Solution Manual for Modern Systems Analysis and Design, 8th Edition
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Chapter 1 Modern Systems Analysis and Design 8th edition Instructor’s Manual 1 Chapter 1 The Systems Development Environment Chapter Overview Chapter 1 is an overview of the systems development process, as well as an overview of the textbook. This chapter introduces students to the modern approach to systems analysis and design using various methodologies. Students are introduced to several systems development components, including the process and data-oriented approaches to systems development; different types of information systems; and the systems development life cycle. This textbook is intended primarily for juniors taking a core course in the information systems major, although the book can be adapted for a similar course at the junior college level or for a two-course sequence on analysis and design. Often students are not familiar with the systems development process, different organizational components, or how these components work together. This chapter provides the general organizational context in which systems development takes place. The text uses the Systems Development Life Cycle (SDLC) methodology (including its associated problems with the traditional waterfall approach) to introduce students to the structured approach in creating new systems. The student is also introduced to other methodologies such as Computer-Aided Systems Engineering (CASE), the Agile Methodologies, eXtreme Programming, Object Oriented Analysis and Design (OOAD), and the Rational Unified Process (RUP). The text compares and contrast the new with more traditional methods in an effort to show both the advantages and limitations of these methods. Chapter 1 introduces students to CASE usage in organizations, CASE components, and visual and emerging development tools. CASE tools are used to apply an engineering approach to systems development and can support each phase of the SDLC. The purpose of CASE is to make it easier for an organization to enact a single design philosophy across many projects, systems, and stakeholders. CASE provides support for all SDLC activities. Instructional Objectives Specific student learning objectives are included at the beginning of the chapter. From an instructor’s point of view, the objectives of this chapter are to: 1. Define and discuss the modern approach to systems analysis and design from an organizational perspective incorporating techniques, tools, and methodologies. 2. Explain how an organization’s objectives, structure, and processes are essential in the development of systems to meet their needs. 3. Explain that the SDLC process is not sequential but cyclical and that the order is adaptable as required for different projects; also to emphasize that often analysts and designers may go backwards to the previous step to complete unfinished products or to correct errors or omissions discovered in the next phase.
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Chapter 1 Modern Systems Analysis and Design 8th edition Instructor’s Manual 2 4. Explain the difference between the logical design and the physical design as it relates to systems development. 5. Discuss the Microsoft Security Development Lifecycle (SDL) and the need to incorporate system security at the beginning of system development. 6. Discuss the problems with the waterfall SDLC and explain the different approaches analysts, designers and developers have developed to improve the Systems Analysis and Design process. 7. Discuss computer-aided software engineering (CASE) tools and their application to the SDLC, specifically how the tools are applied and in which phase of the SDLC. 8. Discuss Agile methodologies and eXtreme programming and how these compare to the traditional Systems Development Life Cycle (SDLC). 9. Explain and discuss object-oriented analysis and design (OOAD) and the Rational Unified Process (RUP). 10. Show students that the life cycle is a flexible basis for systems analysis and design and that it can support many different tools and techniques, such as Agile methodologies and eXtreme Programming. 11. Compare and contrast the various development approaches introduced in Chapter 1 and depict how they all use an iterative approach. 12. Finally explain that the boundaries and divisions of the 5 steps in Figure 1-2 when imposed to explain the steps are neither hard nor fast and that in many real-world situations phases or sub-phases may be combined to improve efficiency and understanding. The cycle is an organizing and guiding principle; however in companies and software development teams will adapt it to suit their needs for specific projects. Classroom Ideas 1. Figure 1-1 depicts that methodologies, techniques, and tools drive organizational approaches to systems analysis and design. Ask students to identify the names of methodologies, techniques, and tools. List them on the board under the heading that they suggest; then after they have identified 5 or 6 in each heading review and emphasize the differences between the three and move any from an incorrect category to the correct one and explain why it is one and not the other. 2. When introducing the systems development life cycle model featured in the textbook, discuss other life cycle models using actual ones from existing organizations. Show that the basic model presented (Planning, Analysis, Design, Implementation, and Maintenance) are broken down into smaller phases by many companies but that in the end that could be categorized into one of the basic five explained. This reinforces to students that no one standard life cycle model exists and the model they will use as a systems analyst will likely differ from the textbook’s life cycle model. The point is that the life cycle represents activities that must be
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Chapter 1 Modern Systems Analysis and Design 8th edition Instructor’s Manual 3 done; and the phases are a way to introduce, in an organized way, the methods, techniques, tools, and skills necessary for successful systems analysis and design. 3. Provide a brief overview of the activities and outputs from each of the five life cycle phases, based on your own experience or from reading the rest of the textbook. Table 1-1 summarizes the outputs or products of each phase based on the in-text descriptions. 4. This chapter briefly introduces students to CASE tools. It would be best to explain how CASE tools have met with resistance in some organizations and a brief discussion of the advantages and disadvantages of CASE would be appropriate here. Major emphasis should be placed on the increasing use of a CASE repository and that the other tools are used depending upon the complexity of the project and the skill set and training of the organizational developers. Table 1.2 lists examples of CASE usage within the SDLC. Many managers are reluctant to ramp up use of CASE tools due to their difficulty and the high end platforms that many require for support. 5. It would be great if you have any CASE tools available that you could demonstrate to the students by showing them how they could integrate into the SDLC. 6. Figure 1-11 illustrates the RUP life cycle. Discuss RUP, its benefits and drawbacks as it relates to OOAD. Discuss the differences between RUP and the traditional SDLC. Table 1-3 presents the Agile Manifesto. 7. Ask students to compare Agile methodologies to traditional SDLC (see Table 1-4 Five Critical Factors that Distinguish Agile and Traditional Approaches to Systems Development). Introduce a case study project where Agile methodologies were employed. Ask students to identify problems that the project ran into using Agile methodologies as well as any benefits gained by this approach. 8. This chapter introduces eXtreme programming. If your students have sufficient background, assign students to programming pairs and have them work on a small programming problem, including testing. Ask students to report upon their experience. 9. Discuss IBM’s Rational Unified Process (RUP) shown in Figure 1-13. This Web site http://www-01.ibm.com/software/awdtools/rup/ / should help with background information. Answers to Key Terms Suggested answers are provided below. These answers are presented top-down, left to right 1.6. Information systems analysis and design 1.18. Systems development methodology 1.2. Application software 1.17. Systems development life cycle (SDLC) 1.16. Systems analyst 1.14. Planning 1.1. Analysis 1.12. Object-oriented analysis and design (OOAD) (RAD) 1.4. Design 1.10. Object 1.8. Logical design 1.7. Inheritance
