Salesforce Case

 

Using the following case from Information Technology for Managers (2nd ed.),

Salesforce Case.jpg

Do the following in this week’s case discussion forum:

Collaborate with your peers in this week’s case discussion forum to research Salesforce’s policies on the following:
shared resource risk management;
virtualization software;
service disruption;
disaster recovery;
data ownership;
record retention; and
customization.
Share how easy it was to identify these specific policies. Are they posted, easily accessed, and transparent?
Identify other, possibly smaller, SaaS providers and provide a link to their website.
This collaborative research activity should provide you the foundation you’ll need to conduct your analysis of the case.

Then, answer the following (case questions) to begin your independent research on the topic:

Give your analysis of both the accessibility and transparency of Salesforce’s policies.
What questions would you have to ask a Salesforce vendor to find this information?
Provide a summary of another SaaS provider’s policy information (accessibility and transparency) and outline any previous security breaches the alternate company has experienced.
Compare the risks of cloud sourcing to large, well-known vendors versus smaller, less well-known vendors.
Assignment Requirements

You have been asked by leadership to present your findings. Develop a 7-10 slide PowerPoint Presentation leveraging what you have learned through collaboration, your own research, and the application of this week’s topics to critically analyze the case through the management lens. Be sure to address all points of this assignment in your final presentation (introduction, summary of the central issue, analysis, recommendations and conclusion) and cite your work appropriately using APA formatted citations and include a references page at the end of your presentation.

Get help with APA-style citations at Purdue’s OWL site>>Links to an external site.

View RubricCase Study RubricCase Study RubricCriteriaRatingsPtsUnderstandingview longer description5 ptsExceptional: Demonstrates a sophisticated understanding of the topic(s) and issue(s)4 ptsGood: Demonstrates an accomplished understanding of the topic(s) and issue(s)3 ptsFair: Demonstrates an acceptable sophisticated understanding of the topic(s) and issue(s)2 ptsPoor: Demonstrates an inadequate understanding of the topic(s) and issue(s)0 pts/ 5 ptsAnalysisview longer description5 ptsExceptional: Makes appropriate and powerful connections between the issues identified and the strategic concepts studied in the reading4 ptsGood: Makes appropriate connections between the issues identified and the strategic concepts studied in the reading3 ptsFair: Makes appropriate but somewhat vague connections between the issues and concepts studied in the reading2 ptsPoor: Makes little or no connection between the issues identified and the strategic concepts studied in the reading0 pts/ 5 ptsRecommendationsview longer description10 ptsExceptional: Presents detailed, realistic, and appropriate recommendations clearly supported by the information presented and concepts from the reading8 ptsGood: Presents specific, realistic, and appropriate recommendationssupported by the information presented and concepts from the reading6 ptsFair: Presents realistic or appropriate recommendations supported by the information presented and concepts from the reading4 ptsPoor: Presents realistic or appropriate recommendations with little, if any, support from the information presented and concepts from the reading0 pts/ 10 ptsUse and Quality of Referencesview longer description5 ptsAll reliable authorities.4 ptsMost are reliable authorities.3 ptsSome are reliable authorities2 ptsNone are reliable authorities0 pts/ 5 pts

Sample Solution

inferable from various etiological impacts in people with and without outrageous mindlessness. Kids with the ADHD absentminded subtype are non-hyperactive, frequently wandering off in fantasy land and seem uninterested and their consideration issues are vague and logical connected with inadequate tactile cycles, unfortunate consideration center, and erroneous data handling. Commonly such consideration issues are related with a family background of learning issues and outrageous heedlessness scores were viewed as exceptionally heritable (Willcutt et al., 2000). Youngsters with ADHD overwhelmingly hyperactive/imprudent subtype don’t definitely stand out enough to be noticed issues and their consideration issues are all the more explicitly connected with failure to support consideration and diminished diligence and are as yet present subsequent to controlling for general knowledge (Taylor et al., 1991). It is understand that formative issues are normally comorbid. High comorbidity recommends that issues have covering causes, or that the immediate reasons for one confusion influence the frameworks that cause another issue. However, insufficient exploration has been done at this point to effectively make sense of the hidden reasons for these comorbidities. The complex consideration issues of kids with ADHD might be connected with dopamine brokenness of somewhere around two unique neurobiological frameworks; some accept that both prefrontal circle and the limbic circle are involved. As indicated by Posner and Petersen (1990) the prefrontal circle is essentially associated with coordinating consideration and choosing the way of behaving expected to accomplish a given objective in a given circumstance. It is proposed that a dysfunctioning mesocortical dopamine branch will prompt consideration lacks, for instance wasteful arranging reactions and strange control of eye saccades (Mostofsky et al., 2001). The limbic circle is verbally administered (by the guidelines) and engaged with support and eradication processes. Issues in laying out verbally administered conduct will bring about hardships with making and following arrangements. Egner et al. (2008) exhibit in their review that the neuroanatomical organizations drew in to conquer interruption contrast definitively with the idea of the diverting boost data (Egner et al., 2007), figured they might share a cycle for all intents and purpose to identify interruption. It additionally features specific cortico-limbic cycle for shielding objective coordinated discernment from obstruction by passionate handling. Oculomotor discoveries feature that shortfalls in prefrontal capacities, specifically reaction restraint, add to social anomalies saw in ADHD. From a develo

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