Opening slide

1
Opening slide
Systems Analysis and Design
Harry J. Rosenblatt
College of the Albemarle
2
Welcome

• Introductions
• About me
• About you
• About the course
• Nine instructional units four today and five
  tomorrow
• Each unit reviews terms and concepts, and has
  hands-on tasks
• Participants will see systems analysis from a
  students viewpoint

3
Welcome
Unit Topic
1 Systems Planning
2 IT Ethics, Part 1
3 Communication Tools and Requirements Modeling
4 Project Management
5 IT Ethics, Part 2
6 Modeling Tools
7 Financial Analysis Tools
8 ERDs and Data Design
9 Group Discussion Sharing Experiences

4
Welcome

• Some Thoughts
• Systems analysis is similar to finding the ideal
  spouse. Methods and procedures might change over
  time, but the main goals remain the same.
• You cannot teach students to be systems analysts
  in a semester.
• You can teach students basic systems analysis
  concepts and transferable skills that will help
  them succeed in the workplace.

5
Welcome

• Workplace Success Skills
• IT literacy and basic SAD concepts
• Communications skills, oral and written
• Logic, problem-solving, and critical-thinking
  skills
• Basic financial analysis skills
• Ethics awareness
• Ability to work in teams
• Business savvy
• Exposure to various systems development methods,
  from traditional to agile, because one size does
  not fit all

6
Welcome

• Before we begin
• Set up teams
• View a presentation that describes the new book
• Hold initial team meetings and work on tasks

7
Initial Team Tasks

1. Pretend that your team is a small IT consulting
   firm
2. Get to know your team members
3. Choose a name for your firm and create a
   letterhead with a slogan and a logo, using MS
   Word

8
Unit 1 Systems Planning
Textbook Topic Highlights
Chapter 1 Introduction to Systems Analysis and Design What is IT All About? Understanding Business Systems and Users Systems Development Tools and Methods Role of the Systems Analyst and the IT Team
Chapter 2 Analyzing the Business Case What is Strategic Planning and Why is it Important? What is a Business Case? Reasons and Factors Affecting IT Projects Four Ways to Measure Feasibility
9
(No Transcript)
10
(No Transcript)
11
Slide Title
12
(No Transcript)
13
(No Transcript)
14
(No Transcript)
15
(No Transcript)
16
(No Transcript)
17
(No Transcript)
18
(No Transcript)
19
FIGURE 2-3 In the strategic planning process, a
companys purpose, vision, and values shape its
mission statement, which in turn leads to goals,
objectives, business operations, and business
results that affect company stakeholders.
20
(No Transcript)
21
(No Transcript)
22
(No Transcript)
23
(No Transcript)
24
(No Transcript)
25
(No Transcript)
26
(No Transcript)
27
(No Transcript)
28
Unit 1 Tasks

• Visit the SCR site and explore the SCR home page
  and public links. Does it seem realistic? Is it
  user-friendly? Would you like to work for this
  company?
• www.scsite.com/sad8e/scr or www.scsite.com/sad8e
  /scr/internet
• Read Discussion Topic 3 on page 37. How would you
  answer?
• Create a mission statement for your team.
• Review the four types of feasibility on pages
  64-66. Which type would be the easiest to
  assess? Which would be the most difficult?

29
Unit 2 IT Ethics (Part 1)
Textbook Topic Highlights
Chapters 1-12 A Question of Ethics Mini-case Feature Overview Ethical codes Question of Ethics Sample on page 431 Can you teach ethics? Should you?
30
(No Transcript)
31
(No Transcript)
32
(No Transcript)
33
(No Transcript)
34
(No Transcript)
35
(No Transcript)
36
Unit 2 Tasks

1. The CEO of your firm wants to know if the company
   should adopt a formal ethics policy and require
   employees to commit to it in writing. Does your
   team agree with that suggestion? Why or why not?
2. Analyze the ethics case on page 122. What would
   your team say to Stephanie? Report back at 800
   am tomorrow.
3. Provide an example of an ethical issue that a
   team member encountered what was it, and what
   was the outcome?

