Solution Manual for Modern Systems Analysis and Design, 8th Edition

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Chapter 1Modern Systems Analysis and Design 8th editionInstructor’s Manual1Chapter 1The Systems Development EnvironmentChapter OverviewChapter 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 variousmethodologies.Students are introduced to several systems development components, including theprocess 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-coursesequence on analysis and design. Often students are not familiar with the systems developmentprocess, different organizational components, or how these components work together. This chapterprovides the general organizational context in which systems development takes place.The text uses the Systems Development Life Cycle (SDLC) methodology (including its associatedproblems with the traditional waterfall approach) to introduce students to the structured approach increating new systems. The student is also introduced to other methodologies such as Computer-AidedSystems Engineering (CASE), the Agile Methodologies, eXtreme Programming, Object OrientedAnalysis and Design (OOAD), and the Rational Unified Process (RUP).The text compares andcontrast the new with more traditional methods in an effort to show both the advantages andlimitations of these methods.Chapter 1 introduces students to CASE usage in organizations, CASE components, and visual andemerging development tools. CASE tools are used to apply an engineering approach to systemsdevelopment and can support each phase of the SDLC. The purpose of CASE is to make it easier foran organization to enact a single design philosophy across many projects, systems, and stakeholders.CASE provides support for all SDLC activities.Instructional ObjectivesSpecificstudentlearningobjectivesareincludedatthebeginningofthechapter.From an instructor’s point of view, the objectives of this chapter are to:1.Defineanddiscussthemodernapproachtosystemsanalysisanddesignfromanorganizational perspective incorporating techniques, tools, and methodologies.2.Explain how an organization’s objectives, structure, and processes are essential in thedevelopment of systems to meet their needs.3.Explain that the SDLC process is not sequential but cyclical and that the order is adaptable asrequired for different projects; also to emphasize that often analysts and designers may gobackwards to the previous step to complete unfinished products or to correct errors oromissions discovered in the next phase.

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Chapter 1Modern Systems Analysis and Design 8th editionInstructor’s Manual24.Explain the difference between the logical design and the physical design as it relates tosystems development.5.Discuss the Microsoft Security Development Lifecycle (SDL) and the need to incorporatesystem 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 Designprocess.7.Discuss computer-aided software engineering (CASE) tools and their application to theSDLC, 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 thetraditional Systems Development Life Cycle (SDLC).9.Explain and discuss object-oriented analysis and design (OOAD) and the Rational UnifiedProcess (RUP).10.Show students that the life cycle is a flexible basis for systems analysis and design and that itcan support many different tools and techniques, such as Agile methodologies and eXtremeProgramming.11.Compare and contrast the various development approaches introduced in Chapter 1 anddepict 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 toexplain the steps are neither hard nor fast and that in many real-world situations phases orsub-phases may be combined to improve efficiency and understanding. The cycle is anorganizing and guiding principle; however in companies and software development teamswill adapt it to suit their needs for specific projects.Classroom Ideas1.Figure 1-1 depicts that methodologies, techniques, and tools drive organizational approaches tosystems 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 haveidentified 5 or 6 in each heading review and emphasize the differences between the three andmove any from an incorrect category to the correct one and explain why it is one and not theother.2.When introducing the systems development life cycle model featured in the textbook, discussother life cycle models using actual ones from existing organizations.Show that the basicmodel presented (Planning, Analysis, Design, Implementation, and Maintenance) are brokendown into smaller phases by many companies but that in the end that could be categorized intoone of the basic five explained.This reinforces to students that no one standard life cyclemodel exists and the model they will use as a systems analyst will likely differ from thetextbook’s life cycle model.The point is that the life cycle represents activities that must be

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Chapter 1Modern Systems Analysis and Design 8th editionInstructor’s Manual3done; 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 summarizesthe 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 CASEtools have met with resistance in some organizations and a brief discussion of the advantagesand disadvantages of CASE would be appropriate here. Major emphasis should be placed onthe increasing use of a CASE repository and that the other tools are used depending upon thecomplexity of the project and the skill set and training of the organizational developers. Table1.2 lists examples of CASE usage within the SDLC. Many managers are reluctant to ramp upuse of CASE tools due to their difficulty and the high end platforms that many require forsupport.5.It would be great if you have any CASE tools available that you could demonstrate to thestudents 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 relatesto OOAD. Discuss the differences between RUP and the traditional SDLC. Table 1-3 presentsthe Agile Manifesto.7.Ask students to compare Agile methodologies to traditional SDLC (see Table 1-4 Five CriticalFactors that Distinguish Agile and Traditional Approaches to Systems Development). Introducea case study project where Agile methodologies were employed. Ask students to identifyproblems that the project ran into using Agile methodologies as well as any benefits gained bythis 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.DiscussIBM’sRationalUnifiedProcess(RUP)showninFigure1-13.ThisWebsitehttp://www-01.ibm.com/software/awdtools/rup/ /should help with background information.Answers to Key TermsSuggested answers are provided below. These answers are presented top-down, left to right1.6. Information systems analysis and design1.18. Systems development methodology1.2. Application software1.17. Systems development life cycle(SDLC)1.16. Systems analyst1.14. Planning1.1. Analysis1.12. Object-oriented analysis and design(OOAD) (RAD)1.4. Design1.10. Object1.8. Logical design1.7. Inheritance

