COMP347001
IS33 : People-Centred Information Systems Development
Questions with marking scheme
Time allowed: 2 hours
Answer all three questions
This is an open notes examination. Candidates may take with them into the examination room their
lecture notes, photocopies and handouts, but no text books. Reproduction or simple rephrasing is unlikely
to win credit in any question.
Qu 1
In this module, you have studied the following failure case studies:
1. The London Ambulance Service’s Computer Aided Despatch project (1990-1992)
2. The Denver Airport Baggage Handling System (1993-1995)
3. Two business process reengineering projects : Allied Army and an IT company (Dennis et al
2003)
Use a framework to outline up to six people-related issues that have emerged from these case studies, and
use the numbering system above (1, 2, 3) to indicate in which case studies these issues were found.
[8 marks]
Analyse the lessons learned from these case studies for managing the people issues identified in (a) for
future IT projects. Your answer should provide a clear indication of how each lesson relates to the case
studies and what step(s), if any, could be taken with today’s knowledge to avoid the undesirable
outcomes.
[12 marks]
Marking scheme for Qu 1:
Expect a framework to be used – e.g. Leavitt’s diamond (people, technology, tasks and structure) or the
one I proposed in IS33 (People issues – individual/group/organisational and corresponding Information
Systems Development issues). Other sensible frameworks will be accepted. (up to 2 marks).
Outline of people-related issues: e.g. individual: proper understanding of user requirements; ensure
staff are properly trained to use new system /process ; group: need good communications within project
team and with stakeholders; the role of ‘middle manager’ to capture group requirements;
organisational: the need for good change management /project management; need to appreciate the
culture of the organisation and its environment; need for senior management involvement.(up to 3 marks
if each of the issues is linked to one case study only; up to 3 marks for synthesis of issues across the
case studies)
Lessons learned from these issues (roughly 2 marks each, up to a max. of 12 marks) : possible areas to
discuss include (but not exhaustive) : the (lack of) involvement of different groups of users/stakeholders
at different stages of development (a few examples could be given here to illustrate some of the above
people issues ranging from front end staff, unions, middle managers and senior management); how
communications broke down / were facilitated; the (dubious) process of awarding contracts; (lack of)
risk assessment (esp. with high level of change); good monitoring / unbiased feedback interpretation as
part of project management; manage user expectation.
Qu 2
The School of Future Studies at the University of Utopia would like to expand their teaching provision
and student numbers. E-learning is seen as a way to reach a global market and to widen its access. The
vision is that students can use a range of devices (e.g. computers, digital TVs, mobile devices) to access
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COMP347001
and interact with a range of resources. Resources in this context include learning materials in different
media, expertise from teaching staff and peer support from fellow classmates. Learning activities will be
conducted individually or as group exercises on- or off-campus.
A supplier of an off-the-shelf e-learning environment, MyLearning, has agreed to provide the use of the
software for a three-month free trial period. Outline a people-oriented approach, from ‘clarification of
requirements’ through to ‘selection of solution’, for the School to fulfil its vision.
[10 marks]
Discuss in greater detail how you would utilise the three-month free trial for evaluating the suitability of
the virtual learning environment from the Computer-Supported Cooperative Work (CSCW) angle.
[10 marks]
Marking scheme for qu 2
People-oriented approach : expect an application of either ETHICS or Multiview methodology, but any
reasonable adaptation will be accepted. (up to 4 marks for the main stages outlined; up to 4 marks for
linking to the case study and up to 2 marks for evidence of deeper analysis and thorough presentation)
Evaluation: the following were discussed in a lecture
Establish purpose and possible criteria:
Functionalities - specific to context (e.g. for communications, info sharing or process
support in a learning environment)
Public versus private spaces
Awareness
Role support
Methods:
Use of scenarios + role play
Controlled lab sessions
Ethnographic techniques
Expect to see the discussion of evaluation criteria (up to 4 marks) and methods for data collection and
analysis (up to 4 marks). A better answer will relate the discussion to the scenario of e-learning. Not all
methods are needed to be discussed, expect depth rather than superficial breadth (up to 2 marks for
extra good quality insight).
Qu 3
(i) In ‘The Social Life of Information’ (pp.99-103, Brown & Duguid, 2000), a case study on Xerox
technical representatives was described. Apply the knowledge management map provided in the
‘Knowledge Management’ lecture to analyse the diffusion of knowledge for this group of workers.
[6 marks]
(ii) A medium sized office stationary company wants to revamp its order fullfilment process which will
enable the use of a range of access devices in addition to paper-based forms to place and process an order.
This project will also initiate a move away from using travelling salesmen visiting client sites to enabling
corporate clients to place their orders directly through the new e-commerce site. Use Andrews and
Stalick’s model to discuss the issues involved in this project.
[14 marks]
Marking scheme for qu 3
(i) The knowledge management map was used at a lecture to analyse the situation in a HE institution.
Students have to understand the use of the map in order to answer this question. Expect a map similar to
the following : (1 mark for each correctly placed point, up to 6 marks)
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COMP347001
Knowledge level
Directory of Reps;
Machine documentations –
error codes;
Information
Directive docs for
solutions to errors
Training
courses
Explicit
Knowledge
Tacit
Knowledge
Group gathering
during breaks –
breakfast, lunch,
coffee, after work
Face-to-face
chats
Individual
Group
Organisation
Knowledge diffusion
(ii) Expect answer to go through each of the issues in the diagram below and offer a brief description of
its meaning (up to 9 marks). Better answers will relate more to the scenario given in the question and
making some overall observations (up to 3 marks for a reasonable attempt at each layer and an extra 2
marks for a coherent overall observation being presented).
Andrews and Stalick (1994) suggested that there are nine dimensions to business reengineering. This is their model:
Physical Technical Layer
process
structure
technology
structure
organisation
structure
measurement
systems
management
methods
Infrastructure Layer
reward
structure
Value Layer
organisational
culture
political
power
individual
belief systems
END
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