Post 1We all know that our era belongs to technology; we are ve

Post 1:
We all know that our era belongs to technology; we are very
much depending on technology. Data is everywhere, for every
second lot of data is producing around us. In order to handle all
these huge data we are relying on information technology to
make use of the data. Below are the most essential directions
for the information delivery
The Internet of things. Wireless communications and radio
frequency identification (RFID) product tags will be used in
every organization in the future days to track the physical
objects (car parts, etc) as they are moving through the supply
chain. Already Walmart started conducting large-scale trials
with RFID with hundreds of its major suppliers. In future RFID
replace the universal code (Langton 2004). As the usage of
technologies are continuously increasing, so organizations will
be able to track and they can remotely control the status of
everything from the freshness of lettuce between the field and
the store to the location of the hospital suppliers. Even though
this technology is almost ready for prime time, most
organizations are nowhere near ready to cope with making sense
of such a large influx of information; this will be one of the
biggest challenges of the future (Smith and Konsynski 2003).
Networkcentric operations: The improvement of the
standardizing communication network protocols such as
network devices, high- speed data will provide to access the
data to collect, distribute, create and exploit very fast. There are
three critical elements which must be in place to achieve this
goal:
Sensor grids. Small sensor devices are connected to the
computers to filter different types of data, highlighting areas
and anomalies to which the organization should pay attention
((Watson et al. 2010).
High- quality visual information. Along with all the
sophisticated modeling and the simulation capabilities and the

displaying the technology, high- quality visualized information
will provide dramatically create better awareness about the
market place, operations and the environmental impact.
Value- added command and control process: Great information
will make the loop of control shorter, effectively taking the
decisions rights away from the competitors and providing rapid
feedback to frontline workers.
Self synchronizing systems: In general, leaders are worked
from the top down to get synchronization of effort. In the
future, data in the organizations will be used to get self
synchronization to improve a well organized work force to
coordinate the tough or complex activities.
Feedback Loop: The main feature of self- synchronization is the
creation of the closed feedback loops which enable the
individuals and groups to make their behavior dynamically.
Researchers have already demonstrated the power of feedback
to change behavior (Zoutman et al. 2004).
Informal Information management: Finally, companies have
great unmined resources in the data which kept by the
knowledge workers in their own personal files. The field of
informal information management is still in the earlier stages,
but it is certainly one to which IT managers should pay more
attention because it represents a huge, untapped pool of data.
References:
Zoutman, D., D. Ford, A. Bassili, M. Lam, and K. Nakatsu.
“Impacts of Feedback on Antibiotic Prescribing for Upper
Respiratory Tract Infections.” Presentation available from the
authors ([email protected] cliff.path.queensu.ca), Queen’s
University, Kingston, Ontario, 2004.
Watson, R. T., J. W. Boudreau, and S. Li. “Telematics at UPS:
Energy Informatics in action.” MISQ Executive 9, no. 1 (2010):
203–13.
Smith, H. A., J. D. McKeen, and T. A. Jenkin. “Exploring
Strategies for Deploying Knowledge
Management Tools and Technologies.” Journal of Information

Science and Technology 6, no. 3 (2009): 3–24.
Post 2:
Information delivery is one of the primary activities performed
in any analytics work. It makes the reason why the software
providers create improved methods of presenting the data to the
user. Therefore, using the analytic project, users get satisfactory
on their needs as well as the capability that aligns with the
made application. Thus, the development of information
delivery makes it a necessary action. As the days pass, the
future might have the following changes and developments in
information delivery:
The internet of things in which technology used is related to
computing devices, objects, the mechanical and machines, and
persons with a unique identification. They can transfer
information and data through a given network without any
social support in the computers. What makes a thing on the
internet of things is the person having a heart monitor plant, an
automobile having a sensor to monitor the system, and others
(Castle, DeVries & Kovatchev, 2017). The operation under the
internet of things makes it easier to understand what customers
need and improves their decisions on what to purchase.
The network-centric operations due to the growing
standardization of the protocol of communication together with
the network devices will lead to the accessible collection,
storage, and distribution of information. These three parts that
help in achieving network-centric operation, and they include
the sensor grids, high-quality visual information, and the value-
added command and control processes.
The self-synchronization systems help perform work digitally to
synchronize the information and monitor the activities (Tourani
et al., 2017). For instance, in tradition, the leaders followed the
top to the bottom method of synchronization to make a decision.
However, the future of an organization will get used to
synchronize and make information passed to all in the
workplace. Therefore, the system will get designed to monitor

all the processes that take place within an organization.
The main feature of the self-synchronization is to create closed-
loop feedback making people adjust behaviors instantly.
Therefore, the system requires the creation of new metrics for
monitoring the practices in the workplace. The system will use
the right technology and infrastructure to make an accessible
collection of information (Bauchner, Berwick & Fontanarosa,
2016).
Reference
Bauchner, H., Berwick, D., & Fontanarosa, P. B. (2016).
Innovations in health care delivery and the future of
medicine. Jama, 315(1), 30-31.
Castle, J. R., DeVries, J. H., & Kovatchev, B. (2017). Future of
automated insulin delivery systems. Diabetes technology &
therapeutics, 19(S3), S-67.
Tourani, R., Misra, S., Mick, T., & Panwar, G. (2017). Security,
privacy, and access control in information-centric networking:
A survey. IEEE communications surveys & tutorials, 20(1),
566-600.
GLST 600
Article Critique Grading Rubric
Criteria
Levels of Achievement
Content 70%
Advanced 92–100%
(A)
Proficient 84–91%
(B)
Developing 1–83%
(< C)
Not Present
Points Earned
SUMMARY
· The article is summarized according to instructions. The

book’s major themes/messages are stated.
· The paper demonstrates a thorough familiarity with the book.
12 to 15 points
Satisfies criteria with excellent work
11 points
Satisfies criteria
1 to 10 points
Satisfies most criteria
0 points
Does not satisfies criteria
CRITIQUE
· Content is thoroughly analyzed, using point comparisons,
raising questions, and/or criticizing with supportive evidence.
· The paper meets the page length requirement.
21 to 25 points
15 to 20 points
Satisfies criteria
1 to 14 points
0 points
Structure 30%
Advanced 92–100%
(A)
Proficient 84–91%

