Creating an Invoicing system for the Clean IT Services

Creating an Invoicing system for the Clean IT Services
The owners of the “Clean IT Services” a successful contract cleaning business located in central Swansea supply cleaning services to local businesses and organisation in the Swansea and outlying areas. They have recently purchase the MS-Office package and they believe it could help them with the running of the cleaning services’ finances.

Initially they would like to use a system that would automatically print out customer invoices and then record relevant information in a simplistic invoice list database, thus keeping a record of the income generated from cleaning services. They offer several level of service and pricing depends on how many offices or how many hours the cleaning services are required for. To complete the accounting records they would like to be able to record by hours or office space. They need to know dates and times and what member of staff will be sent to jobs that they have booked.

Currently they are writing out invoices, by hand, on pre-printing stationary. Like most services the “Clean IT services” has a standard price for cleaning services that they offer.

They realise that they need expert guidance on setting up this system and they have called upon you to design it for them.

 

Initial findings

After you initial investigation the following user requirement were highlighted: –

• The user would like a system that would provide them with a designed invoice that they could view on screen and print out.
• They would like to be able to select items from a standard supply list and for this information to be placed onto the on screen invoice automatically.
• When all relevant information has been placed onto the onscreen invoice they would like to be able to print this out for customers.
• Once the invoice has been successfully printed they would like the system to proved a facility to abstract relevant information from the on screen invoice and place it in the invoice details database. Once information has been extracted the on screen invoice can be cleared ready for the next set of information.
• When purchases (i.e. cleaning services) are made they would like to see a record of transactions recorded on a simple database.
• They would like to see some indication of moneys in and out of their business.

 

 

 

GUIDANCE FOR STUDENTS IN THE COMPLETION OF TASKS

(Lecturer – please insert guidance for students here. Please link the task to the five common assessment criteria overleaf)

Summary of Design requirements tasks Part 1
From the given scenario to develop the system you should complete the following tasks: –
• Design a system using MS-Excel that will perform the procedures as requested by the user.
• Provide facilities that will automate the user activities.
• Provide facilities that will allow the user to print out any part of the system automatically.
• Provide a brief user guide to your system
• Provide a user-friendly system.

Task Part 2)

Write a report commenting on the benefits that the cleaning business should enjoy from the implementation of this EUC installation.

It is suggested that to run a successful EUC environment, a department requires an IT centre and a super user on each site. What procedures would ‘Clean IT Services’ need to put into practice to ensure the smooth running of their new computer system?

Comment on a strategy for implementing End-User computing at ‘Clean IT Services’. How could the company empower the end user group?

(1500 word)

 

Please hand in the following: –

1. A disk containing the system ( suitable labelled and safely attached to your assignment solution)

2. A report of the system you have designed including hard copy printouts of your workbook. (suitably bound)

3. A report for part 2

4. Evidence of system testing.

5. A user guides.

MARKING CRITERIA AND STUDENT FEEDBACK
This section details the assessment criteria. The extent to which these are demonstrated by you determines your mark. The marks available for each criterion are shown. Lecturers will use the space provided to comment on the achievement of the task(s), including those areas in which you have performed well and areas that would benefit from development/improvement.

Common Assessment Criteria Applied Marks available Marks
awarded
1. Research-informed Literature
Extent of research and/or own reading, selection of credible sources, application of appropriate referencing conventions.
Write a report commenting on the benefits that the organisation should enjoy from the implementation of this EUC installation.
Introduction (5%)
Discussion on the theoretical concepts of EUC in the context of the organisation. (10%)
Knowledge and understanding of suitable EUC benefits (15%)
Conclusion Appropriate documentation and referencing attached. (5%)
40

2. Knowledge and Understanding of Subject
Extent of knowledge and understanding of concepts and underlying principles associated with the discipline.

Write a report discussing the development process of your EUIS.
10

3. Analysis

Analysis, evaluation and synthesis; logic, argument and judgement; analytical reflection; organisation of ideas and evidence

Demonstrate knowledge of the design principles used, when building a system using MS-Excel and VBA that will perform the procedures as requested by the user.
15

4. Practical Application and Deployment
Deployment of methods, materials, tools and techniques; application of concepts; formulation of innovative and creative solutions to solve problems.

