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

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 student’s viewpoint

3. Welcome UnitTopic 1Systems Planning 2IT Ethics, Part 1 3Communication Tools and Requirements Modeling 4Project Management 5IT Ethics, Part 2 6Modeling Tools 7Financial Analysis Tools 8ERDs and Data Design 9Group 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 bookpresentation Hold initial team meetings and work on tasks

7. Initial Team Tasks A.Pretend that your team is a small IT consulting firm B.Get to know your team members C.Choose a name for your firm and create a letterhead with a slogan and a logo, using MS Word

8. Unit 1: Systems Planning TextbookTopicHighlights Chapter 1Introduction 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 2Analyzing 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

11. Slide Title

19. FIGURE 2-3 In the strategic planning process, a company’s purpose, vision, and values shape its mission statement, which in turn leads to goals, objectives, business operations, and business results that affect company stakeholders.

28. Unit 1 Tasks A.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/scrwww.scsite.com/sad8e/scr or www.scsite.com/sad8e/scr/internetwww.scsite.com/sad8e/scr/internet B.Read Discussion Topic 3 on page 37. How would you answer? C.Create a mission statement for your team. D.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) TextbookTopicHighlights Chapters 1-12A Question of Ethics Mini- case Feature Overview Ethical codes Question of Ethics – Sample on page 431 Can you “teach” ethics? Should you?

36. Unit 2 Tasks A.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? B.Analyze the ethics case on page 122. What would your team say to Stephanie? Report back at 8:00 am tomorrow. C.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 TextbookTopicHighlights Toolkit Part 1Communication Tools Guidelines Style and readability issues Oral and written communications skills Effective presentations Chapter 4Requirements Modeling Modeling Tools – CASE, DFDs, UML, etc System requirements checklist Fact-finding and documentation tasks

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

53. Unit 3 Tasks A.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 10 th Grade level or lower. B.Read about the three types of interview questions on page 156. Submit an example of each type. C.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 TextbookTopicHighlights Chapter 3Managing Systems projects Overview of Project Management Gantt and PERT/CPM Charts Risk Management Project Management Software

63. Calculating task start and finish times Let’s practice

64. Sample Calculations, page 109

69. Here’s a Tutorial That Might Help …Tutorial

75. Unit 4 Tasks A.Read Case in Point 3.3 on page 103 and answer the questions in the final paragraph. Explain your reasons. B.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).Sample answer (handout).

76. Unit 4 Sample Answers 1. Prepare a list showing all tasks and their durations. 1.Contact participants1 day 2.Obtain approval5 days 3.Arrange meeting room4 days 4.Prepare agenda11 days 5.Prepare information packets4 days 6.Create visual aids8 days 7.E-mail participants1 day 8.Conduct JAD sessions5 days

77. Unit 4 Sample Answers TaskPredecessor Tasks 1. Contact participants 2. Obtain approval1 3. Arrange meeting room2 4. Prepare agenda2 5. Prepare information packets4 6. Create visual aids4 7. E-mail participants5, 3 8. Conduct JAD sessions6, 7 2. Analyze the fact situation carefully to determine which tasks are concurrent, and which ones are dependent on other tasks.

78. Unit 4 Sample Answers

79. 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 project’s final task.

80. Unit 5: IT Ethics (Part 2) TextbookTopicHighlights Chapters 1- 12 A Question of Ethics Mini- case Feature Team reports Other examples Personal experiences

81. Unit 6: Modeling Tools TextbookTopicHighlights Chapter 5Data and Process Modeling Creating a set of DFDs Using decision tables and decision trees Chapter 6Object Modeling O-O terms and concepts Using O-O tools and diagrams for modeling Chapter 11Agile Development Section Overview of agile/adaptive development XP (Extreme Programming) terms and concepts

91. Sequence Structure Selection Structure Iteration Structure

92. A Sales Policy with Two Conditions and Two Outcomes: “If the customer’s 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 customer’s 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 customer’s 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 customer’s 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 customer’s 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.”

118. Unit 6 Tasks Data and Process Modeling tasks A.Study Figure 5-22 on page 215. List all the things wrong in this diagram. B.Study the Claremont School case on page 235. Perform Tasks 1, 2, and 3. Sample answer (handout).Sample answer (handout). Object Modeling Tasks C.Study the Pleasant Creek Bookstore case at the bottom of page 272. List all objects, attributes, and methods. Sample answer.Sample answer. D.Identify possible use cases & actors. Sample answer. Sample answer. Agile Modeling Task E.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 TextbookTopicHighlights Toolkit Part 3Financial Analysis Tools Measuring costs, benefits, and TCO Time value of money Specific tools: payback analysis, ROI, and NPV Using spreadsheet templates

132. Unit 7 Tasks A.Read Discussion Topic 3 on page 672. Explain your answer, and provide an example of a real-life situation. B.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).Sample Answer (handout). C.Read Discussion Topic 4 on page 672. What does your team think, and why?

133. Unit 8: ERDs and Data Design TextbookTopicHighlights Chapter 9Data Design Key concepts and terms ERDs (Entity-Relationship Diagrams) Cardinality Normalization

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

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 (1:1) One-to-many relationship (1:M) Many-to-many relationship (M:N) Note: The two entities in a M:N relation must be linked by another entity, called an Associative Entity

148. A CASE tool can help you create the modelA CASE tool can help you create the model …

149. ORDER (ORDER-NUM, ORDER-DATE, (PRODUCT-NUM, PRODUCT-DESC, NUM-ORDERED)) Repeating Group ORDER TABLE (UNNORMALIZED)

150. STUDENT (STUDENT-NUMBER, NAME, CREDITS, GPA, ADVISOR (COURSE-NUM, DESC, CREDITS, GRADE)) Repeating Group STUDENT TABLE (UNNORMALIZED)

151. STUDENT TABLE IN 1NF 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. 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. STUDENT (STUDENT-NUMBER, NAME, CREDITS, GPA, ADVISOR, COURSE-NUM, CREDITS, GRADE)

152. 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) STUDENTCOURSEGRADE

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. 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! 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.)

157. Unit 8 Tasks A.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? B.Read Case in Point 9.1 on page 406. Draw an ERD for TopText Publishing. Sample answers for Tasks B and C (handout).Sample answers for Tasks B and C (handout). C.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 UnitTopic 1Systems Planning 2IT Ethics, Part 1 3Communication Tools & Requirements Modeling 4Project Management 5IT Ethics, Part 2 6Modeling Tools 7Financial Analysis Tools 8ERDs and Data Design 9Group Discussion: Sharing Experiences 10Conclusion

159. Systems Analysis and Design Harry J. Rosenblatt College of the Albemarle Opening slide