(B)
Developing 1–83%
(< C)
Not Present
Points Earned
STRUCTURE
· The paper properly uses current Turabian format.
· The paper contains cited references to the article or other
publications.
· The paper reflects a graduate level of writing.
· The paper is without spelling and grammar errors.
8 to 10 points
5 to 7 points
Satisfies criteria
1 to 4 points
0 points
TOTAL
/50
Page 1 of 1
Article Critique Instructions
You will write a 2–3-page Article Critique of the article,
Getting Our Accent Right. There are 2 major sections of the
Critique: the summary and the critique.
The summary must focus on encapsulating the main idea(s) and
be at least a half-a-page but not more than 1 page in length. The

critique section must contain a well-thought-out, analytical
interaction with the author’s thesis and with the main points of
the author’s arguments. The critique must present the strengths
and weaknesses of the article as well as an overall evaluation of
the article. The critique section of the paper must be at least 2
full pages. Be careful to maintain the page limit as going under
or over can affect the grade.
In addition to these requirements, the paper must have a proper
introduction and conclusion and follow the structure of a
standard academic essay. You must write in current Turabian
format.
Submit the Article Critique by 11:59 p.m. (ET) on Sunday of
Module/Week 5.
50 CHRISTIANITYTODAY.COM JUNE 2018
RECOGNIZING AND MAKING THE MOST
OF AN ENCULTURATED GOSPEL.
BY SAM CHAN
•VIRGIN AND CHILD oil on canvas
Unknown Artist
Korean School
20th century
KOREAN SCHOOL / PRIVATE COLLECTION /
PHOTO @ BOLTIN PICTURE LIBRARY / BRIDGEMAN

IMAGES
51
Christians believe that the gospel is universal and normative
for all peoples at all times and in all places.
But we often forget that the gospel is not acultural, as if it
hovers above culture and is devoid of any culture. Instead, the
gospel is deeply enculturated. That is why we have to explain
the Bible’s culture whenever we give a story or talk from the
Bible. Whenever we teach the Bible to children or newcomers,
we often begin with the phrase, “In their culture ...”
Even the Son of God became enculturated. When John
says “the Word became flesh and dwelt among us,” he is saying
that the second person of the Trinity became a first-century
Jewish male who lived in Roman-occupied, Second Temple
Palestine and grewup in a working-class family. To understand
the gospel, we need to understand its culture. We need to do
cultural hermeneutics.
The person we are tryingto evangelize is also enculturated.
They are not a person who hovers above culture, devoid of
any cultural influences. Instead, this person is deeply encul-
turated. And this can vary widely, even within the same geo-
graphical area. For example, if the person lived in Chicago,
they could be from an American-born Chinese culture, a
North Shore tennis-mom culture, a Northwestern undergrad
culture, a Kellogg business school culture, a community col-

lege culture, a North Beach culture, a single mom culture, a
retiree culture, etc.
Each of these is a unique and distinct culture in Chi-
cagoland. Each would have different cultural concerns, gos-
pel interpretation, cultural communication, and cultural
application.
For example, American-born Chinese people maybe con-
cerned about honoring the family and pressures to study.
The retiree maybe concerned about loneliness, health, and
boredom. The single mom maybe concerned about finances.
The gospel will be interpreted and
misinterpreted differently by each cul-
ture. What does their cultural lens help
them to see in the Bible? What are their
cultural blind spots that make them mis-
understand what’s in the Bible?
For example, a California surfer
might come to the Bible with the lenses
of Western individualism. He may cor-
rectly understand that he needs to make
a personal decision to follow Jesus, but he
mightbe culturally blind to his corporate
responsibilities in the body of Christ.
For people to understand you, you
must speak in ways that their culture
can understand. We often take this for
granted. An Anglican bishop once told a
missionary friend of mine that he didn’t
believe we needed any form of contextu-
alization. My missionary friend replied,
“At least you’re using English rather

than Greek.”
This is especially important because
much of our language is idiomatic. This
means that we have to learn not only a
culture’s language but also its idioms,
metaphors, and illustrations. A friend
of mine, Leigh, was having lunch at a
popular tourist destination in Sydney.
Leigh was approached by a Chinese
tourist. The tourist asked Leigh if he
could use the vacant seat next to him.
EVEN THE
SON OF GOD
BECAME
ENCULTURATED.
•THE MADONNA AND CHILD oil on canvas
Giovanni Battista Salvi
Sassoferrato, Italy
17th Century
PRIVATE COLLECTION / PHOTO @ CHRISTIE'S IMAGES /
BRIDGEMAN IMAGES
53
wm JTi*Tv, YivO 1
*’•'•SfciSI! f- iPBIp
_ : v

Lv lr«—
1 /
PsjgrtMk- W
• v*l
mm iV >L. jv , Pfr- ift « Tj .
miM-jT 7/1
^ 1 jKl( ^WrJjA >£j£Mfee •' jk!///vjf
Leigh replied, “Go for your life!” When
the tourist heard this, he ran away. Of
course, what Leigh had meant was,
“Sure, the seat’s free, take it!” But the
tourist thought Leigh was threatening
him! This story shows how much of our
communication is idiomatic.
In addition to idioms, the way we
organize and present our ideas is also
culturally determined. Some cultures
prefer a propositional, point-by-point
presentation. Other cultures prefer sto-
ries, illustrations, and examples. All of
this affects the way we communicate.
The gospel will also be applied differ-
ently in each culture. For example, when
American-born Chinese people become