37
Unit 3 Communication Tools and Requirements
Modeling
Textbook Topic Highlights
Toolkit Part 1 Communication Tools Guidelines Style and readability issues Oral and written communications skills Effective presentations
Chapter 4 Requirements Modeling Modeling Tools CASE, DFDs, UML, etc System requirements checklist Fact-finding and documentation tasks
38
(No Transcript)
39
(No Transcript)
40
Readability Examples Sample Answer to Project 3
on page 631 Sample Answer to the Ethical
Question example in Unit 3 Prescription Drug
Label Gettysburg Address Jane's Run
41
(No Transcript)
42
(No Transcript)
43
(No Transcript)
44
(No Transcript)
45
(No Transcript)
46
(No Transcript)
47
(No Transcript)
48
(No Transcript)
49
(No Transcript)
50
(No Transcript)
51
(No Transcript)
52
(No Transcript)
53
Unit 3 Tasks

1. Write a short paragraph (3 or 4 sentences) to
   describe the basic concept of bandwidth. You can
   use an analogy if that helps. The readability
   goals is 10th Grade level or lower.
2. Read about the three types of interview questions
   on page 156. Submit an example of each type.
3. Your school wants to know how users like the
   student registration system. Review the
   guidelines and sample on pages 162-163. Design a
   one-page questionnaire to gather the data.

54
Unit 4 Project Management
Textbook Topic Highlights
Chapter 3 Managing Systems projects Overview of Project Management Gantt and PERT/CPM Charts Risk Management Project Management Software
55
(No Transcript)
56
(No Transcript)
57
(No Transcript)
58
(No Transcript)
59
(No Transcript)
60
(No Transcript)
61
(No Transcript)
62
(No Transcript)
63
Calculating task start and finish times
Lets practice
64
Sample Calculations, page 109
65
Sample Calculations, page 109
66
(No Transcript)
67
(No Transcript)
68
(No Transcript)
69
Heres a Tutorial That Might Help
70
(No Transcript)
71
(No Transcript)
72
(No Transcript)
73
(No Transcript)
74
(No Transcript)
75
Unit 4 Tasks

1. Read Case in Point 3.3 on page 103 and answer the
   questions in the final paragraph. Explain your
   reasons.
2. Study the Lightfoot Industries case on page 129.
   Then prepare a task list similar to Figure 3-17
   on page 110. Using the task list, create a PERT
   chart. Use sticky notes to show task durations
   and the critical path. Sample answer (handout).

76
Unit 4 Sample Answers

• 1. Prepare a list showing all tasks and their
  durations.
• Contact participants 1 day
• Obtain approval 5 days
• Arrange meeting room 4 days
• Prepare agenda 11 days
• Prepare information packets 4 days
• Create visual aids 8 days
• E-mail participants 1 day
• Conduct JAD sessions 5 days

77
Unit 4 Sample Answers
2. Analyze the fact situation carefully to
determine which tasks are concurrent, and which
ones are dependent on other tasks.
Task Predecessor Tasks
1. Contact participants
2. Obtain approval 1
3. Arrange meeting room 2
4. Prepare agenda 2
5. Prepare information packets 4
6. Create visual aids 4
7. E-mail participants 5, 3
8. Conduct JAD sessions 6, 7
78
Unit 4 Sample Answers
79
Unit 4 Sample Answers

• Additional handout Countrywide Construction
  (page 128)
• Good example of building construction task
  sequence.
• Has a sleeper task that occurs early in the
  project, has a long duration, and is a
  predecessor task for the projects final task.

80
Unit 5 IT Ethics (Part 2)
Textbook Topic Highlights
Chapters 1-12 A Question of Ethics Mini-case Feature Team reports Other examples Personal experiences
81
Unit 6 Modeling Tools
Textbook Topic Highlights
Chapter 5 Data and Process Modeling Creating a set of DFDs Using decision tables and decision trees
Chapter 6 Object Modeling O-O terms and concepts Using O-O tools and diagrams for modeling
Chapter 11 Agile Development Section Overview of agile/adaptive development XP (Extreme Programming) terms and concepts
82
(No Transcript)
83
(No Transcript)
84
(No Transcript)
85
(No Transcript)
86
(No Transcript)
87
(No Transcript)
88
(No Transcript)
89
(No Transcript)
90
(No Transcript)
91
Sequence Structure
Selection Structure
Iteration Structure
92

• A Sales Policy with Two Conditions and Two
  Outcomes
• If the customers credit status is OK and the
  product is in stock, accept the order. Otherwise,
  reject the order.

