The main upload is just a learning article about “The Four Paradigm” just in case you need a refresh of them. Story I: Funtionalism, Story II: Social Relativism, Story III: Radical Structuralism, Story IV: Neohumanism.Anyway, for this assignment lecturer hinted that the “Banking regulatory authority” should be “Monetary Authority of Singapore (MAS)”Example: MAS found that a failure of culture was behind a series of scandals that eroded the trust of customers and created a widespread public cynicism.(“Please look up exactly under what section act will the MAS deal with this problem. Etc which part of it talks about the anti money laundering law that it link to the role of tax, but please don’t quote the whole chart of it.”) < This is exactly what the lecturer said.This assignment simulates a consultancy scenario where you are a consultant, working to deliver a report to a client. Authentic assessment tends to focus on contextualised tasks, enabling students to demonstrate their competency by actively and critically exploring, discussing, and meaningfully constructing concepts and relationships in contexts that involve real-world problems,you are to develop a functional specification of a solution to a given problem. The marking of the report will be based on the Research Development Framework (RDF) which informs the marking rubric. Consultancy Problem Brief:For this assignment, you are to assume the roles of a group of consultants. Your customer is a large bank that has been hit by a series of scandals involving many parts of its organisation. The scandals that surfaced included how the bank charged deceased customers for services not provided, withholding payouts for insurance, and breaches of anti-money-laundering laws. The inquiry by the banking regulatory authority found that a failure of culture was behind a series of scandals that have eroded the trust of customers and created widespread public cynicism. The regulatory authority focused on how poor customer outcomes, such as fees for no service, continued for years without management intervening to stop them. When the CEO was asked about what he thought was the primary cause of the bank’s failures, the response was that he felt the bank did not have a clear understanding of its duties to customers. The CEO further said there was “a culture of us not learning from issues of misconduct in the past”.The bank wants to change this negative image and improve its culture of ethical leadership and has decided to make changes towards how the organisation views its responsibilities to the environment. They wish to do this by fostering an internal dialogue and organisational narrative. The company wants to foster and support this culture change by providing the technology to support good news stories and learnings from all employees, regardless of organisational position. The bank wants their stories to be informed by robust theories on leadership and the organisations’ responsibilities towards the environment.As a consequence of the very public enquiry by the regulating authority and harsh criticisms by the press, employee morale has fallen. The company wishes to take advice from consultants, in assisting in developing concepts of leadership and environmental responsibility to enable employees to highlight their day to day stories, so that this becomes part of the collective organisational memory and vocabulary. The bank wants to achieve an authentic approach to ethical leadership and environmental responsibilities so that all employees understand their roles in addition to coercive measures.Their proposal is to incorporate this into an internal website that will enable good examples of how day to day examples of environmental responsibility to be collected and highlighted to all employees. The company wishes to draw on social media concepts to achieve this. The bank wishes to balance this with its responsibility to shareholders.Your role is to develop a functional and data model that would enable the bank to source such a system to assist in this goal. The purpose of developing this data model is to give the bank an opportunity to embrace a vocabulary that is informed by theory on day to day contributions towards environmental responsibility. Your proposal should also highlight who should be responsible for managing a new organisational vocabulary.1. Go through a process of enquiry, clarification and problem definition and problem solving.2.You may relegate your literature critique to the appendix of the report and include highly relevant literature segments to support your design and considerations.3.The report must contain a functional design (business process and data model).4.Produce a report justifying the solution and showing how the analytical perspectives were used.
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This assignment simulates a consultancy scenario where you are a consultant,
working to deliver a report to a client. Authentic assessment tends to focus on
contextualised tasks, enabling students to demonstrate their competency by
actively and critically exploring, discussing, and meaningfully constructing
concepts and relationships in contexts that involve real-world problems, you are
to develop a functional specification of a solution to a given problem. The marking
of the report will be based on the Research Development Framework
(RDF) which informs the marking rubric.
