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Graduate and Adult Studies BMT580: Management Systems

Syllabus

A NOTE TO LEARNERS AND FACILITATORS:

The syllabus for this course has been developed to provide consistency of learning outcomes for all students in the program. The faculty facilitator has the right to modify, but not alter substantially, the syllabus to better meet the needs of a cohort group and/or to better utilize the particular expertise of the facilitator. Any decision to modify the syllabus is to be mutually agreed upon by the learners and the facilitator. Any substantial alteration of the syllabus must receive prior approval or the Dean of Graduate and Adult Studies.

REVISED October 2009

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BMT580: Management Systems

Course Description The role of Information Technology in modern organizations has significantly changed. Successful business professionals must be able to demonstrate proficiency in the use of technology, and demonstrate proficiency in evaluating the integration of technology in organizations. Business needs drive information technology requirements in modern organizations. Successful leaders recognize the benefits associated with the implementation of information technology in organizations, while simultaneously working to minimize potential problems or issues typically associated with implementation of new technologies. This course is designed to assist students, through application of personal experiences to topics covered in weekly units and individual assignments reinforcing important issues facing business professionals, in learning effective methods of assessing, implementing, and monitoring various technologies. Students will integrate these core concepts into a final project designed to assist groups in their preliminary business plan research.

Integration with Capstone Project As a core course in the accelerated program, students will indirectly apply the knowledge and skills gained in this course to the Capstone Business Project. Weekly assignments challenge students to apply IT‐related concepts to the “top three” business ideas generated by each team. While students will not choose their final business in this course, assignments are designed to help students critically evaluate and analyze potential markets, particularly as they relate to IT.

Study Groups The foundation of WWU’s Graduate and Adult Studies educational philosophy and practice is the recognition of the distinct differences between the younger, traditional college student and the adult learner. The focus of our outreach programs and courses is on two critical learning objectives: shared participant responsibility and interpersonal skills.

The first of these objectives, shared participant responsibility, relates to self‐directed learning and small group dynamics. Professional and personal growth requires individuals to develop the skills necessary to manage his/her learning. Participants are expected to seek answers to questions, identify and develop resources for concerns, self‐assess individual performance, and take charge of their learning. For this reason, Graduate and Adult Studies programs are designed to provide the structure and support necessary to encourage independence and self‐direction.

The second objective, developing interpersonal skills necessary for effective participation in groups, is useful both in an academic setting as well as in the corporate world. Working within groups is an integral part of the Graduate and Adult Studies accelerated cohort model. Groups normally include three to five learners who meet weekly outside of the scheduled class sessions. The study group functions as a mutual support mechanism through which students learn from the professional expertise of peers. Within this model of accelerated learning, students and faculty are acknowledged as major learning resources through which individuals learn from one another by participating in the process of inquiry and involvement within the study group. In short, the process of shared learning is an integral component of the Graduate and Adult Studies educational philosophy.

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G&AS students enthusiastically support the use of study groups as a learning technique. Surveys indicate the study group concept is extremely beneficial in helping students achieve the program's learning outcomes. Once students realize they can learn from each other, a system of trust and support evolves, making the learning process interactive. As a result, it is imperative that each member of the study group maintains the trust of the other members by participating in the process and remaining a valuable contributor to the group throughout the program.

Study group members must make the commitment to work together and to assist each other in meeting the objectives and outcomes of a given course and eventually of the program. The Graduate and Adult Studies curricula are designed around participative learning outcomes. The study group format enhances learning because students are provided with the opportunity to analyze their experiences, and compare and contrast those experiences with theories presented in individual curricular materials.

Study groups meet regularly outside of the required class time to discuss and prepare assignments and to share learning resources. Each course generally requires a group project in the form of a written and/or oral report, usually presented to the entire class for discussion and critique. Group grades are awarded, so the ability to integrate each member's total participation becomes the responsibility of all group members and is reflected in the grade. However, peer evaluations play a very important role in the assignment of individual course grades and are, therefore, a critical component of the entire process.

