1. BSBIMN501A QUEENSLAND INTERNATIONAL BUSINESS ACADEMY

2. 3.1 Analyse effectiveness of system and report on strengths and limitations of the system

3.  When we analyse an information or knowledge management system in terms of how effective it is, we need consider its performance in terms of:  Will the function and scope of information flow through the system  the value it provides to recipients of the information  how well it aligns with business processes.

4.  The number and types of functions an information or knowledge management system performs and how broadly it completes those functions lies in its ability to maintain and process data.  Data are the building blocks of information.  By putting these data building blocks together in different ways, the system can generate different kinds of information for a variety of functions.

5.  The more the system's data can be manipulated, the greater the scope of information it can produce.  Consequently, assessing the functions and scope of an information or knowledge management system is one aspect of analysing is effectiveness.

6.  Information flow through the system  Describe an information or knowledge management system that you use as part of your workplace role.  Explain how the system is structured in terms of the data that it maintains and the scope of information that it generates.  What business functions are facilitated as a result?

7.  How useful the information output from an information or knowledge management system is to the information recipients, must also be considered.  The process that began with transforming data into information must continue so that the information can be turned into knowledge.

8.  The pay-off for all the careful planning, implementation and integration of the information or knowledge management system comes when the appropriate personnel receive its information output and use it productively.  Therefore, getting the right information to the right personnel is also crucial to having an effective system (E.g. informed managerial decision making).

9.  Consider:  What information goes to which personnel?  How frequently does the information go to the appropriate personnel? Who is responsible for distributing the information?  To what degree is the information being used by the personnel receiving it?  How is the information used for decision making?

10.  The central aim of integrating data and information is to align the way that it operates to support the larger scope of an organisation's overall processes and objectives.  That should be the basis of information system planning and maintenance.

11.  Aligning the system requires analysing all the business processes and their relationships with a view to improving worker capabilities and knowledge.  This brings us back to the people, processes and technology equation discussed in Section 2.2, and to the issue of continually improving processes so that they are responsive to changes in the marketplace

12.  If a system's data and information are to align with its processes, it must support the objectives of continuous improvement in those business processes.  Continuous improvement requires consistent monitoring of business activities. Activities that cost an organisation time and resources but add no value to the quality of its output should be eliminated.

13.  Business processes are improved by:  ensuring that the correct size and type of equipment is being used  standardising processes, products and services  Ill delivering products and services just on time (no earlier and no later)  producing the right types and amounts of products  keeping accurate and appropriate records.

14.  Aligning the system with business processes  Previously, you were asked to describe the structure, functions and scope of the system.  In this activity, you will take the next step and analyse how the system's scope and functions align with business processes.  Using the previous list as a guide, describe how the system supports your organisation's continuous improvement objectives.

15.  Another approach we can take in analysing the effectiveness of the system is to ask for feedback.  Feedback is the information that comes back to you about how the information or knowledge management system is performing.  It can provide information about the system's effect on improving an organisation's processes, functions and workflow from a stakeholder's perspective.

16.  There are a number of ways that an organisation can gather feedback about the effectiveness of the system from its internal and external stakeholders  Focus groups  Experimentation  Observation  Surveys

17.  Focus groups bring together a representative group of, say, eight to twelve stakeholders and ask them for specific feedback about workflow, processes or problems.  A focus group requires an interviewer to manage the group discussion.

18.  The interviewer needs to keep the session focused on the five or six questions that are addressed in the session.  In order to do this, the interviewer will usually set up some ground rules at the beginning to keep the discussion from leading into unrelated areas.  The sessions usually last for about one-and-a- half hours.

19.  Experimentation involves making a change or introducing a new procedure and seeing whether the change or new procedure results in improved performance.  For example, a manager may decide to decrease the number of users who are allowed to enter data into the system to see if it improves data quality. If, after analysing the data, an improvement is evident, the manager might stick with the change.

20.  Have you ever telephoned an organisation and been told that, 'Your call is being monitored for training purposes'?  This is a form of observation.  The recorded conversations can be used to research and analyse ways to better serve clients.

21.  Another form of observation is to count the number of visitors to a website or customers to a business over a period of time.  You could also film a production process to analyse at a later date.

22.  Surveys are useful for revealing attitudes, opinions, beliefs or reactions to certain ideas, policies, products, issues or procedures.  They require stakeholders to answer questions or comment on statements set out in a questionnaire.  Surveys can be conducted with large groups of people.

23.  Using the scenarios provided to gather feedback, in groups discuss the answers to the following points – then present to the class.  Decide which method you would apply to best serve your purposes.  Once you have decided on a method, discuss how you would implement it.

24.  Once you have established what the strengths and limitations of the system are by analysing its scope and functions, its information value, and how it aligns with business processes, you will need to put your findings into a report for other stakeholders.  If you have been systematic and thorough with your analysis, your report about its strengths and limitations is a fairly straightforward process.

25.  All reports have 'a number of characteristics in common-they are written for a specific purpose and for a specific, usually busy, readership.  Therefore:  write for your intended readers e.g., senior managers, technical support, clients, sponsors  know your objectives or terms of reference for writing the report  keep your writing clear and succinct  use visual devices such as charts, tables, graphs and diagrams where appropriate  use bullet points and headings.

26.  Most reports follow a similar standard structure and it is a good idea not to deviate too far from that structure for two reasons:  firstly, because following a tried and tested structure makes the task easier for you to write;  and secondly, because readers are accustomed to reading reports in a standard way-making for efficient and easy reading.

27.  Reports usually include the following elements:  Title page  Executive summary or abstract  Author credentials  Terms of reference  Contents page  Body of the report  Recommendations  References  Appendices