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Chapter 1 Modern Systems Analysis and Design 8th edition Instructor’s Manual 4 1. 1 3 . Physical design 1. 1 1 . Object class 1. 5. Implementation 1. 1 5 . Rational Unified Process (RUP) an example of OOSAD 1. 9 . Mainte nance 1. 3. Computer - aided software engineering tools (CASE) Answers to Review Questions 1.19. Information systems analysis and design is the complex organizational process whereby computer-based information systems are developed and maintained. 1.20. In the early years of computing, analysis and design were considered an art. However, with the growing importance and changing nature of information technology and its usage in the work environment, work methods have evolved, making analysis and design a disciplined process. The analysis and design of computer-based information systems began in the 1950s with emphasis placed on automating existing processes. All applications were developed in machine language or assembly language and developed from scratch. The 1960s saw the first procedural, or third- generation languages, become available. Computers were still large and expensive and storage was a premium. In the 1970s, systems development became more disciplined as many people worked to make it more like engineering. In the 1980s, microcomputers became key organizational tools; the software industry expanded greatly; fourth-generation languages were used more and more to write applications, and CASE tools were developed. In the 1990s, the focus shifted to system integration, and developers were using visual programming environments to design user interfaces. Databases began residing on servers, as well as the application logic. Companies began purchasing enterprise-wide systems and more and more systems development focused on the Internet, particularly the Web. The current focus is on Web-based systems development and wireless components. Additionally, many system implementations use a three-tier design. Currently, companies may assemble their systems using off-the-shelf components or by using application service providers. 1.21. The five systems development life cycle phases are planning, analysis, design, implementation, and maintenance. During the planning phase, an organization’s total information system needs are identified, analyzed, prioritized, and arranged. During the analysis phase, requirements are gathered from users. The requirements are then studied and organized with any redundancies eliminated. The output of this phase is a solution recommended by the analysis team. During the design phase, the description of the recommended solution is converted into logical and then physical system specifications. During the implementation phase, the information system is coded, tested, installed, and supported in the organization. During the maintenance phase, the system is systematically repaired and improved. Another problem was that roles of system users or customers was narrowly defined with users relegated to the requirements determination or analysis phase where it was assumed that all requirements could be specified in advance. In addition, hard dates were set for the early phases and were judged successful if the dates were met leaving little time to incorporate important changes. The end result of these problems is that the focus on deadlines led to systems that did not match users' 1.22. There have been several problems with the traditional waterfall SDLC identified in the literature. One is that the “downhill” nature of the SDLC process treats each phase as separate and complete unto itself and feedback is often ignored resulting in locking users into requirements that had been
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Chapter 1 Modern Systems Analysis and Design 8th edition Instructor’s Manual 5 previously determined, even though those requirements might have changed. Another problem was that roles of system users or customers was narrowly defined with users relegated to the requirements determination or analysis phase where it was assumed that all requirements could be specified in advance. In addition, hard dates were set for the early phases and were judged successful if the dates were met leaving little time to incorporate important changes. The end result of these problems is that the focus on deadlines led to systems that did not match users' needs and that required increasing development costs. 1.23. CASE tools are software to provide automated support for some portion of the systems development process. 1.24. The general types and components of CASE tools are diagramming tools, computer display and report generators, analysis tools, a central repository, documentation generators, and code generators. Diagramming tools enable system process, data, and control structures to be represented graphically. Computer display and report generators help prototype how systems “look and feel” to users. Analysis tools automatically check for incomplete, inconsistent, or incorrect specifications in diagrams, forms, and reports. A central repository enables the integrated storage of specification, diagrams, reports, and project management information. Documentation generators produce technical and user documentation in standard formats. Code generators enable the automatic generation of program and database definition code directly from the design documents, diagrams, forms, and reports. Depending on the CASE product, CASE may provide security features, version control, import and export facilities, and facilities for backup and recovery, user account management, and usage accounting. The repository is likely the most important component of a comprehensive CASE system because it provides the mechanism through which tool and activity integration can occur and can be utilized by all team project members, promoting a single view of the project. 1.25. CASE tools are used to support a wide variety of SDLC activities. CASE tools can be used to help in multiple phases of the SDLC such as project identification and selection, project initiation and planning, analysis, design, and implementation and maintenance. This is all because of the database repository used for product and tool integration. 1.26. Agile methodologies promote a self-adaptive software development process. While other methodologies focus on roles that individuals play in a project team, Agile methodologies focus more on the individual. As software is developed, the process used to develop it is refined and improved through a review process done by the development team through iteration. 1.27. eXtreme programming is an approach to software development distinguished by short development cycles, an incremental planning approach, a focus on automated tests written by programmers and customers to monitor the development process, and reliance on an evolutionary approach to development that lasts throughout the lifetime of the system. This methodology uses an evolutionary approach to software development. Coding and testing are part of the same process and are done by a two person programming team. Code is tested shortly after it is written and integrated into the system within a few hours of being written. All phases of the life cycle converge into a series of activities based on coding, testing, listening, and designing. 1.28. Agile methods would be more likely to be employed instead of a more engineering-based approach when the project or team is relatively small; when the products are not critical or safety oriented, and design is relatively simple with relatively minimal documentation necessary; when agile-experts are continuously available in a critical mass; and in environments where the culture is one in which people thrive on chaos and are comfortable with several degrees of freedom.
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Chapter 1 Modern Systems Analysis and Design 8th edition Instructor’s Manual 6 1.29. Object-oriented analysis and design (OOAD) consists of methodologies and techniques based on objects (which combines data and processes) with activities (methods) rather than the traditional data description (data analysis) separate from processes (programming). Answers to Problems and Exercises 1.30. The importance of using a systems analysis and design methodology is that a systematic step-by- step approach is taken that, if done correctly, results in a system that has fewer errors and is used with confidence by the users of the system. If shortcuts are taken for quick and easy development there is a greater chance for errors, as well as a system that does not meet user needs. The value of using an engineered approach results in a system that meets user needs while operating the way it was intended and built. 1.31. The similarities between the two figures are that they both contain the five phases of the SDLC. Figure 1.2, though, reveals a circular life cycle in which the useful life of one system leads to the beginning of another project that will lead to an improved or new system. Figure 1.3 is looked at as more of a spiral, in which phases are constantly cycling through at different levels of detail based on a Go/No Go axis where a decision is made to go through another cycle. 1.32. While figure 1.2 is circular in design, figure 1.4 is simply a vertical listing of steps that seem to indicate it is a one time through methodology that may not necessarily be the case. Many of the same SDLC techniques and tools are used. Many different companies have their own SDLC steps but in the end they are the same with some breaking them down into smaller sections to meet their own needs. For example, the U.S. Department of Justice’s SDLC would break down as follows: 1) Planning: Initiation, System Concept Development, Planning; 2) Analysis: Requirements Analysis; 3) Design: Design; 4) Implementation: Development, Integration and Test, Implementation; 5) Maintenance: Operation and Maintenance, Disposition. 1.33. Figure 1.2 reveals a circular life cycle in which the useful life of one system leads to the beginning of another project that will lead to an improved or new system. Figure 1.9 has the same SDLC with one major exception. Figure 1.9 reveals an iterative relationship between the Analysis and Design phases that allows a design to be tested and revised until correct between the analysis and design steps. This design overcomes one of the main problems of the SDLC in that it does not treat these two phases to be separate and complete. 1.34. Object-Oriented Analysis and Design (OOAD) differs from the SDLC in that this methodology is based on objects rather than data or processes. The objects (a structure that combines both attributes and methods) is an abstraction of a real-world thing in which data and processes are placed together to model the structure and behavior of the real-world object. Putting the data and processes together in one place recognizes the fact that there are a limited number of operations for any given data structure. The main goal is to make system elements more reusable, thus improving system quality and the productivity of systems analysis and design. The four phases of the Rational Unified Process (RUP) are inception, elaboration, construction, and transition are not presented as a cycle because the objects are not part of an iterative design but carefully developed and tested together with both the data and process.
