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INFOSYS.110 BUSINESS SYSTEMS:


DELIVERABLE 2: BUSINESS SECTION
2014

Name Kitty Jan
NetID Kjan119
Group Number: 008
Website Link: http://infosys1102014fcgroup08.blogspot.co.nz/
Tutorial Details
Tutor: Day: Time:
Claris Chung Monday 9am
Time Spent on
Assignment:
25 hours Word Count: 1647

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TERTIARY GUIDE TO SUCCESS
INTRODUCTION
The nature of work is changing. Some jobs are becoming out-of-date and other jobs are
being created where it has not exist before (Asia-Pacific Economic Cooperation, 2010).
People are becoming more uncertain about their future prospects, with 15% of students
entering tertiary education unsure about what jobs are available. Therefore they will enter
tertiary education with no end goal (Langfield, 2013). Our website solution addresses the
uncertainty presented by students, helping them to develop personalised academic and
career plans and enabling them to reach and connect with potential employers.
3. BUSINESS SECTION
3.1 Vision
To guide and prepare all New Zealand students to get the most out of their education, giving
them high quality information and opportunities for them to succeed in life.
3.2 Industry Analysis: Online Career Planning Industry
Industry: Online Career Planning Industry. This is an online based industry that helps users
find employment.
Force: High/Low: Justification:
Buyer power: High There is many different career websites that
allows customers to choice which website to
access with minimal client switching costs for. It
operates in a global stage which means buyers
have a vast amount of websites to choice from
online (Napoli, 2014).
Supplier power: Low There are not many inputs for online developers.
They are able to relay on many different suppliers
in maintaining their online service. There is a vast

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amount of talented IT and software specialist
available, with a steady growth of 2.7% in the
number of software specialist employed in the
past three years (Ministry of Business Innovation
and Employment, 2013).
Threat of new entrants: High There are minimum entry barriers. The industry is
not capital intensive, with minimum start-up-
costs and very few regulations (Napoli, 2014). It is
very easy for anyone to start up an online
business because no pre-knowledge is required.
Threat of substitutes: High There are many substitutions for online career
services. The market for career planning are
presented in all kinds of products such as physical
books and career advisers in person. Buyers are
able to branch away from online devices and use
other means to gather information that is not in
the form of an online services.
Rivalry among existing
competitors:
High There are many players in this industry. There is
numerous sites that give career advice such as
MyFuture and CareersNZ. It is also a growing
trend with hundreds of small, new businesses
launching every month creating increasing
competition to maintain market share and retain
customers (Osborn, Dikel, & Sampson, 2011).
Overall attractiveness of the industry: Low. It is extremely difficult to establish a brand
image in this industry due to the high buyer power, many competition within the industry
and threats of substitutions available offline. However this industry appears to have growth

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prospects which makes many people attracted to the industry due to low barriers and no
start-up-costs (Napoli, 2014). Although many would look elsewhere, given the uncertainty
associated with this industry. It is not profitable unless there is full understanding on how to
run a business and to market creative ideas that sets you apart from competitors
(Brownson, 2012).
3.3 Customers and Thei r Needs
Our customers are mainly secondary and tertiary students studying in a NZ institution. They
require a focus on their future study and career plan, wanting a clear vision of what job
opportunities are available. Many students enter tertiary study with no clear outcome in
mind, with 40% of students who enter tertiary education do not graduate (OECD, 2013).
Students who wants to avoid the misuse of their time in doing something that is not
valuable, need guidance to achieve their goals. Our service will provide them with tools and
opportunities that is needed to ensure a successful outcome after graduation.
3.4 The Product and Service
Our website offered satisfies the need of students because it ultimately addresses the
difficulty in planning for the future and finding job opportunities after graduation. Statistics
show that the 17% of students drop out of university during their first year of bachelor level
study (Radloff, 2011). Therefore we provide a service to students from the beginning, when
they begin searching for tertiary education. The guidance of all possible study options on
our website will allow them to plan for what potential employers are looking for, in an
efficient manner. After they decide what course to take, we guide them through their
education, allowing them to sync their timetable and assignment deadline with our
software. This will allow students to keep on top of their studies and on track for their end
goal. To retain our customers we provide ongoing up-dates and alerts on job opportunities
through our website, which is personalized with their study pathway.
3.5 Suppliers and Partners
Suppliers: Software developing specialists such as with Crest Technologies. We want our
features and information to be up-to-date and relevant to our customers. Crest
Technologies can ensure that new features will be available to our customers. They can
create and customize computer software solutions with the aim of optimizing operation
efficiency (Crest Technologies, 2009).
Suppliers: Customer support companies supplies us with the knowledge of customer service
such as technology support services. They allow us to obtain and verify the accurate