Study Group Logs While Study Group Logs are no longer required to be turned in at the end of each class, it is required and expected that each study group will maintain weekly learning activities that are outlined in each syllabus. These activities are to take place outside of the regular classroom setting. It is the responsibility of EVERY study group to maintain the highest standard in meeting this requirement, and if the facilitator or person within the Graduate and Adult Studies Office feels this is not being maintained, study groups will be asked to provide evidence of group activities. In addition, if the need arises within a group to 'fire' a non‐performing member of the study group, group study logs will be necessary to facilitate this process. Current university policy states that learners may be removed from an accelerated program if their behavior is deemed disruptive to the learning process. Please contact the university directly if you require additional information regarding removal of an individual from a study group for non‐performance.

Course Objectives Objectives for this course are designed to align with The Association to Advance Collegiate Schools of Business (AACSB) Assessment of Learning Standards.

Students will:

Develop a level of technical proficiency; use this knowledge to evaluate the integration of technology in business organizations, including the influence of information technology on the developing leader in modern organizations; incorporate the role of information technologies within the culminating project (Program Standard 4).

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Apply effective group skills within a team setting; understand the role of group and individual dynamics within business organizations (Program Standard 8).

Assessment Assessment is important to learning, both as a means of helping students learn and as a way of validating their achievement. It requires students to be active participants in the learning process, which means that having a greater self‐awareness is essential.

Students learn how appropriate problem‐solving skills can affect their ability to analyze accurately. They realize the impact of careful analysis on their effectiveness in interpersonal interactions. They also learn to think and act creatively, to be more respective of others opinions and ideas, to effectively communicate their own opinions and ideas, and to understand the ethical implications of their professional actions and interactions.

Learning is measured by the application of concepts, principles, ideas and knowledge – not memorization. Learning is a developmental process; the assessment of learning must be cumulative, flexible, and multidimensional. Research shows that learners who are active participants in self‐assessment and self‐evaluation have increased abilities in problem solving and critical thinking, allowing them to gain the self‐confidence needed to be contributing members of society.

The idea of self‐assessment is that students learn better when they know precisely what they have accomplished, why they did what they did, and how they can improve. It is a holistic approach that sees learning as a lifelong experience, rather than an end result or taking place in vacuum. Self‐assessment enables students to better identify what they could do in the future to improve their performance, by recognizing patterns of behaviors and processes over time and continually refining goals for future growth and development. It assists students in recognizing the effect of their performance on themselves and on others. Most importantly, it provides a means of transferring academic learning to personal, civic, and professional life by linking together the course content with is learned in other settings.

Two additional components are required for accurately assessing student achievement: regular instructor feedback and criteria for completing assignments.

Criteria for successful completion of this course include:

demonstrate proficiency in following format guidelines and assignment standards as outlined in this document

demonstrate proficiency in the use of technology; specifically, hardware and software generally used within organizations

demonstrate proficiency in evaluating the integration of technology in organizations

apply personal experiences to topics covered in weekly units

identify the influence of Information Technology on the developing leader

integrate core concepts with the culminating project (Capstone)

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demonstrate effective group skills (e.g. communication, delegation, teamwork)

Students will be evaluated using the following criteria for each assignment:

Did not meet standard (0)

Format/Evaluation: Student did not complete the assignment.

Group: Student failed to work with their group.

Minimum standards met – proficiency not met (1)

Format: Student attempted to complete the assignment, but failed to follow all assignment guidelines.

Evaluation: The student’s responses were reiterations of material covered in class or in the text, and failed to incorporate outside sources and/or individual experience in the response.

Group: Student physically met with group, but provided little assistance in group projects or assignments.

Proficiency (2)

Format: Student followed all assignment guidelines.

Evaluation: Student incorporated material from the textbook with some evidence of outside sources and/or personal experience evident in assignment responses. Student demonstrated ability to evaluate the pros and cons associated with their response to assignment questions.

Group: Student demonstrated an ability to work with their group to complete assigned tasks.

Exceeded standards (3)

Format: Student followed assignment guidelines, and used technology to improve the clarity/readability of the assignment (e.g. titles, bullets, clip art, charts/graphs).

Evaluation: Student synthesized information from multiple sources in their response. Student demonstrated ability to evaluate the pros and cons associated with their response to the assignment. Student discussed the implications of their proposed response/strategy, and clearly stated how these implications will positively or negatively affect their organization.

Group: Student excelled at working with their group, either taking a leadership role within the group or demonstrating a strong working knowledge of effective interpersonal skills within a group setting.

