Systems Analysis and Design, Tenth Edition Page 1 of 25

Systems Analysis and Design, Tenth Edition

End of Chapter Solutions

Chapter Exercises s

Questions
1. What five questions typically are used in fact-finding? What other question does the
Zachman Framework include? Is the additional question important?
During requirements modeling, the analyst performs fact-finding and asks the questions
who, what, when, where, and how. As shown in the table on page 151, the additional
question, which is very important, is “why?” (Page 151)

2. What is a systems requirement, and how are systems requirements classified?

A system requirement is a feature that must be included in order for the system to be
acceptable to users. The five categories into which system requirements are classified are
outputs, inputs, processes, performance, and controls. (Page 147)

3. What are JAD and RAD, and how do they differ from traditional fact-finding methods?
What are the main advantages of team-based methods?
JAD (joint application development) refers to a team of users, managers, and IT
professionals that work together to analyze the existing system, work on potential
solutions, and develop the requirements for new systems. JAD can be more expensive than
traditional methods, and if the team is too large for the project, then the JAD process can
be cumbersome. The wide range of inputs and interaction among the participants in JAD
can result in a more accurate assessment of system requirements, better understanding of
goals, and stronger commitment to the success of the new system.
Like JAD, RAD (Rapid application development) uses a group approach, but goes much
further. While JAD focuses on the requirements modeling process, RAD is a complete
methodology, with a four-phase life cycle that parallels the traditional SDLC phases. The
end product of RAD is the new information system. Companies use RAD to reduce cost and
system development time, as well as increase the probability of success.
RAD relies heavily on prototyping and user involvement. Users can examine a working
model as early as possible, determine if it meets their needs, and suggest necessary
changes by using the RAD process. Based on user input, the prototype is modified, and the
interactive process continues until the system completely is developed and users are
satisfied. The RAD model consists of four phases: requirements planning, user design,
construction, and cutover. (Page 137)
Systems Analysis and Design, Tenth Edition Page 2 of 25

4. What is total cost of ownership (TCO)? What costs often are underestimated?
In addition to direct costs, systems developers must identify and document indirect
expenses that contribute to the total cost of ownership (TCO). That especially is important
where the development team is assessing several alternatives. After considering the
indirect (and sometimes hidden) costs, a system that seems inexpensive initially might turn
out to be the most costly choice. (Page 149)

5. Provide three examples each of closed-ended, open-ended, and range-of-response

questions.
Students can really use their imagination in answering this question.
 Open-ended questions encourage spontaneous and unstructured responses. For
example, “Describe the network, and why you designed it that way.”
 Closed-ended questions limit or restrict the response to elicit specific information or
verify facts. For example, “Did you personally check the results?”
 Range-of-response questions limit answers to a specific set of responses or a numeric
scale. For example, “On a scale of one to ten, how strongly do you feel about this
plan?” (Page 154)

6. What are three types of sampling? Which one would you use to analyze data input errors?
The three types of sampling are systematic, stratified, and random sampling. A systematic
sample, such as every tenth person, would be used to provide even coverage of an overall
group. Stratified sampling can be used to obtain a representative sample from separate
categories within the overall group. Random sampling will provide a list of any 50
customers.
Consider the following example: A business might have three categories of customers. If it
needs a sample from each customer category, it can use stratified sampling of ten
customers from each category. For an evenly distributed sample from the total customer
group, systematic sampling gives a representing sample. If no significant differences exist
among the customer categories, random sampling might be acceptable. (Page 162)

7. What is the Hawthorne Effect? Have you ever experienced it? When and where?
The Hawthorne Effect refers to the idea that people perform differently when they realize
they are being observed. When a systems analyst tries to observe procedures as they
actually occur, the Hawthorne Effect suggests that the presence of the analyst will
influence the performance, and what the analyst sees is not necessarily what occurs in
actual practice. It might be helpful to meet with workers and their supervisors before
conducting an observation to explain the process and make them more comfortable. (Page
159)

8. What is a functional decomposition diagram (FDD) and why would you use one? Explain
how to create an FDD.
A functional decomposition diagram (FDD) is a top-down representation of a function or
process. Using an FDD, an analyst can show business functions and break them down into
lower-level functions and processes.
Creating an FDD is similar to drawing an organization chart — you start at the top and
work your way down. Figure 4-8 shows an FDD of a library system drawn with the Visible
Analyst CASE tool. FDDs can be used at several stages of systems development. During
requirements modeling, analysts use FDDs to model business functions and show how they
Systems Analysis and Design, Tenth Edition Page 3 of 25

are organized into lower-level processes. Those processes translate into program modules
during application development. (Page 144)

