Information System

Jun 19th, 2015
Anonymous
Category:
Business
Price: $30 USD

Question description

Below is instructor feedback from UM haircuts stage I:

You covered most of the bases with your paper but I think you got some of the Five Force analysis confused.  You referred to Seller Power at one point and that is not one of the Five forces, Supplier Power is the proper term and this force is the effect that the the number of suppliers of products and services that the business needs has on the business' competitiveness.  If there is only one supplier of a certain product or service then they can demand higher prices for their goods.  If there are many suppliers then those suppliers will need to drop their prices to maintain their market share.  In Myra's case this should not affect her competitive strategy which she chose to be Customer and Employee Scheduling.  If you have acccess to a grammar checker I would encourage you to use it on future stages.  I gave you a middle B on this stage.

ISFM-300 Case Study, Stage 2: Business Process Analysis and Functional Requirements

Before you begin this assignment, be sure you:

1.Have completed all previously assigned readings, particularly those assigned in Week 2.

2.Re-read the “UM Haircuts Case Study" and the Stage 1 assignment, and review the “Walmart Example,” beginning with "Background for Stage 2" on page 3.

3.Review Instructor feedback from the Stage 1 assignment.

4.Carefully review the Example shown following the Assignment instructions below.

Purpose of this AssignmentThis assignment demonstrates how business processes are analyzed to develop information systems functional (business) requirements. This assignment specifically addresses the following course outcome to enable you to:

  • analyze internal and external business processes to identify information systems requirements

Overview of Business Process Analysis and Functional Requirements for UM Haircuts

For your Case Study Stage 1 assignment, you performed a Five Forces Analysis and justified Myra's chosen strategy for competitive advantage and the business process that she would like to improve through the application of technology.

In the Stage 2 assignment, you will identify the inputs, processing, and outputs of Myra's selected business process. Those inputs, processing, and outputs form the functional (business) requirements for an IT system to improve the process. 

The first step in identifying the functional or business requirements for an information system is to develop the high level requirements that establish the scope of the system.  Myra has selected the Customer and Employee Scheduling Process for improvement using an IT solution, and together you have identified the following high level requirements.  The system must:

·Allow employees to enter their availability and desired days/times to work

·Allow Myra to review the employee requests and develop a schedule

·Make the schedule available to employees to review their final work schedule

·Make the employee schedule available for staff to enter customer appointments

·Allow Myra and the staff to enter customer appointments

·Keep track of customer appointments, including stylist and service performed

·Accommodate changes in the employee schedules and customer appointments, and update the schedule accordingly

·Accommodate changes in the customer information stored in the system

·Provide management reports to Myra showing employee workload, customers served, customer contact information, busy times/days, etc.

For this assignment, you will focus on the customer appointmentportion of the overall process. The high level requirements are not detailed enough to be used as the functional or business requirements.  More detailed requirements are developed using a variety of tools and methods.  One such tool is a process model.  The process model shows the steps in the customer appointment process.  In a process model, rectangles are used to illustrate process steps and diamonds are used where decisions, or choices, are made.  You need to be aware that there are other aspects of the process to be considered, as shown in the high level requirements above.  The points at which these additional steps intersect with the customer appointment process are shown in the process model with a circle.

Customer Appointment Process Model:The Customer Appointment Process model is separately provided as an Excel file, labeled "Stage 2 Customer Appointment Process Model."

Assignment: UM Haircuts Stage 2:  Using the Customer Appointment Process Model, create a document that includes:

I.Introduction

At the top of your paper, show the strategy for competitive advantage that Myra selected and the business process she has chosen to improve, using the following format:

Generic Strategy for Competitive Advantage:  xxxxxxx (just name the strategy)

Business Process to Be Improved:  xxxxxxxxx (just name the process)

II.Table of Functional (Business) Requirements

Copy the table below into your paper. Using the Customer Appointment Process Model provided complete the table of requirements for an IT system, for each of the numbered process steps, that includes:

·the inputs to the process – include specific items of information or data elements (for example, customer name) entered into the system as part of the process step

·processing or actions that the system takes (for example, check calendar to let person know if UM Haircuts is open at the specified time)

·outputs of the process – include specific items of information or data elements (for example, appointment date) that the system will display or print out for the user to see

There are 7 numbered steps in the Appointment Process itself.  In addition, there are two other processes that are needed (numbered 8 and 9), but are beyond the scope of the appointment process:  a process for entering the time needed and costs for the various styling services; and the payment process that collects customer payments and updates the database accordingly.  For these two processes, you should also identify the input needed for the system, what the system is to do with that input (process) and what outputthe system will need to create or display either immediately or later.

The responses that you enter into the table for each requirement must be aligned to the specific business process to be improved and the data it uses, and it must be appropriate to the UM Haircuts business.

Note:  Processes are actions that the system will take and should include action verbs.  Inputs and outputs are not actions, but are data or information.  If you need to use action words (verbs) to describe the input or output, they should be kept to a minimum and put in parentheses.