Individual Assignments: 500 Points Core Concepts and Case Studies Assignments 375 points

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75 points per assignment, 5 assignments (Weeks One‐Five)

Application in Your Organization Assignments 125 points

25 points per assignment, 5 assignments (Weeks One‐Five)

Group Assignments: 500 Points Group Case Assignments 300 points

100 points per assignment, 3 assignments (Weeks Two‐Four)

Final Group Presentation 200 points

Grading Scale A = 90 – 100%

B = 80 – 89%

C = 70 – 79%

D = 60 – 69%

F = 0 – 59%

Note: No more than three (3) hours of coursework assessed at “C” level will be applied toward degree credit hour requirements. Any student who receives a “C”, “D”, or “F” in any course will be subject to immediate review to determine whether the student will be allowed to continue in their graduate program.

Qualitative Descriptions of Grades “A” is awarded to a student who, in the professor’s judgment, performs consistently at the highest level, has thorough mastery of virtually all required tasks, and is consistently able to think flexibly and adaptively in applying concepts and skills to the definition and solution of new, non‐routine, and highly complex problems.

“B” is awarded to a student who, in the professor’s judgment, performs consistently at a high level, has substantial mastery of the required tasks, and is able most of the time to think flexibly and adaptively in applying concepts and skills to the definition and solution of new, non‐routine, and highly complex problems.

“C” is awarded to a student who, in the professor’s judgment, performs competently some of the time, has satisfactory mastery of some of the required tasks, and is able some of the time to think flexibly and adaptively in applying concepts and skills to the definition and solution of new, non‐routine, and highly complex problems.

“D” is awarded to a student who, in the professor’s judgment, performs at a minimally competent level, has marginal mastery of the required tasks, and is generally not able to demonstrate higher level thinking, but can be expected to carry out well defined tasks at a routine level.

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“F” is awarded to a student who, in the professor’s judgment, does not perform at a minimally competent level, does not have marginal mastery of the required tasks, does not generally demonstrate higher level thinking, and does not carry out well defined tasks at the routine level.

(Source: http://www.williamwoods.edu/gradcatalog/graduateregdetail.asp?gradpolID=8)

Attendance The accelerated nature of the Graduate and Adult Studies cohort model of instruction requires regular attendance and active student participation in classes, study groups, and applied instructional activities. Attendance at all course meetings is considered mandatory for successful completion of the program. Students absent from class for two or more sessions will have their final course letter grade reduced by one full letter for each class missed after the first absence. Any missed work will be due on the original due date (unless prior arrangements have been made with the facilitator) along with any make‐up assignments given by the facilitator.

Course Materials: Required Baltzan, P., Phillips, A., & Haag, S. (2010). Business driven technology (4th edition). Mc‐Graw‐Hill Irwin. ISBN: 978‐0‐07‐337679‐5.

ADA Guidelines Students who choose to disclose a disability are responsible for notifying the university in a timely manner. Questions about disability services should be directed to Margie White, University Coordinator for Disability Services and University Interpreter. She may be reached via telephone at 573.592.1194, or via email at [email protected]. Her office is located at the Fulton campus on the first floor of the W. S. Woods Academic Building.

Academic Integrity William Woods University, founded on the principle of honesty, has long endeavored to maintain an atmosphere of academic integrity. In all academic work, it is important that the ideas and contributions of others be appropriately acknowledged, and that work that is presented as original is, in fact, original. Insuring the honesty and fairness of the intellectual environment at William Woods University is a responsibility that is shared by the entire campus community.

Students are expected to adhere to the highest standards of honesty in their behavior. The following are examples of dishonest behavior and violations of the principle of academic integrity. These are examples and do not exhaust all conduct that could constitute violations of this academic integrity policy. Students are expected to refrain from:

1. Engaging in any academic work that is the product of joint effort, either inside or outside the classroom, not authorized by the instructor.

2. Plagiarism of any sort. You commit plagiarism by taking someone else’s ideas, works, or other types of work product and presenting them as your own. You can avoid plagiarism by using proper methods of documentation and acknowledgement.

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3. Cheating on an examination. You must not receive or provide any unauthorized assistance during an examination. During an examination, you may use only the materials authorized by the instructor.