9. What are agile methods? Are they better than traditional methods? Why or why not?
Agile methods, which are discussed in detail in Chapter 1, have attracted a wide following
and an entire community of users. Agile methods typically use a spiral model, which
represents a series of iterations, or revisions, which are based on user feedback.
Proponents of the spiral model believe that this approach reduces risks and speeds up
software development. Analysts should recognize that agile methods have advantages and
disadvantages. By their nature, agile methods allow developers to be much more flexible
and responsive, but can be riskier than more traditional methods. For example, without a
detailed set of system requirements, certain features requested by some users might not be
consistent with the company’s larger game plan. Other potential disadvantages of adaptive
methods can include weak documentation, blurred lines of accountability, and too little
emphasis on the larger business picture. Also, unless properly implemented, a long series
of iterations might actually add to project cost and development time. (Page 137)

10. To what three different audiences might you have to give a presentation? How would the
presentation differ for each? Which one would be the most challenging for you?
[Note: To help students answer this question, you can suggest that they review the
Presentations section in Part A of the Systems Analyst’s Toolkit that follows Chapter 12.]

In addition to a presentation given to middle management, you might give a second

presentation to upper-level management and a third presentation to the information
systems staff. A presentation to upper-level management usually is less detailed, presenting
more of an overview. A presentation to IT personnel usually is more technical. When the
audience consists of several different types and levels of people, the presentation should be
aimed at those listeners who will be making a decision based on the information in the
presentation. (Page 165 and Part A of the Systems Analyst’s Toolkit, which follows
Chapter 12)

Discussion Topics
1. A group meeting sometimes is suggested as a useful compromise between interviews and
questionnaires. In a group meeting, a systems analyst meets with a number of users at one
time. Discuss the advantages and disadvantages of group meetings.
Some possible advantages are:
• A group meeting requires less time than individual interviews with all the participants.
With the same amount of the analyst’s time, more end users can contribute their knowledge
and opinions.
• The systems analyst can respond to what is said and address follow-up questions to more
than one user.
• The comments of one participant can trigger thoughts and discussion from others in the
group.
• The analyst can observe interaction among the participants. This can reveal information
about the way the organization functions.

Some possible disadvantages are:

• A group meeting is less personal than an interview. Some participants might be less
candid in a group meeting than they would be in a one-to-one interview.
Systems Analysis and Design, Tenth Edition Page 4 of 25

• It can be difficult to find a time when all the desired participants can attend a group
meeting.
• Because each person must be given sufficient time to participate, a group meeting can
become lengthy and repetitive.
• One participant might dominate the discussion, taking up the time of all the other
participants.
• A questionnaire can reach many more people than could attend a group meeting.

2. JAD requires strong interpersonal and communication skills on the part of the systems
analyst. Are those skills different from the ones that an analyst needs when conducting one-
to-one interviews? Explain your answer.
A systems analyst working with JAD or RAD requires the same skills needed when working
one-to-one; however, the analyst also must be able to work as a member of a team. The
systems analyst also will have to meet deadlines, which he or she did not create and might
be dependent on other members of the team. A JAD or RAD team will have a project leader
and this person must have the skills to direct a group, resolve conflicts, and focus the team
on the task at hand.

3. Research the Internet, magazines, or textbooks to find examples of visual aids including a
bar chart, pie chart, line chart, table, diagram, and bulleted list. How effective was each
example? Find at least one example that you could improve. Explain your choice.
Answers will vary. The objective is to generate examples of visual aids, and discuss what
makes some more powerful and effective than others.

4. Review Part A of the Systems Analyst’s Toolkit, and then attend a speech or presentation
and analyze its effectiveness. Consider the speaker’s delivery and how he or she organized
the material, used visual aids, and handled audience questions. Was the speech or
presentation effective? How could it have been improved?
Answers will vary. The objective is to examine actual presentation techniques and generate
suggestions for improvement.

Projects
1. Design a questionnaire to learn what students think of the registration process at your
school. Apply the guidelines you learned in this chapter.
Using the sample on page 166 as a model, students should be able to design a simple
questionnaire. This would be a good team exercise, with teams acting as the responders to
each other’s questionnaire, then offering feedback and suggestions for improvement.

2. Use Microsoft Word to design a simple fill-in form with at least five fields.
Many students are unfamiliar with the fill-in form capability of Microsoft Word. You could
demonstrate an example if lab facilities are available. Samples of fill-in forms are provided
on the Teaching Tools CD. Also, direct students to page 167, where they can see a screen
shot that shows Microsoft Word Help on forms that users complete.