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Chapter 1Modern Systems Analysis and Design 8th editionInstructor’s Manual41.13. Physical design1.11. Object class1.5.Implementation1.15. Rational Unified Process (RUP) anexample of OOSAD1.9. Maintenance1.3.Computer-aided software engineeringtools (CASE)Answers to Review Questions1.19.Information systems analysis and design is the complex organizational process wherebycomputer-based information systems are developed and maintained.1.20.In the early years of computing, analysis and design were considered an art. However, withthe growing importance and changing nature of information technology and its usage in the workenvironment, work methods have evolved, making analysis and design a disciplined process. Theanalysis and design of computer-based information systems began in the 1950s with emphasisplaced on automating existing processes. All applications were developed in machine language orassembly language and developed from scratch.The 1960s saw the first procedural, or third-generation languages, become available.Computers were still large and expensive and storagewas a premium.In the 1970s, systems development became more disciplined as many peopleworked to make it more like engineering. In the 1980s, microcomputers became key organizationaltools; the software industry expanded greatly; fourth-generation languages were used more andmore to write applications, and CASE tools were developed. In the 1990s, the focus shifted tosystem integration, and developers were using visual programming environments to design userinterfaces. Databases began residing on servers, as well as the application logic. Companies beganpurchasing enterprise-wide systems and more and more systems development focused on theInternet, particularly the Web. The current focus is on Web-based systems development andwirelesscomponents.Additionally,manysystemimplementationsuseathree-tierdesign.Currently, companies may assemble their systems using off-the-shelf components or by usingapplication 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 areidentified, analyzed, prioritized, and arranged.During the analysis phase, requirements aregathered from users. The requirements are then studied and organized with any redundancieseliminated. The output of this phase is a solution recommended by the analysis team. During thedesign phase, the description of the recommended solution is converted into logical and thenphysical system specifications. During the implementation phase, the information system is coded,tested, installed, and supported in the organization. During the maintenance phase, the system issystematically repaired and improved.Another problem was that roles of system users orcustomers was narrowly defined with users relegated to the requirements determination or analysisphase where it was assumed that all requirements could be specified in advance. In addition, harddates were set for the early phases and were judged successful if the dates were met leaving littletime to incorporate important changes.The end result of these problems is that the focus ondeadlines 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 theSDLC process treats each phase as separate and completeunto itself and feedback is often ignored resulting in locking users into requirements that had been

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Chapter 1Modern Systems Analysis and Design 8th editionInstructor’s Manual5previously determined, even though those requirements might have changed.Another problemwas that roles of system users or customers was narrowly defined with users relegated to therequirements determination or analysis phase where it was assumed that all requirements could bespecified in advance.In addition, hard dates were set for the early phases and were judgedsuccessful if the dates were met leaving little time to incorporate important changes.The endresult 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.CASEtoolsaresoftwaretoprovideautomatedsupportforsomeportionofthesystemsdevelopment process.1.24.The general types and components of CASE tools are diagramming tools, computer display andreportgenerators,analysistools,acentralrepository,documentationgenerators,andcodegenerators.Diagrammingtoolsenablesystemprocess,data,andcontrolstructurestoberepresented graphically. Computer display and report generators helpprototype how systems “lookand feel” to users.Analysis tools automatically check for incomplete, inconsistent, or incorrectspecifications in diagrams, forms, and reports. A central repositoryenables the integrated storageofspecification,diagrams,reports,andprojectmanagementinformation.Documentationgenerators produce technical and user documentation in standard formats. Code generators enablethe automatic generation of program and database definition code directly from the designdocuments, diagrams, forms, and reports. Depending on the CASE product, CASE may providesecurity features, version control, import and export facilities, and facilities for backup andrecovery, user account management, and usage accounting. The repository is likely the mostimportant component of a comprehensive CASE system because it provides the mechanismthrough which tool and activity integration can occur and can be utilized by all team projectmembers, 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 helpin multiple phases of the SDLC such as project identification and selection, project initiation andplanning, analysis, design, and implementation and maintenance.This is all because of thedatabase repository used for product and tool integration.1.26.Agilemethodologiespromoteaself-adaptivesoftwaredevelopmentprocess.Whileothermethodologies focus on roles that individuals play in a project team, Agile methodologies focusmore on the individual. As software is developed, the process used to develop it is refined andimproved through a review process done by the development team through iteration.1.27.eXtremeprogrammingisanapproachtosoftwaredevelopmentdistinguishedbyshortdevelopment cycles, an incremental planning approach, a focus on automated tests written byprogrammers and customers to monitor the development process, and reliance on an evolutionaryapproach to development that lasts throughout the lifetime of the system. This methodology usesan evolutionary approach to software development. Coding and testing are part of the sameprocess and are done by a two person programming team. Code is tested shortly after it is writtenand integrated into the system within a few hours of being written. All phases of the life cycleconverge 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-basedapproach when the project or team is relatively small; when the products are not critical or safetyoriented, and design is relatively simple with relatively minimal documentation necessary; whenagile-experts are continuously available in a critical mass; and in environments where the cultureis one in which people thrive on chaos and are comfortable with several degrees of freedom.

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Chapter 1Modern Systems Analysis and Design 8th editionInstructor’s Manual61.29.Object-oriented analysis and design (OOAD) consists of methodologies and techniques based onobjects (which combines data and processes) with activities (methods) rather than the traditionaldata description (data analysis) separate from processes (programming).Answers to Problems and Exercises1.30.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 usedwith confidence by the users of the system. If shortcuts are taken for quick and easy developmentthere is a greater chance for errors, as well as a system that does not meet user needs. The value ofusing an engineered approach results in a system that meets user needs while operating the way itwas 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 thebeginning of another project that will lead to an improved or new system. Figure 1.3 is looked atas more of a spiral, in which phases are constantly cycling through at different levels of detailbased 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 toindicate it is a one time through methodology that may not necessarily be the case.Many of thesame SDLC techniques and tools are used. Many different companies have their own SDLC stepsbut in the end they are the same with some breaking them down into smaller sections to meet theirown needs.For example, the U.S. Department of Justice’s SDLC would break down asfollows:1) Planning: Initiation, System Concept Development, Planning; 2) Analysis: RequirementsAnalysis;3)Design:Design;4)Implementation:Development,IntegrationandTest,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 beginningof another project that will lead to an improved or new system.Figure 1.9 has the same SDLCwith one major exception.Figure 1.9 reveals an iterative relationship between the Analysis andDesign phases that allows a design to be tested and revised until correct between the analysis anddesign steps.This design overcomes one of the main problems of the SDLC in that it does nottreat these two phases to be separate and complete.1.34.Object-Oriented Analysis and Design (OOAD) differs from the SDLC in that this methodology isbased on objects rather than data or processes.The objects (a structure that combines bothattributes and methods) is an abstraction of a real-world thing in which data and processes areplaced together to model the structure and behavior of the real-world object. Putting the data andprocesses together in one place recognizes the fact that there are a limited number of operations forany given data structure.The main goal is to make system elements more reusable, thusimproving system quality and the productivity of systems analysis and design. The four phases ofthe Rational Unified Process (RUP) are inception, elaboration, construction, and transition are notpresented as a cycle because the objects are not part of an iterative design but carefully developedand tested together with both the data and process.