Consultancy Problem Brief:
For this assignment, you are to assume the roles of a group of consultants. Your
customer is a large bank that has been hit by a series of scandals involving many
parts of its organisation. The scandals that surfaced included how the bank
charged deceased customers for services not provided, withholding payouts for
insurance, and breaches of anti-money-laundering laws. The inquiry by the
banking regulatory authority found that a failure of culture was behind a series of
scandals that have eroded the trust of customers and created widespread public
cynicism. The regulatory authority focused on how poor customer outcomes, such
as fees for no service, continued for years without management intervening to
stop them. When the CEO was asked about what he thought was the primary
cause of the bank’s failures, the response was that he felt the bank did not have a
clear understanding of its duties to customers. The CEO further said there was “a
culture of us not learning from issues of misconduct in the past”.
The bank wants to change this negative image and improve its culture of ethical
leadership and has decided to make changes towards how the organisation views
its responsibilities to the environment. They wish to do this by fostering an
internal dialogue and organisational narrative. The company wants to foster and
support this culture change by providing the technology to support good news
stories and learnings from all employees, regardless of organisational position.
The bank wants their stories to be informed by robust theories on leadership and
the organisations’ responsibilities towards the environment.
As a consequence of the very public enquiry by the regulating authority and harsh
criticisms by the press, employee morale has fallen. The company wishes to take
advice from consultants, in assisting in developing concepts of leadership and
environmental responsibility to enable employees to highlight their day to day
stories, so that this becomes part of the collective organisational memory and
vocabulary. The bank wants to achieve an authentic approach to ethical
leadership and environmental responsibilities so that all employees understand
their roles in addition to coercive measures.
Their proposal is to incorporate this into an internal website that will enable good
examples of how day to day examples of environmental responsibility to be
collected and highlighted to all employees. The company wishes to draw on social
media concepts to achieve this. The bank wishes to balance this with its
responsibility to shareholders.
Your role is to develop a functional and data model that would enable the bank to
source such a system to assist in this goal. The purpose of developing this data
model is to give the bank an opportunity to embrace a vocabulary that is
informed by theory on day to day contributions towards environmental
responsibility. Your proposal should also highlight who should be responsible for
managing a new organisational vocabulary.
1. Go through a process of enquiry, clarification and problem definition and
problem solving.
2. You may relegate your literature critique to the appendix of the report and
include highly relevant literature segments to support your design and
considerations.
3. The report must contain a functional design (business process and data
model).
4. Produce a report justifying the solution and showing how the analytical
perspectives were used.
MARKING RUBIC
Analysis and
responding to
project
requirements
1) Embark and
clarify 2)
Respond to or
initiate research
3) Define the
problem and
specify 4) Define
purpose
4.0 to >3.16 Pts
Advanced and
Self-Developing
(HD)
In addition to
demonstrating
the Advanced
level of
competence, the
work shows
evidence of
highly original or
insightful
selection of
information. The
work
demonstrates
curiosity in
approach to
enquiry and
critical analysis.
3.16 to >2.76 Pts
Advanced (D)
Respond to
questions/tasks
required by and
implicit in a close
inquiry.
Competence in
choosing from
several provided
structures to clarify
questions, terms,
requirements,
expectations, and
ethical, social,
cultural and team
issues (ESCT)
issues. Evidence of
selection of
information for
relevance and
appropriateness to
the task.
2.76 to >2.36 Pts
Competent (CR)
Evidence of
selection of
information for the
task but it is not
always relevant or
fully discussed.
Has understood
and addressed the
task requirements.
Able to work
independently
from highly
structured
directions and
modelling from
educator-prompted
research.
2.36 to >1.96 Pts
Satisfactory (PA)
Adequate response
to the task, but is
limited in
expression of ideas
and selection of
information.
Shows some
understanding of
the task but may
not have addressed
all requirements.
Demonstrates
ability to improve
after structured
directions and
modelling from
educator-prompted
research.
1.96 to >0 Pts
Unsatisfactory
(NN)
Inadequate
response to the
task, and limited
in expression of
ideas and
selection of
information.
Shows
inadequate
understanding of
the task and may
not have
addressed all
requirements.
Demonstrates
inability to
improve after
structured
directions and
modelling from
educatorprompted
research.
Neglecting to
follow
submission
processes,
neglecting to
submit final
report to Turnitin.