Facilities should be incorporated into the system that will automate the user activities. The success of the system build will be measured against the user requirements.
30

5. Skills for Professional Practice
Attributes in professional practice: individual and collaborative working; deployment of appropriate media; presentation and organisation.

All work suitable presented and referenced

5

Assignment Mark (Assessment marks are subject to ratification at the Exam Board. These comments and marks are to give feedback on module work and are for guidance only until they are confirmed. ) Late Submission Penalties (tick if appropriate) %
Up to one-week late
Over one week late
COMMON ASSESSMENT AND MARKING CRITERIA
OUTRIGHT FAIL UNSATISFACTORY SATISFACTORY GOOD VERY GOOD EXCELLENT EXCEPTIONAL
Assessment Criteria 0-29% 30-39%* 40-49% 50-59% 60-69% 70-79% 80-100%
1. Research-informed Literature
Extent of research and/or own reading, selection of credible sources, application of appropriate referencing conventions Little or no evidence of reading.
Views and findings unsupported and non-authoritative.
Referencing conventions largely ignored. Poor evidence of reading and/or of reliance on inappropriate sources, and/or indiscriminate use of sources.
Referencing conventions used inconsistently. References to a limited range of mostly relevant sources. Some omissions and minor errors.
Referencing conventions evident though not always applied consistently. Inclusion of a range of research-informed literature, including sources retrieved independently. Referencing conventions mostly consistently applied. Inclusion of a wide range of research-informed literature, including sources retrieved independently.
Selection of relevant and credible sources. Very good use of referencing conventions, consistently applied. A comprehensive range of research informed literature embedded in the work. Excellent selection of relevant and credible sources. High-level referencing skills, consistently applied. Outstanding knowledge of research-informed literature embedded in the work. Outstanding selection of relevant and credible sources. High-level referencing skills consistently and professionally applied.
2. Knowledge and Understanding of Subject
Extent of knowledge and understanding of concepts and underlying principles associated with the discipline. Major gaps in knowledge and understanding of material at this level. Substantial inaccuracies. Gaps in knowledge, with only superficial understanding. Some significant inaccuracies. Evidence of basic knowledge and understanding of the relevant concepts and underlying principles. Knowledge is accurate with a good understanding of the field of study. Knowledge is extensive. Exhibits understanding of the breadth and depth of established views. Excellent knowledge and understanding of the main concepts and key theories. Clear awareness of challenges to established views and the limitations of the knowledge base. Highly detailed knowledge and understanding of the main theories/concepts, and a critical awareness of the ambiguities and limitations of knowledge.
3. Analysis
Analysis, evaluation and synthesis; logic, argument and judgement; analytical reflection; organisation of ideas and evidence Unsubstantiated generalisations, made without use of any credible evidence. Lack of logic, leading to unsupportable/ missing conclusions. Lack of any attempt to analyse, synthesise or evaluate. Some evidence of analytical intellectual skills, but for the most part descriptive. Ideas/findings sometimes illogical and contradictory. Generalised statements made with scant evidence. Conclusions lack relevance. Evidence of some logical, analytical thinking and some attempts to synthesise, albeit with some weaknesses.
Some evidence to support findings/ views, but evidence not consistently interpreted.
Some relevant conclusions and recommendations, where relevant Evidence of some logical, analytical thinking and synthesis. Can analyse new and/or abstract data and situations without guidance.
An emerging awareness of different stances and ability to use evidence to support the argument.
Valid conclusions and recommendations, where relevant Sound, logical, analytical thinking; synthesis and evaluation. Ability to devise and sustain persuasive arguments, and to review the reliability, validity & significance of evidence. Ability to communicate ideas and evidence accurately and convincingly.
Sound, convincing conclusions / recommendations. Thoroughly logical work, supported by evaluated evidence. High quality analysis, developed independently or through effective collaboration.
Ability to investigate contradictory information and identify reasons for contradictions.
Strong, persuasive, conclusions, justifiable recommendations. Exceptional work; judiciously selected and evaluated evidence. Very high quality analysis, developed independently or through effective collaboration.
Ability to investigate contradictory information and identify reasons for contradictions.
Highly persuasive conclusions
4. Practical Application and Deployment
Effective deployment of appropriate methods, materials, tools and techniques; extent of skill demonstrated in the application of concepts to a variety of processes and/or contexts; formulation of innovative and creative solutions to solve problems. Limited or no use of methods, materials, tools and/or techniques.
Little or no appreciation of the context of the application. Rudimentary application of methods, materials, tools and/or techniques but without consideration and competence. Flawed appreciation of the context of the application.