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Chapter 1Modern Systems Analysis and Design 8th editionInstructor’s Manual7Guidelines for Using the Field Exercises1.35.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 registeringfor a course. They should also include systems that are not computer-based, such as a physicalfiling system for receipts or for transcripts.Instruct students to place each of their “systems”ontheir diagram and show how they (should) interact. Discuss the diagrams with students and havethem evaluate whether or not they think that the systems interact well with one another. Thisenables students to determine whether the systems are well integrated (be sure that students havea clear idea on what it means for systems to be integrated). If their diagrams do not reflect wellintegrated systems ask them to draw a new“proposed”diagram in which they would interact ina 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 tothe system design if one or more of the steps of the SDLC were ignored.For example, havestudents imagine what would happen if the planning phase was ignored. They might imagineelegant, 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 severaldifferent locations, or where information is re-keyed into one part of the system while it alreadyexists in another format in another part of the system. They might describe a system that is lostcompletely because no proper backup and recovery procedures exist. The useful part of thisexercise is that no matter what disasters or problems they imagine, they have probably alreadyhappened in one setting or another.1.37.This is a useful exercise, particularly for beginning information systems students. This exerciseenablesstudentstoseehowinformationsystemsareusedthroughoutanorganization.Frequently, in smaller organizations, information systems development is more informal, andthe various information systems roles are played by one or a small number of people. It isinteresting to see how people in smaller organizations find creative ways to develop andimplement technology on a limited budget and with a limited information systems staff. It isalso useful to discuss how smaller organizations can integrate with systems outside theorganization.For example, investigating how organizations, large and small, connect to creditcard companies my provide students with a relevant task.Many instructors also find this is away to inject service learning into this course as there are many well-deserving organizations outthere 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 theconcepts being taught in the course.1.38.This is a great exercise, especially if the instructor has several local contacts from whichstudents 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 thisexercise 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 thatstudents would have better knowledge of which organizations to contact. Once that contact ismade, students could interview and then return to the class with the information and present theadvantages and disadvantages that they have discovered to the class. Another important elementwould be where (in what SDLC phase) students found CASE was used most often and evenwhich specific CASE tool was most often used. Care must be taken in an exercise of this nature

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Chapter 1Modern Systems Analysis and Design 8th editionInstructor’s Manual8that the class doesn’t generalize from a very small sample that CASE tools are always good andhelpful 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 obtainthe information they need for answering this question, with the possible exception to price butthey should be able to find some relative numbers for comparisons. Nearly all software vendorshave plans for and/or are working on future versions of their software. CASE tool vendors areno different. Since your students will obtain information about different CASE tools, it is usefulfor them to compare their answers. This would give the opportunity for presentations to the classor a team sharing exercise. This allows students to learn more about the competitive dynamics ofthe CASE tool market. You might suggest looking at a tool like LiquidPlanner. Encourage yourstudents 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. Areport or presentation as a deliverable from this exercise might be appropriate. Encouragestudents to consider how Agile methodologies differ from engineering oriented process. Thenice thing about presentations to the class is that students have the opportunity to hone theircommunications 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 fromtime to time and provide direct feedback to each student, commenting on their experiences andanswering their questions. You might also periodically have students share their journalcomments and questions with the rest of the class and use this as fuel for class discussions. Evenif students do not share actual comments, have them discuss the sources of their comments, suchas newspaper articles, conversations with other faculty and students, advertisements, new topicsthey read in this textbook, or comments made by a parent.It might be interesting to note howstudents’thoughts on systems analysis and design change over the course of the semester. Thisexercise allows students to practice written communication and retrieval skills that will benecessary as they move out into the world of work and become project leaders and managers.

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Chapter 2Modern Systems Analysis and Design 8theditionInstructor’s Manual1Chapter 2The Origins of SoftwareChapter OverviewThe primary purposes of Chapter 2 are to show students that not all of the software associated with asystems development project is developed in-house and to emphasize that analysts should considerseveral design strategiesbased on the organization’s resourcesbefore choosing one to pursue for furtherdevelopment in design. The secondary purpose is to emphasize that the consideration of a packagedsoftware 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, packagedsoftware producers, enterprise-wide solutions (ERP), cloud computing, open-source and in-housedevelopment. In addition, the reasoning that should be followed when choosing among the many optionsavailable 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 atone end and buy at the other. Just as important, more choices these days are made toward the buy end ofthe scale. The Request for Proposal (RFP) is shown as an important element to understanding howanalysis and design requirements must be translated into a document that external source organizationscan review for bid. The chapter includes a discussion of outsourcing, an option for systems developmentand management that may not occur to many students in their first systems development course. Thechapter explains reuse and the four different approaches to reuse.Instructional ObjectivesSpecific student learning objectives are included at the beginning of the chapter.From an instructor’spoint 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, packagedsoftware producers, enterprise-wide solutions (ERP), Cloud Computing Services, open-source, andin-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 isimportant to ensure that they understand what it is and its advantages. Emphasize that it enablescustomers (firms) to use hardware and software that is not installed on their computers but rather toaccess 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) gainingaccess to applications faster than via internal development, and (3) achieving lower-cost access tocorporate-quality applications. Also mention that cost savings are achieved from elastic leasing ofpooled 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 cloudcomputing.4.Show students how to evaluate off-the-shelf software and why it is important to do thorough analysisfirst. Review the criteria to consider when purchasing off-the-shelf software (p.35). Also explain that