Christians, they face a challenge: “How
can I honor God without dishonoring
my non-Christian parents?” The surfer
might face a different challenge: “How
can I honor God without letting down
my friends?”
My PhD supervisor, Graham Cole,
pointed out to me that in Luke 3:10-14,
John the Baptist had different applica-
tions of the gospel for different audi-
ences. To the crowd, John said to share
food and clothing; to tax collectors,
stop cheating; to soldiers, stop extort-
ing money and accusing people falsely.
If you’ve ever taught in another cultural
context, you’ve likely faced the struggle
of trying to give application to your ideas
in that culture. The struggle you faced in
doing this reveals that you are already
implicitly doing some form of cultural
hermeneutics.
THE GOSPEL TELLER’S
ACCENT
We ourselves as evangelists are also
enculturated. We are not free-floating
people hovering above the culture. We
each have a cultural accent and a cultural
flavor, and this will affect our under-
standing and application of the gospel.
We come to the Bible with our own
cultural, theological, existential, emo-
tional, and experiential concerns. For

instance, in my theological tradition,
I’ve been used to the idea that Jesus died
forme. So I’ve quickly noticed Bible pas
sages with the “for us” language—that
Christ died for us (e.g., Rom. 5:8). Now,
as I read and listen, I hear more theolo-
gians pointing out that Christ isn’t just
for us; we are also in him (our union
with Christ). So now I’m noticing Bible
passages with the “in him” language
as well (e.g., 2 Cor. 5:21). But how did I
miss such obvious language before now?
Because it wasn’t part of my theological
concerns until now.
We are not blank slates. We bring
our own theological interpretive grids
to the Bible. For example, in John 4,
when Jesus tells the Samaritan woman
she had five husbands and the man she is
with isn’t even her husband, what do we
think of the woman? We automatically
think she’s an adulteress. She’s a sinner.
But in other cultures, they might
interpret the story to mean that she
has been abandoned unfairly by five
men, one after the other. And she now
lives with another man for protection.
But this man won’t even honor her by
marrying her. She’s been sinned against.
There’s nothing in the text to tell us
whether she’s a sinner or sinned against.
We come to our interpretations based
on the theological systems that we have

brought to the text.
I have lived inboth the United States
and Australia. An Australian friend once
joked to me, “Never have two countries
been divided so much by a common
language!” That’s because even though
Americans and Australians both speak
English, our words can mean different
things. For example, in the US, college
refers to an undergraduate institution
and school can refer to a postgradu-
ate institution (e.g., Harvard Business
School). But in Australia, it’s the other
way around! As another example, in
the US, if you “take a class,” then you
are the student in the class. But in Aus-
tralia, if you “take a class,” then you are
the teacher of that class. In the US, you
order “takeout.” But in Australia, you
order “takeaway.”
It’s the same for us when we com
municate the gospel. Words that mean
one thing to our particular Christian
tradition might have a completely dif-
ferent meaning to a non-Christian in
their culture. Take the word evangeli-
cal. In our Christian tradition, it might
mean a characteristic of a denomination
or movement within Christianity that
holds to the primacy of the gospel mes-
sage—from the word euangelion. But to
our non-Christian friend, it may mean
a sociopolitical movement associated

with the conservative right.
And these differences can be even
more profound. In our Christian tra-
dition, we might associate a particular
formulation of the gospel as the gos-
pel itself. If so, we might wrongly think
that unless we tell the gospel in this
particular way, the gospel has not been
proclaimed. In some Christian tradi-
tions and denominations, we proudly
announce that we preach “Christ cru
cified” (the gospel) and not rhetoric
(citing 1 Cor. 1:18-2:16).
But what we usually fail to realize is
that we do employ a rhetorical method
when we present the gospel. We can’t
escape it. The rhetorical method is usu-
ally one that we are so used to in our
culture, denomination, or tradition
that we don’t notice it. We are always
using a rhetorical method—usually one
determine d by our culture —whether we
acknowledge it or not.
I come from a Sydney culture where
the application for almost every New
Testament passage was “Give up medi
cine, go to seminary, go into professional
ministry, and become a pastor.” When
I traveled to Siberia, their preachers
■ THE MADONNA AND CHILD mural
Alaqa Engida (likely artist)

Ura Kidane Mihret Monastery | Ethiopia
19th Century
PATRICK SNYDER / LONELY PLANET IMAGES / GETTY
55
FOR PEOPLE TO
UNDERSTAND YOU,
YOU MUST SPEAK IN
WAYS THAT THEIR
CULTURE CAN
UNDERSTAND.
applied every New Testament passage
as “You must not drink alcohol.” If you
are an American, there is abetter-than-
average chance thatyour Americanpas-
tor applies almost every New Testament
passage as “You must do daily devo
tions, pray more, and give more money
to missions.”
These may or may not be valid
applications. But it should be obvious
that those who evangelize have inter-
pretations and applications that are
deeply influenced by their culture.
If we become better exegetes of our
own culture, we will become aware of
our enculturated interpretations and
applications of the gospel. In doing so,
we will be aware of our reductionisms
and our blind spots. And in our evange-

lism and presentation of the gospel, we
will become more richly layered and
nuanced in our communication.
NO DECONTEXTUALIZED
GOSPEL
There is no form for presenting the gos-
pel that hovers above a culture, devoid
of culture. We have to pick a particular
form that speaks to one culture but may
not be able to speak to another culture.
Author and pastor Timothy Keller
helpfully explains that the instant you
present the gospel, you have chosen to
be contextual, historical, and particular.
Jesus did this when he chose to be male,
Palestinian, first century, and Aramaic
and Greek speaking. And we do it when
we choose our form of communication.
For example, we have to choose a
language. If we speak in English, only
English-speaking people can under-
stand us. And we still have more choices.
What kind of English will we choose?
Whom do we quote? How do we illus-
trate? Do we use humor? What meta-
phors do we use? What clothes do we
wear? What questions do we answer?
Keller reminds us that we shouldn’t
be dogmatic about our preferred forms
of evangelism. They might work well in