4.0 pts
This criterion is
linked to a
learning
outcomeAnalysis
of context,
problem and
solutions
1) Find and
reflect on
research
This criterion is
linked to a
learning
outcome
Identification of
contextual and
solution themes
1) Generate and
evaluate
8.0 to >6.32 Pts
Advanced and
and SelfDeveloping
(HD)
In addition to
demonstrating
the Advanced
level of
competence, a
wide variety of
source types has
been selected to
critically
improve the
response to the
task that
demonstrates a
critical
awareness of
research
concentrations
and
contributions.
10.0 to >7.9 Pts
Advanced and
and SelfDeveloping (HD)
Demonstrate an
ability to reflect
insightfully and to
improve own
processes used.
Evidence of
extremely solid,
thorough,
comprehensive
written work. High
level of academic
integrity.
Demonstrates the
result of consistent
hard work, use of
sources and/or
independent
scholarship.
Provides evidence
of substantive selfdetermined criteria
directly relevant to
aims of the task.
6.32 to >5.52 Pts
Advanced (D)
A wide variety of
source types has
been selected to
critically improve
the response to the
task. Developed
competence in
collecting and
recording
appropriate
research from selfselected sources
where information
is not obvious.
Reflects
insightfully on the
research process.
Illustrates clarity in
the enquiry
approach.
7.9 to >6.9 Pts
Advanced (Dist)
Uses appropriate
academic
methodologies to
search for and
select a range of
reliable and
credible sources.
Critically evaluates
selected
information/data
according to
specified criteria.
Evidence of selfdetermined criteria
directly relevant to
aims of the task.
Demonstrates a
capacity to be
discerning about
the way in which
information is
presented.
5.52 to >4.72 Pts
Competent (CR)
Locates and
records
data/information
from more than the
prescribed number
of sources. A
variety of source
types has been
selected to improve
the response to the
task. Demonstrates
a satisfactory
ability to collect
and records
appropriate
research from selfselected sources.
Satisfactory ability
to reflect on the
research process.
6.9 to >5.9 Pts
Competent
(CR)
Uses mostly
academic
methodologies
to search for
and select a
range of
sources. Some
evidence of
self-determined
criteria in
addition to
specified
criteria.
4.72 to >3.92 Pts
Satisfactory (PA)
Locates and
records
data/information
from a prescribed
number of sources
across a specified
range. Able to
demonstrate
satisfactory
reflection on the
research process.
5.9 to >4.9 Pts
Satisfactory (PA)
Some use of
academic
methodologies to
search for sources.
Credibility and
reliability of
selected material
may be
inconsistent.
Evaluates selected
information/data
using specified
criteria. Able to
demonstrate
satisfactory
reflection on the
research process.
3.92 to >0 Pts
Unsatisfactory
(NN)
Fails to locate
and record
data/information
from a prescribed
number of
sources across a
specified range.
Unable to
demonstrate
satisfactory
original reflection
on the research
process,
including
neglecting to
submit final
report to Turnitin.
4.9 to >0 Pts
Unsatisfactory
(NN)
Inability to
demonstrate use of
academic
methodologies to
search for sources.
Does not
demonstrate
satisfactory
credibility nor
reliability of
selected materials.
Does not evaluate
selected
information/data
using specified
criteria. Unable to
demonstrate
satisfactory
reflection on the
research process,
including
neglecting to
submit final report
to Turnitin.
8.0 pts
10.0 pts
This criterion is
linked to a
learning
outcome
Development
and organisation
of research
structure and
content
1) Organise and
manage
information 2)
Team processes
and functions
This criterion is
linked to a
learning
outcome Making
the case for the
solution AND
Justification and
identification of
advantages and
disadvantages
1) Analyse and
synthesise 2)
Critically analyse
and using
evidence
4.0 to >3.16 Pts
Advanced and
and SelfDeveloping
(HD)
The work is
clearly structured
and convincingly
supported by
appropriate
evidence,
argument or
illustration. The
work
demonstrates a
process to
development that
follow a
transparent
pattern.
3.16 to >2.76 Pts
Advanced (Dist)
Structure and
organisation used
to enhance
comprehension and
convey information
coherently and
logically.
Alignment of the
key idea with the
topic and all main
ideas outlined
logically and
clearly. Evidence
of selfdetermination in
team processes:
negotiation,
delegation, and
cooperation.
2.76 to >2.36 Pts
Competent (CR)
Structure and
organisation
appropriate to task
requirements and
information
mostly integrated
and relevant.