4. Fabricating or falsifying data or records. It is dishonest to fabricate or falsify data in laboratory experiments, research papers, reports, or other circumstances; fabricate source material in a bibliography or “work cited” list; or provide false information on a resume or other document in connection with academic efforts.

5. Attempting to gain an unfair advantage concerning academic work, including but not limited to:

a. Unauthorized removal or defacing of material from a University room or service area.

b. Unauthorized use of equipment and or technology, i.e., advanced calculators, computers, etc.

6. Engaging in other forms of deceit of dishonesty. For example, do not submit the same work for more than one course without explicitly obtaining permission from all instructors. Do not request any academic benefit, including an extension of time, a better grade, or a recommendation, from an instructor when the request is based on false information or deception. Do not engage in any other form of academic misconduct not covered here. If you are ever in doubt, ask the instructor for guidance.

Faculty Responsibility Faculty are strongly encouraged to report incidents of student academic misconduct so that the incident may be handled in a consistent, fair manner, and so that substantiated charges of misconduct may be noted in the student’s record.

Complaint Procedures 1. Any member of the University community may file a complaint alleging a violation of the

Academic Integrity Policy.

2. The complaint shall be in writing and provide sufficient information for a review by the Program Director.

3. The complaint shall be directed to the Program Director within thirty days of the discovery of the alleged violation of the Academic Integrity Policy.

4. The Program Director shall review the allegation and, if it appears credible and further action is warranted, shall provide a copy of the allegation to the accused student and shall promptly schedule a meeting with the student.

5. The Program Director (or his/her designee) shall promptly investigate the allegations. If the allegations are valid, the Division Chair shall impose a sanction.

6. The sanction for violation of this policy shall be determined by the severity of the violation of this Academic Integrity Policy. Sanctions can range from a formal written reprimand, to failure of the course, and in serious cases, suspension or expulsion from the University.

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7. If an allegation is determined to be valid, a copy of that determination shall be retained with the student’s official academic records. If a suspension or expulsion occurs, that shall be recorded on the student’s transcript.

(Source: http://www.williamwoods.edu/gradcatalog/gradpolprodetail.asp?admID=13)

Citations Outside sources are necessary to show coursework is demonstrative of graduate‐level work. Citations are the method of “giving credit where credit is due,” and must be used when quoting or paraphrasing any material which is not your own. The use of outside sources to support your argument or position on a topic demonstrates your ability to synthesize information from various sources into one cohesive product. It also demonstrates your understanding of the need to provide others with information regarding these outside sources so they may be used or reviewed by others.

The William Woods University library maintains several web pages concerning proper attribution of outside resources. While it is not a specific requirement, it is preferred that students use the APA format when citing outside references on the reference page, and for in text citations.

http://www.williamwoods.edu/academics/library/APAStyleCitation.asp

While William Woods University does not specifically request students to use one format over the other, please remain consistent in your citations throughout the paper or presentation.

General Assignment Guidelines All assignments, as part of general program requirements, will be graded on format, grammar, usage, and mechanics.

Format:

12 point font – Times New Roman, Arial, or a similar font (no Courier or Courier New)

Office 2007 defaults are also acceptable

Title Block or Title Page is required

o Name

o Assignment (e.g. Individual Assignment: Week One)

o Date

1” margins, minimum (Office defaults are acceptable)

Header with last name and page number required

Electronic submission of all assignments is strongly recommended.

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There are no page limits for assignments in this course.

Final Presentation Students will be working on collecting information for the final presentation each week as part of in‐class assignments. For the final presentation, teams will formally present this information to the rest of the class, using multiple technologies and creative presentation skills.

Each team will be limited to 30 minutes for their presentation, and will have up to 15 minutes to answer questions at completion. Students are strongly encouraged to use multiple and creative methods to present this information.

PowerPoint…YouTube…embedded video and animation…a mocked‐up website…skits…the possibilities are endless.

Each team will be expected to develop a one‐page Executive Summary of the information presented during Week Six to hand out to the class. As with the presentation, students are encouraged to be creative in how they present this material in the Executive Summary.

Professional attire is required for the final presentation.