• Now Follow the Steps on page 224 to Create the
  Table

93

• A Sales Policy with Two Conditions and Two
  Outcomes
• If the customers credit status is Ok and the
  product is in stock, accept the order. Otherwise,
  reject the order.

• Now Follow the Steps on page 224 to Create the
  Table

1. Place the name of the process in a heading at the
   top left.
2. Enter the conditions under the heading, with one
   condition per line, to represent the customer
   status and availability of products.
3. Enter all potential combinations of Y/N (for yes
   and no) for the conditions.
4. Place an X in the action entries area for each
   rule to indicate whether to accept or reject the
   order.

94

• The Same Policy with One More Condition
• If the customers credit status is OK (or if the
  Credit Manager grants a waiver) and the product
  is in stock, accept the order. Otherwise, reject
  the order.

95

• The Same Policy with One More Condition
• If the customers credit status is OK (or if the
  Credit Manager grants a waiver) and the product
  is in stock, accept the order. Otherwise, reject
  the order.

• Now the Table Has Eight Possible Rules Instead of
  Four

96

• Now look for redundant or unrealistic rules
• If the customers credit status is OK (or if the
  Credit Manager grants a waiver) and the product
  is in stock, accept the order. Otherwise, reject
  the order.

97
(No Transcript)
98
(No Transcript)
99
(No Transcript)
100
(No Transcript)
101
(No Transcript)
102
(No Transcript)
103
(No Transcript)
104
(No Transcript)
105
(No Transcript)
106
(No Transcript)
107
(No Transcript)
108
(No Transcript)
109
(No Transcript)
110
(No Transcript)
111
(No Transcript)
112
(No Transcript)
113
(No Transcript)
114
(No Transcript)
115
(No Transcript)
116
(No Transcript)
117
(No Transcript)
118
Unit 6 Tasks

• Data and Process Modeling tasks
• Study Figure 5-22 on page 215. List all the
  things wrong in this diagram.
• Study the Claremont School case on page 235.
  Perform Tasks 1, 2, and 3. Sample answer
  (handout).
• Object Modeling Tasks
• Study the Pleasant Creek Bookstore case at the
  bottom of page 272. List all objects, attributes,
  and methods. Sample answer.
• Identify possible use cases actors. Sample
  answer.
• Agile Modeling Task
• Study Figure 1-29 on page 23. You also can do
  research on the Web. Is the Agile approach really
  meaningful, or is it just a fad?

119
Unit 7 Financial Analysis Tools
Textbook Topic Highlights
Toolkit Part 3 Financial Analysis Tools Measuring costs, benefits, and TCO Time value of money Specific tools payback analysis, ROI, and NPV Using spreadsheet templates

120
(No Transcript)
121
(No Transcript)
122
(No Transcript)
123
(No Transcript)
124
(No Transcript)
125
(No Transcript)
126
(No Transcript)
127
(No Transcript)
128
(No Transcript)
129
(No Transcript)
130
(No Transcript)
131
(No Transcript)
132
Unit 7 Tasks

1. Read Discussion Topic 3 on page 672. Explain your
   answer, and provide an example of a real-life
   situation.
2. Read Project 2 on page 672. You will do a net
   present value analysis of two lease proposals to
   see which one would be less expensive. To get you
   started, you will use an Excel spreadsheet
   template, so all you have to do is add the
   formulas and values. The adjustment factors you
   will need are in the table on page 667. Sample
   Answer (handout).
3. Read Discussion Topic 4 on page 672. What does
   your team think, and why?

