Assignment, think back to the Falcon Security scenario at the beginning of Chapter 2. We can see what happens to collaboration when communication breaks down. It is apparent that Felix was not in collaboration with his teammates. He had missed several meetings and did not read his e- mails regarding the team project. As a result, the team had trouble getting a prototype of the drone finished. Perhaps, if the team used better collaboration tools, they might have been more successful. For example, they could have developed procedures for collaboration such as requiring all team members to be present.
If a team member could not be present, they could have used Skype or some other communication tool to meet and collaborate. Sometimes, team collaboration can fail for other reasons such as conflict. Most people think that avoiding conflict and having similar ideas and opinions makes a group better. While social ability is important, research indicates the importance of being able to have different ideas and opinions expressed.
Team members must have the skills to accept critiques, criticism, and revisions of their work. In some student teams, the focus is strictly on fulfilling a requirement and not necessarily producing the highest quality of work possible through the collaborative efforts of the team members. Another problem that can affect team collaboration is ineffective team members.
The characteristics of an ineffective team member will include lack of interest and commitment, unwillingness to give or take criticism, unwillingness to listen, and indifference. Students are typically not too tolerant of ineffective team members, but they are not always willing to boot them off the team, preferring instead to just work around them. Characteristics of collaborative success center on the output of the group being superior to the output that could have been created by an individual working alone, including such things as being more productive.
Figure 1: Collaboration in a team environment
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being more creative, and generating more and better ideas. When forming a collaborative group, it is useful to begin with a discussion of critical feedback guidelines. Refer to Figure 2-2 on page 42 of the textbook in uCertify, and review the guidelines and examples of constructive and unconstructive feedback. Collaboration IS A collaboration IS is composed of the five components of an IS, as noted by Kroenke and Boyle (2017).
A collaboration IS exists for the purpose of sharing information, making decisions, solving problems, and managing projects. Referring back to the Falcon Security scenario at the beginning of the Chapter 2, notice that a collaboration IS could have provided the team with a better way to manage the project (e.g., discussing solutions to the prototype problem).
It could have also helped to solve meeting attendance issues for Felix such as using Skype from home or other remote locations so that he could have attended project meetings. The team could have also used another collaboration tool such as MS SharePoint so that Felix could have downloaded project-related documentation if he had issues with his e-mail. Solving Problems There are several steps to take when solving problems, which are listed below.
- Define the problem: Problem definition varies due to differences in experience, education, training, personal goals, or job responsibilities. Groups need to develop a shared definition of the problem through research, discussion, and compromise.
- Identify alternative solutions: Identifying possible solutions may involve investigative research and brainstorming.
- Specify evaluation criteria: Determine the benchmark or standard measures to be used to evaluate the problem.
- Evaluate alternatives: Evaluating alternatives involves comparing test results to identify and eliminate infeasible, substandard, or unacceptable solutions and to identify feasible, superior, or acceptable solutions.
- Select an alternative: Selecting a solution may be based on majority vote, consensus, or compromise.
- Implement the solution: Implementing a selected solution includes monitoring and modifying as needed (Kroenke & Boyle, 2017).
Egocentric Versus Empathetic Thinking Egocentric thinking centers on the self. A person who is egocentric believes that his or her view is the only view available and is often not able to think outside the box (Figure 2). Empathetic thinking is the ability to see more than one view (i.e., the ability to understand the other person’s perspective).
A person who is empathetic is able to consider multiple viewpoints and realize that people who hold a perspective different from his or her own viewpoints are not necessarily wrong (but he or she does not have to be wrong either). Using empathetic thinking is smart and results in better relationships because you do not need to change your way of thinking to match the other person’s thinking. Business is people working together in relationships. Better relationships equate to better business.
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Negotiators, for example, need to know what the other side wants, what is important to the other side, what issues can be negotiated, and what issues are nonnegotiable. Another example is a business meeting that appears to be going nowhere. Whenever we find ourselves in such a meeting, is the problem due to different perspectives? If so, one can sometimes find the root cause by engaging in empathetic thinking.
Competitive Strategy Refer to Figure 3-1 on page 83 of the textbook in uCertify, which summarizes a planning process used by many organizations. We start with Porter’s five forces model to analyze industry structure, and then we use the model of four competitive strategies. Next, we evaluate the value chain and then the business processes; finally, we analyze how IS can provide competitive advantage.
Competitive strategy determines value chain structure by primary activities in the value chain, support activities in the value chain, and value chain linkages. An IS provides competitive advantages via products and via business processes. Think back to the Falcon Security scenario presented in the textbook reading for this unit.
What is Falcon Security’s competitive strategy? Falcon Security chose the differentiation strategy of using drones to provide security surveillance services to its customers. Falcon Security had the proper system processes to provide these services, but other questions remained; for instance, what should they do if they cannot obtain the security contracts they need, and if they do get security contracts, do they have the systems and processes in place to handle the increase in resources needed?
Summary Effective collaboration is key to success. Suppose Falcon Security expands beyond its current location. How can collaboration provide them with a competitive advantage? Let’s assume that the parent location or headquarters has a research and development (R&D) department. The R&D team is searching for ideas for improving the current security drones. How can they do this?
They can collaborate with other departments that may have suggestions based on customer surveys or other customer interactions. They could also hold a virtual collaboration conference with all of the Falcon Security branches and brainstorm new ideas for improving their security services. Consider another example; the R&D team developed a new drone model that can provide better and faster services than their competitors.
How can Falcon Security share this news? The answer is through collaboration. These are just a few of the many ways to use collaboration for advancing and securing competitive strategies.
Figure 2: Characteristics of egocentric thinking
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Kroenke, D. M., & Boyle, R. J. (2017). Using MIS (10th ed.). New York, NY: Pearson.
Suggested Reading In order to access the following resources, click the links below. The following two articles may be helpful to you as a resource when completing this unit’s assignment. A new artificial intelligence solution has been developed to help people who are visually impaired.
This technology helps people to not only experience the world more fully but also to be more productive at work. This article further explores this technology and its creation. Accenture develops new AI-powered solution to help the visually impaired. (2017). Food and Beverage Close
– Up, Retrieved from https://libraryresources.columbiasouthern.edu/login?auth=CAS&url=https://search-proquest- com.libraryresources.columbiasouthern.edu/docview/1926270443?accountid=33337
Learning Activities (Nongraded) Nongraded Learning Activities are provided to aid students in their course of study. You do not have to submit them. If you have questions, contact your instructor for further guidance and information. To test your knowledge of the material covered in this unit, complete the activities listed below.
- Chapter 2 Active Review
- Chapter 2 Using Your Knowledge
- Chapter 2 Collaboration Exercise
- Chapter 2 Review Questions
- Chapter 2 Cards
- Chapter 3 Active Review
- Chapter 3 Using Your Knowledge
- Chapter 3 Collaboration Exercise
- Chapter 3 Review Questions
- Chapter 3 Cards The activities are located within the chapter readings in uCertify. The Chapter 2 and Chapter 3 Active Review sections, Using Your Knowledge sections, Collaboration Exercises, and Review Questions are located at the end of each chapter. The cards can be accessed by clicking on the Cards icon within uCertify, which is located to the right of the chapter title, and the icon in uCertify resembles the image shown below.
BBA 3551, Information Systems Management Essay
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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