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Chapter 2Modern Systems Analysis and Design 8theditionInstructor’s Manual2the claims made by software and hardware vendors need to be validated by someone outside thevendor organization, such as current users and independent software testing centers. Emphasize thatvendor information may be biased and even trade publication articles may describe software in amore than realistic positive light. When in doubt, check the information out.5.Discuss the importance of software reuse and how object-oriented and component-baseddevelopment are the two most common reuse methods. Also emphasize that reuse must be alignedwith the organization’s overall strategic goals.Explain the four levels of adoption currently beingseen in the industry:ad hoc,facilitated, managed, and designed (Table 2-3 lists the fourapproaches).Classroom Ideas1.Use Table 2-1 and an updated version of the same information from the most recent SoftwareMagazine 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 themfor specific software needs. This table can serve as the basis for a discussion of the make- versus-buydecision and can be expanded to include the “not invented here” syndrome.Additionally, invitea guest speaker who is currently responsible for software procurement and have them discuss theadvantages and disadvantages of the sources of software.3.Have students research the proper format and contents for Requests for Proposal and have themcreate and/or present an RFP (see Problem and Exercise 1). RFP preparation should includediscussion 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 anorganization that employs object-oriented design to come in and discuss the level of reuse and thereal-world issues involved in their organization with promoting the concept, given some of thestartup costs and constraints.Answers to Key TermsSuggested answers are provided below. These answers are presented top-down, left-to-right.2.3. Outsourcing2.4. Request for proposal (RFP)2.2. Enterprise resource planning (ERP) systems2.5. Reuse2.1. Cloud ComputingAnswers to Review Questions2.6.Six sources of software are identified in the text. These include: 1) Information TechnologyServices Firms, 2) packaged software producers, 3) enterprise-wide solution software, 4) cloudcomputing, 5) open-source, and 6) in-house development software.Information Technology Services firms are used by companies who do not have expertise orpersonnel to develop IS systems.These firms have experts in the development, hosting, andrunning of applications and other services to fit a customer’s specifications.

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Chapter 2Modern Systems Analysis and Design 8theditionInstructor’s Manual3Packaged software producers develop a vast number of applications for different markets that fits alarge market segment. Prepackaged solutions may range from general, broad-based to narrow, nichepackages that can run on a variety of platforms.Enterprise solutions (ERP) consist of a series of integrated modules; these modules are integrated tofocus on business processes rather than on business functional areas allowing companies to storedata in only one area without duplication. This allows the use of a single repository ensuring moreaccurate 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 canpay on a per-use basis. A key advantage is that server and storage capacity can be ordered ondemand as needed. Information security remains a concern when considering cloud computingbecause of 3rdparty control of the applications.Open-source software has risen in popularity because of the free availability of not only the productbut 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 beingthe most prevalent examples.In-house development requires the resources, especially trained staff, to develop software targeted toan organization’s own specific needs.Fewer companies are going this route today because of theexpertise 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 atarget 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 applicationdesign will meet user requirements and the hardware and systems software vendors believe arenecessary for developing the new system.2.9.To verify vendor claims about a software package, an analyst can ask for a softwaredemonstration, use the software (and its documentation and training materials) personally, talk withother 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’sneeds.2.10.Enterprise resource planning systems consist of a series of integrated modules; these modulespertain to specific, traditional business functions. However, these modules are integrated to focus onbusiness 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 newmodules 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 2Modern Systems Analysis and Design 8theditionInstructor’s Manual4organization conducts its business. These projects when accomplished successfully are most oftenapproached 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, andmaintaining objects and components that can be drawn on again and again for new applications isthe objective. Reuse should in theory increase programmer productivity, decrease development time,minimize errors, and schedule overruns. Ultimately it should produce higher quality work withfewer defects and thus reduce overall implementation and maintenance time. In current practice, dueto high initial startup costs, lack of good quality methods for labeling, storage, combined with lackof senior management commitment, reuse is not practiced as often as it could be. Additionally, lackof incentives and rewards to design for and apply reuse concepts and the overall difficulty inmeasuring economic gain from its application all conspire against reuse in the real world. NoteFigure 2-5 on the high initial startup costs when a high level of reuse is planned. As moreorganizations achieve success and as more componentization takes place in thefor purchasearenamore 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 theadvantages and disadvantages listed in Table 2-3. Note also that no one type yields the best possiblesolution. Successful reuse requires an understanding of how reuse fits within larger organizationalgoals and strategies.Answers to Problems and Exercises2.13.An organization uses the Request for Proposal (RFP) to solicit proposals from several competingvendors. Usually, RFPs first provide background information on the company and the business unitsinvolved in the request, an explanation of the information systems needs, a description of what iswanted 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. Thebulk of the document then describes the mandatory, essential, and desirable requirements in theareas of need (e.g., functionality, hardware, software, and service).Students’ RFP outlines shouldinclude 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 solelyon their familiarity with the packages and/or their bias toward one hardware platform or operatingsystem over another. To a certain extent this is functional. On the other hand, this can be adisadvantage; for example, it is useful to consider the current staff’s familiarity with the newapplication software and the resulting need for retraining but if a company does not choose newsoftware because of the employees’ lack of familiarity with the software, they run the risk of beingleft behind using antiquated technology. Additional criteria include compatibility with currentlyused application software (so, for example, data can be shared), compatibility with existinghardware 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 selectingoff-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 easeof installation, you might include the current staff’s familiarity with the software, need forretraining, compatibility and connectivity with current systems, and the track record of the vendor in

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Chapter 2Modern Systems Analysis and Design 8theditionInstructor’s Manual5successfully implementing similar software in other organizations. Such vendors should have anestablished track record for developing similar software in other organizations. Their referencesshould be checked thoroughly, including visits to other sites. Additionally, factors such as thevendor’s employee turnover rate and history should be considered to ensure the same level of skilland talent is available. Vendor capability may change over time.If the developer’s role ends afterthe application is accepted, then the vendor’s reputation for handling this transition from externaldevelopment to internal maintenance is important. From a legal point of view, you may want toselect a custom developer based on the willingness to sign a non-disclosure agreement, so that he isnot allowed to develop a similar system for one of your competitors, at least for a certain amount oftime.2.16.The project team can use the advantages of the enterprise resource planning design as part of itsstrategy for selling this system. The team can stress that this solution consists of a series ofintegrated modules; these modules are integrated to focus on business processes, and the firm canintegrate all parts of a business process. This approach includes a single repository of data, thusproviding more consistent and accurate data and less maintenance. These modules are flexible andnew 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, supposedlyseamlessly and within a single system; (2) an ERP system is based on a single repository of allcorporate data, which implies consistency, accuracy, and flexibility of the data; and (3) adding newmodules should be relatively painless as all modules are specifically designed to work together. Onthe other hand, some might counter that ERP systems are complex and require expensive outsideexpertise for implementation, and that the organization itself has to adjust to fit the software’s modelof how organizations should operate rather than the reverse.In both cases, the team may also employ testimonials and reports of results from other organizationsthat have benefited from the ERP strategy. Other users can be both a reliable and insightful sourceof information.Guidelines for Using the Field Exercises2.17.Business people are likely to use this list of criteria in some formal or informal way. Have yourstudents present their findings to the class so that they can learn about a variety of companies. It isuseful 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 criterionlist 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 copiesof RFPs either from business contacts or from the university. You may have to file a Freedom ofInformation Act (FOIA) request in order to obtain RFPs from public organizations. It is very usefulfor 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. Helpstudents understand that government agencies are subject to federal laws that do not always apply toprivate organizations.2.19.Start by contacting larger organizations (as they are more likely to employ ERP) where alumnifrom 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 bewilling to talk about. Chances are any organization that a student contacts about its ERP

