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Systems Analysis and Design (SA&D) Assignment
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Added on 2019-09-18
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Question FormatEach question poses a theme, a “theme discussion” [TD] positioned with a course activity, and a list of principles [TP-n] associated with the theme and activity; albeit, some warrant a book be written to fully explore the topic. The TD’s and TP’s are only addressing a few of the aspects. The TD’s and TP’s are in blue font.Hints are given in red font, and green fonts designate the header for your Course Correlation answers.For each question:Explain how the theme, explanation, and principles tie, or don’t tie, to their associatedcourse materials. Remember the professor played the dual roles of stakeholder and project champion to help identify some of these course correlations.Explain how the theme, explanation, and principles is relevant, or is not relevant, to our real-world issues.Ensure you clearly designate your position. Outside of clearly stating “I concur”, “I don’t concur”, or “I partially concur”, you can label the text as follows:o“[C]” for “Concur”o“[DC]” for “Don’t Concur” o“[PC]” for “Partially Concur”The sample question provides examples of the various techniques mentioned.In the sample, take note of “tracing” in the responses to the Theme Discussion [TD]or Theme Principles [TP-n]. This helps the professor not “guess” where you are addressing the points. It is highly recommended you follow suite to ensure you get credit for coverage. Also, see how the sample conveys complete and concise thoughts.The sample provides two different tracing styles:oCourse Correlations shows an inter-laced style,oIn the sample questions, “Real-World Correlations” shows a segmented style. oUse either style that works for your approach.1P1.05-(Sample) Theme: Need for Systems Analysis and Design Is Not DeadCategory: CTheme Discussion:The course centers on Systems Analysis and Design (SA&D), which has been deemed by some an unnecessary discipline or practice in system engineering practices (i.e., someengineering programs do not offer courses, and until recently, there was limited job demand). However, Systems Analyst is rising as an in-demand job1. The professor believes this is partially due to industry’s realization that the skill and practice deficit contributes to the struggles that IT projects have in delivering products on schedule and within budget. The course introduced both mature and nascent approaches to deliver the necessary rigor in Systems Analysis and Design products in a streamlined manner to meet the pace and demands of today’s initiatives. Theme Principles:1.Structured Systems Analysis and Design (SSAD, or some may sarcastically call this “So SAD” for legacy or waterfall approaches) provide value because they 1http://www.careercast.com/jobs-rated/jobs-rated-report-2016-ranking-200-jobs
addressed similar challenges and have been thoroughly “tested” (i.e., they have been heavily used”) - where some failed and some worked.2.Systems Analysis and Design (SA&D) practices can reduce overall project delivery time and help deliver products that are more likely to meet consumer needs. 3.Technical and non-technical efforts suffer from the lack of SA&D practices; however, there is a need and room for innovation and automation in SA&D techniques.Course CorrelationsI concur with the theme discussion since it is the premise of the textbook. The supplemental readings focus on new and fairly developed approaches. The professor’s approaches are indeed still very nascent, but do convey tactics that re-invigorate traditional approaches to re-purpose their lessons learned to address “conflict” from disparate stakeholder communities by “reflecting” their positions. [TD, TP-1] [C] SA&D’s ultimate goal is to save time and errors in coding, implementation and maintenance phases. One such example is the cost of requirement errors2 as shown in the picture below, where requirements cost exponentially more to fix in the later phases of development. Thus, SA&D is beneficial to get requirements as correct as possible, while avoiding “Analysis Paralysis”. [TP-2][C] Another example is the Schematics gaining consensus on the major problems’ impact and how the corresponding solutions address the issues via being explained by the Transition Message Points (TMP’s). [TP-2, TP-3]Our Real-world Correlations (for another style of referencing)[TD] [C] The traditional approach to SA&D (e.g. Waterfall) takes far too long and too much effort to fit within the time and resource cycles of today’s environments. However,we still need the results that the more rigorous methods provides to make the development and implementation phases more effective. [TP-1] I partially concur that challenges that SSAD are similar to today’s challenges. While the legacy approaches addressed new issues, the issues today introduce many more complexities. However, the “testing” aspect does provide some creditability to the viability of the methods. 2http://www.jucs.org:8080/ujs/jucs/Journal/Volume%2013/Issue_13_5/realising_the_benefits_of/jucs_13_5_0669_0678_hall.html;internal&action=buildframes.action&Parameter=1468111979296&ctx=eKS
[TP-2] [C]Many projects, IT and otherwise, suffer from a void of basic analysis of the needs in the quest to see results quickly only to end up swirling (i.e., activity does not equal progress). [TP-3] [C]The innovation to track the concepts (i.e., the professor demonstrated this in the early phases of the class project from the raw requirement sources (e.g., interviews, document analysis) provides the ability to trace which requirements are covered and howthe solutions correlate back to the raw requirements. However, this requires extraordinary manual effort that needs to be automated to be tenable in an actual project. 2P1.15-Theme: Solving Wicked Problems (or the “Middle Riddle”) Category: CTheme Discussion: We discussed wicked problems throughout the semester, and referenced the problems as the “Middle Riddle”. Our projects touched on this to an extent in having to properly scope the project to develop the artifacts.Theme Principles:1.Today’s issues must address the multiple perspectives, dimensions and objectives from disparate stakeholder communities. 2.Addressing the multiple perspectives, dimensions and objectives requires multipleskills and disciplines that require multiple people to cover the skills.Hints:Remember this diagram and discussionConsider how many project have stakeholders talking past each other, and not understanding each other’s perspectives.Helps:Given you concur, dealing with middle riddle takes special attention to deal w/ the complexities. Consider what cause these complexities (e.g. competing objectives, different terms, different culture, etc.). Consider the “special attention” needed (i.e., the TD and TP’s are provide some ideas).Given you don’t, traditional techniques can still handle the complexities.Tosucceed...Wemustsolvethemiddleriddle!Course Correlations[Your Position]