our cultural setting, but they may not
work well in other settings. Whatever it
is that makes it work well in our setting
might be the very thing that makes it not
work elsewhere.
If we want our gospel presentation
to appeal to a wide variety of cultures,
it will likely have to be quite generic—
largely abstract. It might be more uni-
versal in its reach, but it will also be less
engaging and effective.
Conversely, if we want our gospel
presentation to be highly contextual-
ized to a specific culture, it will likely not
engage people from another culture. For
example, if we target Chinese-speaking,
night shift industrial workers, then we
cannot possibly reach German-speaking
office workers.
Accordingto Keller, everyform of gos-
pel presentation will either over-adapt
or under-adapt to a culture. This is true
in both interpretation and application.
For example, if we use only broken-
ness and healing as our metaphors for
sin and salvation, then we might risk
over-adapting our interpretation of the
gospel to fit our cultural perspective—in
particular, our loss of categories of guilt
and retributive justice in the West. At
this point, we are misinformed about the
gospel. We might understand sin to be a

sickness that can be healed by therapy
rather than as a vertical offense against
a holy God, which requires our repen-
tance and his forgiveness.
But if we use only guilt and forgive-
ness as our metaphors, then we risk
under-adapting our interpretation of
the gospel. Our culture is now unin-
formed (or under-informed) about other
metaphors of sin and salvation, such as
shame and honor, brokenness and heal-
ing, self-righteousness and exaltation,
and falling short and restoration.
When we over-adapt to a culture in
application, we end up with syncretism:
We don’t ask people in that culture to
give up what they should give up accord-
ing to the gospel, and we don’t ask them
to do what they should do according to
the gospel. When we do the opposite
and under-adapt to a culture, we end
up with legalism: We think we’re impos
ing gospel norms upon them, but we’re
actually imposing our cultural norms.
Here we ask them to give up what they
shouldn’t have to give up and to do what
they shouldn’t have to do.
The important thing to note here is
that the opposite of over-adaptation is
legalism. Often we think there is a risk in
over-adapting (over-contextualization)
to a culture because it would lead to syn-

cretism. We think that it might be better
to err on the safe side, to under-adapt
(under-contextualize). “Just stickto the
gospel,” we say. But if we under-adapt,
we are giving them legalism instead of
the gospel. The opposite of syncretism
isn’t the pure gospel. The opposite of
syncretism is legalism.
According to Keller, there will be no
form of gospel presentation that can
ever get it just right. We will always be
over-adapting or under-adapting.
But if, by the grace of God, we hit the
sweet spot of contextualization, that
is when—with God’s help—we will see
revival happen! CT
SAM CHAN is a public evangelist with City
Bible Forum in Sydney, Australia, where he
regularly shares the gospel with high school
students, city workers, doctors, and lawyers.
Adapted from Evangelism In a Skeptical
World by Sam Chan. Copyright © 2018
by Samuel Chan. Used by permission of
Zondervan. www.zondervan.com.
CHRISTIANITYTODAY.COM JUNE 201856
http://www.zondervan.com
License and Permissible Use Notice
These materials are provided to you by the American

Theological Library Association (ATLA) in
accordance with the terms of ATLA's agreements with the
copyright holder or authorized distributor of
the materials, as applicable. In some cases, ATLA may be the
copyright holder of these materials.
You may download, print, and share these materials for your
individual use as may be permitted by the
applicable agreements among the copyright holder, distributors,
licensors, licensees, and users of these
materials (including, for example, any agreements entered into
by the institution or other organization
from which you obtained these materials) and in accordance
with the fair use principles of United States
and international copyright and other applicable laws. You may
not, for example, copy or email these
materials to multiple web sites or publicly post, distribute for
commercial purposes, modify, or create
derivative works of these materials without the copyright
holder's express prior written permission.
Please contact the copyright holder if you would like to request
permission to use these materials, or
any part of these materials, in any manner or for any use not
permitted by the agreements described
above or the fair use provisions of United States and
international copyright and other applicable laws.
For information regarding the identity of the copyright holder,
refer to the copyright information in
these materials, if available, or contact ATLA at
[email protected]
Except as otherwise specified, Copyright © 2016 American
Theological Library Association.
mailto:[email protected]

IT STraTegy:
ISSueS and PracTIceS
This page intentionally left blank
IT STraTegy:
ISSueS and PracTIceS
T h i r d E d i t i o n
James D. McKeen
Queen’s University
Heather A. Smith
Queen’s University
Boston Columbus Indianapolis New York San Francisco Upper
Saddle River
Amsterdam Cape Town Dubai London Madrid Milan Munich
Paris Montréal Toronto
Delhi Mexico City São Paulo Sydney Hong Kong Seoul
Singapore Taipei Tokyo
Editor in Chief: Stephanie Wall
Acquisitions Editor: Nicole Sam

Program Manager Team Lead: Ashley Santora
Program Manager: Denise Vaughn
Editorial Assistant: Kaylee Rotella
Executive Marketing Manager: Anne K. Fahlgren
Project Manager Team Lead: Judy Leale
Project Manager: Thomas Benfatti
Procurement Specialist: Diane Peirano
Cover Designer: Lumina Datamantics
Full Service Project Management: Abinaya Rajendran at Integra
Software Services, Pvt. Ltd.
Cover Printer: Courier/Westford
Composition: Integra Software Services, Pvt. Ltd.
Printer/Binder: Courier/Westford
Text Font: 10/12 Palatino LT Std
Credits and acknowledgments borrowed from other sources and
reproduced, with permission, in this
textbook appear on appropriate page within text.
Copyright © 2015, 2012 and 2009 by Pearson Education, Inc.,
Upper Saddle River, New Jersey, 07458. Pearson
Prentice Hall. All rights reserved. Printed in the United States
of America. This publication is protected by
Copyright and permission should be obtained from the
publisher prior to any prohibited reproduction, storage
in a retrieval system, or transmission in any form or by any
means, electronic, mechanical, photocopying,
recording, or likewise. For information regarding
permission(s), write to: Rights and Permissions Department.
Library of Congress Cataloging-in-Publication Data
McKeen, James D.
IT strategy: issues and practices/James D. McKeen, Queen’s
University, Heather A. Smith,
Queen’s University.—Third edition.