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Chapter 1 Modern Systems Analysis and Design 8th edition Instructor’s Manual 7 Guidelines for Using the Field Exercises 1.35. It should not be too diff icult for students to list the various “systems” for an organization, perhaps for their university. These may include standard computer-based information systems, such as a transaction processing system for recording point of purchase sales or for registering for a course. They should also include systems that are not computer-based, such as a physical filing system for receipts or for transcripts. Instruct students to place each of their “systems” on their diagram and show how they (should) interact. Discuss the diagrams with students and have them evaluate whether or not they think that the systems interact well with one another. This enables students to determine whether the systems are well integrated (be sure that students have a clear idea on what it means for systems to be integrated). If their diagrams do not reflect well integrated systems ask them to draw a new “ proposed ” diagram in which they would interact in a better fashion. This is useful to get them thinking in terms of as-is and to-be systems. 1.36. Urge students to use their imaginations. You might have them imagine what would happen to the system design if one or more of the steps of the SDLC were ignored. For example, have students imagine what would happen if the planning phase was ignored. They might imagine elegant, costly systems that do not solve the right problem and, as a result, are not used. Alternatively, they might imagine a system where a database is kept redundantly in several different locations, or where information is re-keyed into one part of the system while it already exists in another format in another part of the system. They might describe a system that is lost completely because no proper backup and recovery procedures exist. The useful part of this exercise is that no matter what disasters or problems they imagine, they have probably already happened in one setting or another. 1.37. This is a useful exercise, particularly for beginning information systems students. This exercise enables students to see how information systems are used throughout an organization. Frequently, in smaller organizations, information systems development is more informal, and the various information systems roles are played by one or a small number of people. It is interesting to see how people in smaller organizations find creative ways to develop and implement technology on a limited budget and with a limited information systems staff. It is also useful to discuss how smaller organizations can integrate with systems outside the organization. For example, investigating how organizations, large and small, connect to credit card companies my provide students with a relevant task. Many instructors also find this is a way to inject service learning into this course as there are many well-deserving organizations out there that cannot afford systems consulting, but are desperately in need of systems assistance. Many of these projects could be the foundation for a course-long project that mirrors the concepts being taught in the course. 1.38. This is a great exercise, especially if the instructor has several local contacts from which students may choose. Otherwise students may find this exercise very difficult as often from the “outside” it is hard to know what methodologies and tools organizations are currently usi ng. This would not normally be information found in the public domain. One approach to this exercise might be to have students find the local distributors for the major CASE products (Oracle, IBM/Rational and others), this might even be possible from a Web search so that students would have better knowledge of which organizations to contact. Once that contact is made, students could interview and then return to the class with the information and present the advantages and disadvantages that they have discovered to the class. Another important element would be where (in what SDLC phase) students found CASE was used most often and even which specific CASE tool was most often used. Care must be taken in an exercise of this nature
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Chapter 1 Modern Systems Analysis and Design 8th edition Instructor’s Manual 8 that the class doesn’t generali ze from a very small sample that CASE tools are always good and helpful or that they are always more challenging than they are worth. 1.39. Vendors are typically willing to provide this information, so your students should easily obtain the information they need for answering this question, with the possible exception to price but they should be able to find some relative numbers for comparisons. Nearly all software vendors have plans for and/or are working on future versions of their software. CASE tool vendors are no different. Since your students will obtain information about different CASE tools, it is useful for them to compare their answers. This would give the opportunity for presentations to the class or a team sharing exercise. This allows students to learn more about the competitive dynamics of the CASE tool market. You might suggest looking at a tool like LiquidPlanner. Encourage your students to visit the Web sites of various CASE tool vendors, including Oracle, Microsoft, Capterra, Borland, and Powersoft. 1.40. Encourage students to perform a search on the Web using search engines such as Google. A report or presentation as a deliverable from this exercise might be appropriate. Encourage students to consider how Agile methodologies differ from engineering oriented process. The nice thing about presentations to the class is that students have the opportunity to hone their communications skills and knowledge is shared amongst the class. 1.41. Journals are an effective teaching and learning tool. It is useful to collect these journals from time to time and provide direct feedback to each student, commenting on their experiences and answering their questions. You might also periodically have students share their journal comments and questions with the rest of the class and use this as fuel for class discussions. Even if students do not share actual comments, have them discuss the sources of their comments, such as newspaper articles, conversations with other faculty and students, advertisements, new topics they read in this textbook, or comments made by a parent. It might be interesting to note how students ’ thoughts on systems analysis and design change over the course of the semester. This exercise allows students to practice written communication and retrieval skills that will be necessary as they move out into the world of work and become project leaders and managers.
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Chapter 2 Modern Systems Analysis and Design 8th edition Instructor’s Manual 1 Chapter 2 The Origins of Software Chapter Overview The primary purposes of Chapter 2 are to show students that not all of the software associated with a systems development project is developed in-house and to emphasize that analysts should consider several design strategies based on the organization’s resources before choosing one to pursue for further development in design. The secondary purpose is to emphasize that the consideration of a packaged software solution should be done after the analysis efforts are complete, not as a substitute for analysis. The chapter discusses six sources for software: Information Technology Services Firms, packaged software producers, enterprise-wide solutions (ERP), cloud computing, open-source and in-house development. In addition, the reasoning that should be followed when choosing among the many options available to an analysis team for developing design strategies. The point is that the “ make-versus-buy ” decision is not a choice of one or the other, but is in reality a spectrum of choices ranging from make at one end and buy at the other. Just as important, more choices these days are made toward the buy end of the scale. The Request for Proposal (RFP) is shown as an important element to understanding how analysis and design requirements must be translated into a document that external source organizations can review for bid. The chapter includes a discussion of outsourcing, an option for systems development and management that may not occur to many students in their first systems development course. The chapter explains reuse and the four different approaches to reuse. Instructional Objectives Specific student learning objectives are included at the beginning of the chapter. From an instructor’s point of view, the objectives of this chapter are to: 1. Show students that in-house developed systems are not the only source for software. 2. Six sources for software need to be understood: Information Technology Services Firms, packaged software producers, enterprise-wide solutions (ERP), Cloud Computing Services, open-source, and in-house developers. An understanding of the advantages and disadvantages of each must be shown. 3. Cloud Computing is likely to be new to students and even though they may have heard the term, it is important to ensure that they understand what it is and its advantages. Emphasize that it enables customers (firms) to use hardware and software that is not installed on their computers but rather to access services over the Internet of a Virtual Private Network (VPN) on a pay-for-use basis. Emphasize the three key advantages of cloud computing: (1) freeing internal IT staff, (2) gaining access to applications faster than via internal development, and (3) achieving lower-cost access to corporate-quality applications. Also mention that cost savings are achieved from elastic leasing of pooled resources dynamically resulting in lower costs by paying only for the resources actually used. This is referred to as scalability. Be sure to mention the security concerns associated with cloud computing. 4. Show students how to evaluate off-the-shelf software and why it is important to do thorough analysis first. Review the criteria to consider when purchasing off-the-shelf software (p.35). Also explain that
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Chapter 2 Modern Systems Analysis and Design 8th edition Instructor’s Manual 2 the claims made by software and hardware vendors need to be validated by someone outside the vendor organization, such as current users and independent software testing centers. Emphasize that vendor information may be biased and even trade publication articles may describe software in a more than realistic positive light. When in doubt, check the information out. 5. Discuss the importance of software reuse and how object-oriented and component-based development are the two most common reuse methods. Also emphasize that reuse must be aligned with the organization’s overall strategic goals. Explain the four levels of adoption currently being seen in the industry: ad hoc , facilitated, managed, and designed (Table 2-3 lists the four approaches). Classroom Ideas 1. Use Table 2-1 and an updated version of the same information from the most recent Software Magazine survey to begin a discussion of the many, varied sources of software in the marketplace. 2. Use Table 2-2 to summarize the six alternative sources for software and how to choose among them for specific software needs. This table can serve as the basis for a discussion of the make- versus- buy decision and can be expanded to include the “not invented here” syndrome. Additionally, invite a guest speaker who is currently responsible for software procurement and have them discuss the advantages and disadvantages of the sources of software. 3. Have students research the proper format and contents for Requests for Proposal and have them create and/or present an RFP (see Problem and Exercise 1). RFP preparation should include discussion of the hardware, software, and organizational issues presented in this chapter. 4. Find a local guest speaker (from your alumni base or a recruiter coming to your campus) from an organization that employs object-oriented design to come in and discuss the level of reuse and the real-world issues involved in their organization with promoting the concept, given some of the startup costs and constraints. Answers to Key Terms Suggested answers are provided below. These answers are presented top-down, left-to-right. 2.3. Outsourcing 2.4. Request for proposal (RFP) 2.2. Enterprise resource planning (ERP) systems 2.5. Reuse 2.1. Cloud Computing Answers to Review Questions 2.6. Six sources of software are identified in the text. These include: 1) Information Technology Services Firms, 2) packaged software producers, 3) enterprise-wide solution software, 4) cloud computing, 5) open-source, and 6) in-house development software. Information Technology Services firms are used by companies who do not have expertise or personnel to develop IS systems. These firms have experts in the development, hosting, and running of applications and other services to fit a customer’s specifications.