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Class One

Session Objectives Students will:

learn course objectives and expectations, and understand assignment requirements understand the similarities and differences between management information systems

(MIS) and information technology (IT) describe the relationships created between people, information technology, and

information in modern organizations identify different IT cultures and their role within organizations use Porter’s Five Forces model to analyze and evaluate various business segments understand the relationship between business processes and value chains learn the different roles and responsibilities typically associated with IT professionals analyze the role of ethics and security within organizations, particularly as they relate to IT discuss their personal experiences with the concepts covered in the unit apply this knowledge to the Capstone Business Project

Assignments: Individual The following assignments will be completed by students prior to the start of class. Read Unit 1: Achieving Business Success (Chapters 1‐5). Core Concepts and Case Studies Assignment: Complete the following questions:

Page 61, question 1 (Competitive Analysis) Page 61, question 4 (Acting Ethically) Page 61, question 5 (Determining IT Organizational Structures)

Note: No presentation is required for this question. Application in Your Organization Assignment:

Describe an experience you had with one of the following: o development/deployment of a supply chain management system o development/deployment of a customer relationship management system o development/deployment of an enterprise resource planning system

Briefly outline your example. You do not need to “name names” or provide information that would be considered confidential or proprietary in nature.

Describe how this problem or situation was handled in your organization. Based on the material provided in the text, would you agree or disagree with the actions

taken to resolve this issue? What would you have done differently if you were “calling the shots?”

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Activities

Initial Class Activities Introductions Course Objectives Course Assignments Expectations (student and facilitator)

Core Concepts and Case Studies Individual assignment discussion and review of core concepts In‐class case studies

Chapter 3: Got Milk? It’s Good for You – Unless It’s Contaminated! Chapter 5: Executive Dilemmas in the Information Age

Application in Your Organization Discussion of individual assignments

Application to the Capstone Business Project In‐class group project

Identify “top three” potential businesses for your Capstone Business Project. Using Porter’s Five Forces Model (p. 17‐20), briefly analyze each of the market

sectors/industries these potential businesses would occupy. This exercise should take between 20 and 30 minutes.

Present these findings to the class in an informal 5‐10 minute presentation. NOTE: You will use this information again in your final presentation. Keep this group work!

Preparing for the Next Class Assignments Group Case Study selection

Chapter 6: Political Microtargeting: What Data Crunchers Did for Obama Chapter 7: Keeper of the Keys Chapter 8: Mining the Data Warehouse Unit Closing Case 1: Harrah’s – Gambling Big on Technology Unit Closing Case 2: Searching for Revenue – Google

Feedback

Assessment of Student Learning Core Concepts and Case Studies assignment Application in Your Organization assignment Discussion and analysis of in‐class case studies Discussion and analysis of Capstone Business Project material

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Class Two


understand the difference between transactional and analytical information list, describe, and provide an example of each of the ‘five characteristics of high quality

information’ discuss the effects of both high‐quality and low‐quality information on organizations understand the concept of a relational database describe the benefits of a data‐driven web site understand the purpose of data warehouses and data marts in organizations, including their

relationship to business intelligence discuss their personal experiences with the concepts covered in the unit apply this knowledge to the Capstone Business Project

Assignments: Individual The following assignments will be completed by students prior to the start of class. Read Unit 2: Exploring Business Intelligence (Chapters 6‐8). Core Concepts and Case Studies Assignment: Using the Individual Assignment Format guidelines, complete the following questions:

Page 112, question 1 (Improving Information Quality) Page 112, question 4 (Integrating Information)

Application in Your Organization Assignment: How does your organization collect and distribute information? How is this information stored within your organization?

Briefly outline your example. You do not need to “name names” or provide information that would be considered confidential or proprietary in nature.

Based on the material provided in the text, what would you change about this process and why? How do current methods of information gathering and distribution help your organization? How does it hurt your organization?

Assignments: Group Complete your assigned group case study for discussion and presentation in class.

Activities

Core Concepts and Case Studies Individual assignment discussion and review of core concepts

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In‐class case studies (cases not presented by groups will be reviewed as part of in‐class activities as time permits)

Chapter 6: Political Microtargeting: What Data Crunchers Did for Obama Chapter 7: Keeper of the Keys Chapter 8: Mining the Data Warehouse Unit Closing Case 1: Harrah’s – Gambling Big on Technology Unit Closing Case 2: Searching for Revenue – Google



Using the “top three” business concepts identified in Week One, brainstorm with your team to determine what sort of information would be useful for your organization to track on customers or inventory (depending on the type of business).