Table of Functional (Business) Requirements

Steps in the Appointment Process

Process Step

Input

Information/data item(s) entered into the system as part of this step

Process

Processing or action the system must perform for this step

Output

Information/data item(s)/record created, or displayed, or printed out for the user in this step

1

2

3

4

5

6

7

8

9

EXAMPLE Using the Employee Scheduling Process

The example below demonstrates what is required for the assignment, using the Employee Scheduling Process, which is shown in a circle in the Customer Appointment Process Model.  The process model for this example is separately provided as an Excel file named "Stage 2 Example - Scheduling Process Model."  The entries in the table correspond with the numbered process steps in the model.

Table of Functional (Business) Requirements

Steps in the Employee Scheduling Process

Process Step

Input

Information/data item(s) entered into the system as part of this step

Process

Processing or action the system must perform for this step

Output

Information/data item(s)/record created, or displayed, or printed out for the user in this step

1

User ID and password

Verify user id and password against security database

"Welcome" screen or "Invalid User ID and Password" message

2

Employee name, dates

Locate and present appointment dates for the employee

Appointment dates for employee

3

Dates and times available for work (employee name entered in step 2)

Record dates and times employee is available for work

Confirmation that dates and times have been saved

Formatting: 

For academic writing, the writer is expected to write in the third person. In third person, the writer avoids the pronouns I, we, my, and our. The third person is used to make the writing more objective by taking the individual, the “self,” out of the writing. This method is very helpful for academic writing, a form in which facts, not opinion, drive the tone of the text. Writing in the third person allows the writer to come across as unbiased and thus more informed.

·Submit a document that includes the Table of Functional Requirements.

·Table entries should be single spaced.

·Use APA formatted citations and references for any external sources used.

·Include a title page, and a reference page if references are included.

·Compare your final work to the rubric to be sure you have met content and quality criteria. 

·Submit your paper as a Word document, or a document that can be read in Word. 

·Your submission should include your last name first  in the filename:  Lastname_firstname_Stage _2

GRADING RUBRIC:

The "right" and "wrong" answers have to do with whether or not you correctly incorporated the course vocabulary and concepts to support your choices, and that you address all parts of the assignment. 

ISFM-300 Case Study, Stage 2 Rubric:  Functional Requirements

Criteria

90-100%

Far Above Standards

80-89%

Above Standards

70-79%

Meets Standards

60-69%

Below Standards

< 60%

Well Below Standards

Possible Points

Inputs

27-30 Points

All inputs listed demonstrate a strong understanding of course concepts, analysis and critical thinking; and are appropriate for the business in the case study and the process. Avoids the use of action words.

24-26 Points

Most inputs listed demonstrate an understanding of course concepts, analysis and critical thinking; and are appropriate for the business in the case study and the process. Limited use of action words.

21-23 Points

Inputs listed are designated and demonstrate a basic understanding of course concepts or analysis.  May include some action words.

18-20 Points

Inputs are provided but selection may be lacking in demonstration of understanding of course concepts or analysis.  May overuse action words.

0-17 Points

Few, if any inputs are provided or inputs are not appropriate for the process step and/or the case study.

30

Processing

27-30 Points

All processing listed demonstrates a strong understanding of course concepts, analysis and critical thinking; and are appropriate for the business in the case study and the process.

24-26 Points

Most processing listed demonstrates an understanding of course concepts, analysis and critical thinking; and are appropriate for the business in the case study and the process.

21-23 Points

Processing is listed and demonstrates a basic understanding of course concepts or analysis. 

18-20 Points

Processing is provided but may be lacking in demonstration of understanding of course concepts or analysis.

0-17 Points

Processing shown is not appropriate for the process step and/or the case study.

30

Outputs

27-30 Points

All outputs listed demonstrate a strong understanding of course concepts, analysis and critical thinking; and are appropriate for the business in the case study and the process.  Avoids the use of action words.

24-26 Points

Most outputs listed demonstrate an understanding of course concepts, analysis and critical thinking; and are appropriate for the business in the case study and the process.  Limited use of action words.

21-23 Points

Outputs listed are designated and demonstrate a basic understanding of course concepts or analysis.  May include some action words.

18-20 Points

Outputs are provided but selection may be lacking in demonstration of understanding of course concepts or analysis.  May overuse action words.

0-17 Points

Few, if any outputs are provided or outputs are not appropriate for the process step and/or the case study.

30

Table Format

9-10 Points

Information is professionally presented, clear and easily understood; is written in third person and uses course vocabulary, correct sentence structure, grammar, and spelling. Any references used are listed and cited using APA style.

8 Points

Information is presented well; is clear, and uses correct sentence structure; written in third person, and has few grammar and spelling errors.  Any references used are listed and cited using APA style.

7 Points

Information is presented with some grammar and/or spelling errors.  Any references used are listed and cited using APA style. 

6 Points

Information is not professionally presented, may not be clearly written, and/or contains several grammar and/or spelling errors, or errors in use of APA style for references/ citations.

0-5 Points

Information is extremely poorly written; has many grammar and/or spelling errors; and/or does not convey the information adequately.

10

TOTAL Points Pos


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