133
Unit 8 ERDs and Data Design
Textbook Topic Highlights
Chapter 9 Data Design Key concepts and terms ERDs (Entity-Relationship Diagrams) Cardinality Normalization

134
(No Transcript)
135
(No Transcript)
136
(No Transcript)
137
(No Transcript)
138

• Definitions
• Entity
• Table or file
• Field, Primary Key, Common Field, Foreign Key
• Record

139
(No Transcript)
140

• Drawing an ERD
• The first step is to list the entities and
  consider the relationship that links them
• You can represent entities as rectangles and
  relationships as diamond shapes

141

• Three types of relationships can exist among
  entities
• One-to-one relationship (11)
• One-to-many relationship (1M)
• Many-to-many relationship (MN)
• Note The two entities in a MN relation must be
  linked by another entity, called an Associative
  Entity

142
(No Transcript)
143
(No Transcript)
144
(No Transcript)
145
(No Transcript)
146
(No Transcript)
147
(No Transcript)
148
A CASE tool can help you create the model
149
ORDER TABLE (UNNORMALIZED)
ORDER (ORDER-NUM, ORDER-DATE, (PRODUCT-NUM,
PRODUCT-DESC, NUM-ORDERED))
Repeating Group
150
STUDENT TABLE (UNNORMALIZED)
STUDENT (STUDENT-NUMBER , NAME, CREDITS, GPA,
ADVISOR (COURSE-NUM, DESC, CREDITS, GRADE))
Repeating Group
151
STUDENT TABLE IN 1NF
STUDENT (STUDENT-NUMBER, NAME, CREDITS, GPA,
ADVISOR, COURSE-NUM, CREDITS, GRADE)
The repeating group has been removed by creating
a separate record for each instance of a certain
student taking a certain course. Now, all fields
do depend on the primary key. But there is a
problem The primary key is NOT UNIQUE, and a
properly designed table MUST have a unique
primary key! SOLUTION Break the table into
three separate tables, one for STUDENT, one for
COURSE, and one for GRADE.
152
STUDENT
COURSE
GRADE
SOLUTION Break the table into three separate
tables, one for STUDENT, one for COURSES, and one
for GRADE. Then ALL fields will be dependent on
the primary key the WHOLE key.
STUDENT (STUDENT-NUMBER, NAME, CREDITS, GPA,
ADVISOR-NUMBER, ADVISOR-NAME)
COURSE (COURSE-NUMBER, COURSE-DESC, NUM-CREDITS)
GRADE (STUDENT-NUMBER, COURSE-NUMBER)
153
STUDENT TABLE IN 2NF Notice that in each
table, all fields are functionally dependent on
the primary key. But there is still a
problem At least one field is also dependent on
another non-key field. SOLUTION Create a
separate table for that field, with its own
primary key.
154
STUDENT TABLE IN 3NF Notice that
ADVISOR-NUMBER and ADVISOR-NAME have been moved
to a separate table, and linked with a common
field ADVISOR-NUM. Now, all fields are
functionally dependent on the primary key, the
whole key, and nothing but the key!
ADVISOR (ADVISOR-NUMBER, ADVISOR-NAME,ETC.)
155
(No Transcript)
156
(No Transcript)
157
Unit 8 Tasks

1. Read SWL Team Task 1 on page 444. Can your team
   summarize the idea of normalization in three or
   four minutes, using plain English and simple
   examples?
2. Read Case in Point 9.1 on page 406. Draw an ERD
   for TopText Publishing. Sample answers for Tasks
   B and C (handout).
3. Read Project 3 on page 437. Using the sample ERD,
   design a table for each TopText Publishing
   entity, and add three sample records to each
   table.

158
Course Units and Topics
Unit Topic
1 Systems Planning
2 IT Ethics, Part 1
3 Communication Tools Requirements Modeling
4 Project Management
5 IT Ethics, Part 2
6 Modeling Tools
7 Financial Analysis Tools
8 ERDs and Data Design
9 Group Discussion Sharing Experiences
10 Conclusion
159
Opening slide
Systems Analysis and Design
Harry J. Rosenblatt
College of the Albemarle