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Chapter 2 Modern Systems Analysis and Design 8th edition Instructor’s Manual 3 Packaged software producers develop a vast number of applications for different markets that fits a large market segment. Prepackaged solutions may range from general, broad-based to narrow, niche packages that can run on a variety of platforms. Enterprise solutions (ERP) consist of a series of integrated modules; these modules are integrated to focus on business processes rather than on business functional areas allowing companies to store data in only one area without duplication. This allows the use of a single repository ensuring more accurate and consistent data with less maintenance. Cloud Computing is the provision of applications over the Internet or a virtual private network (VPN) such that customers do not need to invest in hardware and software infrastructure and can pay on a per-use basis. A key advantage is that server and storage capacity can be ordered on demand as needed. Information security remains a concern when considering cloud computing because of 3 rd party control of the applications. Open-source software has risen in popularity because of the free availability of not only the product but the source code as well. This software is developed and maintained by a community of like- minded people dedicated to improving source code access, with Linux, MySQL, and Firefox being the most prevalent examples. In-house development requires the resources, especially trained staff, to develop software targeted to an organization’s own specific needs. Fewer companies are going this route today because of the expertise needed and the high costs of development. Table 2-2 compares the six sources of software components. 2.7. When deciding what off-the-shelf software to buy, you should compare products and vendors. Additional criteria include (among others that are more situation-specific): cost, functionality, vendor support, vendor viability, flexibility, documentation, response time, and ease of installation. Vendor viability and vendor support are probably the two most important. 2.8. A Request for Proposal (RFP) is a formal document that provides detailed specifications about a target information system and asks vendors for information on how they would develop the system. Analysts use RFPs as a way to get vendors to perform the research to determine what application design will meet user requirements and the hardware and systems software vendors believe are necessary for developing the new system. 2.9. To verify vendor claims about a software package, an analyst can ask for a software demonstration, use the software (and its documentation and training materials) personally, talk with other users of the software, and consult independent software testing and abstracting services (surveys available for a fee). It is important to make sure that the system fits your organization ’s needs. 2.10. Enterprise resource planning systems consist of a series of integrated modules; these modules pertain to specific, traditional business functions. However, these modules are integrated to focus on business processes rather than on business functional areas. Enterprise resource planning systems ’ advantages include a single repository of data for all aspects of a business process, flexible modules, less maintenance, more consistent and accurate data, and ease of adding and integrating new modules into the existing system. Possible disadvantages of this approach include complexity, lengthy implementation time, lack of in-house expertise, expense, and changing how the
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Chapter 2 Modern Systems Analysis and Design 8th edition Instructor’s Manual 4 organization conducts its business. These projects when accomplished successfully are most often approached as an institutional change project, not simply an IT project. 2.11. Reuse is the use of previously written software resources that can be reused in new applications. It most often is applied to object-oriented and component-based development. Creating, storing, and maintaining objects and components that can be drawn on again and again for new applications is the objective. Reuse should in theory increase programmer productivity, decrease development time, minimize errors, and schedule overruns. Ultimately it should produce higher quality work with fewer defects and thus reduce overall implementation and maintenance time. In current practice, due to high initial startup costs, lack of good quality methods for labeling, storage, combined with lack of senior management commitment, reuse is not practiced as often as it could be. Additionally, lack of incentives and rewards to design for and apply reuse concepts and the overall difficulty in measuring economic gain from its application all conspire against reuse in the real world. Note Figure 2-5 on the high initial startup costs when a high level of reuse is planned. As more organizations achieve success and as more componentization takes place in the for purchase arena more organizations will have incentive to integrate reuse into their business strategy. 2.12. In comparing and contrasting the four approaches to reuse, the student should note the advantages and disadvantages listed in Table 2-3. Note also that no one type yields the best possible solution. Successful reuse requires an understanding of how reuse fits within larger organizational goals and strategies. Answers to Problems and Exercises 2.13. An organization uses the Request for Proposal (RFP) to solicit proposals from several competing vendors. Usually, RFPs first provide background information on the company and the business units involved in the request, an explanation of the information systems needs, a description of what is wanted from the vendors (i.e., what information they must provide or other actions they must take), and an explanation of any rules or procedures for the RFP and system development process. The bulk of the document then describes the mandatory, essential, and desirable requirements in the areas of need (e.g., functionality, hardware, software, and service). Students’ RFP outlines should include these key features. 2.14. In addition to cost, functionality, vendor support, vendor viability, flexibility, documentation, response time, and ease of installation, a number of other “real - world” criteria might be included. People often choose application packages, such as word processors and spreadsheets, based solely on their familiarity with the packages and/or their bias toward one hardware platform or operating system over another. To a certain extent this is functional. On the other hand, this can be a disadvantage; for example, it is u seful to consider the current staff’s familiarity with the new application software and the resulting need for retraining but if a company does not choose new software because of the employees’ lack of familiarity with the software , they run the risk of being left behind using antiquated technology. Additional criteria include compatibility with currently used application software (so, for example, data can be shared), compatibility with existing hardware and system software, ability to support a range from novice to experienced (or power) users, and appeal of the user interface (ease of use). 2.15. The list for evaluating alternative custom software developers is similar to that for selecting off-the-shelf application software or for computer hardware and system software. In addition to cost, functionality, vendor support, vendor viability, flexibility, documentation, response time, and ease of installation, you might include the current staff’s familiarity with the software, need for retraining, compatibility and connectivity with current systems, and the track record of the vendor in
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Chapter 2 Modern Systems Analysis and Design 8th edition Instructor’s Manual 5 successfully implementing similar software in other organizations. Such vendors should have an established track record for developing similar software in other organizations. Their references should be checked thoroughly, including visits to other sites. Additionally, factors such as the vendor’s employee turnover rate and history should be considered to ensure the same level of skill and talent is available. Vendor capability may change over time. If the developer’s role ends after the application is accepted, then the vendor’s reputation for handling this transition from external development to internal maintenance is important. From a legal point of view, you may want to select a custom developer based on the willingness to sign a non-disclosure agreement, so that he is not allowed to develop a similar system for one of your competitors, at least for a certain amount of time. 2.16. The project team can use the advantages of the enterprise resource planning design as part of its strategy for selling this system. The team can stress that this solution consists of a series of integrated modules; these modules are integrated to focus on business processes, and the firm can integrate all parts of a business process. This approach includes a single repository of data, thus providing more consistent and accurate data and less maintenance. These modules are flexible and new modules are easily integrated into an existing system. Also, an enterprise resource planning (ERP) system might be justified on the following grounds: (1) it is a complete enterprise-wide solution that models all aspects of each transaction, supposedly seamlessly and within a single system; (2) an ERP system is based on a single repository of all corporate data, which implies consistency, accuracy, and flexibility of the data; and (3) adding new modules should be relatively painless as all modules are specifically designed to work together. On the other hand, some might counter that ERP systems are complex and require expensive outside expertise for implementation, and that the organization itself has to adjust to fit the softwar e’ s model of how organizations should operate rather than the reverse. In both cases, the team may also employ testimonials and reports of results from other organizations that have benefited from the ERP strategy. Other users can be both a reliable and insightful source of information. Guidelines for Using the Field Exercises 2.17. Business people are likely to use this list of criteria in some formal or informal way. Have your students present their findings to the class so that they can learn about a variety of companies. It is useful for students to see how companies actually use these criteria and methods in purchasing off- the-shelf software. Encourage students to understand why their interviewees prioritized the criterion list in such a manner as different companies will have different lists of priorities. 2.18. Obtaining RFPs may be difficult for your students. It may be necessary for you to obtain copies of RFPs either from business contacts or from the university. You may have to file a Freedom of Information Act (FOIA) request in order to obtain RFPs from public organizations. It is very useful for students to see real RFPs. Students are amazed at how lengthy and detailed these are for larger, more complex systems and at how complicated RFPs can become for governmental agencies. Help students understand that government agencies are subject to federal laws that do not always apply to private organizations. 2.19. Start by contacting larger organizations (as they are more likely to employ ERP) where alumni from your university or college are now employed and help your students “break the ice.” Also, most if not all universities now have comprehensive ERP instillations that the IT folks would be willing to talk about. Chances are any organization that a student contacts about its ERP
