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Slide 8.1
Boddy et al., Managing Information Systems, 3rd Edition, © Pearson Education Limited 2009
People and ISCh 8 – Boddy et al
• An interpretive perspective
• Human–computer interaction
• Technology acceptance model
• Theories of human needs
• Using IS for commitment or control?
• Managing distributed work
• Socio-technical design
• Case: Nokia
Slide 8.2
Boddy et al., Managing Information Systems, 3rd Edition, © Pearson Education Limited 2009
An interpretive perspective
• People affect performance
• IS can add or diminish their contribution
• Systems failure usually because managers ignored human aspects
• Recall Figure 1.6 (repeated as 8.1) which showed contextual factors – especially internal
• People interpret these subjectively
Slide 8.3
Boddy et al., Managing Information Systems, 3rd Edition, © Pearson Education Limited 2009
Contexts of IS
Figure 8.1 The contexts of a computer-based information system
Slide 8.4
Boddy et al., Managing Information Systems, 3rd Edition, © Pearson Education Limited 2009
Human–computer interaction
• HCI seeks to understand both computer and human being
• Five senses (vision, hearing, taste, smell and touch)
• Vision helps design layout of screens
• Five principles of interface design
– Naturalness, consistency, relevance, supportiveness, flexibility
Slide 8.5
Boddy et al., Managing Information Systems, 3rd Edition, © Pearson Education Limited 2009
UTAUT model
Figure 8.2 Unified Theory of Acceptance and Use of TechnologySource: Venkatesh et al. (2003)
Slide 8.6
Boddy et al., Managing Information Systems, 3rd Edition, © Pearson Education Limited 2009
Theory guides design
• Several established theories from which to choose
• Distinguish between extrinsic and intrinsic motivation
• Can IS design enhance intrinsic motivation?
Slide 8.7
Boddy et al., Managing Information Systems, 3rd Edition, © Pearson Education Limited 2009
Designing motivating work
Figure 8.4 The work design modelSource: Hackman and Oldham (1980)
Slide 8.8
Boddy et al., Managing Information Systems, 3rd Edition, © Pearson Education Limited 2009
The implementing concepts in practice
Slide 8.9
Boddy et al., Managing Information Systems, 3rd Edition, © Pearson Education Limited 2009
Using IS for commitment or control
Design can replace or complement skills
• Replacement makes people psychologically distant and less able to contribute
• Complementarity adds informationdevelops interest, more able to contribute
Slide 8.10
Boddy et al., Managing Information Systems, 3rd Edition, © Pearson Education Limited 2009
Design also affects the management role
Figure 8.5 Information systems, human contribution and management role
Slide 8.11
Boddy et al., Managing Information Systems, 3rd Edition, © Pearson Education Limited 2009
Managing distributed work
Figure 8.6 A framework for studying distributed work arrangementsSource: Copyright 1998 from Distributed work arrangements: a research framework by Belanger, F. and Collins, R. W. Reproduced by permission of Taylor & Francis, Inc., http://www.taylorandfrancis.com
Slide 8.12
Boddy et al., Managing Information Systems, 3rd Edition, © Pearson Education Limited 2009
Management practices for remote working
• Ensure that technology is supported by
– Clarifying roles and relationships
– Agreement on working methods
– Planning some face to face contact
Slide 8.13
Boddy et al., Managing Information Systems, 3rd Edition, © Pearson Education Limited 2009
Socio-technical systems
Figure 8.7 The organisation as a socio-technical system
Slide 8.14
Boddy et al., Managing Information Systems, 3rd Edition, © Pearson Education Limited 2009
Using the STS approach(Eason 2007)
• Study work as a socio-tech system
• Understand the ambitions of local stakeholders
• Create local planning teams of relevant stakeholders
• Implications of externally-developed systems for local system
• Design new system that exploits IS and meets local ambitions
• Use action research to learn from doing
