Stage 1 Background And Organization Analysis

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Stage 1:   Background and Organizational Analysis

Before you begin work on this assignment, be sure you have read the Case Studywhich is located in Content under Course Resources.  Refer to the Business Analysis and System Recommendations (BA&SR) Table of Contents below to see where you are in the process of developing this report.

Overview

As a business analyst in the Chief Information Officer’s (CIO’s) department of Chesapeake IT Consulting (CIC), you have been assigned to conduct an analysis, develop a set of system requirements and propose an IT solution to improve the hiring process for CIC.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.

The graphic below outlines the Table of Contents for this report:

Section I: Background and Organizational Analysis (Stage 1)WEEK 2 Submission– The first stepis to look at the organization and explain how an IT system could benefit CIC by improving its hiring system.

Section II: Strategic Use of Technology (Stage 2)WEEK 4 Submission– Next you will explain, in general, how CIC can use IT for strategic purposes.

Section III: Strategic and Operational Outcomes (Stage 3)WEEK 4 Submission– Then you will analyze CIC’s strategy and processes to determine how technology solutions can be used to support the organizational processes and enable CIC’s strategic and operational outcomes, and develop a set of requirements for the new hiring system.

Section IV: System Recommendation (Stage 4)WEEK8 Submission– Finally, you will identify an enterprise hiring system for CIC, and explain how it meets the requirements, and what needs to be done to implement the system within CIC.

The sections of the BA&SR will be developed and submitted as four staged assignments.  In stages 2, 3 and 4, you will also incorporate any feedback received when the previous stage is graded to improve the effectiveness of your overall report and then add the new section to your report.  At the end of the course, you will submit a complete BA&SR document that includes all the sections and changes that resulted from previous feedback.

Business Analysis and System Recommendation (BA&SR) Table of Contents

I.  Background and Organizational Analysis (Stage 1)       

A.  Introduction

B.  Organizational Strategy

C.  Components of an Information System

1.  People and Technology

2.  Processes

3.  Data/Information

II.  Strategic Use of Technology (Stage 2)

A.  Decision Making

B.  Communication

C.  Collaboration

D.  Relationships

E.  Structure

F.  Competitive Advantage

III.  Strategic and Operational Outcomes (Stage 3)

A.  Strategic Outcomes

B.  Process Analysis

C.  Requirements

IV.  System Recommendation (Stage 4)

A.  Benefits of an Enterprise Solution

B.  Proposed IT solution

C.  How the Proposed IT Solution Meets the Requirements

D.  Implementation Steps

E.  Conclusion

Assignment – BA&SR Section I – Background and Organizational Analysis (Stage 1)

Section I of the BA&SR document contains an organizational analysis and identifies ways in which information systems can help the organization in the case study (CIC) to meet its strategic goals and meet the information needs of various levels of management.  This analysis lays the ground work for the next section of the BA&SR which will explain how technology can be used to support specific strategic activities of the organization.

Using the case study, assignment instructions, Course Content readings, and external resources, develop your Section I: Background and Organizational Analysis.  Recommended lengths for each section are providedand be sure to includeall pertinent information.  A key to successful business writing is quality and conciseness rather than quantity.

To start, review the Business Perspectives Module (week 1 content), particularly the sections that describe the example of Booz Allen Hamilton, a services company with a business model similar to that of CIC in the case study.  The case study tells you that the executives and employees at CIC have identified a need for an effective and efficient hiring system.As you review the case study, use the outline below to help you take notes to assist in your analysis; in particular, list the needs of the individuals expressed in the “interviews.”

I.  Background and Organizational Analysis

A.  Introduction – briefly describe (at a high level) the organization in the Case Study; provide a context for the rest of the document.  (one paragraph)

B.  Organizational Strategy– Using the Business Strategy statement and information from the Case Study, explain how a new hiring system would support that strategy.(Two to three strong sentences that explain how the system would support the strategy and justify your position with specifics from the Case Study).