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Chapter 2 Modern Systems Analysis and Design 8th edition Instructor’s Manual 6 implementation will have a lot to say, provided the IT staff is willing to share the information. Typically, ERP implementations take several years and cost quite a bit in terms of consultant fees. There are many reasons to move to an ERP system, just as there are many reasons not to move to an ERP system. The organization was probably attracted to the promise of uniformity and consistency made by ERP vendors, although the exact reasons differ from firm to firm. Chances are good that the organization has made some internal changes, such as realigning departments internally to take advantage of the opportunities ERP systems offer, as well as to meet the demands ERP systems make in order to operate effectively. The chances are also good that most of the implementation work has been done by outside consultants, so for firms not used to managing large numbers of contractors, an ERP implementation is a new and different experience. The implementation is likely still going on at whatever firm a student happens to talk with, but it has probably been going on for many months or years, as each ERP implementation is a learning experience for the consultants and the adopting firm. Petrie Electronics 2.20. Typically, executives develop a set of organizational goals. These goals are then translated into strategic initiatives. These initiatives are broken down into projects, which require a combination of resources and processes to execute. IS projects are typically developed in this top-down method, although some organizations allow IS projects, to be developed by front-line employees (e.g., see Go ogle’s 20% rule). In this case, Petrie Electronics uses the top-down approach to select projects that will help meet goals . The head office has set “number - 1 priority” to develop closer relationships with their customers. In doing so they selected a customer loyalty IT project as part as this goal. There may be other projects that will also address this particular organization ’ s goal. 2.21. IS and IS projects are directly related to company strategy in that they typically are part of a program of project that are directed toward addressing a particular organizational goal. IS cuts across all organizational boundaries (e.g., accounting, finance, marketing, and so on) to enable the organization to offer services and products. Without IS, organizations could not function. For this reason, most, if not all, organizational goals involve IS in some sort of fashion. Further, it is critical that IS are developed (or bought) with an understanding and alignment to corporate strategy. If IS does not perform within the needs of corporate strategy, then this strategy will simply fail. 2.22. Most consumer-facing organizations have some sort of loyalty programs. There are hundreds, if not thousands, to choose from in every sort of industry (e.g., online retail, home improvement stores, car dealerships, and so on). Most programs provide a card that allows the organizations to track the activities of their customers. The organizations can then tailor marketing efforts based on customer buying behaviors. The most common loyalty programs are those of grocers. Most grocery stores in North America and Europe all provide significant discounts for customers that use loyalty programs. They then use the buying data to provide coupons and ads that will be relevant to the customer. Also, customers who receive discounts are more likely to be “loyal” to a certain store or brand. 2.23. Jim’s next step is to start the first phases of the project management process. This includes six steps to project initiation that are outlined in Chapter 3.
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Chapter 2 Modern Systems Analysis and Design 8th edition Instructor’s Manual 7 2.24. As noted by Ella, the executives selected a new employee to lead this project because they wanted a fresh perspective for this very important project. This fresh perspective will allow for the possibility of a creative solution to be developed. Also, Jim is NOT invested in seeing other current systems succeed as he has not developed or invested time in them. His opinion, therefore, should be objective.
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Chapter 3 Modern Systems Analysis and Design 8 th edition Instructor’s Manual 1 Chapter 3 Managing the Information Systems Project Chapter Overview Chapter 3 introduces students to the process of managing an information systems project. Specifically, the chapter focuses on the systems analyst’s role in managing information systems projects through the four phases in the life of all projects: initiation, planning, execution, and close down. You and your students should view this chapter as a valuable reference throughout the systems analysis and design course and use the material in this chapter to assist in guiding and evaluating ongoing project activities. In order to provide students with a better understanding of the totality of an information systems project, this chapter is placed early in the textbook. You should emphasize that the skills and knowledge gained from this chapter are a critical foundation to the effective management of information systems projects and other types of projects and activities. Chapter 3 also introduces the textbook’s second running case, Pine Valle y Furniture, which is also used to demonstrate each chapter’s key concepts. This running case provides a concrete example of a systems development project. Instructional Objectives Specific student learning objectives are included at the beginning of the chapter. From an instructor’s point of view, the objectives of this chapter are to: 1. Explain the process of managing an information systems project. 2. Describe the skills required to be an effective project manager. Emphasize that project managers must juggle numerous activities and that project management is at times more of an art than a science. 3. List and describe the skills of a project manager during project initiation, project planning, project execution, and project close down. Stress the importance of communication and leadership skills. Table 3-1 lists the common activities and skills for a project manager. 4. Explain each of the planning activities involved in managing a successful project. Figure 3-9 outlines these activities. 5. Describe the documents and processes involved in each of the project steps beginning with the Project Charter and the project scope statement and culminating with the project closedown review. 6. Explain what is meant by critical path scheduling and describe the process of creating Gantt charts and Network diagrams. 7. Explain the widely used method for project cost estimation COCOMO ( CO nstructive CO st MO del).
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Chapter 3 Modern Systems Analysis and Design 8 th edition Instructor’s Manual 2 8. Explain the increasing emphasis on the elements in a communication plan and how it affects the overall project outcome. Also explain that communicating project status is critical at all stages and for all stakeholders. 9. Explain how commercial project management software packages assist in representing and managing project schedules. Classroom Ideas 1. Since this chapter introduces many different concepts and terms that are central to the management of information systems projects, ask your students to review the chapter’s key terms. As part of your class discussion, use Review Question 1, at the end of the chapter, to compare and contrast this chapter’s key terms. 2. You may choose not to lecture from this chapter. Your students can read the chapter much as they might read a supplemental, background reading. This comment is especially true if your students have been exposed to project management concepts in another course. If you choose this approach, you should ask each student to apply the concepts of this chapter to a noninformation systems activity (e.g., going on a date, registering for classes, etc.). For the noninformation systems activity, ask students to describe the initiation, planning, execution, and close down activities. Ask your students to create a work breakdown structure that includes precedence relationships and time durations for each activity. Additionally, ask your students to construct Gantt charts and Network diagrams for these activities. Students can perform these tasks either inside or outside of class. If you allocate class time, ask students to describe their project and phases. Alternatively, this activity makes a good written assignment. 3. If you lecture from this chapter, the chapter’s tables and figures are good resources for summarizing the major project management activities. 4. If you want to expose students to the current technology trends in project management, a quick overview of the many tools that project managers can use would be helpful. Start by showing a list of the all the potential solutions that can help manage projects. The most comprehensive lists are at: http://en.wikipedia.org/wiki/Comparison_of_project_management_software . You can then demonstrate a common locally installed project manager tool such as Microsoft Project. Demonstrating a cloud-based version such as Clarizen would also be helpful in comparing different features. Most solutions, including Microsoft Project and Clarizen, have 30 to 60 day trials that you and your students could use. Make sure students understand that the project management activities do not change though some of the ways different solutions have you enter the information and present the information may be different. 5. Another alternative to lecturing from the chapter is to discuss selected Review Questions, Problems and Exercises, and Field Exercises with your students. The selected questions help focus a discussion on project management concepts and techniques. 6. Make sure your students have the ability to construct Gantt charts and Network diagrams, by hand and also using a common tool. During class, work several of the problems presented in the chapter or at the end of the chapter. Problems and Exercises 3.6, 3.7, 3.8, 3.12, 3.13, 3.14, 3.15 and 3.16 are good problems to work and discuss in class.
