High Prediction Accuracy and Low Error for ERP User Satisfaction by Hybrid of ANFIS and KNN Classification

The incoming era is becoming more friendly and dependent on Information Technology. Enterprise Resource Planning (ERP) Systems are one of the most widely used latest examples of Information Systems (IS) technology. They provide a single window system to the organizations by integrating the whole functions of them. Today, all enterprises are rapidly adopted ERP systems. But, their adoption and implementation is not being without any problem. The implementation process of ERP is also a very challenging, time consuming and costly task. Therefore, instead of many efforts if the implementation process is failed. Then it will be a big failure for the organization. Hence, to overcome this failure and increase the success rate of ERP projects we need to develop a robust, reliable and accurate predictor. This will help us to redirect the projects far better in advance. The success of ERP systems depends on many factors. US is one of the important factor among them. Hence, we develop an efficient predictor of US using hybrid of ANFIS and KNN. We were used this method first time in literature related to prediction of US in ERP. The Hybrid method increases the prediction accuracy more comparatively than previous reported techniques ANN, ANFIS and KNN. The RMSE using Hybrid method is 0.167629 and for KNN, ANFIS and ANN is 0.5, 0.486185, and 0.590329 respectively

A Conceptual Model to Measure ERP User-Value

The critical factors in the onward and upward phase that maximize the value o the enterprise resource planning (ERP) system from the user’s point of view remain unidentified. A recent study of a public sector organization in the state of Colorado showed that the users’ perspectives regarding the benefits of an ERP system are unrecognized, as well as how the users of the ERP system view the ERP benefits post-implementation. The purpose of this study is to determine the factors that maximize the value of the implemented ERP system in the onward and upward phase postimplementation from the user’s point of view (ERP user value), and how these factors affect the ERP user productivity, effectiveness, and internal efficiency which are major issues for management. A proposed conceptual structural model, based on the Technology-Organization-Environment (TOE) framework, is presented. It is posited that the conceptual model can be used to predict the post-implementation factors from the ERP user’s point of view and measure their impact on the overall ERP benefits for the organization. The research question, hypotheses, and current state of research are presented and discussed

Evaluating the Enterprise Resource Planning (ERP) Systems’ Success at the Individual Level of Analysis in the Middle East

Although ERP systems have been depicted as a solution in many organizations, there are many negative reports on ERP success, benefits, and effect on user’s performance. Previous research noted that there is a lack of knowledge and awareness of ERP systems and their overall value to ERP organizations. ERP systems have been widely studied during the past decade, yet they often fail to deliver the intended benefits originally expected. One notable reason for their failures is the lack of understanding in users’ requirements. This dissertation study was designed to understand the relative importance of system quality (SQ), IQ (IQ), service quality (SVQ), and their influence on ERP users. The dependent variable individual impact (II) was used to represent the ERP success at the individual level of analysis. The research by Petter, DeLone, and McLean (2008) established the basis for this research. In addition, this study examined the moderating effect of users’ characteristics variables (age, gender, experience, and position) on the II variable. The study further compared the results of this research with Petter et al.’s (2008) research to test whether the overall findings of this research differ from their research. A web-based survey was used to collect data for this study. A number of ERP users from private and public sectors in the Middle East participated in this survey. The survey screening process provided 218 usable responses for further analysis. Using SPSS 23, the researcher determined the validity and reliability of the items. The result of the exploratory factor analysis (EFA) via principal component analysis (PCA) loaded SQ items on four components, IQ on three components, SVQ on one component, and II on one component. Following the EFA results, the researcher investigated the items’ reliability, internal consistency, convergent validity, and discriminant validity. Hypothetical relationships were examined using structural equation modeling (SEM) based on the partial least squares (PLS) technique. The moderating effect was examined using the multigroup analysis (MGA) method. This dissertation study contributed to the body of knowledge by highlighting the importance of SQ, IQ, and SVQ in impacting ERP users’ learnability, awareness/recall, decision effectiveness, and individual productivity in an ERP environment. The results of this research can be used by ERP vendors to deliver an integrated and customized ERP system to organizations based on region. This research bridged the gap in the literature on the need to conduct more ERP research in the Middle East. Understanding the relative importance of information systems (IS) success factors brings the attention of ERP organizations and vendors to focus their efforts on the leading issues perceived by end users. Assessing the level of IS impact from multiple users may help organizations to offer all types of training to develop better attitudes toward ERP systems. Organizations can also build a rigorous approach to assess the impacts of IS on ERP users’ performance and productivity. As a result, this could help in improving productivity, learnability, awareness, and decision effectiveness of the end users

