Slide 8.1 Boddy et al., Managing Information Systems, 3 rd Edition, © Pearson Education Limited 2009 People and IS Ch 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, 3 rd 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, 3 rd 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, 3 rd 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, 3 rd Edition, © Pearson Education Limited 2009 UTAUT model Figure 8.2 Unified Theory of Acceptance and Use of Technology Source: Venkatesh et al. (2003)

Slide 8.6 Boddy et al., Managing Information Systems, 3 rd 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, 3 rd Edition, © Pearson Education Limited 2009 Designing motivating work Figure 8.4 The work design model Source: Hackman and Oldham (1980)

Slide 8.8 Boddy et al., Managing Information Systems, 3 rd Edition, © Pearson Education Limited 2009 The implementing concepts in practice

Slide 8.9 Boddy et al., Managing Information Systems, 3 rd 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 information develops interest, more able to contribute

Slide 8.10 Boddy et al., Managing Information Systems, 3 rd 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, 3 rd Edition, © Pearson Education Limited 2009 Managing distributed work Figure 8.6 A framework for studying distributed work arrangements Source: Copyright 1998 from Distributed work arrangements: a research framework by Belanger, F. and Collins, R. W. Reproduced by permission of Taylor & Francis, Inc.,

Slide 8.12 Boddy et al., Managing Information Systems, 3 rd 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, 3 rd 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, 3 rd 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