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Chapter 3 Modern Systems Analysis and Design 8 th edition Instructor’s Manual 3 7. An out-of-the-box approach might be to ask students to simulate preparing an evening meal at home. This would include a multi-course dinner with varying times for course preparation. All items are to be done at a certain time with limited resources (microwave, stove, etc.). Students should prepare a Gantt chart and/or network diagram to demonstrate their solution. 8. Another effective approach to presenting this chapter is to ask students who have been on systems development teams to compare their experiences to the concepts presented in this chapter. This discussion is a good way to elaborate on alternative ways for managing systems development projects, especially if systems were constructed using different methodologies. Use this discussion to explore whether these student projects followed the discrete phases outlined in the chapter. Ask your students to describe the project manager’s activities. What activities are the same? What activities are different? 9. If you have access to a practicing systems development project manager, on-campus or off-campus, a useful activity is to invite her into your class to discuss how she manages projects. Ask this person to discuss how she manages the four project management phases. Also: What tools are used? How do project members communicate? How does the person manage all the stakeholders? 10. Use a copy of the project management guidelines from a local systems development firm or consulting organization, or even from practicing colleagues on campus, to show students how extensive project management guidelines typically are. If you have students working in systems development organizations, you might ask them to bring to class their firm’s guidelines. If possible, reproduce the table of contents from these manuals for all students. Have your students compare the various guidelines to see what each organization emphasizes and what is different. 11. Introduce information from the Project Management Institute ( www.pmi.org ) regarding project management certifications, the membership and committee. Answers to Key Terms Suggested answers are provided below. These answers are presented top-down, left to right. 3.15. Project manager 3.6. Gantt chart 3.9. Project 3.7. Network diagram 3.4. Deliverable 3.12. Project execution 3.5. Feasibility study 3.11. Project closedown 3.14. Project management 3.18. Resources 3.13. Project initiation 3.3. Critical path scheduling 3.17. Project workbook 3.2. Critical path 3.16. Project planning 3.19. Slack time 3.20. Work breakdown structure 3.8. PERT (Program Evaluation Review Technique) 3.1. COCOMO 3.10. Project charter
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Chapter 3 Modern Systems Analysis and Design 8 th edition Instructor’s Manual 4 Answers to Review Questions 3.21. a. Critical path scheduling is a scheduling technique whose order and duration of a sequence of task activities directly affect the completion date of a project. Gantt is a specific, graphical technique for representing projects, showing each task activity as a horizontal bar whose length is proportional to its time for completion. Network diagramming is a critical path scheduling technique used for controlling resources. Slack time is the amount of time that a single activity can be delayed without delaying the completion date of the project. b. A project is a planned undertaking of related activities to reach an objective that has a beginning and an end. Project management is a controlled process for initiating, planning, executing, and closing down a project (i.e., the science of managing a project). The project manager is a systems analyst with a diverse set of skills (management, leadership, technical, conflict management) who is responsible for initiating, planning, executing, and closing down a project. c. Projects are managed through four distinct phases: initiation, planning, execution, and close down. Project initiation includes those activities that assess the size, scope, and complexity of the project and establishes procedures to support later project activities. Project planning focuses on defining clear, discrete activities and the work needed to complete each activity within a single project. Project execution puts the plans created in prior phases into action. Project close down brings a project to an end. d. A project workbook is a repository for all project documentation to include project correspondence, inputs, outputs, deliverables, procedures, and standards that is used for performing project audits, orienting new team members, communicating with management, and customers, identifying future projects, and performing post-project review. Any people, group of people, piece of equipment, or material used in accomplishing an activity, are resources. A work breakdown structure refers the process of dividing the project into manageable tasks and logically ordering them to ensure a smooth evolution between tasks. 3.22. Information system projects are undertaken to take advantage of business opportunities or to solve business problems that helps meet the strategies and goals of an organization. Providing an innovative service to customers through the creation of a new system exemplifies taking advantage of an opportunity. Modifying the way in which an existing system processes data so that more accurate or timely information is provided to users exemplifies solving a business problem. 3.23. The common activities and skills of a project manager are highlighted in Table 3-1. Although a case can be made for each project management skill listed in the table, effective oral and written communication is likely the most fundamental skill for a project manager to master. Without effective communication skills, the ability to successfully complete activities is curtailed. 3.24. Project initiation has six major activities: (1) establishing the project initiation team; (2) establishing a relationship with the customer; (3) establishing a project initiation plan; (4) establishing management procedures; (5) establishing the project management environment and project workbook; and (6) developing the project charter. Establishing the project initiation team organizes an initial core of project team members to assist in accomplishing the project initiation activities. Establishing a relationship with the customer builds a cooperative and trusting partnership with the customer. Establishing a project initiation plan defines the necessary activities required to organize
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Chapter 3 Modern Systems Analysis and Design 8 th edition Instructor’s Manual 5 the initiation team while they are working to define the goals and scope of the project. Establishing management procedures focuses on developing team communication and reporting procedures, job assignments and roles, project change procedures, and determining how project funding and billing will be handled. Establishing the project management environment and project workbook creates the repository for all project correspondence, inputs, outputs, deliverables, procedures, and standards of the project team. Developing the project charter is a short high-level document prepared for the customer to detail what the project will deliver and outlines the key elements of the project. 3.25. The activities performed by the project manager during project planning include: (1) describing project scope, alternatives, and feasibility; (2) dividing the project into manageable tasks; (3) estimating resources and creating a resource plan; (4) developing a preliminary schedule; (5) developing a communication plan; (6) determining project standards and procedures; (7) identifying and assessing risk; (8) creating a preliminary budget; (9) developing a Project Scope Statement; and (10) setting a Baseline Project Plan. Describing project scope, alternatives, and feasibility develops an understanding of the content and complexity of the project by gaining answers to and agreement on the following types of questions: What problem or opportunity does the project address? What are the quantifiable results to be achieved? What needs to be done? How will success be measured? How will we know when we are finished? After defining the scope of the project, the next objective is to identify and document general solutions for the current business problem or opportunity and assess each solution for feasibility so that a choice can be made as to which to consider during subsequent SDLC phases. Dividing the project into manageable tasks is a critical activity that leads to a smooth evolution between tasks. Estimating resources and creating a resource plan approximates resource requirements for each project activity and uses this information to create a project resource plan. Developing a preliminary schedule uses information regarding tasks and resource availability to assign time estimates to each activity in the work breakdown structure. This assignment will allow for the creation of target starting and ending dates for the project. Developing a communication plan outlines the communication procedures between management, project team members, and the customer. Determining project standards and procedures specifies how various deliverables are produced and tested. Identifying and assessing risk examines sources of project risk and estimates the consequences of those risks. Risks might arise from the use of new technology, resistance to change, availability of critical resources, competitive and regulatory actions, and team member inexperience with technology or the business area. Creating a preliminary budget means outlining the planned expenses and revenues associated with the project. Developing a project scope statement results in outlining the work to be done and clearly describing what the project will deliver. The focus of setting a Baseline Project Plan is to develop an initial plan that reflects the best estimate of the project’s tasks and resource requirements and is used to guide the next project phase: execution. 3.26. Project execution activities include: (1) executing the Baseline Project Plan; (2) monitoring project progress against the Baseline Project Plan; (3) managing changes to the Baseline Project Plan; (4) maintaining the project workbook; and (5) communicating the project status.