C.  Components of an Information System – Explain each of the following in relationship to an information system to support the hiring process at CIC:

1.  People and Technology – Identify the interest or objectives for the new hiring system for each stakeholder listed below based on his or her organizational role.  Include how the technology will improve how the job is done; that is, identify what each of the stakeholders needs the system to do. (Introductory sentence or two, followed by 1-2 sentences for each role)

i.  CEO

ii.  CFO

iii.  CIO

iv.  Director of Human Resources

v.  Manager of Recruiting

vi.  Recruiters

vii.  Administrative Assistant

viii.  Hiring Manager

2.  Processes –The overall hiring process has several sub-processes, four of which are listed in the table below.  For each of the sub-processes listed, complete the table with the requested information.You will describe the process as it is currently being done (As/Is Process), the process as it will be done after the system is implemented (To/Be Process) and the business benefits of the improved process.(Provide an introductory sentence for this section and copy the table and insert the information within.)

Hiring Process

Below are sub-processes that are part of the overall hiring process

As/Is Process

To/Be Process

Business Benefits of Improved Process

Receiving applications

Matching applications with open job requisitions

Screening Resumes

Scheduling Interviews

3.  Data/Information – In order to support CIC’s hiring process, the new system will need to collect, store and process data.An example of needed data is “Name of Hiring Manager.-”The case study providesinsight into the kinds of data that will be needed.First, insert an introductory opening sentence for this section.  Then identify ten (10) critical data/ information items forthishiring information system solution.(Provide an introductory sentence and copy the table and insert information within.)

Data/Information Requirement

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Formatting Your Assignment

For academic writing, the writer is expected to write in the third person. In third person, the writer avoids the pronouns I, we, my, and ours. The third person is used to make the writing more objective by taking the individual, the “self,” out of the writing. This method is very helpful for academic writing, a form in which facts, not opinion, drive the tone of the text. Writing in the third person allows the writer to come across as unbiased and thus more informed.

·  Write a short concise paper:  Use the recommendations provided in each area for length of response.  Content areas should be double spaced; table entries should be single-spaced. It’s important to value quality over quantity.  Assignment should not exceed 4 pages.

·  Ensure that each of the tables is preceded by an introductory sentence that explains what is contained in the table, so the reader understands why the table has been included.

·  Use at least two resources with APA formatted citation and reference.  Use at least one external reference and one from the course content.

Develop a 1,050-word summary contrasting law and ethics describing the following:

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Develop a 1,050-word summary contrasting law and ethics describing the following:

  • Describe how laws or regulations affect your past or current job or industry.
  • Describe how ethical rules affect your past or current job or industry and explain why ethics are considered an asset to a workplace.
  • Discuss the various types of alternative dispute resolution (ADR) and analyze which types of ADRs are regularly used in your workplace.

Cite a minimum of two peer-reviewed references.

Week 6 Of Psychological Assessments

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Psychological assessment guides are created by psychology professionals to provide the public with accurate and authoritative information appropriate for their current needs. Information available to the public about psychological testing and assessment varies widely depending on the professional creating it, the purpose of the assessment, and the intended audience. When professionals effectively educate the public on the how, what, and why behind assessments and the strengths and limitations of commonly used instruments, potential clients are in a better position to be informed users of assessment products and services. The Assessment Guides developed in this course will be designed to provide the lay public with accurate and culturally relevant information to aid them in making informed decisions about psychological testing. Students will develop their Guides with the goal of educating readers to be informed participants in the assessment process.

There is no required template for the development of the Assessment Guide. Students are encouraged to be creative while maintaining the professional appearance of their work. The Guide must be reader-friendly (sixth- to ninth-grade reading level) and easy to navigate, and it must include a combination of text, images, and graphics to engage readers in the information provided. Throughout their Guides, students will provide useful examples and definitions as well as questions readers should ask their practitioners. To ensure accuracy, students are expected to use only scholarly and peer-reviewed sources for the information in the development of their Guides.

Students will begin their Guides with a general overview of assessment, reasons for assessment referrals, and the importance of the role of each individual in the process. Within each of the remaining sections, students will describe the types of assessments that their readers may encounter, the purposes of each type of assessment, the different skills and abilities the instruments measure, the most valid and reliable uses of the measures, and limitations of the measures. A brief section will be included to describe the assessment process, the types of professionals who conduct the assessments, and what to expect during the assessment meetings.