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Chapter 2Modern Systems Analysis and Design 8theditionInstructor’s Manual6implementation 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 anERP system. The organization was probably attracted to the promise of uniformity and consistencymade by ERP vendors, although the exact reasons differ from firm to firm. Chances are good thatthe organization has made some internal changes, such as realigning departments internally to takeadvantage of the opportunities ERP systems offer, as well as to meet the demands ERP systemsmake in order to operate effectively. The chances are also good that most of the implementationwork has been done by outside consultants, so for firms not used to managing large numbers ofcontractors, an ERP implementation is a new and different experience. The implementation is likelystill going on at whatever firm a student happens to talk with, but it has probably been going on formany months or years, as each ERP implementation is a learning experience for the consultants andthe adopting firm.Petrie Electronics2.20.Typically, executives develop a set of organizational goals. These goals are thentranslated into strategic initiatives. These initiatives are broken down into projects, which requirea combination of resources and processes to execute. IS projects are typically developed in thistop-down method, although some organizations allow IS projects, to be developed by front-lineemployees (e.g., see Google’s 20% rule).In this case, Petrie Electronics uses the top-down approach to select projects that will help meetgoals. The head office has set “number-1 priority” to develop closer relationships with theircustomers. In doing so they selected a customer loyalty IT project as part as this goal. There maybe 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 partof a program of project that are directed toward addressing a particular organizational goal. IScuts across all organizational boundaries (e.g., accounting, finance, marketing, and so on) toenable the organization to offer services and products. Without IS, organizations could notfunction. 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 tocorporate strategy. If IS does not perform within the needs of corporate strategy, then this strategywill simply fail.2.22.Most consumer-facing organizations have some sort of loyalty programs. There arehundreds, if not thousands, to choose from in every sort of industry (e.g., online retail, homeimprovement stores, car dealerships, and so on). Most programs provide a card that allows theorganizations to track the activities of their customers. The organizations can then tailormarketing efforts based on customer buying behaviors. The most common loyalty programs arethose of grocers. Most grocery stores in North America and Europe all provide significantdiscounts for customers that use loyalty programs. They then use the buying data to providecoupons and ads that will be relevant to the customer. Also, customers who receive discounts aremore likely to be “loyal” to a certain store or brand.2.23.Jim’s next stepis to start the first phases of the project management process. Thisincludes six steps to project initiation that are outlined in Chapter 3.

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Chapter 2Modern Systems Analysis and Design 8theditionInstructor’s Manual72.24.As noted by Ella, the executives selected a new employee to lead this project becausethey wanted a fresh perspective for this very important project. This fresh perspective will allowfor the possibility of a creative solution to be developed. Also, Jim is NOT invested in seeingother current systems succeed as he has not developed or invested time in them. His opinion,therefore, should be objective.

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Chapter 3Modern Systems Analysis and Design 8theditionInstructor’s Manual1Chapter 3Managing the Information Systems ProjectChapter OverviewChapter 3 introduces students to the process of managing an information systems project. Specifically, thechapter focuses on the systems analyst’s role in managing information systemsprojects through the fourphases in the life of all projects: initiation, planning, execution, and close down. You and your studentsshould view this chapter as a valuable reference throughout the systems analysis and design course anduse the material in this chapter to assist in guiding and evaluating ongoing project activities. In order toprovide students with a better understanding of the totality of an information systems project, this chapteris placed early in the textbook. You should emphasize that the skills and knowledge gained from thischapter are a critical foundation to the effective management of information systems projects and othertypes of projects and activities.Chapter 3 also introduces the textbook’s second running case, Pine Valley Furniture, which is also usedto demonstrate each chapter’s key concepts.This running case provides a concrete example of a systemsdevelopment project.Instructional ObjectivesSpecific student learning objectives are included at the beginning of the chapter.From an instructor’spoint 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 managersmust juggle numerous activities and that project management is at times more of an art than ascience.3.List and describe the skills of a project manager during project initiation, project planning, projectexecution, 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 3-9outlines these activities.5.Describe the documents and processes involved in each of the project steps beginning with theProject Charter and the project scope statement and culminating with the project closedownreview.6.Explain what is meant by critical path scheduling and describe the process of creating Gantt chartsand Network diagrams.7.Explain the widely used method for project cost estimation COCOMO (COnstructiveCOstMOdel).

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Chapter 3Modern Systems Analysis and Design 8theditionInstructor’s Manual28.Explain the increasing emphasis on the elements in a communication plan and how it affects theoverall project outcome. Also explain that communicating project status is critical at all stages andfor all stakeholders.9.Explain how commercial project management software packages assist in representing andmanaging project schedules.Classroom Ideas1.Since this chapter introduces many different concepts and terms that are central to the managementof information systems projects, ask your students to review the chapter’s key terms.As part of yourclass discussion, use Review Question 1, at the end of the chapter, to compare and contrast thischapter’s key terms.2.You may choose not to lecture from this chapter. Your students can read the chapter much as theymight read a supplemental, background reading. This comment is especially true if your studentshave 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 systemsactivity (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 yourstudents to create a work breakdown structure that includes precedence relationships and timedurations for each activity. Additionally, ask your students to construct Gantt charts and Networkdiagrams for these activities. Students can perform these tasks either inside or outside of class. Ifyou allocate class time, ask students to describe their project and phases. Alternatively, this activitymakes a good written assignment.3.If you lecture from this chapter, the chapter’s tables and figures are good resources for summarizingthe major project management activities.4.If you want to expose students to the current technology trends in project management, a quickoverview of the many tools that project managers can use would be helpful. Start by showing a listof 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.Youcanthendemonstrate 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 differentfeatures. Most solutions, including Microsoft Project and Clarizen, have 30 to 60 day trials that youand your students could use. Make sure students understand that the project management activitiesdo not change though some of the ways different solutions have you enter the information andpresent the information may be different.5.Another alternative to lecturing from the chapter is to discuss selected Review Questions, Problemsand Exercises, and Field Exercises with your students. The selected questions help focus adiscussion on project management concepts and techniques.6.Make sure your students have the ability to construct Gantt charts and Network diagrams, by handand also using a common tool. During class, work several of the problems presented in the chapteror 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 aregood problems to work and discuss in class.

