+ All Categories
Home > Documents > Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall 5.1.

Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall 5.1.

Date post: 03-Jan-2016
Category:
Upload: cory-watson
View: 217 times
Download: 0 times
Share this document with a friend
Popular Tags:
37
Essentials of Systems Analysis and Design Fifth Edition Joseph S. Valacich Joey F. George Jeffrey A. Hoffer Chapter 5 Determining System Requirements Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall 5.1
Transcript
Page 1: Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall 5.1.

Essentials ofSystems Analysis and Design

Fifth Edition Joseph S. Valacich

Joey F. GeorgeJeffrey A. Hoffer

Chapter 5 Determining System

Requirements

Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall

5.15.1

Page 2: Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall 5.1.

Learning Objectives

Fundamentals of requirements Options for designing and conducting

requirements analysis interviews Advantages and disadvantages of

various requirements analysis methods Joint Application Design (JAD) Value of Prototyping during analysis

Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall

5.25.2

Page 3: Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall 5.1.

Requirements: Necessity not Luxury

A defective requirement is 20-50 times more expensive to repair at end of a project than at beginning ($100 -> $2000-5000)

Requirements analysis is something we must afford to due

So why do we not do it? So why do we not do it well? Instead … code and test, code and test

Page 5: Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall 5.1.

Why must requirements be written down?

Define the goals of the project Sets customer expectations Basis of the contract between customer

and supplier Writing is thinking Allows thorough inspection and testing Can be kept up to date Allows tracking - estimates/actuals Team communication tool

Page 6: Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall 5.1.

Each requirement must be …· Expressed properly,· Validated· Made easily accessible,· Numbered, · Accompanied by tests that verify it, · Provided for in the design, · Accounted for by code, · Tested in isolation, · Tested in concert with other requirements· Validated by the user

Adapted from Software Engineering: An Object-Oriented Perspective by Eric J. Braude (Wiley 2001), with permission.

Page 7: Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall 5.1.

Performing Requirements Determination

Gather information on what the system should do from many sources› Users› Reports› Forms› Procedures

Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall

5.75.7

Page 8: Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall 5.1.

Performing Requirements Determination

Characteristics for Gathering Requirements› Impertinence

Question everything› Impartiality

Find the best organizational solution› Relaxation of constraints

Assume anything is possible and eliminate the infeasible

› Attention to detail Every fact must fit with every other fact

› Reframing View the organization in new ways

Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall

5.85.8

Page 9: Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall 5.1.

Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall

5.95.9

Page 10: Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall 5.1.

Traditional Methods for Determining Requirements

Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall

5.105.10

Page 11: Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall 5.1.

Traditional Methods for Determining Requirements

Interviewing and Listening

Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall

5.115.11

Page 12: Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall 5.1.

Traditional Methods for Determining Requirements

Interviewing and Listening› Gather facts, opinions, and speculations› Observe body language and emotions› Interview Questions

Open-Ended No pre-specified answers Used to probe for unanticipated answers

Close-Ended Respondent is asked to choose from a set of specified

responses Work well when the popular answers to questions are

known Do not require a long period of time, and can cover a

greater number of topics

Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall

5.125.12

Page 13: Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall 5.1.

Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall

5.135.13

Page 14: Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall 5.1.

Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall

5.145.14

Page 15: Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall 5.1.

Traditional Methods for Determining Requirements

Directly Observing Users› Serves as a good method to supplement

interviews› Often difficult to obtain unbiased data

People often work differently when being observed

Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall

5.155.15

Page 16: Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall 5.1.

Analyzing Procedures and Other Documents

Types of Information to be discovered:› Problems with existing system› Opportunity to meet new need› Organizational direction› Title and names of key individuals› Values of organization› Special information processing circumstances› Rules for processing data

Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall

5.165.16

Page 17: Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall 5.1.

Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall

5.175.17

Page 18: Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall 5.1.

Modern Methods for Determining Requirements Joint Application Design (JAD)

› Brings together key users, managers, and systems analysts

› Purpose: collect system requirements simultaneously from key people

› Conducted off-site

Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall

5.185.18

Page 19: Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall 5.1.

Joint Application Design Participants

› Session leader› Users› Managers› Sponsor› Systems analysts› Scribe› IS staff

End Result - Documentation detailing › Existing system› Features of a replacement system

Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall

5.195.19

Page 20: Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall 5.1.

Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall

5.205.20

Joint Application Design

Page 21: Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall 5.1.

Business Process Reengineering (BPR)

Search for and implementation of radical change in business processes to achieve breakthrough improvements in products and services

Goals› Reorganize complete flow of data in major

sections of an organization› Eliminate unnecessary steps› Combine steps› Become more responsive to future change

Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall

5.215.21

Page 22: Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall 5.1.

Business Process Reengineering (BPR)

Identify specific activities that can be improved through BPR

Disruptive Technologies› Technologies that enable the breaking of

long-held business rules that inhibit organizations from making radical business changes

› See Table 5-5

Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall

5.225.22

Page 23: Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall 5.1.

Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall

5.235.23

Page 24: Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall 5.1.

Function-Oriented Approaches

Entity relationship diagrams (ERDs) Data flow diagrams (DFDs) State (transition) diagrams Screen prototyping (story-boards)

Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall

Page 25: Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall 5.1.

Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall

7.257.25

Page 26: Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall 5.1.

Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall

6.266.26

Page 27: Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall 5.1.

Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall

A.27A.27

Page 28: Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall 5.1.

Prototyping

Repetitive process Rudimentary version of system is built Replaces or augments SDLC Develops more concrete specifications

for ultimate system Allows user to sees requirements converted to

system - will ask for modifications as needed

Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall

5.285.28

Page 29: Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall 5.1.

Prototyping

Most useful when:› User requirements are not clear› Designs are complex and require concrete

form to evaluate fully› History of communication problems

between analysts and users› Tools are readily available to build

prototype

Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall

5.295.29

Page 30: Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall 5.1.

Prototyping

Drawbacks› Tendency to avoid formal documentation› Sharing data with other systems is often

not considered› Systems Development Life Cycle (SDLC)

checks are often bypassed› User may misunderstand complexity of SD

process

Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall

5.305.30

Page 31: Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall 5.1.

Object-Oriented Approaches (App. A)

Use-case modeling Object modeling – class diagrams Relationship diagrams Generalization/Abstraction models Aggregation models State diagrams Sequence diagrams

Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall

Page 32: Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall 5.1.

Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall

A.32A.32

Page 33: Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall 5.1.

Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall

A.33A.33

Page 34: Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall 5.1.

Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall

A.34A.34

Page 35: Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall 5.1.

Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall

A.35A.35

Page 36: Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall 5.1.

Representing Aggregation

Aggregation› A part-of relationship between a

component object and an aggregate object

Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall

A.36A.36

Page 37: Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall 5.1.

Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall

A.37A.37


Recommended