The Assessment Guide must include the following sections:

Table of Contents (Portrait orientation must be used for the page layout of this section.)
In this one-page section, students must list the following subsections and categories of assessments.

  • Introduction and Overview
  • Tests of Intelligence
  • Tests of Achievement
  • Tests of Ability
  • Neuropsychological Testing
  • Personality Testing
  • Industrial, Occupational, and Career Assessment
  • Forensic Assessment
  • Special Topics (student’s choice)
  • References

Section 1: Introduction and Overview (Portrait or landscape orientation may be used for the page layout of this section.)
Students will begin their Guides with a general overview of assessment. In this two-page section, students will briefly address the major aspects of the assessment process. Students are encouraged to develop creative titles for these topics that effectively communicate the meanings to the intended audience.

  • Definition of a Test (e.g., What is a Test?)
  • Briefly define psychological assessment.
  • Types of Tests
  • Identify the major categories of psychological assessment.
  • Reliability and Validity
  • Briefly define the concepts of reliability and validity as they apply to psychological assessment.
  • Role of testing and assessment in the diagnostic process
  • Briefly explain role of assessment in diagnosis.
  • Professionals Who Administer Tests
  • Briefly describe the types of professionals involved in various assessment processes.
  • Culture and Testing
  • Briefly describe issues of cultural diversity as it applies to psychological assessment.

Categories of Assessment (Portrait or landscape orientation may be used for the page layout of this section.)
For each of the following, students will create a two-page information sheet or pamphlet to be included in the Assessment Guide. For each category of assessment, students will include the required content listed in the PSY640 Content for Testing Pamphlets and Information Sheets (https://content.bridgepointeducation.com/curriculum/file/7aa7d868-2fb0-4b7f-a892-e61ee1bbb9cd/1/PSY640%20Content%20for%20Testing%20Pamphlets%20and%20Information%20Sheets.pdf). Be sure to reference prior to completing each of the information sheets on the following categories of assessment.

  • Tests of Intelligence
  • Tests of Achievement
  • Tests of Ability
  • Neuropsychological Testing
  • Personality Testing
  • Industrial, Occupational, and Career Assessment
  • Forensic Assessment
  • Special Topics (Students will specify which topic they selected for this pamphlet or information sheet. Additional instructions are noted below.)

Special Topics (Student’s Choice)
In addition to the required seven categories of assessment listed above, students will develop an eighth information sheet or pamphlet that includes information targeted either at a specific population or about a specific issue related to psychological assessment not covered in one of the previous sections. Students may choose from one of the following categories:

  • Testing Preschool-Aged Children
  • Testing Elementary School-Aged Children
  • Testing Adolescents
  • Testing Geriatric Patients
  • Testing First Generation Immigrants
  • Testing in Rural Communities
  • Testing English Language Learners
  • Testing Individuals Who Are (Select one: Deaf, Blind, Quadriplegic)
  • Testing Individuals Who Are Incarcerated
  • Testing for Competency to Stand Trial
  • Testing in Child Custody Cases

References (Portrait orientation must be used for the page layout of this section.)
Include a separate reference section that is formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.)Links to an external site.. The reference list must consist entirely of scholarly sources. For the purposes of this assignment, assessment manuals, the course textbook, chapters from graduate-level textbooks, chapters from professional books, and peer-reviewed journal articles may be used as resource material. A minimum of 16 unique scholarly sources including a minimum of 12 peer-reviewed articles published within the last 10 years from the Ashford University Library must be used within the Assessment Guide. The bulleted list of credible professional and/or educational online resources required for each assessment area will not count toward these totals.

