Chapter 2
Collaboration Information Systems
- Case & Exercise
Jason C. H. Chen, Ph.D.
Professor of MIS
School of Business
Gonzaga University
Spokane, WA 99258 USA
chen@jepson.gonzaga.edu
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Part I
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In-Class Exercise
• UYK#2-4 (a thru g); p.73
• Q#2-4: List and explain the most important
feature you experienced with exercise (e.g.,
how Microsoft SkyDrive processed the
changes to your document)
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#2-4)
•Edits and changes were made to the document
from both accounts in a real-time basis. Each
version was maintained by the system so that
revisions can be monitored.
•A great tool for “collaboration” among the
business partners (or project members).
•It is also with the feature of “cloud
computing” as the users do not need to
install/maintain any software on their client
side.
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Case Study 2:
Eating Our Own Dog Food
(pp. 75-79)
Case #2 (2-9,10,11,13,14) p.74-79
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Case Study 2:
Eating Our
Own Dog
Food
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Case Study 2:
Eating Our Own Dog Food (cont’d)
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2-9. In your own words, define dogfooding. Do you think
dogfooding is likely to predict product success? Why or why
not? When would dogfooding not predict product success?
•
•The term is used to describe an organization that utilizes its own
products in its day to day business operations. A company that
demonstrates commitment to its own products by using them
exclusively should gain useful insight into the products’ actual
performance in realistic settings.
•Assuming those insights are used to improve the product, then it
seems likely the product has an increased likelihood of success. If
the use of the product is mandated but is done only for appearance
(e.g., a car dealer that requires its salespeople to drive only the car
brands sold by the dealership), then dogfooding probably does not
predict product success.
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2-10. Explain how this team uses the shared whiteboard to
generate minutes. What are the advantages of this
technique?
•
•The whiteboard was used by the meeting participants to list
the initial agenda, create new task lists, and indicate task
completion.
•Once the whiteboard contents were saved, there was no
forgetting of the topics discussed, completed, or planned (a
common occurrence in meetings when note taking is absent
or spotty).
•All the accomplishments and plans from the meeting were
recorded on the whiteboard and saved as a resource for the
team.
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2-11. Explain how this team uses alerts. Summarize the
advantages to this team of using alerts.
•
•Alerts were established so that when a task was added to the
task list and assigned to team member, that member received
an email notifying him/her of the task. This way the alert
brought the new task to the attention of the right person in a
timely way.
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2-13. Summarize the advantages to this team of using
SharePoint.
•
•SharePoint is a powerful tool for content sharing.
SharePoint enabled this team to keep track of many
documents that were evolving through a series of edit/review
cycles, keep track of many tasks; and communicate
effectively despite being geographically dispersed.
•As a result, the team was able to complete work on a big
project efficiently and effectively without the expense and
hassle of traveling.
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2-14. Explain how you think Office 365 contributes to the
efficiency of the development team. How might it contribute to
the quality of this text?
•
•The most important contributions of Office 365 to the efficiency
of the textbook development team is the improvement in
communication amongst the team and the control of the textbook
content as it is being created and reviewed in preparation for
publishing.
•Because of these capabilities, we can expect that the textbook is
of higher quality. More edit/review cycles can be completed, so
the textbook content is more refined. In addition, more current
content can be incorporated into the textbook because the
edit/review cycles do not take as much time as in the past.
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• End of Case2
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2-12. Summarize the advantages to this team of using Lync.
•
•Lync is used to enable the team members to communicate
collaboratively. Lync allows team members to use email,
instant messaging, and audio / video calls. Color coding is
used to indicate team member availability. Team members
can also share their desktops, share programs, and see and
contribute to a shared whiteboard. Teams can also utilize
surveys and polls and conduct webinars with Lync, but this
probably was not needed in this context.
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2-14. Which aspects of Office 365 described here could
have value to you when accomplishing student team
projects? Explain why they add value compared to what
you are currently doing.
•
•Student answers will vary. Students will probably find the
text chat, audio and videoconferencing, online content
sharing, content management and control, discussion forums,
wikis, blogs, email, and concurrent document editing to be
useful for student projects. Compared to traditional student
group processes, there should be more meaningful
participation by group members, less confusion about the
status of the project, more satisfaction with the group process,
higher quality group product, and more satisfaction with the
group product.
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Case Study 2:
Eating Our Own Dog Food (cont’d.)
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Using MIS 6th Edition SharePoint Development
Site
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Example
Email
from
SharePoint
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Document Library Used to Track Chapter 2
Figures
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Chapter 6 Version History
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Case Study 2:
Eating Our Own Dog Food (cont’d)
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Video
• Cloud Computing
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SO WHAT? (p.61)
• IN-CLASS GROUP EXERCISE
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So What? I Could Work Faster
on My Own (p.61)
1. Describe three jobs that do not involve
teams or group work. Do you want any of
those jobs? Explain your answer.
2. Consider this statement about collaboration.
“When the time comes, I’ll know how to
do it.”
• Do you believe this?
• How can knowing how to do collaboration
benefit you on group projects in school?
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So What? I Could Work Faster
on My Own (cont'd)
3. Google Drive, Microsoft OneDrive, and
SharePoint all automatically create records
of who did what to which documents on
their sites.
• Could you use this data to demonstrate the amount of
work you’ve personally done (or not done) on a team
project?
• Could your professor use it for assigning individual
grades?
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1. Describe three jobs that do not involve teams or group
work. Do you want any of those jobs? Explain your answer.
• Students are likely to identify jobs that seem
pretty solitary, such as over the road trucker,
but even OTR truckers may be a part of a
team.
• Ask your students what characteristics of
these jobs seem appealing (if any). Challenge
them to honestly evaluate these jobs as to
whether they offer any kind of future career
potential or are just jobs.
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2. Consider the statement, “Working in teams in school is like
practicing the stomach flu. When the time comes, I’ll know
how to do it.” Do you believe this? What possible good can
come to you from doing group projects in school?
Working effectively in teams involves many skills that
can be learned and practiced. While team work on
school projects is not exactly like team work in the
workplace, students can become better at team work
through the experiences they have in classes that
require group projects. The insights and skills learned
through school team projects will enable students to
work more effectively in teams on the job – right from
the start.
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4. Google Drive, Microsoft OneDrive, and SharePoint
all automatically create records of who did what to
which documents on their sites. How can you use this
data to demonstrate the amount of work you’ve
personally done (or not done) on a team project?
Students can point to amount of content
contributed by each student. The
editing/changes made by each student can be
traced. Also, the comments made by each
student can be evaluated in terms of critical
feedback.
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