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.
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.
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.
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.
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
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
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
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
Loading page 4...
Chapter 1 Modern Systems Analysis and Design 8th edition Instructor’s Manual
4
1.13. Physical design 1.11. Object class
1.5. Implementation 1.15. Rational Unified Process (RUP) an
example of OOSAD
1.9. Maintenance
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
4
1.13. Physical design 1.11. Object class
1.5. Implementation 1.15. Rational Unified Process (RUP) an
example of OOSAD
1.9. Maintenance
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
Loading page 5...
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.
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.
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 difficult 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 using.
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
7
Guidelines for Using the Field Exercises
1.35. It should not be too difficult 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 using.
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 generalize 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.
8
that the class doesn’t generalize 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
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.
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 3rd 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
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 3rd 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 useful 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
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 useful 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 software’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
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 software’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 Google’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.
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 Google’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.
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 8th 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 Valley 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 (COnstructive COst
MOdel).
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 Valley 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 (COnstructive COst
MOdel).
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Chapter 3 Modern Systems Analysis and Design 8th 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.
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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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
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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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
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 8th 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.
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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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 diagrams 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 activities
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 members
Memos Guidance to team members, personnel appraisals
Brown Bag 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 deal with problems
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 diagrams 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 activities
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 members
Memos Guidance to team members, personnel appraisals
Brown Bag 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 deal with problems
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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 analyst’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.
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 analyst’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 8th edition Instructor’s Manual
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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.
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 8th 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
Finish
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
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
Finish
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 8th 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
Activity 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
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
Activity 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 8th 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
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 8th 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
Activity 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
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
Activity 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 8th 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
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 8th 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
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 8th 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.
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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