Attention Students: The Masters of Arts in Psychology program is utilizing the Pathbrite portfolio tool as a repository for student scholarly work in the form of signature assignments completed within the program. After receiving feedback for this Assessment Guide, please implement any changes recommended by the instructor, go to Pathbrite  (Links to an external site.)Links to an external site.and upload the revised Assessment Guide to the portfolio. (Use the Pathbrite Quick-Start Guide (Links to an external site.)Links to an external site. to create an account if you do not already have one.) The upload of signature assignments will take place after completing each course. Be certain to upload revised signature assignments throughout the program as the portfolio and its contents will be used in other courses and may be used by individual students as a professional resource tool. See the Pathbrite (Links to an external site.)Links to an external site. website for information and further instructions on using this portfolio tool.

The Assessment Guide

  • Must be 18 pages in length (not including title and reference pages) and formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.)Links to an external site..
  • Must include a separate title page with the following:
    • Title of guide
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Must use at least 16 scholarly sources, including a minimum of 12 peer-reviewed articles from the Ashford University Library.
  • Must document all sources in APA style as outlined in the Ashford Writing Center.
  • Must include a separate reference page that is formatted according to APA style as outlined in the Ashford Writing Center.
  • Must incorporate at least three different methods of presenting information (e

Exhibition Curatorial Leaflet

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Your exhibition curatorial leaflet is to demonstrate your ability to communicate with the general public in a direct/clear and an effective/crystalizing way. You are required to prepare a leaflet (max. 2 pages of A4-sized paper) containing (1) and (2) shown below. Your leaflet is supposed to help your audience to understand your exhibition in the way you want. A hard copy of your leaflet should be handed in at your own seminar presentation session.

(1) Your curatorial statement is about the set of artworks (after 1900) as selected and arranged by you for your seminar presentation topic and should illustrate the theoretical framework behind your selection of the artworks (e.g. overall theme, philosophy, rationale, etc.) that they are NOT your random or personal choice BUT highly related to your seminar presentation topic in a particular way as put forth by you.

(2) Your general introduction of those artworks is a brief explanation of in what sense the artworks form a coherent set. It should explain the logic behind your grouping and/or sequencing of the artworks.

Grading System

  • –  A: directly and effectively state the theoretical framework behind your selection of the artworks, and clearly explain the logic behind your grouping and/or sequencing of them as a coherent set in which you see the meaning(s) as you put forth.
  • –  B: properly state the theoretical framework behind your selection of the artworks, and satisfactorily explain the logic behind your grouping and/or sequencing of them as a coherent set in which you see the meaning(s) as you put forth.
  • –  C: adequately state the theoretical framework behind your selection of the artworks, and acceptably explain the logic behind your grouping and/or sequencing of them as a coherent set in which you see the meaning(s) as you put forth.
  • –  D: vaguely state the theoretical framework behind your selection of the artworks, and roughly explain the logic behind your grouping and/or sequencing of them as a coherent set in which you see the meaning(s) as you put forth.
  1. Finish your seminar presentation assignment first.
  2. Mull over the lecture materials on curatorial writing after attending the lecture
  3. Follow the recommended considerations for curatorial writing as discussed at the lecture; OR come up with other considerations that you think they serve better in attaining a higher level of performance for your leaflet assignment.
  4. Select max. 3 key points from your seminar presentation for your curatorial statement. These 3 points are the perspectives / viewpoints for understanding the set of artworks that you chose for your exhibition at the seminar presentation, i.e. what your exhibition tries to convey in relation to the Seminar Topic’s readings. By doing so, the artworks shown in your exhibition are not your random choice but a coherent set of artworks illustrating those 3 points.
  5. Express (4) in a manner for the general public (NOT academic writing).
  6. Figure out and come up with a way in which you give your audience a brief idea how to understand your exhibition, i.e. the logic of your sequencing and/or grouping the artworks so that you work on your general introduction of those artworks.
  7. Check your captions for the artworks discussed in your leaflet.
  8. Check your English writing (grammar, usage of words, etc.).
  9. Design your leaflet in order to make your leaflet look attractive / eye-catching before your audience starts reading the contents. ***Write down your official name and student number somewhere in the leaflet without lowering the level of your leaflet’s attractiveness.
  10. Print out your leaflet, and hand it in to the lecture on the same day of your seminar presentation.