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Chapter 3 Modern Systems Analysis and Design 8 th edition Instructor’s Manual 6 The focus of executing the Baseline Project Plan is to initiate the execution of project activities, acquire and assign resources, orient and train new team members, keep the project on schedule, and ensure the quality of project deliverables. The focus of monitoring project progress against the Baseline Project Plan is to compare the actual progress of the project to that projected in the Baseline Project Plan. If the project gets ahead of (or behind) schedule, adjustments to resources, activities, and budgets can be made. The focus of managing changes to the Baseline Project Plan is to incorporate approved changes to project specifications and reflect those changes in the baseline plan and project workbook. The focus of maintaining the project workbook is to update the project workbook, which contains project-related information. The focus of communicating the project status is to inform all interested parties, systems developers, managers, and customers, about how the project is progressing. 3.27. Table 3-2 summarizes project team communication methods. Table 3-2 rates each method in terms of formality and use (informing, resolving issues, or keeping permanent records). The following table lists the communication methods from Table 3-2 and provides an example of the type of information that might be shared among team members for each method. Team Communication Methods and Corresponding Examples Communication Methods Examples Project Workbook Official system documentation, such as data flow diagram s or entity – relationship diagrams, interview notes Meetings Review project schedule Seminars and Workshops Techniques and methods to be used in subsequent project phases Project Newsletters Introduce new team members, explain upcoming project acti vities Status Reports Project activity completions and issues Specification Documents Form designs, program structure charts Minutes of Meetings Decisions made on alternative system designs Bulletin Boards Project status, awards for team member s Memos Guidance to team members, personnel appraisals Brown B ag Lunches Information from trade shows attended by team members, ideas about articles read on systems analysis and design Hallway Discussions Answers to questions, advice on how to dea l with problems
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Chapter 3 Modern Systems Analysis and Design 8 th edition Instructor’s Manual 7 3.28. The project closedown activities performed by the project manager are: (1) closing down the project, (2) conducting reviews, and (3) closing the customer contract. The focus of closing down the project is to conclude the project. The objective of conducting reviews is to assess the strengths and weaknesses of project deliverables, the processes used to create them, and the project management process. The focus of closing the customer contract is to ensure that all contractual terms of the project are met. 3.29. Critical path scheduling is a scheduling technique whose order and duration of the sequence of task activities directly affect the completion date of a project. Applicable project characteristics include: (1) well-defined activities that have a clear beginning and end point; (2) activities that can be worked on independently of other tasks; (3) activities that are ordered; and (4) activities that when completed serve the purpose of the project. 3.30. The steps involved in making a Gantt chart are: (1) identify each activity to be completed in the project; (2) determine time estimates and calculate the expected completion time for each activity; (3) determine the sequence of the activities and precedence relationships among all activities; and (4) construct the Gantt chart. 3.31. The steps involved in making a Network diagram are: (1) identify each activity to be completed in the project; (2) determine time estimates and calculate the expected completion time for each activity; (3) determine the sequence of the activities and precedence relationships among all activities; and (4) construct the Network diagram. 3.32. Project planning typically occurs during the project initiation and planning phase of the SDLC. Project management occurs during all phases of the SDLC; however, different project management activities occur during different SDLC phases. 3.33. Task sequence depends on which tasks produce deliverables needed in other tasks, when critical resources are available, constraints placed on the project by the client, and the process outlined in the SDLC. Answers to Problems and Exercises 3.34. Each of the four project management phases has its unique challenges, so student answers will vary. Project initiation, the first phase, involves team building, building relationships with customers, defining the problem and project, and other challenging tasks. Some students will argue that the first phase is most important. If the first phase is conducted poorly, the project is likely to be doomed to failure. Project planning, the second phase, is also important because it can make or break the success of the project work that follows. In addition, resource planning, scheduling, crafting a budget and other planning tasks are difficult. Good planning is a challenge, since there is almost always pressure to truncate or do away with planning. Many students are likely to choose project execution, the third phase. This phase involves actually building the system, which is the analy st’s primary responsibility and often is the longest phase of project management. Students are not likely to choose the fourth phase, closing down the project. However, this phase is equally challenging. The dismantling of the team is a difficult, often overlooked aspect of project management. In addition, assignment changes for team members and performance appraisals are challenges associated with this phase.
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Chapter 3 Modern Systems Analysis and Design 8 th edition Instructor’s Manual 8 3.35. Sources of risk include the use of new technology, prospective users’ resistance to change , availability of critical resources, competitive reactions or changes in regulatory actions due to the construction of a system, and team member inexperience with the technology or business area. A manager should identify the potential sources of risks, describe the possible negative outcomes, determine the probabilities of occurrence, and prepare contingency plans for those significant outcomes with a high probability of occurrence. 3.36. Several project management software packages are available for the personal computer. Microsoft Project and Oracle’s Primavera are two widely used project management software packages that can be installed on your computer. Clarizen is a popular project management tool that can be accessed from your web browser. Information about project management software can be obtained from a variety of sources, including the World Wide Web, trade magazines, the library, marketing packets, and testing services. The World Wide Web is an excellent source of information. As part of your class activities or as a homework assignment, students can search the Web for relevant information about project management software. If time permits, ask students to investigate cloud based, open source and shareware products. Encourage them to compare these products compare with Microsoft Project. Advice given to prospective buyers is much like the advice provided to buyers of other types of software. For example, the individual should first determine what he needs and why he needs it, and then he should see what packages best meet these needs at an acceptable price. The opinions of other users are also advisable. A discussion between installed software and cloud-based solution would also be appropriate. 3.37. During project initiation there are several activities that help to assess size, scope and complexity of the project. The project manager start this first step of the project by establishing a project team. This can be done in a variety of ways, but the team often consists of members for several different areas. Next, the project manager would establish a relationship with the customer. This is done by assigning a specific liaison so the customer has one person to reach out to if they have any questions. Next, the project initiation plan is undertaken. This includes defining the goals and the scope of the project. Subsequently, the project manager will establish management procedures, which are developed to give the project team and the consumer a clear understanding of the management structure and communication structure with a description of how information will flow in the project team. The second last step is to collect and organize the tools that managers use to help run the project. Also, diagrams, charts and system description are assembled into a workbook. Taken together, this step is called establishment of a project management environment and project workbook. Finally, the project manager will develop a project charter, which includes several elements that detail the different aspects of the project. 3.38. It is possible to have two (or even more) critical paths. This happens with the length of critical paths are equal. For example Task1+Task2+Task3+Task6 = 10 days where Task1+Task5+Task6 =10 days.
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Chapter 3 Modern Systems Analysis and Design 8 th edition Instructor’s Manual 9 3.39. The expected times for this exercise are summarized in the following table. Problems and Exercises 39 Expected Times Summary Table Task Expected Time A 7 B 9 C 3 D 5 E 6 F 5 G 4 H 4 I 5 J 6.83 3.40. The expected times for this exercise are summarized in the following table to include the early finish, late finish, and slack times for this exercise. This table also identifies the activities located on the critical path. Problems and Exercises 40 Activity Summary Table Activity Time Immediate Predecessors Early F inish Late Finish Slack Critical Path? 1 3 -- 3 3 0 Yes 2 2 1 5 5 0 Yes 3 2 2 7 8 1 No 4 6 2 11 11 0 Yes 5 3 3 10 11 1 No 6 2 3, 4 13 17 4 No 7 4 4, 5 15 15 0 Yes 8 5 6, 7 20 22 2 No 9 7 7 22 22 0 Yes 10 2 8, 9 24 24 0 Yes A variety of software products can be used to produce a Network diagram. The important issue is that students accurately express the relationships among the activities in this problem. a. Network Diagram b. The earliest expected completion time is 24 weeks. c. The activities in the boxes with the darker border are on the critical path. These activities include
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Chapter 3 Modern Systems Analysis and Design 8 th edition Instructor’s Manual 10 collect requirements, analyze processes, design processes, design reports, test and document, and install. d. Changing Activity 6 from 2 week to 6 weeks will create two critical paths. Since Activity 6 was not on the critical path originally, this change does not affect the project’s completion time. 3.41. Microsoft Project was used to create the following Gantt chart. This chart has a February 2, 2015 start date. Problems and Exercises 41 Gantt Chart for Problem 40 3.42. The new time estimates have pushed the earliest expected completion time to 63 weeks. The activities in the boxes with a darker border are on the critical path. The activities on the critical path include collect requirements, analyze processes, design processes, design reports, test and document, and feedback. The Network diagram was completed using Microsoft Project. Problems and Exercises 42 Network Diagram Activity Summary Table Act ivity Time Immediate Predecessors Early Finish Late Finish Slack Critical Path? 1 6 -- 6 6 0 Yes 2 2 1 8 8 0 Yes 3 4 2 12 20 8 No 4 18 2 36 36 0 Yes 5 6 3 15 23 8 No 6 4 3, 4 40 52 12 No 7 12 4, 5 48 48 0 Yes 8 10 6, 7 58 62 4 No 9 14 7 62 62 0 Yes