pages cm
ISBN 978-0-13-354424-4 (alk. paper)
ISBN 0-13-354424-9 (alk. paper)
1. Information technology—Management. I. Smith, Heather A.
II. Title.
HD30.2.M3987 2015
004.068—dc23
2014017950
ISBN–10: 0-13-354424-9
ISBN–13: 978-0-13-354424-4
10 9 8 7 6 5 4 3 2 1
CoNTENTS
Preface xiii
About the Authors xxi
Acknowledgments xxii
Section I Delivering Value with IT 1
Chapter 1 DeVelopIng anD DelIVerIng on The IT Value
propoSITIon 2
Peeling the Onion: Understanding IT Value 3
What Is IT Value? 3
Where Is IT Value? 4
Who Delivers IT Value? 5

When Is IT Value Realized? 5
The Three Components of the IT Value Proposition 6
Identification of Potential Value 7
Effective Conversion 8
Realizing Value 9
Five Principles for Delivering Value 10
Principle 1. Have a Clearly Defined Portfolio Value
Management
Process 11
Principle 2. Aim for Chunks of Value 11
Principle 3. Adopt a Holistic Orientation to Technology Value
11
Principle 4. Aim for Joint Ownership of Technology Initiatives
12
Principle 5. Experiment More Often 12
Conclusion 12 • References 13
Chapter 2 DeVelopIng IT STraTegy for BuSIneSS Value 15
Business and IT Strategies: Past, Present, and Future 16
Four Critical Success Factors 18
The Many Dimensions of IT Strategy 20
Toward an IT Strategy-Development Process 22
Challenges for CIOs 23

Chapter 3 lInkIng IT To BuSIneSS MeTrICS 27
Business Measurement: An Overview 28
Key Business Metrics for IT 30
v
vi Contents
Designing Business Metrics for IT 31
Advice to Managers 35
Chapter 4 BuIlDIng a STrong relaTIonShIp
wITh The BuSIneSS 38
The Nature of the Business–IT Relationship 39
The Foundation of a Strong Business–IT
Relationship 41
Building Block #1: Competence 42
Building Block #2: Credibility 43
Building Block #3: Interpersonal Interaction 44
Building Block #4: Trust 46
Appendix A The Five IT Value Profiles 50
Appendix B Guidelines for Building a Strong Business–IT
Relationship 51

Chapter 5 CoMMunICaTIng wITh BuSIneSS ManagerS 52
Communication in the Business–IT Relationship 53
What Is “Good” Communication? 54
Obstacles to Effective Communication 56
“T-Level” Communication Skills for IT Staff 58
Improving Business–IT Communication 60
Appendix A IT Communication Competencies 63
Chapter 6 BuIlDIng BeTTer IT leaDerS froM
The BoTToM up 64
The Changing Role of the IT Leader 65
What Makes a Good IT Leader? 67
How to Build Better IT Leaders 70
Investing in Leadership Development: Articulating the Value
Proposition 73
MInI CaSeS
Delivering Business Value with IT at Hefty Hardware 76
Investing in TUFS 80
IT Planning at ModMeters 82

Contents vii
Section II IT governance 87
Chapter 7 CreaTIng IT ShareD SerVICeS 88
IT Shared Services: An Overview 89
IT Shared Services: Pros and Cons 92
IT Shared Services: Key Organizational Success Factors 93
Identifying Candidate Services 94
An Integrated Model of IT Shared Services 95
Recommmendations for Creating Effective IT
Shared Services 96
Chapter 8 a ManageMenT fraMework for
IT SourCIng 100
A Maturity Model for IT Functions 101
IT Sourcing Options: Theory Versus Practice 105
The “Real” Decision Criteria 109
Decision Criterion #1: Flexibility 109
Decision Criterion #2: Control 109
Decision Criterion #3: Knowledge Enhancement 110
Decision Criterion #4: Business Exigency 110

A Decision Framework for Sourcing IT Functions 111
Identify Your Core IT Functions 111
Create a “Function Sourcing” Profile 111
Evolve Full-Time IT Personnel 113
Encourage Exploration of the Whole Range
of Sourcing Options 114
Combine Sourcing Options Strategically 114
A Management Framework for Successful
Sourcing 115
Develop a Sourcing Strategy 115
Develop a Risk Mitigation Strategy 115
Develop a Governance Strategy 116
Understand the Cost Structures 116
Chapter 9 The IT BuDgeTIng proCeSS 118
Key Concepts in IT Budgeting 119
The Importance of Budgets 121
The IT Planning and Budget Process 123
viii Contents

Corporate Processes 123
IT Processes 125
Assess Actual IT Spending 126
IT Budgeting Practices That Deliver Value 127
Chapter 10 ManagIng IT- BaSeD rISk 130
A Holistic View of IT-Based Risk 131
Holistic Risk Management: A Portrait 134
Developing a Risk Management Framework 135
Improving Risk Management Capabilities 138
Appendix A A Selection of Risk Classification
Schemes 141
Chapter 11 InforMaTIon ManageMenT: The nexuS
of BuSIneSS anD IT 142
Information Management: How Does IT Fit? 143
A Framework For IM 145
Stage One: Develop an IM Policy 145
Stage Two: Articulate the Operational
Components 145
Stage Three: Establish Information Stewardship 146

Stage Four: Build Information Standards 147
Issues In IM 148
Culture and Behavior 148
Information Risk Management 149
Information Value 150
Privacy 150
Knowledge Management 151
The Knowing–Doing Gap 151
Getting Started in IM 151
Appendix A Elements of IM Operations 155
MInI CaSeS
Building Shared Services at RR Communications 156
Enterprise Architecture at Nationstate Insurance 160
IT Investment at North American Financial 165
Contents ix
Section III IT-enabled Innovation 169
Chapter 12 InnoVaTIon wITh IT 170