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Chapter 3Modern Systems Analysis and Design 8theditionInstructor’s Manual37.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 tobe done at a certain time with limited resources (microwave, stove, etc.). Students should prepare aGantt 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 systemsdevelopment teams to compare their experiences to the concepts presented in this chapter. Thisdiscussion is a good way to elaborate on alternative ways for managing systems developmentprojects, especially if systems were constructed using different methodologies. Use this discussionto explore whether these student projects followed the discrete phases outlined in the chapter. Askyour students to describe the project manager’s activities.What activities are the same? Whatactivities 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 personto discuss how she manages the four project management phases. Also: What tools are used? Howdo 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 orconsulting organization, or even from practicing colleagues on campus, to show students howextensive project management guidelines typically are. If you have students working in systemsdevelopment 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 thevarious guidelines to see what each organization emphasizes and what is different.11.Introduce information from the Project Management Institute (www.pmi.org) regarding projectmanagement certifications, the membership and committee.Answers to Key TermsSuggested answers are provided below. These answers are presented top-down, left to right.3.15. Project manager3.6. Gantt chart3.9. Project3.7. Network diagram3.4. Deliverable3.12. Project execution3.5. Feasibility study3.11. Project closedown3.14. Project management3.18. Resources3.13. Project initiation3.3. Critical path scheduling3.17. Project workbook3.2. Critical path3.16. Project planning3.19. Slack time3.20. Work breakdown structure3.8. PERT (Program Evaluation ReviewTechnique)3.1. COCOMO3.10. Project charter

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Chapter 3Modern Systems Analysis and Design 8theditionInstructor’s Manual4Answers to Review Questions3.21.a.Critical path scheduling is a scheduling technique whose order and duration of a sequence oftask activities directly affect the completion date of a project. Gantt is a specific, graphicaltechnique for representing projects, showing each task activity as a horizontal bar whoselength is proportional to its time for completion. Network diagramming is a critical pathscheduling technique used for controlling resources. Slack time is the amount of time that asingle 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 abeginning 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 projectmanager is a systems analyst with a diverse set of skills (management, leadership, technical,conflict management) who is responsible for initiating, planning, executing, and closing downa project.c.Projects are managed through four distinct phases: initiation, planning, execution, and closedown. Project initiation includes those activities that assess the size, scope, and complexity ofthe project and establishes procedures to support later project activities. Project planningfocuses on defining clear, discrete activities and the work needed to complete each activitywithin 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 projectcorrespondence, inputs, outputs, deliverables, procedures, and standards that is used forperforming 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, areresources. A work breakdown structure refers the process of dividing the project intomanageable 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 solvebusiness problems that helps meet the strategies and goals of an organization. Providing aninnovative service to customers through the creation of a new system exemplifies taking advantageof an opportunity. Modifying the way in which an existing system processes data so that moreaccurate 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 casecan be made for each project management skill listed in the table, effective oral and writtencommunication is likely the most fundamental skill for a project manager to master. Withouteffective 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) establishinga relationship with the customer; (3) establishing a project initiation plan; (4) establishingmanagement procedures; (5) establishing the project management environment and projectworkbook; and (6) developing the project charter. Establishing the project initiation team organizesan 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 thecustomer. Establishing a project initiation plan defines the necessary activities required to organize

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Chapter 3Modern Systems Analysis and Design 8theditionInstructor’s Manual5the initiation team while they are working to define the goals and scope of the project. Establishingmanagement proceduresfocuses on developing team communication and reporting procedures, jobassignments and roles, project change procedures, and determining how project funding and billingwill be handled. Establishing the project management environment and project workbook creates therepository for all project correspondence, inputs, outputs, deliverables, procedures, and standards ofthe project team. Developing the project charter is a short high-level document prepared for thecustomer 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) describingproject 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) identifyingand 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 feasibilitydevelops an understanding of the content andcomplexity 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 generalsolutions for the current business problem or opportunity and assess each solution for feasibility sothat 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 evolutionbetweentasks.Estimatingresourcesandcreatingaresourceplanapproximatesresourcerequirements for each project activity and uses this information to create a project resource plan.Developing a preliminary scheduleuses information regarding tasks and resource availability toassign time estimates to each activity in the work breakdown structure. This assignment will allowfor the creation of target starting and ending dates for the project. Developing a communication planoutlines the communication procedures between management, project team members, and thecustomer. Determining project standards and procedures specifies how various deliverables areproduced and tested. Identifying and assessing risk examines sources of project risk and estimatesthe consequences of those risks. Risks might arise from the use of new technology, resistance tochange, availability of critical resources, competitive and regulatory actions, and team memberinexperience with technology or the business area.Creating a preliminary budget means outlining the planned expenses and revenues associated withthe project. Developing a project scope statement results in outlining the work to be done and clearlydescribing what the project will deliver. The focus of setting a Baseline Project Plan is to developan initial plan that reflects the best estimate of the project’s tasks and resource requirements and isused to guide the next project phase: execution.3.26.Project execution activities include: (1) executing the Baseline Project Plan; (2) monitoring projectprogress against the Baseline Project Plan; (3) managing changes to the Baseline Project Plan; (4)maintaining the project workbook; and (5) communicating the project status.