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Chapter 3 Modern Systems Analysis and Design 8 th edition Instructor’s Manual 11 10 4 8, 9 66 66 0 Yes 11 1 9,10 67 67 0 Yes 3.43. Student answers will vary. To make it worthwhile to create Gantt and Network diagrams, encourage your students to choose projects of sufficient complexity. Encourage students to use project management software to create their charts. Have students compare their charts and, if possible, compare charts created using different software products. Have students discuss the comparative strengths and weaknesses of these packages. Alternatively, compare charts drawn using software with those drawn by hand. Have your students discuss the comparative advantages and disadvantages of drawing these charts by hand as opposed to using project management software. Emphasize the typical power of any computer tool, which is the efficiency of making changes to the data compared to manual methods. 3.44. Some of these difficulties are easier to deal with than others. When changing the project plan to account for the delays, students will simply adjust their Gantt and Network diagrams accordingly. Other difficulties, however, are more problematic. For example, dealing with the boss is potentially more difficult. Frequent communication, accurate and full assessments of the situation, requests for reasonable means to deal with problems, and a history of being a good project manager are necessary to gain compliance from the boss. There are basically four problems. The reassigned team member and the changes in due dates are beyond the control of the project manager. However, the personality clashes among team members and the mistaken completion estimate for one of the tasks are within the control of the project manager. If these two problems remain unsolved, they may reflect poorly on the project manager. One prudent alternative is to explain the situation to the boss. The project manager should also explain to the boss what he is doing to solve these two problems. If the boss absolutely cannot accept the project past the original deadline, then additional resources are needed to complete the project on time. If additional resources will solve the problem, and they are available, the project manager should provide a fairly strong, convincing rationale for why these new resources should be allocated to this project. The project manager might show, for example, that the project cannot be completed on time unless the boss doubles the programmers available for this project or takes some much needed experts off other projects and assigns them to this project. 3.45. The following table summarizes the early finish, late finish, and slack times for this exercise. This table also identifies the activities located on the critical path. A Gantt chart is also provided. The Gantt chart was prepared with Microsoft Project; the starting date is July 26, 2004. Problems and Exercises 45 Activity Summary Table Activity Time Immediate Predecessors EF LF Slack Critical Path? A 5 -- 5 5 0 Yes B 3 A 8 12 4 No C 4 A 9 9 0 Yes D 6 C 15 15 0 Yes E 4 B, C 13 16 3 No F 1 D 16 16 0 Yes G 5 D, E, F 21 21 0 Yes
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Chapter 3 Modern Systems Analysis and Design 8 th edition Instructor’s Manual 12 Problems and Exercises 45 Gantt Chart 3.46. A suggested Network diagram is provided below. Microsoft Project was used to prepare the Network diagram. Activities A, C, D, F, and G shown with a darker border are on the critical path. Problems and Exercises 46 Network Chart 3.47. Suggested answers are provided below; Microsoft Project was used to prepare the Network diagram. Activities in boxes with a darker border are on the critical path. The following table summarizes the times, immediate predecessors, early and late finish times, and slack times for each activity. As noted in the table and Network diagram, activities A, D, E, F, I, and J are on the critical path. Problems and Exercises 47 Activity Summary Table Act ivity Time Immediate Predecessors Early Finish Late Finish Slack Critical Path? A 4 -- 4 4 0 Yes B 5 A 9 31 22 No C 6 A 10 17 7 No D 7 A 11 11 0 Yes E 6 A, D 17 17 0 Yes F 5 C, E 22 22 0 Yes G 4 D, E 21 22 1 No H 3 E 20 26 6 No I 4 F, G 26 26 0 Yes J 5 H, I 31 31 0 Yes
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Chapter 3 Modern Systems Analysis and Design 8 th edition Instructor’s Manual 13 Problems and Exercises 47 Network Diagram 3.48. A Gantt chart, based on the previous question’s criteria, is presented below. The start date is February 2, 2015. Microsoft Project was used to prepare this chart. Problems and Exercises 48 Gantt Chart 3.49. Suggested answers are provided below. Microsoft Project was used to prepare the Network diagram, and the Gantt chart. On the Network diagram, activities in boxes with a darker border are on the critical path. The following table summarizes the times, immediate predecessors, early and late finish times, and slack times for each activity. As noted in the table and Network diagram, activities A, B, C, D, F, H, I, and K are on the critical path. Problems and Exercises 49 Activity Summary Table Activity Time Immediate Predecessors Early Finish Late Finish Slack Critical Path? A 3 -- 3 3 0 Yes B 1 A 4 5 1 No C 2 A 5 5 0 Yes D 5 B,C 10 10 0 Yes E 3 C 8 12 4 No F 2 D 12 12 0 Yes G 3 E,F 15 15 0 Yes H 5 F,G 20 20 0 Yes I 5 G,H 25 25 0 Yes J 2 I 27 27 0 Yes
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Chapter 3 Modern Systems Analysis and Design 8 th edition Instructor’s Manual 14 Problems and Exercises 49 Gantt Chart Problems and Exercises 49 Network Diagram 3.50. Student answers will vary. However, students will likely mention reviewing degree requirements, visiting with advisors, comparing schedules with friends (making sure they are in the same class), reviewing work schedules, and course schedules. Encourage students to use project management software to create their Network diagrams and Gantt charts. Ask them to discuss the advantages to using project management software over constructing the charts by hand. 3.51. Student answers will vary. Some students may only decompose their project into two levels and this may not be sufficient to reach a level that represents manageable tasks. Others may decompose their task into 4 or 5 layers making the project too detailed such that management would become complex and cumbersome. 3.52. Student answers will vary. Now students must start to think about the timing and sequencing of activities and here is where they may make tasks too small or too large. Typically a task that can be done in a week or two weeks is of a reasonable size for WBS planning. If students create tasks that are too small (a few hours or a single day) or too large (several weeks or months long), give them feedback to help them revise their WBS and merge small tasks together and break larger ones into sets of more manageable tasks. 3.53. Student group results will vary. This can be a fun exercise for students and can help them to see how others on their teams and on other teams may view the size and duration of tasks differently. Work with the groups to help them identify omissions or size disparities that might make project management more difficult. Guidelines for Using the Field Exercises 3.54. Students will provide a variety of answers for this question, so it is useful for students to compare their answers. Each of us is unique, as are project managers, so students are likely to find variations in the skills and activities for which project managers are responsible, the skills and activities they find more challenging, those at which they are better, and those they prefer. Table 3-1 is a fairly complete list, so it will be interesting to see if students can find managers who mention skills or
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Chapter 3 Modern Systems Analysis and Design 8 th edition Instructor’s Manual 15 activities not listed in the table. You can use the information generated by students in your project management lecture the next time you teach the course. 3.55. As with the previous question, students are likely to provide a variety of answers for this question. Thus, it is useful for students to compare their answers. While the project planning elements in Figure 3-9 are fairly complete, they are operationalized differently within each organization. Students are likely to find variations in the extent to which these elements are part of each person’s planning process. Have students discuss why barriers exist and what can be done to eliminate, exploit, or work around these barriers. 3.56. People have different communication strengths, weaknesses, and preferences. Also, different forms of communication are emphasized in different organizations. However, meetings, memos, and hallway discussions occur in nearly all organizations. People are likely to have distinct ideas about which types of communication are best for certain situations. For example, people tend to use memos for more formal communication. Similarly, people tend to use hallway discussions for more informal and/or sensitive information. 3.57. This question parallels Field Exercise 2 in many ways. In fact, it is useful for students to answer Field Exercises 2 and 4 simultaneously. While the project execution elements in Figure 3-14 are fairly complete, they are operationalized differently within each organization. Students are likely to find variations in the extent to which these elements are part of each person’s work. Have students discuss why the barriers exist and what can be done to either eliminate, exploit, or work around these barriers. 3.58. This is a substantial question, but it should provide rich, useful information for class discussion. The key issues are the similarities and differences between information systems projects and other types of projects. In particular, are different personal leadership attributes required for systems projects versus non-systems projects? An organization’s culture and general management style can affect leadership attributes applied in each case. Many people argue that leadership skills and attributes are generic and transcend most tasks and jobs. However, students may uncover some perceived differences from their small data set they build from the individual reports of project managers. 3.59. This is a very useful exercise, especially if students can observe an information system project team building a real system. If not, it is still useful for students to conduct the same exercise using a class- based student project team. Alternatively, your students can read something like Tracy Kidder’s award winning book, The Soul of a New Machine , which is an account of an information systems project (new computer system design) team in industry (Data General). This book is an excellent case study of the sociology of teams and projects. Have your students’ compare their answers to see if a general set of project team do’s and don’ts arises. Have students also address the extent to which each of these dos and don’ts is generalizable to other project team settings.
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