Sustainability of Enterprise Resource Planning (ERP) Benefits Postimplementation: An Individual User Perspective

Although there is research about the use of enterprise resource planning (ERP) from a management perspective, the research is not clear as to whether the ERP benefits justify the costs, not only in dollars, but also in effort, from the end user\u27s perspective. Using the theory of diffusion of innovation (DOI), the purpose of this quantitative research was to identify the set of postimplementation sustainability factors that maximized ERP user value, which are major issues for management, and measured their relative significance. The study\u27s structural model incorporated the technology-organization-environment (TOE) framework, which is a conceptualization of the theory of diffusion of innovation, to predict the postimplementation sustainability factors from the ERP user\u27s point of view. The partial least squares structure equation modeling (PLS-SEM) approach provided the needed explanatory analysis to test the predictive power of the structural model. The target population was organizational employees who had used an operational ERP system for at least 4 years in the state of Colorado. A convenience sample of 163 cases responded to the online questionnaire. Hypotheses testing indicated that the independent variables of ERP information quality, ERP system quality, ERP knowledge and learning, shared beliefs, job relevance, and coordination significantly impacted the dependent variable ERP user value. The positive social change implications of this study include a better understanding of ERP postimplementation sustainability factors from the users\u27 perspectives and their social impact on organizational performance, which could lead to increased employee effectiveness, productivity, efficiency, and individual satisfaction due to ERP usage

A framework for the adoption of enterprise resource planning (ERP) systems in higher education

Information Communication Technology (ICT) practitioners and Enterprise Resource Planning (ERP) specialists are highly sought after globally and in South Africa. In order to address this need for ERP specialists, several studies propose that ERP systems should be adopted in the Information Systems (IS) curricula in higher education institutions (HEIs) for instructional purposes. Whilst many HEIs in the United States, Australia and Europe have successfully adopted ERP systems into their curricula, less than 30% of South African HEIs have followed this trend. The adoption of ERP systems is a challenging process as such systems are resource-intensive, costly, complex, and have a steep learning curve. Educators are faced with resource problems and a dearth of options relating to the adoption process. In addition it is critical that the skills and knowledge competencies attained in these courses are industry-relevant. Several education frameworks have been recommended to assist educators with the process of adopting an ERP system in the curriculum, but these frameworks are not comprehensive since they do not consider all the factors relating to the adoption of an ERP system. In addition existing frameworks are not based on industry-relevant competencies but rather on educational objectives. This has resulted in a difference between the competencies required by organisations and those produced by higher education. Whilst there are several research studies on ERP education, empirical studies on frameworks supporting the adoption of ERP systems in HEIs for instructional purposes are limited, particularly on the impact of these frameworks on educational outcomes. The impact of the usability of the ERP system on educational outcomes has also not been fully explored. A survey of ERP consulting organisations in South Africa confirmed that these organisations struggle to obtain ERP specialists with the appropriate competencies. The survey results also contributed to a standardised, comprehensive, set of industry-relevant ERP competencies. The competency set forms part of a comprehensive Competency Framework for ERP System Adoption in IS Higher Education (ERPEd), which can assist educators with the decisions relating to the adoption of an ERP system into the IS curriculum. It includes all the categories of competencies relevant to industry and maps these onto a recommended ERP system adoption approach, an ERP learning tool, as well as the appropriate level of adoption. The application of the ERPEd framework to a case study, the Management Information Systems (MIS) course at the Nelson Mandela Metropolitan University (NMMU), resulted in the adoption of the SYSPRO medium-sized ERP system into the MIS course with the hands-on approach. The empirical results of the evaluation of the case study revealed that the hands-on use of a medium-sized ERP system, SYSPRO, can successfully contribute to the attainment of educational outcomes. These outcomes were mapped to the three core competencies addressed by the MIS course, which were ERP Theory and Concepts, ERP Transactions and Business Process Management (BPM). The educational outcomes evaluated were the measures of performance, self-efficacy and usability. Self-efficacy included satisfaction with the adoption approach. The results were positive in terms of all the metrics of performance, and all three competency categories had positive post-intervention self-efficacy ratings. In terms of growth in self-efficacy from pre-intervention to post-intervention, BPM was the only competency category that did not show a significant growth, however the satisfaction data indicated that students found that the use of SYSPRO improved their competencies in business process understanding. Usability was evaluated in terms of navigation, presentation and learnability. Learnability was the only usability measure in the neutral range, with the other measures falling in the positive range. This confirms related studies reporting that ERP systems are not designed for learning. Overall the students enjoyed the practical application of the theory by using SYSPRO. Several positive and negative features of the user interface were provided which can be used in the design of improved ERP systems for instructional purposes. The results of this investigation can assist in narrowing the gap between industry requirements and IS education programmes. The ERP competency set provides a standardised list of skills and knowledge which is the starting point for any skills improvement program. The ERPEd framework can improve the quality of ERP courses and the competencies of IS graduates. This in turn, can benefit the business community since it will improve the chances of ERP project success. This research is a major contribution to both government and academic initiatives in South Africa to address both the ICT skills problem as well as the need for ERP specialists

