دانلود رایگان مقاله انگلیسی درک مشروعیت کنترل در توسعه سیستم های اطلاعاتی - امرالد 2017

Abstract

Purpose – Existing studies of information systems development (ISD) control commonly examine controllercentric considerations, such as the antecedents and performance impacts of control mode choices. In contrast, little is known about the controllee-centric factors that may influence the effectiveness of control activities. Drawing on institutional theory, the purpose of this paper is to introduce the concept of control legitimacy to the ISD literature – a concept that past organizational research has linked to outcomes such as employee commitment and performance. Specifically, the authors explore how different dimensions of control activities (mode, degree, style) relate to controllee perceptions of control legitimacy in terms of justice, autonomy, group identification, and competence development. Design/methodology/approach – Interviews were conducted with 20 practitioners across three companies. A structured data coding approach was employed and analysis was conducted within and across each case study. Findings – The authors find that the control degree and control style can help explain control legitimacy perceptions better than control modes alone. For example, the results suggest that formal controls enacted in a bilateral style correspond with higher perceptions of justice and autonomy, when compared to formal controls enacted in a unilateral style. Originality/value – The study results imply that ISD managers should be increasingly mindful of enacting controls in a way that is perceived to be legitimate by subordinates, thereby potentially enhancing both staff well-being and ISD performance.

Conclusion

The objective of this research was to explore the relationship between ISD control activities and perceptions of control legitimacy. Motivated by the controller-centric perspective that has traditionally been the focus of ISD control research, this study takes a controllee-oriented viewpoint as a possible explanation for the high degree of variance experienced in ISD outcomes. From a practical standpoint, our findings suggest that managers who exercise ISD controls in a way that takes into account employees’ desires for justice, autonomy, group identification, and competence development, can encourage improved organizational outcomes from a more satisfied development team. By being aware of these opportunities, managers have the opportunity to enhance individual, group, and organizational performance through increasingly motivated and engaged employees, while avoiding the negative side effects (e.g. employee dissatisfaction, stress, and turnover intentions) of controls not perceived to be legitimate. From an academic perspective, the study makes a case for an expanded view of ISD control theory by introducing the concept of control legitimacy. Recent work in the field has increasingly focused on the underlying characteristics of control activities (i.e. mode, degree, and style) as an explanation for why some ISD controls are effective, while others are not. By adding the concept of control legitimacy to this “toolbox” of theoretical constructs, this study can further aid the capability for researchers to understand the effectiveness of ISD controls, but also encourage the field to expand the scope of ISD control research to more fully include the perspective of the controllee.