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registration information. Therefore we can implement corrective action to ensure that an
excellent standard is provided (Attard, 2014).
Partners: Tertiary institutions such as the University of Auckland. They will provide us with
information about course requirements. This will also benefit tertiary institutions because
they will have another interface with their students, as an advertising initiative.
Partners: Employers who provide us with free job opportunities such as with accounting
firms. Employers will benefit as they will find employees faster, increasing employee
productivity as we filter out unsuitable candidates for the job.
3.6 Strategy: Differentiation
Our solution is targeted to a board audience. It is aimed to all secondary and tertiary
students whom desire is to gain a valuable education and be inform about job
opportunities. This board market is evident, with 64% of secondary school leavers in NZ plan
to do more education or training (Adolescent Health Research Group, 2013).
Our goal is to provide a high quality service that works with students on a one-on-one
personal interaction level. It provides students with tools that will benefit them throughout
their tertiary education and alerting them with high end job opportunities. Due to the
requirements of updating an on-going database, students will need a premium for the use
of the software to keep up with our high costs in providing a high quality service.
The overall strategy: Differentiation.
3.7 Value Chain Activity: Delivery of the Service
The most important value chain activity for this business is Delivery of the Service.
The features need to be personalized for each user, to allow a quality service that is tailored
to their demands. As peoples goals changes, there need to up-dates in the system to
maintain customer satisfaction. There will have to be considerable amount of time allocated
to the delivery of the service, to keep high quality information on our system.

3.8 Business Processes
1. 3.8.1. Initial Personalized Process: The data gathered need to be managed to allow
the right tertiary/career information to be given to the customer. It is crucial to the
success of our business in meeting the requirement of accurate information when
customers first register.

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1. 3.8.2. Customer Reengineering Process: It is important for our business to keep our
customers satisfied, therefore there need to be quality features available that relate
to the changing customer demand. This process involves adding new features to our
website when customer change preferences.



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3.9 Functionalities
3.9.1. INI TI AL PERSONALI ZED BUSINESS PROCESS
Receive payment invoice
Identify if data is accurate

3.9.2. CUSTOMER REENGI NEERI NG BUSINESS PROCESS
Collecting customer new request
Identifying if the new feature will be beneficial to customer
3.10 Systems

3.10. 1. Data Management System: This system helps organize data that has been collected.
It is able to recognise if data is beneficial or relevant by filtering out any inconsistent or
incomplete data that is presented through the business process. It is able to structure data
to make it easier to enter and store the data that is collected. This system allows the process
to be in order, making it easier to navigate and recognise where data get stored in the
database for it to be summaries and cleanse. This allows customers to receive high quality
information.
3.10. 2. Payment Management System: This system receives the invoice payment from the
customer. It makes sure that accurate information is received and stored with no duplicates.
It fix inaccurate and incomplete data by connecting back to customers via email to gather
the correct data.
3.10. 3. Customer Profile Analysis System: This system receives and analyse customers new
requests. It gathers customers new goals and suggestions, analyse tends in the system and
report it back to the operational system. It is important that accurate information gets
passed back to the customer reengineering process so that the delivery of the service is
smooth running, meeting the needs of the customer.

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3.11. Summary Table: Value Chain to Systems

Value Chain
Activity
Processes Functionalities Specific Information
System(s)
Broad Information
System(s)


Delivery of
the Service
1. Initial
Personalized
Business
Process
1. Receive payment invoice

2. Identify if data is accurate

Payment Process System

Data Management System
Transaction Processing
System
Operational Support
System
3. Customer
Reengineerin
g Business
Process
1. Collecting customer new request

2. Identifying if the new feature will be
beneficial to customer

Data Management System

Customer Profile Analysis
System



Operational Support
System
Customer relationship
management system

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CONCLUSION
The value of information systems to support our business processes ultimately enable us to
improve customer satisfaction. This means customers will be able to receive a tailored
outcome that suits their own needs. By working on a personal level with our customers it
creates competitive advantage as customers will place a greater value on our service than
other offers.

REFERENCES
Adolescent Health Research Group. (2013). The Health and Wellbeing of New
Zealand . Auckland: Uniservices, UOA Faculty of Medical and Health
Sciences.
Asia-Pacific Economic Cooperation. (2010). Rapidly changing work environment
demands new skills, life-long learning. APEC Secretariat, 1-3.
Attard, J. (2014). Find Suppliers for Your Business. Retrieved from Business
Know How: http://www.businessknowhow.com/startup/findsuppliers.htm
Brownson, T. (2012, February 20). The Self Development Industries. Retrieved
from The Daring Adventure: http://www.adaringadventure.com/life-
coaching/the-self-development-industries-two-biggest-lies/
Crest Technologies. (2009). Crest Technologies Home. Retrieved from Crest
Technologies: http://www.crest-tech.co.nz/
Langfield, A. (2013, September 12). What career do teens want? "I don't know,"
many say. NBC News.
Ministry of Business Innovation and Employment. (2013). Occupation Outlook.
Wellington: Careers NZ.
Napoli, M. F. (2014). Industry Analysis: Internet. Research Hub, 2-5.
OECD. (2013). Education at a Glance 2013. OECD Indicators: OECD Publishing.
Osborn, D. S., Dikel, M. R., & Sampson, J. P. (2011). The Internet: A Tool for
Career Planning. National Career Development Association.
Radloff, A. (2011). Student Engagement in New Zealand's Universities.
Wellington: Ako Aotearoa and the Australian Council for Educational
Research.

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