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Chapter 3Modern Systems Analysis and Design 8theditionInstructor’s Manual6The 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, andensure the quality of project deliverables. The focus of monitoring project progress against theBaseline Project Plan is to compare the actual progress of the project to that projected in theBaseline 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 isto incorporate approved changes to project specifications and reflect those changes in the baselineplan and project workbook. The focus of maintaining the project workbook is to update the projectworkbook, which contains project-related information. The focus of communicating the projectstatus is to inform all interested parties, systems developers, managers, and customers, about howthe project is progressing.3.27.Table 3-2 summarizes project team communication methods. Table 3-2 rates each method in termsof formality and use (informing, resolving issues, or keeping permanent records). The followingtable lists the communication methods from Table 3-2 and provides an example of the type ofinformation that might be shared among team members for each method.Team Communication Methods andCorresponding ExamplesCommunication MethodsExamplesProject WorkbookOfficial system documentation, such as data flow diagrams orentity–relationship diagrams, interview notesMeetingsReview project scheduleSeminars and WorkshopsTechniques and methods to be used in subsequent project phasesProject NewslettersIntroduce new team members, explain upcoming project activitiesStatus ReportsProject activity completions and issuesSpecification DocumentsForm designs, program structure chartsMinutes of MeetingsDecisions made on alternative system designsBulletin BoardsProject status, awards for team membersMemosGuidance to team members, personnel appraisalsBrownBag LunchesInformation from trade shows attended by team members, ideasabout articles read on systems analysis and designHallway DiscussionsAnswers to questions, advice on how to deal with problems

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Chapter 3Modern Systems Analysis and Design 8theditionInstructor’s Manual73.28.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 projectis to conclude the project. The objective of conducting reviews is to assess the strengths andweaknesses of project deliverables, the processes used to create them, and the project managementprocess. The focus of closing the customer contract is to ensure that all contractual terms of theproject are met.3.29.Critical path scheduling is a scheduling technique whose order and duration of the sequence of taskactivities 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 beworked on independently of other tasks; (3) activities that are ordered; and (4) activities that whencompleted 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 theproject; (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 inthe project; (2) determine time estimates and calculate the expected completion time for eachactivity; (3) determine the sequence of the activities and precedence relationships among allactivities; 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 managementactivities occur during different SDLC phases.3.33.Task sequence depends on which tasks produce deliverables needed in other tasks, when criticalresources are available, constraints placed on the project by the client, and the process outlined inthe SDLC.Answers to Problems and Exercises3.34.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 firstphase is most important. If the first phase is conducted poorly, the project is likely to be doomed tofailure. Project planning, the second phase, is also important because it can make or break thesuccess of the project work that follows. In addition, resource planning, scheduling, crafting abudget and other planning tasks are difficult. Good planning is a challenge, since there is almostalways pressure to truncate or do away with planning. Many students are likely to choose projectexecution, the third phase. This phase involves actually building the system, which is the analyst’sprimary responsibility and often is the longest phase of project management. Students are not likelyto 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. Inaddition, assignment changes for team members and performance appraisals are challengesassociated with this phase.

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Chapter 3Modern Systems Analysis and Design 8theditionInstructor’s Manual83.35.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 theconstruction of a system, and team member inexperience with the technology or business area. Amanager should identify the potential sources of risks, describe the possible negative outcomes,determine the probabilities of occurrence, and prepare contingency plans for those significantoutcomes with a high probability of occurrence.3.36.Several project management software packages are available for the personal computer. MicrosoftProject and Oracle’s Primavera are two widely used project management software packages thatcanbe installed on your computer. Clarizen is a popular project management tool that can be accessedfrom your web browser. Information about project management software can be obtained from avariety 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 yourclass activities or as a homework assignment, students can search the Web for relevant informationabout project management software. If time permits, ask students to investigate cloud based, opensource and shareware products. Encourage them to compare these products compare with MicrosoftProject.Advice given to prospective buyers is much like the advice provided to buyers of other types ofsoftware. For example, the individual should first determine what he needs and why he needs it, andthen he should see what packages best meet these needs at an acceptable price. The opinions ofother users are also advisable. A discussion between installed software and cloud-based solutionwould also be appropriate.3.37.During project initiation there are several activities that help to assess size, scope and complexity ofthe 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 differentareas. Next, the project manager would establish a relationship with the customer. This is done byassigning 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 theproject. Subsequently, the project manager will establish management procedures, which aredeveloped to give the project team and the consumer a clear understanding of the managementstructure and communication structure with a description of how information will flow in the projectteam. The second last step is to collect and organize the tools that managers use to help run theproject. Also, diagrams, charts and system description are assembled into a workbook. Takentogether, this step is called establishment of a project management environment and projectworkbook. Finally, the project manager will develop a project charter, which includes severalelements 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 pathsare equal. For example Task1+Task2+Task3+Task6 = 10 days where Task1+Task5+Task6 =10days.

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Chapter 3Modern Systems Analysis and Design 8theditionInstructor’s Manual93.39.The expected times for this exercise are summarized in the following table.Problems and Exercises 39Expected Times Summary TableTaskExpected TimeA7B9C3D5E6F5G4H4I5J6.833.40.The expected times for this exercise are summarized in the following table to include the earlyfinish, late finish, and slack times for this exercise. This table also identifies the activities located onthe critical path.Problems and Exercises 40 Activity Summary TableActivityTimeImmediatePredecessorsEarlyFinishLateFinishSlackCriticalPath?13--330Yes221550Yes322781No46211110Yes53310111No623, 413174No744, 515150Yes856, 720222No97722220Yes1028, 924240YesA variety of software products can be used to produce a Network diagram. The important issue is thatstudents accurately express the relationships among the activities in this problem.a.Network Diagramb. 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 3Modern Systems Analysis and Design 8theditionInstructor’s Manual10collect requirements, analyze processes, design processes, design reports, test and document, andinstall.d. Changing Activity 6 from 2 week to 6 weeks will create two critical paths. Since Activity 6 wasnot 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, 2015start date.Problems and Exercises 41 Gantt Chart for Problem 403.42.The new time estimates have pushed the earliest expected completion time to 63 weeks. Theactivities in the boxes with a darker border are on the critical path. The activities on the critical pathinclude 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 DiagramActivity Summary TableActivityTimeImmediatePredecessorsEarlyFinishLateFinishSlackCriticalPath?16--660Yes221880Yes34212208No418236360Yes56315238No643, 4405212No7124, 548480Yes8106, 758624No914762620Yes