The Need for Innovation: An Historical
Perspective 171
The Need for Innovation Now 171
Understanding Innovation 172
The Value of Innovation 174
Innovation Essentials: Motivation, Support,
and Direction 175
Challenges for IT leaders 177
Facilitating Innovation 179
Chapter 13 BIg DaTa anD SoCIal CoMpuTIng 182
The Social Media/Big Data Opportunity 183
Delivering Business Value with Big Data 185
Innovating with Big Data 189
Pulling in Two Different Directions: The Challenge
for IT Managers 190
First Steps for IT Leaders 192
Chapter 14 IMproVIng The CuSToMer experIenCe:
an IT perSpeCTIVe 195
Customer Experience and Business value 196
Many Dimensions of Customer Experience 197

The Role of Technology in Customer Experience 199
Customer Experience Essentials for IT 200
First Steps to Improving Customer Experience 203
Chapter 15 BuIlDIng BuSIneSS InTellIgenCe 206
Understanding Business Intelligence 207
The Need for Business Intelligence 208
The Challenge of Business Intelligence 209
The Role of IT in Business Intelligence 211
Improving Business Intelligence 213
x Contents
Chapter 16 enaBlIng CollaBoraTIon wITh IT 218
Why Collaborate? 219
Characteristics of Collaboration 222
Components of Successful Collaboration 225
The Role of IT in Collaboration 227
First Steps for Facilitating Effective Collaboration 229

MInI CaSeS
Innovation at International Foods 234
Consumerization of Technology at IFG 239
CRM at Minitrex 243
Customer Service at Datatronics 246
Section IV IT portfolio Development and Management 251
Chapter 17 applICaTIon porTfolIo ManageMenT 252
The Applications Quagmire 253
The Benefits of a Portfolio Perspective 254
Making APM Happen 256
Capability 1: Strategy and Governance 258
Capability 2: Inventory Management 262
Capability 3: Reporting and Rationalization 263
Key Lessons Learned 264
Appendix A Application Information 266
Chapter 18 ManagIng IT DeManD 270
Understanding IT Demand 271
The Economics of Demand Management 273
Three Tools for Demand management 273

Key Organizational Enablers for Effective Demand
Management 274
Strategic Initiative Management 275
Application Portfolio Management 276
Enterprise Architecture 276
Business–IT Partnership 277
Governance and Transparency 279
Contents xi
Chapter 19 CreaTIng anD eVolVIng a TeChnology
roaDMap 283
What is a Technology Roadmap? 284
The Benefits of a Technology Roadmap 285
External Benefits (Effectiveness) 285
Internal Benefits (Efficiency) 286
Elements of the Technology Roadmap 286
Activity #1: Guiding Principles 287
Activity #2: Assess Current Technology 288
Activity #3: Analyze Gaps 289

Activity #4: Evaluate Technology
Landscape 290
Activity #5: Describe Future Technology 291
Activity #6: Outline Migration Strategy 292
Activity #7: Establish Governance 292
Practical Steps for Developing a Technology
Roadmap 294
Appendix A Principles to Guide a Migration
Strategy 296
Chapter 20 enhanCIng DeVelopMenT
proDuCTIVITy 297
The Problem with System Development 298
Trends in System Development 299
Obstacles to Improving System Development
Productivity 302
Improving System Development Productivity: What we
know that Works 304
Next Steps to Improving System Development
Productivity 306
Chapter 21 InforMaTIon DelIVery: IT’S eVolVIng role 310
Information and IT: Why Now? 311

Delivering Value Through Information 312
Effective Information Delivery 316
New Information Skills 316
New Information Roles 317
New Information Practices 317
xii Contents
New Information Strategies 318
The Future of Information Delivery 319
MInI CaSeS
Project Management at MM 324
Working Smarter at Continental Furniture International 328
Managing Technology at Genex Fuels 333
Index 336
PREFACE
Today, with information technology (IT) driving constant
business transformation,
overwhelming organizations with information, enabling 24/7
global operations, and
undermining traditional business models, the challenge for

business leaders is not
simply to manage IT, it is to use IT to deliver business value.
Whereas until fairly recently,
decisions about IT could be safely delegated to technology
specialists after a business
strategy had been developed, IT is now so closely integrated
with business that, as one
CIO explained to us, “We can no longer deliver business
solutions in our company
without using technology so IT and business strategy must
constantly interact with
each other.”
What’s New in This Third Edition?
• Six new chapters focusing on current critical
issues in IT management, including
IT shared services; big data and social computing; business
intelligence; manag-
ing IT demand; improving the customer experience; and
enhancing development
productivity.
• Two significantly revised chapters: on delivering
IT functions through different
resourcing options; and innovating with IT.
• Twonew mini cases based on real companies
and real IT management situations:
Working Smarter at Continental Furniture and Enterprise
Architecture at Nationstate
Insurance.
• A revised structure based on reader
feedback with six chapters and two mini cases
from the second edition being moved to the Web site.

All too often, in our efforts to prepare future executives to deal
effectively with
the issues of IT strategy and management, we lead them into a
foreign country where
they encounter a different language, different culture, and
different customs. Acronyms
(e.g., SOA, FTP/IP, SDLC, ITIL, ERP), buzzwords (e.g.,
asymmetric encryption, proxy
servers, agile, enterprise service bus), and the widely adopted
practice of abstraction
(e.g., Is a software monitor a person, place, or thing?) present
formidable “barriers to
entry” to the technologically uninitiated, but more important,
they obscure the impor-
tance of teaching students how to make business decisions about
a key organizational
resource. By taking a critical issues perspective, IT Strategy:
Issues and Practices treats IT
as a tool to be leveraged to save and/or make money or
transform an organization—not
as a study by itself.
As in the first two editions of this book, this third edition
combines the experi-
ences and insights of many senior IT managers from leading-
edge organizations with
thorough academic research to bring important issues in IT
management to life and
demonstrate how IT strategy is put into action in contemporary
businesses. This new
edition has been designed around an enhanced set of critical
real-world issues in IT
management today, such as innovating with IT, working with
big data and social media,