Identify a set of fields you would create in a database. Identify customer information that would be considered highly classified or sensitive.

Discuss how you would keep this information private. Identify a series of reports you could generate from this data, and how it can help your

organization make strategic business decisions. This exercise should take between 20 and 30 minutes.

Present these findings to the class in an informal 5‐10 minute presentation. NOTE: As with the prior week, you will use this information again in your final presentation.


Chapter 9: Defense Advanced Research Projects Agency (DARPA) Grand Challenge Chapter 10: RFID: Future Tracking the Supply Chain Chapter 11: Can You Find Your Customers? Chapter 12: Shell Canada Fuels Productivity with ERP Unit Closing Case 1: Dell’s Famous Supply Chain

Feedback

Assessment of Student Learning Core Concepts and Case Studies assignment Application in Your Organization assignment Group discussion and analysis of in‐class case studies Discussion and analysis of Capstone Business Project material

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Class Three


define the systems organizations use to make decisions and gain competitive advantages describe the three quantitative models typically used by decision support systems describe the relationship between digital dashboards and executive information systems list and describe four types of artificial intelligence systems list and describe the components of a typical supply chain define the relationship between decision making and supply chain management summarize the best practices for implementing a successful supply chain management

system compare operational and analytical customer relationship management identify the driving forces propelling the growth of customer relationship management define the relationship between decision making and analytical customer relationship

management summarize the best practices for implementing a successful customer relationship

management system describe the role information plays in enterprise resource planning systems identify the primary forces driving growth in enterprise resource planning systems explain the business value of integrating supply chain management, customer relationship

management, and enterprise resource planning systems discuss their personal experiences with the concepts covered in the unit apply this knowledge to the Capstone Business Project

Assignments: Individual The following assignments will be completed by students prior to the start of class. Read Unit 3: Streamlining Business Operations (Chapters 9‐12). Core Concepts and Case Studies Assignment: Using the Individual Assignment Format guidelines, complete the following questions:

Page 171, question 1 (Implementing an ERP System) Page 172, question 4 (Customer Relationship Management Strategies)

Application in Your Organization Assignment: How does your organization provide service to its customers?

Briefly outline at least three examples. You do not need to “name names” or provide information that would be considered confidential or proprietary in nature.

Based on the material provided in the text, do you think your organization is effectively servicing its customers? Why or why not? What would you do differently if you were “calling the shots?”

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Activities

Core Concepts and Case Studies Individual assignment discussion and review of core concepts In‐class case studies (cases not presented by groups will be reviewed as part of in‐class activities as time permits)

Chapter 9: Defense Advanced Research Projects Agency (DARPA) Grand Challenge Chapter 10: RFID: Future Tracking the Supply Chain Chapter 11: Can You Find Your Customers? Chapter 12: Shell Canada Fuels Productivity with ERP Unit Closing Case 1: Dell’s Famous Supply Chain



Using the “top three” business concepts identified in Week One, brainstorm with your team to identify three methods your team could use to reach its customers and provide service before, during, and/or after the sale. Focus on CRM, not advertising.

List these three customer service methods, and briefly describe how you would implement each one for your “top three” businesses. Discuss the hours of operation, staffing levels, and what impact this will have on your bottom line.



Chapter 13: Failing to Innovate Chapter 15: Enterprise Content Management at Statoil Chapter 16: UPS versus FedEx: Head‐to‐Head on Wireless Unit Closing Case 1: Improving Highway Safety through Collaboration Unit Closing Case 2: Social Networking

Feedback


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Class Four


compare disruptive and sustaining technologies explain the role of the Internet and its effects on business define the relationship between the Internet and the World Wide Web describe the Internet’s affect on information along with how these changes are affecting

businesses compare e‐commerce and e‐business, including the four types of e‐business models and the

benefits/challenges associated with e‐business identify the different ways in which companies collaborate using technology and compare

the different categories of collaboration technologies define the fundamental concepts of a knowledge management system provide an example of a content management system, along with its business purpose evaluate the advantages of using a workflow management system explain how groupware can benefit a business explain how a wireless device helps organizations conduct business describe RFID and how it can be used to make a supply chain more effective list and discuss the key factors inspiring the growth of wireless technologies describe the business benefits associated with a mobile organization discuss their personal experiences with the concepts covered in the unit apply this knowledge to the Capstone Business Project