A framework for the adoption of enterprise resource planning (ERP) systems in higher education

Information Communication Technology (ICT) practitioners and Enterprise Resource Planning (ERP) specialists are highly sought after globally and in South Africa. In order to address this need for ERP specialists, several studies propose that ERP systems should be adopted in the Information Systems (IS) curricula in higher education institutions (HEIs) for instructional purposes. Whilst many HEIs in the United States, Australia and Europe have successfully adopted ERP systems into their curricula, less than 30% of South African HEIs have followed this trend. The adoption of ERP systems is a challenging process as such systems are resource-intensive, costly, complex, and have a steep learning curve. Educators are faced with resource problems and a dearth of options relating to the adoption process. In addition it is critical that the skills and knowledge competencies attained in these courses are industry-relevant. Several education frameworks have been recommended to assist educators with the process of adopting an ERP system in the curriculum, but these frameworks are not comprehensive since they do not consider all the factors relating to the adoption of an ERP system. In addition existing frameworks are not based on industry-relevant competencies but rather on educational objectives. This has resulted in a difference between the competencies required by organisations and those produced by higher education. Whilst there are several research studies on ERP education, empirical studies on frameworks supporting the adoption of ERP systems in HEIs for instructional purposes are limited, particularly on the impact of these frameworks on educational outcomes. The impact of the usability of the ERP system on educational outcomes has also not been fully explored. A survey of ERP consulting organisations in South Africa confirmed that these organisations struggle to obtain ERP specialists with the appropriate competencies. The survey results also contributed to a standardised, comprehensive, set of industry-relevant ERP competencies. The competency set forms part of a comprehensive Competency Framework for ERP System Adoption in IS Higher Education (ERPEd), which can assist educators with the decisions relating to the adoption of an ERP system into the IS curriculum. It includes all the categories of competencies relevant to industry and maps these onto a recommended ERP system adoption approach, an ERP learning tool, as well as the appropriate level of adoption. The application of the ERPEd framework to a case study, the Management Information Systems (MIS) course at the Nelson Mandela Metropolitan University (NMMU), resulted in the adoption of the SYSPRO medium-sized ERP system into the MIS course with the hands-on approach. The empirical results of the evaluation of the case study revealed that the hands-on use of a medium-sized ERP system, SYSPRO, can successfully contribute to the attainment of educational outcomes. These outcomes were mapped to the three core competencies addressed by the MIS course, which were ERP Theory and Concepts, ERP Transactions and Business Process Management (BPM). The educational outcomes evaluated were the measures of performance, self-efficacy and usability. Self-efficacy included satisfaction with the adoption approach. The results were positive in terms of all the metrics of performance, and all three competency categories had positive post-intervention self-efficacy ratings. In terms of growth in self-efficacy from pre-intervention to post-intervention, BPM was the only competency category that did not show a significant growth, however the satisfaction data indicated that students found that the use of SYSPRO improved their competencies in business process understanding. Usability was evaluated in terms of navigation, presentation and learnability. Learnability was the only usability measure in the neutral range, with the other measures falling in the positive range. This confirms related studies reporting that ERP systems are not designed for learning. Overall the students enjoyed the practical application of the theory by using SYSPRO. Several positive and negative features of the user interface were provided which can be used in the design of improved ERP systems for instructional purposes. The results of this investigation can assist in narrowing the gap between industry requirements and IS education programmes. The ERP competency set provides a standardised list of skills and knowledge which is the starting point for any skills improvement program. The ERPEd framework can improve the quality of ERP courses and the competencies of IS graduates. This in turn, can benefit the business community since it will improve the chances of ERP project success. This research is a major contribution to both government and academic initiatives in South Africa to address both the ICT skills problem as well as the need for ERP specialists