Some team
processes evident:
negotiation,
delegation, and
cooperation.
2.36 to >1.96 Pts
Satisfactory (PA)
Structure and
organisation
largely appropriate
and information is
coherent and
integrated.
Alignment of the
key idea with the
topic and main
ideas generally
outlined clearly.
Satisfactory
evidence of team
processes:
negotiation,
delegation, and
cooperation.
10.0 to >7.9 Pts
Advanced (HD)
and SelfDeveloping
Advanced ability
to ask emergent,
relevant and
researchable
questions.
Material is
deployed in a
disciplined way
and demonstrates
a sophisticated
comprehension of
key issues of
debate and is
advanced in
ability to
critically review,
analyse,
synthesise and
apply theoretical
and technical
body of
knowledge in a
broad and
7.9 to >6.9 Pts
Advanced (DI)
Competent in
interpreting
several sources of
information/data
and synthesising
to integrate
knowledge into
standard formats.
Demonstrates a
high level of
critical analysis
and synthesis
through the
selection,
interpretation and
integration of
multiple sources
of
information/data.
6.9 to >5.9 Pts
Competent (CR)
Demonstrates
critical analysis
and synthesis
through the
selection and
integration of a
range of
information/data.
Competent use of
theory and
generally credible
evidence to
support arguments
and demonstrate
individual/team
understanding.
Uses conceptual
skills to express
ideas and offer
some
perspectives.
5.9 to >4.9 Pts
Satisfactory (PA)
Attempts analysis
and limited
synthesis through
the selection of
sources of
information/data.
Able to use given
theory and
evidence to
demonstrate
individual/team
understanding.
Able to use some
conceptual skills
to express ideas
and offer limited
perspectives.
1.96 to >0 Pts
Unsatisfactory
(NN)
Inappropriate
structure and
organisation and
information not
always coherent
nor integrated.
Alignment of the
key idea with the
topic and main
ideas not outlined
clearly. Limited
evidence of team
processes:
negotiation,
delegation, and
cooperation.
Unable to follow
final submission
processes,
including
neglecting to
submit final
report to Turnitin.
4.9 to >0 Pts
Unsatisfactory
(NN)
Unsatisfactory
attempts at
analysis and
limited synthesis
through the
selection of
sources of
information/data.
Unable to use
given theory and
evidence to
demonstrate
individual/team
understanding.
Unsatisfactory
attempt to use
some conceptual
skills to express
ideas and offer
limited
perspectives.
Inability to
demonstrate
original
4.0 pts
10.0 pts
creative way to a
range of areas
and diverse
contexts.
This criterion is
linked to a
learning
outcome
Presentation of
the solution
1) Communicate
and apply 2) Use
of discipline
specific
language and
genre 3)
Grammar and
spelling
4.0 to >3.16 Pts
Advanced (HD)
and SelfDeveloping
Demonstrated
knowledge and
understanding of
key disciplinespecific language
and scholarly
application.
Students used
prescribed genre
to develop &
demonstrate
understanding to
a pre-specified
audience. Provide
constructive and
supportive
discussions with
peers and
educator to
account for
ethical, social,
cultural and team
issues (ESCT).
justification of
solution, including
neglecting to
submit final report
to Turnitin.
3.16 to >2.76 Pts
Advanced (Dist)
Students used
discipline-specific
language and
prescribed genre
to demonstrate
understanding
from a stated
perspective and
for a specified
audience.
Developed clear
understanding of
organisational
problem and
specified ECST
issues.
2.76 to >2.36 Pts
Competent (CR)
Students
communicate with
each other and
relate their
understanding
throughout set task.
Use prescribed
genre to develop
and demonstrate
understanding to a
prescribed
audience.
Demonstrated
knowledge of
discipline-specific
language evident,
but not fully
utilised to support
scholarly
discussion. Showed
some
understanding of
ethical, social,
cultural and team
issues (ESCT).
2.36 to >1.96 Pts
Satisfactory (PA)
Mostly general
vocabulary with
ability to use
discipline-specific
and academic
language although
with an acceptable
level of errors.
Able to act as a
team: able to
discuss, listen and
perform
satisfactorily.
Showed limited
understanding of
ethical, social,
cultural and team
issues (ESCT).