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Chapter 3Modern Systems Analysis and Design 8theditionInstructor’s Manual111048, 966660Yes1119,1067670Yes3.43.Student answers will vary. To make it worthwhile to create Gantt and Network diagrams, encourageyour students to choose projects of sufficient complexity. Encourage students to use projectmanagement software to create their charts. Have students compare their charts and, if possible,compare charts created using different software products. Have students discuss the comparativestrengths and weaknesses of these packages. Alternatively, compare charts drawn using softwarewiththose drawnby hand.Have your students discuss the comparative advantages anddisadvantages 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 thedata compared to manual methods.3.44.Some of these difficulties are easier to deal with than others. When changing the project plan toaccount 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 potentiallymore difficult. Frequent communication, accurate and full assessments of the situation, requests forreasonable means to deal with problems, and a history of being a good project manager arenecessary to gain compliance from the boss.There are basically four problems. The reassigned team member and the changes in due dates arebeyond the control of the project manager. However, the personality clashes among team membersand the mistaken completion estimate for one of the tasks are within the control of the projectmanager. 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 alsoexplain to the boss what he is doing to solve these two problems. If the boss absolutely cannotaccept the project past the original deadline, then additional resources are needed to complete theproject on time. If additional resources will solve the problem, and they are available, the projectmanager should provide a fairly strong, convincing rationale for why these new resources should beallocated to this project. The project manager might show, for example, that the project cannot becompleted on time unless the boss doubles the programmers available for this project or takes somemuch 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. Thistable also identifies the activities located on the critical path. A Gantt chart is also provided. TheGantt chart was prepared with Microsoft Project; the starting date is July 26, 2004.Problems and Exercises 45 Activity Summary TableActivityTimeImmediatePredecessorsEFLFSlackCriticalPath?A5--550YesB3A8124NoC4A990YesD6C15150YesE4B, C13163NoF1D16160YesG5D, E, F21210Yes

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Chapter 3Modern Systems Analysis and Design 8theditionInstructor’s Manual12Problems and Exercises 45 Gantt Chart3.46.A suggested Network diagram is provided below. Microsoft Project was used to prepare theNetwork diagram. Activities A, C, D, F, and G shown with a darker border are on the critical path.Problems and Exercises 46 Network Chart3.47.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 thetimes, immediate predecessors, early and late finish times, and slack times for each activity. Asnoted 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 TableActivityTimeImmediatePredecessorsEarlyFinishLateFinishSlackCriticalPath?A4--440YesB5A93122NoC6A10177NoD7A11110YesE6A, D17170YesF5C, E22220YesG4D, E21221NoH3E20266NoI4F, G26260YesJ5H, I31310Yes

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Chapter 3Modern Systems Analysis and Design 8theditionInstructor’s Manual13Problems and Exercises 47 Network Diagram3.48.A Gantt chart, based on the previous question’s criteria, is presented below.The start date isFebruary 2, 2015. Microsoft Project was used to prepare this chart.Problems and Exercises 48 Gantt Chart3.49.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 thecritical path. The following table summarizes the times, immediate predecessors, early and latefinish times, and slack times for each activity. As noted in the table and Network diagram, activitiesA, B, C, D, F, H, I, and K are on the critical path.Problems and Exercises 49 Activity Summary TableActivityTimeImmediatePredecessorsEarlyFinishLateFinishSlackCriticalPath?A3--330YesB1A451NoC2A550YesD5B,C10100YesE3C8124NoF2D12120YesG3E,F15150YesH5F,G20200YesI5G,H25250YesJ2I27270Yes

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Chapter 3Modern Systems Analysis and Design 8theditionInstructor’s Manual14Problems and Exercises 49 Gantt ChartProblems and Exercises 49 Network Diagram3.50.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 managementsoftware to create their Network diagrams and Gantt charts. Ask them to discuss the advantages tousing 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 thismay not be sufficient to reach a level that represents manageable tasks. Others may decompose theirtask into 4 or 5 layers making the project too detailed such that management would become complexand cumbersome.3.52.Student answers will vary. Now students must start to think about the timing and sequencing ofactivities and here is where they may make tasks too small or too large. Typically a task that can bedone in a week or two weeks is of a reasonable size for WBS planning. If students create tasks thatare too small (a few hours or a single day) or too large (several weeks or months long), give themfeedback to help them revise their WBS and merge small tasks together and break larger ones intosets 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 howothers on their teams and on other teams may view the size and duration of tasks differently. Workwith the groups to help them identify omissions or size disparities that might make projectmanagement more difficult.Guidelines for Using the Field Exercises3.54.Students will provide a variety of answers for this question, so it is useful for students to comparetheir answers. Each of us is unique, as are project managers, so students are likely to find variationsin the skills and activities for which project managers are responsible, the skills and activities theyfind more challenging, those at which they are better, and those they prefer. Table 3-1 is a fairlycomplete list, so it will be interesting to see if students can find managers who mention skills or

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Chapter 3Modern Systems Analysis and Design 8theditionInstructor’s Manual15activities not listed in the table. You can use the information generated by students in your projectmanagement 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 inFigure 3-9 are fairly complete, they are operationalized differently within each organization.Studentsare likely to find variations in the extent to which these elements are part of each person’splanning 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 formsof communication are emphasized in different organizations. However, meetings, memos, andhallway discussions occur in nearly all organizations. People are likely to have distinct ideas aboutwhich types of communication are best for certain situations. For example, people tend to usememos for more formal communication. Similarly, people tend to use hallway discussions for moreinformal and/or sensitive information.3.57.This question parallels Field Exercise 2 in many ways. In fact, it is useful for students to answerField Exercises 2 and 4 simultaneously. While the project execution elements in Figure 3-14 arefairly complete, they are operationalized differently within each organization. Students are likely tofind variations in the extent to which these elements are part of each person’s work.Have studentsdiscuss why the barriers exist and what can be done to either eliminate, exploit, or work aroundthese barriers.3.58.This is a substantial question, but it should provide rich, useful information for class discussion. Thekey issues are the similarities and differences between information systems projects and other typesof projects. In particular, are different personal leadership attributes required for systems projectsversus non-systems projects?An organization’s culture and general management style can affectleadership attributes applied in each case. Many people argue that leadership skills and attributes aregeneric and transcend most tasks and jobs. However, students may uncover some perceiveddifferences 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 teambuilding 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’saward winning book,The Soul of a New Machine, which is an account of an information systemsproject (new computer system design) team in industry (Data General). This book is an excellentcase study of the sociology of teams and projects. Have yourstudents’compare their answers to seeif a general set of project team do’s and don’ts arises.Have students also address the extent to whicheach of these dosand don’ts is generalizable to other project team settings.

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