Strategic Use of Technology

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Before you begin work on this assignment, be sure you have read the Case Study on Maryland Technology Consultants (MTC). MTC is a fictional company created for IFSM 300’s Case Study. It is also recommended that you review the additional Stages (2, 3 and 4) as well as the vendor brochure provided for Stage 4. This will help you understand the overall report and potential solution.
Overview

As a business analyst in the Chief Information Officer’s (CIO’s) department of Maryland Technology Consulting (MTC), you have been assigned to conduct an analysis, develop a set of system requirements, evaluate a proposed solution, and develop an implementation plan for an IT solution (applicant tracking or hiring system) to improve the hiring process for MTC. This work will be completed in four stages, and each of these four stages will focus on one section of an overall Business Analysis and System Recommendation (BA&SR) report to be delivered to the CIO.

Section I. Strategic Use of Technology (Stage 1) – The first step is to look at the organization and explain how an IT system could be used to support MTC’s strategies and objectives and support its decision-making processes.

Section II. Process Analysis (Stage 2) – Next you will evaluate current processes and workflow and explain how MTC can use IT to improve its processes and workflow.

Section III. Requirements (Stage 3) –Then you will identify key stakeholder expectations for the new technology solution to support MTC’s hiring process and develop a set of requirements.

Section IV. System Recommendation (Stage 4) – Finally, you will review the provided Vendor brochure for a proposed applicant tracking system and explain how it meets the requirements and what needs to be done to implement the system within MTC.

The sections of the BA&SR will be developed and submitted as four staged assignments. For stages 1, 2, and 3, only the material associated with that stage will be graded. The stage 2, 3, and 4 submissions will include the stage that is due, which will be graded according to the assignment requirements and rubric criteria, as well as include all previously submitted stages with any revisions made. It is recommended that when preparing stages 2, 3, and 4, you review any feedback from previous assignments to help improve the effectiveness of your overall report and increase the likelihood of a well-written final submission. For stage 4, the complete BA&SR submission includes grading criteria for evaluating if the document is a very effective and cohesive assemblage of the four sections, is well formatted across all sections and flows smoothly from one section to the next.

Assignment – BA&SR: Introduction and Section I. Strategic Use of Technology

Write an appropriate Introduction to the entire BA&SR Report (guidelines are provided below). Section I of the BA&SR document contains an organizational analysis and identifies ways in which an information system to improve the hiring process can help MTC, the organization in the case study, meet its strategic goals and meet the information needs of various levels of management.

Using the case study, assignment instructions, Content readings, and external research, develop your Introduction and Section I. Strategic Use of Technology. To start, review the readings in Weeks 1 and 2. The case study tells you that the executives and employees at MTC have identified a need for an effective and efficient applicant tracking or hiring system. As you review the case study, use the assignment instructions to take notes to assist in your analysis.

Sample Solution

cceptable codes of behaviour are, a teacher must apply them consistently, and does not let standards slip. Children listen to a new teacher politely at first, then disruption grows over time if expectations of behaviour are allowed to lessen; it is therefore vital to constantly model the high expectations of behaviours you wish the pupils to aim for and “remind them that this is how you wish them to behave” (Robinson et al. 2013) For example, I observed a teacher reinforcing the boundary that pupils could not answer questions unless they raised their hands quietly; this was stated on the “rewards and sanctions” (classroom rules) poster. This helps manage over-zealous behaviour such as shouting out or fidgeting due to a child’s eagerness to answer. I also observed that the teacher called on a variety of pupils who did not raise their hands. This indicated to pupils that the teacher was actively monitoring their involvement in the lessons and that she expected everyone to participate. Finally, when selecting a pupil who had quietly raised their hand in accordance with the classroom behaviour policy, the teacher explained to the class that she had chosen that child because they followed the rules, thereby reinforcing the high expectation of good behaviour to the whole class. This is an example of a reward (warm verbal praise) that encourages children to meet the behavioural expectations they have been set.

I also observed that the teacher sometimes had to employ sanctions as an immediate intervention against poor behaviour. When the noise and chatter in class got out of hand, the teacher rose and silently stood next to the “rewards and sanctions” (classroom rules) poster and pointed at it until the pupils noticed. This was usually sufficient as the implication of possible sanctions to follow was obvious even to primary-age pupils. This meant the teacher was able to model this expectation to the class next time, by silently drawing attention to the agreed classroom rules using her body language. However, when this practice was insufficient, the teacher set a sand timer on her desk and explained to the entire class that she would stop the timer when the entire class was following the rules by sitting quietly in their seats: the time it took them to do this would be taken out of their next break time. This was an immediate and effective sanction that restore

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