1.96 to >0 Pts
Unsatisfactory
(NN)
Mostly general
vocabulary with
an inability to
use disciplinespecific and
academic
language. Unable
to act as a team:
unsatisfactory
attempts to
discuss, listen
and perform. Did
not consider
ethical, social,
cultural and team
issues (ESCT).
Inability to
demonstrate the
originality of the
solution,
including
neglecting to
submit the final
report to
Turnitin.
4.0 pts
Social Aspects of
Computing
Rob Kling
Editor
Four Paradigms of
Information Systems
Development
Developing computer-based information systems necessarily in volves making
a number of implicit and explicit assumptions. The authors examine four
diffeen t approaches to information systems development.
Rudy Hirschheim and Heinz K. Klein
All systems developers approach the development task
with a number of explicit and implicit assumptions
about the nature of human organizations, the nature of
the design task, and what is expected of them. These
assumptions play a central role in guiding the information systems development (ISD) process. They also dramatically affect the system itself. This article will examine the kinds of implicit assumptions made during
systems development.
Depending on the assumptions adopted, different systems development approaches are identifiable and each
of these leads to different system outcomes. Based on a
detailed analysis of the literature, we will examine the
fundamental assumptions of four major kinds of systems development approaches and discuss how they
lead to different outcomes.
More specifically, we wish to show (1) that although
there is a strong, orthodox approach to systems development, there are recently developed alternatives that
are based on fundamentally different sets of assumptions; (2) that these assumptions primarily deal with the
attitudes adopted toward reality and how to obtain
knowledge about it; (3) that these assumptions are
either explicitly or implicitly made in adopting a particular development approach: (4) that the ways in which
system objectives are legitimized are directly related to
the development approach adopted; and (5) that important social consequences result from applying a particular systems development approach.
Other researchers have also noted the importance of
systems developer assumptions, but their work has focused on more specific aspects, e.g., analyst models of
the users [25, 421, analyst hypotheses about the nature
of requirements and behavior related to structuring
problems [96], and analyst and user values [57].
Whereas these studies employ empirical means to document these assumptions, Bostrom and Heinen [14]
have relied on an analysis of the literature to document
seven implicit theories and views of designers as causes
@1989ACM0001-0782/89/1000-1199
October 1989
Volume 32
$1.50
Number 10
of systems failures. (The importance of implicit assumptions has also been noted more generally in [3,4, 76,
80, 891).We agree with the previous research that a
better understanding of developer assumptions is important and we wish to extend the line of inquiry. In
particular, we feel there is a need to explore the most
fundamental foundations from where such assumptions
arise, and this is done by applying a philosophical line
of analysis.
The article is organized as follows. We begin by introducing two case examples that illustrate how different systems development assumptions become manifest
in practice. These assumptions are then grouped into
four paradigms of information systems development
and explained in detail. The rhetorical vehicle used for
explicating the paradigms are generic story types. The
paradigms are analyzed using the story types, dividing
the discussion into three parts: story line, interpretation, and analysis. We return to the case examples to
show how the manifest differences in the development process and outcomes can be explained by the
four paradigms. We conclude by noting a number of
benefits associated with the identification and analysis
of the paradigms. The article provides a new vehicle for
theorizing about the nature, purpose, and practice of
information systems development.
TWO EXAMPLES
Consider how the approaches taken in the following
two systems development projects differ.
Automating
Typesetting
or Enhancing
Craftsmanship?
Traditional newspaper production involves four major
processes: writing, editing, typesetting, and printing.
Reporters and columnists write copy which is then edited. Typesetters take the edited copy and relevant pictorial material, and lay out pages. Printers take the results and print the newspapers. Typical systems designs
focus on rationalizing newspaper production by combining tasks that can logically be done on the same
Communications of the ACM
1199
Articles
electronic device, such as editing and formatting. Page
layout is conceived as a natural extension of formatting. A requirements analysis along these lines suggests
tha.t editors can perform the typesetting function because computers already aid the editors with editing
and page layout. Editors can embed typesetting commands directly in the final copy. Page layout is done on
screen and sent to phototypesetting equipment. The editors become responsible not only for editing but also
for page make-up. Migh resolution screens; electronic
cut, paste, and scali …
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