xiii
xiv Preface
enhancing customer experience, and designing for business
intelligence and introduces
students to the challenges of making IT decisions that will have
significant impacts on
how businesses function and deliver value to stakeholders.
IT Strategy: Issues and Practices focuses on how IT is changing
and will continue to
change organizations as we now know them. However, rather
than learning concepts
“free of context,” students are introduced to the complex
decisions facing real organi-
zations by means of a number of mini cases. These provide an
opportunity to apply
the models/theories/frameworks presented and help students
integrate and assimilate
this material. By the end of the book, students will have the
confidence and ability to
tackle the tough issues regarding IT management and strategy
and a clear understand-
ing of their importance in delivering business value.
Key Features of This Book
• A focus on IT management issues as opposed to
technology issues
• Critical IT issues explored within their
organizational contexts
• Readily applicablemodels and frameworks for
implementing IT strategies

• Mini cases to animate issues and focus
classroom discussions on real-world deci-
sions, enabling problem-based learning
• Proven strategies and best practices from leading-edge
organizations
• Useful and practical advice and guidelinesfor
delivering value with IT
• Extensive teaching notes for all mini cases
A Different ApproAch to teAching it StrAtegy
The real world of IT is one of issues—critical issues—such as
the following:
• How do we know if we are getting
value from our IT investment?
• How can we innovate with IT?
• What specific IT functions should we seek
from external providers?
• How do we buildan IT leadershipteam that is
a trusted partner with the business?
• How do we enhance IT capabilities?
• What is IT’s role in creating an intelligent
business?
• How can we best take advantage of new
technologies, such as big data and social
media, in our business?
• How can we manage IT risk?
However, the majority of management information systems
(MIS) textbooks are orga-
nized by system category (e.g., supply chain, customer
relationship management, enterprise
resource planning), by system component (e.g., hardware,

software, networks), by system
function (e.g., marketing, financial, human resources), by
system type (e.g., transactional,
decisional, strategic), or by a combination of these.
Unfortunately, such an organization
does not promote an understanding of IT management in
practice.
IT Strategy: Issues and Practices tackles the real-world
challenges of IT manage-
ment. First, it explores a set of the most important issues facing
IT managers today, and
second, it provides a series of mini cases that present these
critical IT issues within the
context of real organizations. By focusing the text as well as the
mini cases on today’s
critical issues, the book naturally reinforces problem-based
learning.
Preface xv
IT Strategy: Issues and Practices includes thirteen mini cases—
each based on a real
company presented anonymously.1 Mini cases are not simply
abbreviated versions of
standard, full-length business cases. They differ in two
significant ways:
1. A horizontal perspective. Unlike standard cases that develop
a single issue within
an organizational setting (i.e., a “vertical” slice of
organizational life), mini cases
take a “horizontal” slice through a number of coexistent issues.
Rather than looking

for a solution to a specific problem, as in a standard case,
students analyzing a mini
case must first identify and prioritize the issues embedded
within the case. This mim-
ics real life in organizations where the challenge lies in
“knowing where to start” as
opposed to “solving a predefined problem.”
2. Highly relevant information. Mini cases are densely written.
Unlike standard
cases, which intermix irrelevant information, in a mini case,
each sentence exists for
a reason and reflects relevant information. As a result, students
must analyze each
case very carefully so as not to miss critical aspects of the
situation.
Teaching with mini cases is, thus, very different than teaching
with standard cases.
With mini cases, students must determine what is really going
on within the organiza-
tion. What first appears as a straightforward “technology”
problem may in fact be a
political problem or one of five other “technology” problems.
Detective work is, there-
fore, required. The problem identification and prioritization
skills needed are essential
skills for future managers to learn for the simple reason that it
is not possible for organi-
zations to tackle all of their problems concurrently. Mini cases
help teach these skills to
students and can balance the problem-solving skills learned in
other classes. Best of all,
detective work is fun and promotes lively classroom discussion.
To assist instructors, extensive teaching notes are available for

all mini cases. Developed
by the authors and based on “tried and true” in-class experience,
these notes include case
summaries, identify the key issues within each case, present
ancillary information about the
company/industry represented in the case, and offer guidelines
for organizing the class-
room discussion. Because of the structure of these mini cases
and their embedded issues, it
is common for teaching notes to exceed the length of the actual
mini case!
This book is most appropriate for MIS courses where the goal is
to understand how
IT delivers organizational value. These courses are frequently
labeled “IT Strategy” or
“IT Management” and are offered within undergraduate as well
as MBA programs. For
undergraduate juniors and seniors in business and commerce
programs, this is usually
the “capstone” MIS course. For MBA students, this course may
be the compulsory core
course in MIS, or it may be an elective course.
Each chapter and mini case in this book has been thoroughly
tested in a variety
of undergraduate, graduate, and executive programs at Queen’s
School of Business.2
1 We are unable to identify these leading-edge companies by
agreements established as part of our overall
research program (described later).
2 Queen’s School of Business is one of the world’s premier
business schools, with a faculty team renowned
for its business experience and academic credentials. The
School has earned international recognition for

its innovative approaches to team-based and experiential
learning. In addition to its highly acclaimed MBA
programs, Queen’s School of Business is also home to Canada’s
most prestigious undergraduate business
program and several outstanding graduate programs. As well,
the School is one of the world’s largest and
most respected providers of executive education.
xvi Preface
These materials have proven highly successful within all
programs because we adapt
how the material is presented according to the level of the
students. Whereas under-
graduate students “learn” about critical business issues from the
book and mini cases
for the first time, graduate students are able to “relate” to these
same critical issues
based on their previous business experience. As a result,
graduate students are able to
introduce personal experiences into the discussion of these
critical IT issues.
orgAnizAtion of thiS Book
One of the advantages of an issues-focused structure is that
chapters can be approached
in any order because they do not build on one another. Chapter
order is immaterial; that
is, one does not need to read the first three chapters to
understand the fourth. This pro-
vides an instructor with maximum flexibility to organize a
course as he or she sees fit.
Thus, within different courses/programs, the order of topics can

