1. Copyright 2004 Monash University IMS1805 Systems Analysis Week 1: Understanding Systems Analysis

2. Copyright 2004 Monash University 2 Agenda Aims: To introduce the unit and the way it will be taught To develop an understanding of the basic concepts of analysis as a human activity, and to prepare the ground for the rest of the unit Unit Administration Teaching the unit Analysis what is it? what forms does it take? why do we do it? who does it?

3. Copyright 2004 Monash University 3 1. Introductions Lecturer and Unit Leader - Martin Atchison Tutors: Martin Atchison Anne Hamilton Manoj Kathpalia Class

4. Copyright 2004 Monash University 4 Unit Administration: General See unit outline No more handouts! Use the web site For tutorial allocation, use Allocate+ To change into a tute which is full, find someone who is prepared to swap with you If you have a problem with tutorial allocation, talk to your tutor

5. Copyright 2004 Monash University 5 Unit Administration: Help with Problems or Complaints Fellow students Tutor Lecturer Unit Leader Undergraduate co-ordinator (Kathy Lynch) Associate Head of School (Chris Gonsalvez) Head of School (Graham Farr) etc

6. Copyright 2004 Monash University 6 2. Teaching the unit See unit outline for details of official teaching objectives and content Your objectives My objectives Possible teaching approaches Proposed teaching format Lecture and tute materials

7. Copyright 2004 Monash University 7 Problems you may have With the unit It seems too easy (conceptually simple) It seems too hard (practically impossible) You can’t see the point of it; it doesn’t seem to apply to anything You can’t find the limits to it; it seems to include everything With me I talk too much (and too fast) I use obscure examples I expect too much of you

8. Copyright 2004 Monash University 8 Problems I may have With the unit Too much to get through Material too complex (or too apparently simple) Too hard to explain (in both its simplicity and its complexity) I know it too well to be able to explain it well With you You won’t get interested You won’t do the work You won’t understand

9. Copyright 2004 Monash University 9 Teaching perspectives The view from outer space The view from 10,000 metres The view from 500 metres The view from 20 metres The view from ground level

10. Copyright 2004 Monash University 10 My expectations You will develop a sound understanding of the basic concepts of analysis You will develop an understanding of how these concepts are applied in practice through various analytical techniques You will develop the ability to carry out some basic analytical techniques You won’t become an expert (and may start to feel that you never will!)

11. Copyright 2004 Monash University 11 Teaching method Lectures – role and purpose Tutorials – role and purpose Teaching sequence: Teach then do? Do then teach? … Teach - Do – Teach – Do – Teach - Do - ….

12. Copyright 2004 Monash University 12 3. Analysing Analysis To Analyse: “To take to pieces; to separate, distinguish, or ascertain the elements of anything complex, as a material collection, chemical compound, light, sound, a miscellaneous list, account or statement, a sentence, phrase, word, conception, feeling, action, process, etc.” (OED online) How much time do you spend doing analysis each day?

13. Copyright 2004 Monash University 13 Examples of analysis in action Instinctive analysis Learned informal analysis Learned formal analysis

14. Copyright 2004 Monash University 14 Informal analysis versus formal analysis Informal analysis Intuitive, instinctive Based on learned behaviour/previous experiences Inductive Internalised Techniques used but not explicit Formal analysis Rational, structured Based on formal logic Deductive Externalised Based on techniques

15. Copyright 2004 Monash University 15 Key elements of analysis 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: Identifying relationships and patterns; establishing causal relationships and connections 4. Representation: Describing and modelling the object of analysis

16. Copyright 2004 Monash University 16 2. Why do we do analysis?

17. Copyright 2004 Monash University 17 Human beings as analysts In certain respects, we are analytical machines: Our input devices Our processing device Our storage device Our output devices Doing analysis is fundamental to our nature and existence; it distinguishes us from other creatures (Consider a baby as an analyst; Consider Tom Hanks in ‘Castaway’)

18. Copyright 2004 Monash University 18 Does analysis matter? Human beings are creatures of habit; we like to use familiar standard behaviour patterns and responses Action is easy; analysis and understanding can be hard Stable environments – established patterns work; the less the need for formal analysis Unstable environments – the greater the likelihood that established patterns will not work; the greater the need for analysis What are the consequences of action based on an inaccurate understanding?

19. Copyright 2004 Monash University 19 The need for formal analysis: Problem-related factors Because the situation is too complex for informal analysis to work: Many elements; many inter-relationships, complex inter- relationships; many possible outcomes; etc Because the need to get it exactly right is so great that we cannot risk using informal analysis Because we need to communicate our understanding of the situation to others Because the environment is changing and we want to make sure our current understanding will continue to be accurate Because we want to develop and use tools to help automate parts of the analysis

20. Copyright 2004 Monash University 20 The need for formal analysis: Person-related factors Because the situation is unfamiliar to us and we cannot rely on instinct or previous experience Because we want to learn and improve our understanding of the object/situation Because we want to change parts of the object/situation to improve outcomes

21. Copyright 2004 Monash University 21 3. Who does analysis?

22. Copyright 2004 Monash University 22 Informal analysis We can’t stop ourselves from doing it! We do it all the time! We all have basic skills at a wide range of informal analytical tasks (but a wide variation in the highest level of skill we can achieve) Our ability to perform different types of informal analysis is heavily dependent on our personality and physical attributes (which are hard to change) Experience and attitude can help to varying degrees depending on the analytical task

23. Copyright 2004 Monash University 23 Formal analysis Most formal analysis requires formal training Many simple formal analytical techniques are learnt very early in life by most people More advanced techniques need to be learnt and practised Differences in personality and mental make-up influence how well we can do different types of formal analysis The need to learn and practise means our attitudes towards analysis strongly influence how skilled we become

24. Copyright 2004 Monash University 24 What skills/attitudes are needed in a good analyst? Skill at informal analysis does not necessarily correlate with skill at formal analysis Different types of analysis require different skills and aptitudes Consider in more detail tomorrow

25. Copyright 2004 Monash University 25 Summary: You must know What analysis is Why it is important What the difference is between formal and informal analysis Why formal analysis is hard to do (and often badly done) What skills and attitudes are needed to become a good analyst