1. www.monash.edu.au IMS1805 Systems Analysis Topic 1(b): The elements of analysis

2. www.monash.edu.au 2 Recap of previous lecture Fundamental importance of analysis Types of analysis – instinctive, informal, formal Analysis in human behaviour

3. www.monash.edu.au 3 Agenda Aim: To extend our understanding of analysis and its key elements Analytical environments Analytical elements (Note: a transition from Monday’s 50,000 ft view down to a 5,000 ft view)

4. www.monash.edu.au 4 1. Analytical environments Types of situations requiring formal analysis – see newspapers for examples Need/purpose/objective of formal analysis – problem-solving/opportunities/comprehension/ persuasion/etc? Types of formal analysis – numerical, logical, historical, textual, visual, philosophical, etc Content/structure/techniques of analysis Consider case studies covered in tutes

5. www.monash.edu.au 5 Implications of analytical environments Understanding the range of possible options for purpose/content/structure for analysis Choosing the ‘right’ objective for analysis Choosing the ‘right’ person to do the analysis Choosing the ‘right’ objects for analysis Choosing the ‘right’ technique for analysis

6. www.monash.edu.au 6 Analytical environments for systems analysis in IS Situations: Creating new systems vs fixing old ones Solving problems vs taking opportunities Short-term/urgent vs long-term/strategic etc Place of analyst – employee vs external consultant Place in development process Role/tasks/skills required of analyst?

7. www.monash.edu.au 7 2. Key elements of analysis (from Monday) 1. Observation/perception: Gathering information about the object/situation 2. Discrimination/selection: Choosing what is important and what isn’t; focussing on the key factors within context 3. Identification/Comprehension (Explanation): Identifying relationships and patterns; establishing causal relationships and connections 4. Representation: Describing and modelling the object of analysis

8. www.monash.edu.au 8 2(a) Observation/perception Perception is the process of using our senses to gather information about the world Sight Sound Touch Smell Taste These senses are used in different ways and to different extents in different types of analysis People’s sense are similar, but not the same; within a given area of analysis, experts develop their senses to different levels

9. www.monash.edu.au 9 Problems of perception Is there a world out there independent of my perceptions of it …. ? …. Or is all meaning entirely subjective? Is my perception the ‘right’ one? How does it match with the perceptions of others? Analysts may seek objective facts but have to accept that they may be stuck with subjective perceptions Good analysts are aware of the possibility of different ways of perceiving, and try to see things in different ways

10. www.monash.edu.au 10 2(b) Explanation (identification and comprehension) Explanation is the process of making sense of what our senses have perceived Any set of observations (perceptions) may be capable of many different possible explanations Analysis involves seeking explanations of what has been perceived in a way which brings a satisfactory understanding and meaning

11. www.monash.edu.au 11 Steps in developing explanations Select which of the perceived information we will focus on (we usually perceive far more than we can manage): Apparent importance Relevance to our interests/problem Similarity with what we have seen before Identify possible relationships - cause and effect, influences, etc Test and determine which relationships seem to work best as explanations of what has been perceived

12. www.monash.edu.au 12 Problems in explanation How do we generate alternative explanations for the things we have perceived? How do we decide which possible explanation is ‘best’? How can we be sure our explanation is understood in the same way by everyone? Mis-use of explanation - “spin” and propaganda

13. www.monash.edu.au 13 Examples of problems of explanation Maxwell Smart and the Rorshach test Umpires and football matches The invasion of Iraq

14. www.monash.edu.au 14 2(c) Representation Find the ‘language’ to express the explanation in a way which conveys meaning to others ‘Language’ may include a whole variety of methods – not just descriptive words, metaphor, analogy, visual images, demonstrations, etc Finding imaginative and powerful ways to convey meaning and explanation is an important analytical skill

15. www.monash.edu.au 15 Problems with representation People respond differently to different forms of representation Different communities of people use different specialised ‘languages’ How can I be sure that the method of representation I am using will convey the meaning I want it to convey to my audience?

16. www.monash.edu.au 16 2(d) Discrimination/selection People differ in the way they select things for analysis This occurs in all phases of analysis: Selective perception Selective explanation Selective representation Can ALL things be seen/explained/represented in more than one way? (Is there ANYTHING which can be seen in only one way?!) Whose way is the ‘right’ way?

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18. www.monash.edu.au 18 Problems with selection/discrimination in analysis Do we see what we expect (or have learned) to see? Do we use ‘old’ or familiar explanations to save us the effort of thinking about possible new interpretations? Do we use standardised methods of representing things without regard for how well they represent the situation?

19. www.monash.edu.au 19 An example of the problems of selective analysis A practical problem: Should the company close a business unit down? Analyst A: Sociologist Analyst B: Accountant Analyst C, D, E, etc ?! Are they all valid ways of seeing the situation? Are they equally valid and relevant? How do we decide which one(s) to use? (Homelessness problem)

20. www.monash.edu.au 20 Selection/discrimination in analysis Selection is an inevitable and necessary part of all aspects of analysis It not a ‘bad’ thing (although it can lead to ‘bad’ analysis) Good analysts try to be aware of: how they have selected; what other ways of selection are possible; what effects this has on the outcome of the analysis

21. www.monash.edu.au 21 3. Summary (to simplify) and final thoughts (just to confuse you!) Analysis is about perception, selection, explanation and representation to bring shared meaning In all these areas, development of a shared view can be difficult Good analysis is aware of and sensitive to these problems We need to use a range of analytical techniques to provide different perspectives

22. www.monash.edu.au 22 Putting it in the context of IS What are the things we need to perceive in IS? To whom do we have to explain them? What are the best analytical techniques to use? IE groups and analysis To be the discussed in more detail next week

23. www.monash.edu.au 23 Confusing thought (1): Should you believe me? Is the analytical approach I have taken to understanding and explaining analysis the only possible one? If I took a different approach, might analysis be viewed as a different sort of activity? How do I know whether the approach I am taking here is the ‘right’/‘best’ one? Butterflies and dreams; The Matrix/Total Recall

24. www.monash.edu.au 24 Confusing thought (2): A paradox of expertise? Argument 1 To be a good analyst, I need to be good at applying analytical techniques The more I focus on a technique, and use it, the more I will know about it and the better I will become at using it Therefore, the more I know about a specific technique, the better I will become as an analyst Argument 2 To be a good analyst, I need to be flexible and adaptable in choosing the right analytical technique for the situation The more I know about a particular technique and the better I am at using it, the more I will tend to favour it Therefore, the more I know about a specific technique, the worse I will become as an analyst How do we get this balance right?