be changed to focus on
different IT concepts.
Furthermore, because each mini case includes multiple issues,
they, too, can be
used to serve different purposes. For example, the mini case
“Building Shared Services
at RR Communications” can be used to focus on issues of
governance, organizational
structure, and/or change management just as easily as shared
services. The result is a
rich set of instructional materials that lends itself well to a
variety of pedagogical appli-
cations, particularly problem-based learning, and that clearly
illustrates the reality of IT
strategy in action.
The book is organized into four sections, each emphasizing a
key component of
developing and delivering effective IT strategy:
• Section I: Delivering Value with IT is designed to
examine the complex ways that
IT and business value are related. Over the past twenty years,
researchers and prac-
titioners have come to understand that “business value” can
mean many different
things when applied to IT. Chapter 1 (Developing and
Delivering on the IT Value
Proposition) explores these concepts in depth. Unlike the
simplistic value propo-
sitions often used when implementing IT in organizations, this
chapter presents
“value” as a multilayered business construct that must be
effectively managed at
several levels if technology is to achieve the benefits expected.

Chapter 2 (Developing
IT Strategy for Business Value) examines the dynamic
interrelationship between
business and IT strategy and looks at the processes and critical
success factors
used by organizations to ensure that both are well aligned.
Chapter 3 (Linking IT
to Business Metrics) discusses new ways of measuring IT’s
effectiveness that pro-
mote closer business–IT alignment and help drive greater
business value. Chapter
4 (Building a Strong Relationship with the Business) examines
the nature of the
business–IT relationship and the characteristics of an effective
relationship that
delivers real value to the enterprise. Chapter 5 (Communicating
with Business
Managers) explores the business and interpersonal competencies
that IT staff will
need in order to do their jobs effectively over the next five to
seven years and what
companies should be doing to develop them. Finally, Chapter 6
(Building Better IT
Leaders from the Bottom Up) tackles the increasing need for
improved leadership
skills in all IT staff and examines the expectations of the
business for strategic and
innovative guidance from IT.
Preface xvii
In the mini cases associated with this section, the concepts of
delivering
value with IT are explored in a number of different ways. We

see business and
IT executives at Hefty Hardware grappling with conflicting
priorities and per-
spectives and how best to work together to achieve the
company’s strategy. In
“Investing in TUFS,” CIO Martin Drysdale watches as all of the
work his IT depart-
ment has put into a major new system fails to deliver value. And
the “IT Planning
at ModMeters” mini case follows CIO Brian Smith’s efforts to
create a strategic
IT plan that will align with business strategy, keep IT running,
and not increase
IT’s budget.
• Section II: IT Governance explores key concepts in how
the IT organization is
structured and managed to effectively deliver IT products and
services to the orga-
nization. Chapter 7 (IT Shared Services) discusses how IT
shared services should be
selected, organized, managed, and governed to achieve
improved organizational
performance. Chapter 8 (A Management Framework for IT
Sourcing) examines
how organizations are choosing to source and deliver different
types of IT functions
and presents a framework to guide sourcing decisions. Chapter 9
(The IT Budgeting
Process) describes the “evil twin” of IT strategy, discussing
how budgeting mecha-
nisms can significantly undermine effective business strategies
and suggesting
practices for addressing this problem while maintaining
traditional fiscal account-
ability. Chapter 10 (Managing IT-based Risk) describes how

many IT organizations
have been given the responsibility of not only managing risk in
their own activities
(i.e., project development, operations, and delivering business
strategy) but also
of managing IT-based risk in all company activities (e.g.,
mobile computing, file
sharing, and online access to information and software) and the
need for a holistic
framework to understand and deal with risk effectively. Chapter
11 (Information
Management: The Nexus of Business and IT) describes how new
organizational
needs for more useful and integrated information are driving the
development of
business-oriented functions within IT that focus specifically on
information and
knowledge, as opposed to applications and data.
The mini cases in this section examine the difficulties of
managing com-
plex IT issues when they intersect substantially with important
business issues.
In “Building Shared Services at RR Communications,” we see
an IT organiza-
tion in transition from a traditional divisional structure and
governance model
to a more centralized enterprise model, and the long-term
challenges experi-
enced by CIO Vince Patton in changing both business and IT
practices, includ-
ing information management and delivery, to support this new
approach. In
“Enterprise Architecture at Nationstate Insurance,” CIO Jane
Denton endeavors
to make IT more flexible and agile, while incorporating new and

emerging tech-
nologies into its strategy. In “IT Investment at North American
Financial,” we
show the opportunities and challenges involved in prioritizing
and resourcing
enterprisewide IT projects and monitoring that anticipated
benefits are being
achieved.
• Section III: IT-Enabled Innovation discusses some of the
ways technology is
being used to transform organizations. Chapter 12 (Innovation
with IT) examines
the nature and importance of innovation with IT and describes a
typical inno-
vation life cycle. Chapter 13 (Big Data and Social Computing)
discusses how IT
leaders are incorporating big data and social media concepts and
technologies
xviii Preface
to successfully deliver business value in new ways. Chapter 14
(Improving the
Customer Experience: An IT Perspective) explores the IT
function’s role in creating
and improving an …
Review chapter 21 in the course text.
In your own words,
· Discuss the future of information delivery.
· References should be from multiple sources.
· Review and respond to at least two other learners posts.
· Discussion and the responses in APA format

Post 1We all know that our era belongs to technology; we are ve

Post 1We all know that our era belongs to technology; we are ve

Recommended

Recommended

More Related Content

Similar to Post 1We all know that our era belongs to technology; we are ve

Similar to Post 1We all know that our era belongs to technology; we are ve (15)

More from anhcrowley

More from anhcrowley (20)

Recently uploaded

Recently uploaded (20)

Post 1We all know that our era belongs to technology; we are ve