An adequate awareness and mostly appropriate application of well established methods, materials, tools and/or techniques.
Basic appreciation of the context of the application.
A good and appropriate application of standard methods, materials, tools and/or techniques.
Good appreciation of the context of the application, with some use of examples, where relevant.
A very good application of a range of methods, materials, tools and/or techniques.
Very good consideration of the context of the application, with perceptive use of examples, where relevant.
Evidence of some innovation and creativity. An advanced application of a range of methods, materials, tools and/or techniques.
The context of the application is well considered, with extensive use of relevant examples.
Application and deployment extend beyond established conventions. Innovation and creativity evident throughout. Outstanding levels of application and deployment skills. Assimilation and development of cutting edge processes and techniques.
5. Skills for Professional Practice
Demonstrates attributes expected in professional practice including: individual initiative and collaborative working; deployment of appropriate media to communicate (including written and oral); clarity and effectiveness in presentation and organisation. Communication media is inappropriate or misapplied.
Little or no evidence of autonomy in the completion of tasks.
Work is poorly structured and/or largely incoherent. Media is poorly designed and/or not suitable for the audience.
Poor independent or collaborative initiative.
Work lacks structure, organisation, and/or coherence Can communicate in a suitable format but with some room for improvement.
Can work as part of a team, but with limited involvement in group activities.
Work lacks coherence in places and could be better structured. Can communicate effectively in a suitable format, but may have minor errors.
Can work effectively as part of a team, with clear contribution to group activities.
Mostly coherent work and is in a suitable structure. Can communicate well, confidently and consistently in a suitable format.
Can work very well as part of a team, with very good contribution to group activities.
Work is coherent and fluent and is well structured and organised. Can communicate professionally and, confidently in a suitable format.
Can work professionally within a team, showing leadership skills as appropriate, managing conflict and meeting obligations.
Work is coherent, very fluent and is presented professionally. Can communicate with an exceptionally high level of professionalism.
Can work exceptionally well and professionally within a team, showing advanced leadership skills.
Work is exceptionally coherent, very fluent and is presented professionally.

 

Student Self Evaluation Form
Student name: Student P number:
Programme: Year of programme
Assignment Title:

This section repeats in brief the common assessment criteria detailed on previous pages. The extent to which these are demonstrated by you determines your mark. Using these criteria, tick the box that best indicates the level of achievement you feel you have achieved with regard to each of them.
Common Assessment Criteria Applied Level of Achievement

REFER
3rd
2:2
2:1
1st
1st
OUTRIGHT FAIL UNSATISFACTORY SATISFACTORY GOOD VERY GOOD EXCELLENT EXCEPTIONAL
1. Research-informed Literature
0-29% 30-39% 40-49% 50-59% 60-69% 70-79% 80-100%
? ? ? ? ? ? ?
2. Knowledge and Understanding of Subject 0-29% 30-39% 40-49% 50-59% 60-69% 70-79% 80-100%
? ? ? ? ? ? ?
3. Analysis
0-29% 30-39% 40-49% 50-59% 60-69% 70-79% 80-100%
? ? ? ? ? ? ?
4. Practical Application and Deployment
0-29% 30-39% 40-49% 50-59% 60-69% 70-79% 80-100%
? ? ? ? ? ? ?
5. Skills for Professional Practice
0-29% 30-39% 40-49% 50-59% 60-69% 70-79% 80-100%
? ? ? ? ? ? ?

 

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