Copyright 2004 Monash University IMS1805 Systems Analysis Week 1(b): Understanding Systems Analysis

Copyright 2004 Monash University 2 Recap from yesterday: Analysis We are all skilled analysts and could not survive from day to day if we were not Most of our analysis is informal and intuitive, rather than being structured and formal Learning how to do formal analysis involves a level of thoroughness, precision and explicit understanding which we are not used to

Copyright 2004 Monash University 3 Recap from yesterday: Analysis and action Identify the problem or situation requiring analysis Identify the elements of the situation which are relevant to your needs Identify and understand the inter-relationships between those elements Assess or measure the relevant qualities/values of the component elements Assess the outcome which will result from the elements taking these qualities/values Take action to achieve desired outcomes

Copyright 2004 Monash University 4 An extension/digression from yesterday: A paradox about informal and formal analysis Step 1: If we had to analyse everything in a formal structured way, our ability to function effectively would be severely limited (paralysis by analysis) Step 2: We use our analytical capabilities to create technologies/organisations/social structures which eliminate the need for various Step 3: Through lack of practice, we lose the capability to do the analysis which was needed for Step 2 Step 4: When circumstances change and the structures created in Step 2 don’t work, we are helpless!

Copyright 2004 Monash University 5 Agenda for today How do you do analysis? Analysis as a communicative process Analytical focus of this unit

Copyright 2004 Monash University 6 1. How do you do analysis?

Copyright 2004 Monash University 7 Teaching how to do analysis Problem 1: Teaching you how to analyse and respond to loud noises Problem 2: Teaching you how to analyse and catch a ball Problem 3: Teaching you how to analyse the flight path of a projectile in the earth’s gravitational field Problem 4: Teaching you how to analyse the risks from flying objects

Copyright 2004 Monash University 8 Approaches to analysis: Some fields in which analysis is used Business Psychology Organisation theory Engineering Mathematics Sociology Finance and economics Etc, etc (I can’t think of any field which does not do formal analysis!)

Copyright 2004 Monash University 9 Approaches to analysis: Some points of focus for analysis A person/groups of people/society at large An object/group of objects/the world Ideas/concepts Methods/processes Interactions A mixture of some or all of these Etc, etc

Copyright 2004 Monash University 10 Approaches to analysis: Some parameters used in analysis Numeric elements – statistics Visual elements – appearance Textual elements – expression Connective elements – inter-relationships, influences Emotional elements – feelings, attitudes Action elements – movement, activity Philosophical elements – principles, beliefs Etc, etc

Copyright 2004 Monash University 11 Choosing analytical techniques: the problem Many different types of problems/situations require analysis Many different types of components in these problems Many different kinds of perspectives can be taken of these components Many different kinds of techniques may be appropriate to these perspectives

Copyright 2004 Monash University 12 Choosing the wrong analytical technique: the consequences Wasting your time and effort Failing to reveal the most important aspects of the problem/situation Creating an inaccurate impression of the problem/situation Causing inappropriate actions to be taken which do not remedy the problem and perhaps worsen it

Copyright 2004 Monash University 13 A digression about who should do analysis Some attributes are required for virtually all analysts regardless of variations in forms of analysis: Curiosity Thoroughness Patience Empathy with/insight into the subject matter Other attributes are discipline-specific, and may require different personality types. (For example, compare an engineer with a psychoanalyst) Part of your learning needs to be about what sort of personal analytical capabilities you have, and where they are best suited

Copyright 2004 Monash University 14 Why can’t we just choose the analytical techniques which are specific to information systems? IS is a field which has overlaps with all the fields listed above (and others) IS is a field which uses all the points of focus listed above (and others) IS is a field which uses all the parameters listed above (and others) (We will discuss this a little further next week)

Copyright 2004 Monash University 15 Another digression about who should do analysis One of the strengths of IS as a field is that it is so broad that it can include almost any form of analysis (this is also one of its weaknesses, because it makes it hard to find a focus) This means that whatever your personality and aptitudes, you can find activities and a career in IS which suits you This also means that one of your problems is to work out what those activities are and what that career is for you

Copyright 2004 Monash University Analysis as a communicative process

Copyright 2004 Monash University 17 Analysis and communication A fundamental element of all analysis is the communication of information and creation of meaning Note that this is an extraordinarily large field (arguably, all of human existence is based around the problem of communication and meaning) Effective analysis is about using the right analytical techniques to: - extract information and interpret its meaning; - represent that information in a way that conveys meaning to others (human and machine) All your work in this unit should be seen in these terms

Copyright 2004 Monash University 18 Elements of communication in this unit Understanding the context of the problem (IMS1704 and IMS1906) Gathering input about the problem elements Identifying relationships between the problem elements Describing the elements and their relationships More on the participants in the communication process in IS the next two weeks

Copyright 2004 Monash University 19 Examples of analysis and communication Consider the following statements: “I felt a little lachrymose when I woke up today” “Je suis un homme tres beau” “To be or not to be: that is the question” F=Gm 1 m 2 /d 2 (see diagram shown in class)

Copyright 2004 Monash University 20 Examples of analysis See examples shown in class In terms of communication of meaning, are these “good” analyses? What is wrong with them? What sort of analysis was needed?

Copyright 2004 Monash University Analytical focus of this unit

Copyright 2004 Monash University 22 Content of this unit Brief overview of two general areas of IS where the communication of meaning is crucial Four types of system modelling technique used to communicate meaning in the study of information systems Each technique has a different focus and uses different parameters Each technique tells us something different about the system

Copyright 2004 Monash University 23 Your focus for this unit Understand the importance of communication of meaning in IS Understand what the analytical techniques are trying to do in terms of conveying meaning Learn the basic elements of each technique Understand the strengths and weaknesses of each technique Understand the circumstances in which each technique is relevant

Copyright 2004 Monash University 24 Summary: You should know That there are many different types of analysis and different types of analytical technique That these techniques focus upon different types of problems and upon different aspects of these problems That successful analysis is fundamentally about choosing the right analytical technique to suit the circumstances That IS is a discipline which draws upon a very wide range of analytical techniques That our focus is upon the use of analytical techniques for communication