Assignments: Individual The following assignments will be completed by students prior to the start of class. Read Unit 4: Building Innovation (Chapters 13‐16). Core Concepts and Case Studies Assignment: Using the Individual Assignment Format guidelines, complete the following questions:

page 228, question 3 (Leveraging the Competitive Value of the Internet) page 230, question 8 (Communicating with Instant Messages)

Application in Your Organization Assignment:

Describe how your organization uses the following collaboration tools: o website/Internet o intranet o instant messaging/SMS o groupware o email

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Based on the material provided in the text, would you continue to use these collaboration tools? Would you add additional collaboration tools, and why?


Activities

Core Concepts and Case Studies Individual assignment discussion and review of core concepts In‐class case studies (cases not presented by groups will be reviewed as part of in‐class activities as time permits)

Chapter 13: Failing to Innovate Chapter 15: Enterprise Content Management at Statoil Chapter 16: UPS versus FedEx: Head‐to‐Head on Wireless Unit Closing Case 1: Improving Highway Safety through Collaboration Unit Closing Case 2: Social Networking



Using the “top three” business concepts identified in Week One, complete question 1 on page 230 (Working Together).


Preparing for the Next Class Assignments Feedback


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Class Five


identify the business benefits associated with successful software development describe the seven phases of the systems development life cycle summarize the different software methodologies explain project management and its three interdependent variables describe the advantages and disadvantages of insourcing, outsourcing, and offshore

outsourcing describe why outsourcing is a critical business decision assess the reasons for developing strategic outsourcing partnerships list and describe the four trends that businesses are focusing on, and rank them in order of

business importance explain how the integration of business and technology is shaping modern organizations discuss their personal experiences with the concepts covered in the unit apply this knowledge to the Capstone Business Project

Assignments: Individual The following assignments will be completed by students prior to the start of class. Read Unit 5: Transforming Organizations (Chapters 17‐20). Core Concepts and Case Studies Assignment: Using the Individual Assignment Format guidelines, complete the following questions:

page 281, question 2 (Transforming an Organization) page 281, question 3 (Approving a Project)

Application in Your Organization Assignment: Briefly outline the IT infrastructure within your organization (you do not have to give exact counts).

Would you consider this infrastructure to be adequate for what your organization needs? Why or why not? What would you add/change/take away, based on what you’ve learned in the text?

How does your organization keep its data (and associated information) secure? What could your organization do to increase security?

Assignments: Group Work on your final presentation.

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Activities

Core Concepts and Case Studies Individual assignment discussion and review of core concepts In‐class case studies

Chapter 17: Software Developing Androids Chapter 19: UPS in the Computer Repair Business Chapter 20: Creating a Clearer Picture for Public Broadcasting Service (PBS)



Using the “top three” business concepts identified in Week One, brainstorm with your team to identify how your company could develop an e‐business component (e.g. online shop, reservation system, etc.). Answer the following questions:

o Who is this online system designed for, and why? o What will you offer online, and why did your team choose these offerings? o How long will it take for your team to create its online presence? o Will you integrate customer service options? Explain why or why not. o How will you keep the information secure?


Preparing for the Next Class Assignments Feedback

Assessment of Student Learning Core Concepts and Case Studies assignment Application in Your Organization assignment Discussion and analysis of in‐class case studies Discussion and analysis of Capstone Business Project material

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Class Six


apply the concepts covered in this course to the Capstone Business Project provide feedback on this course through formalized procedures provide feedback on group dynamics via the Study Group Evaluation Form

Assignments: Individual Complete the End of Course Survey. Complete the Study Group Evaluation Form.

Assignments: Group Complete your final presentation prior to class.

Activities

EndofCourse Activities Turn in Study Group Evaluation Form to facilitator. Turn in End of Course Survey to Class Representative.

Final Presentations Each group will be allocated 30 minutes for their presentation, and 15 minutes for questions at the conclusion of the presentation.

Assessment of Student Learning Final presentation Study Group Evaluation Form

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Required Forms

Student EndofCourse Survey

Study Group Evaluation Form

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