3. Create a functional decomposition diagram similar to the one in Figure 4-8 on page 144,
but showing your school instead of the library example.
Answers will vary. Many students will identify main functions such as receiving mail,
sorting mail, delivering mail, and operating the counter. Each main function might have
Systems Analysis and Design, Tenth Edition Page 5 of 25

several sub-functions and processes, and so on down the line. The main idea is to
encourage students to identify the components and show them graphically in the FDD.

4. Use the Internet to find a site that contains current IT industry news, information, and links.
Write a brief description of you liked and didn’t like.
This task also is not difficult. You can point out to students that the resource library at the
resource library at the SCR site lists a number of publications, and challenge them to find
one that is not listed.
 
 Systems Analysis and Design, Tenth Edition Page 6 of 25

Apply Your Knowledge ri al] e

1 Colonial Movers
You are the IT manager at a regional moving company that recently merged with a major
competitor. The company president asked you to prepare requirements for a new information
system to support the combined company.

Tasks
1. Should employees be involved in developing the new system? If so, should be their role?
Users have a vital stake in an information system, and they should participate fully in the 
development process. Successful systems must be user­oriented, and users need to be 
involved, formally or informally, at every stage of system development.

2. What types of system requirements will you focus on? Explain each one in detail.
Your checklist should provide categories for system outputs, inputs, processes,
performance, and controls. Typical examples for each category might be as follows:
 Outputs: The system must track each move and each item moved. Data will include
location, date, time, condition, weight, and any special handling issues. This data will
be accessible on the company intranet at all company locations.
 Inputs: The system must use automated, bar-coded input whenever possible, and
document items and their condition by digital and/or RFID methods..
 Processes: The system must interface with company employees, freelance drivers,
moving equipment suppliers, warehouse operators, among others.
 Performance: The system must use benchmarks and standards for all measurable tasks,
so that performance can be evaluated and improved as necessary.
 Controls: Goods in specific high-value categories will be checked and documented
according to a special routine.

3. You decide to conduct a series of JAD sessions. Prepare a memo to participants, and
include a detailed plan.
Your memo should explain the JAD process, and stress the idea of team­based efforts and 
goals. Issues to consider might include:
 Location. The team could use a special conference room on­site or at an off­site 
location. The important issue is to isolate JAD participants from the distraction of day­
to­day operations. The choice that works best depends on the specific situation and the 
ground rules set forth by the JAD project leader.
 Roles. The chapter describes typical JAD participants, including a JAD project leader,
various levels of management, users, IT staff members, and a recorder. The table on
page 134 also describes typical roles for each participant:
 Systems Analysis and Design, Tenth Edition Page 7 of 25

 Getting Started. You can explain that the project leader will begin by introducing all
JAD team members. The leader will then discuss ground rules, goals, and objectives
for the JAD sessions. The leader will also explain methods of documentation and
whether the team will be using CASE tools during the JAD sessions.

4. What fact-finding methods could you use to collect information from employees at
Colonial Movers? Suggest at least three methods, and explain the pros and cons of each.
 Interviewing is especially important because it is an interactive process. The systems 
analyst can listen carefully, evaluate the response, and react with follow­up questions 
if necessary. Another advantage of interviewing is that the analyst can observe and 
gauge nonverbal responses, which often are an important source of input.
 Document review can help you understand how the current system is supposed to work.
 Observation evaluates the operation of the current system and verifies statements made
or documentation references.
 Surveys and questionnaires obtain input from a large number of people by asking 
standard questions, so that the results can be tabulated and analyzed.
 Sampling examines examples of actual documents and transactions that represent the 
overall population.
 Research can provide you with background information, technical material, and news 
about IT industry trends and developments.

2 General Hardware Products

Your boss, the IT director, wants you to explain FDDs, BPM, DFDs, and UML to a group of
company managers and users who will serve on a systems development team for the new
marketing system.

Tasks
1. Explain how an FDD can be used in requirements modeling.
A functional decomposition diagram (FDD) is a top­down representation of a function or 
process. Using an FDD, an analyst can show business functions and break them down into 
lower­level functions and processes. 

2. Describe BPM and how it can be used.

A business process model (BPM) describes one or more business processes, such as 
handling an airline reservation, filling a product order, or updating a customer account. 
During requirements modeling, analysts often create models that use a standard language 
 Systems Analysis and Design, Tenth Edition Page 8 of 25

called business process modeling notation (BPMN). BPMN includes various shapes and 
symbols to represent events, processes, and workflows. Part B of the Systems Analyst’s 
Toolkit describes business process modeling in more detail.

3. Explain how DFDs can be used in requirements modeling.

Working from a functional decomposition diagram, analysts can create data flow diagrams
(DFDs) to show how the system stores, processes, and transforms data.

4. Describe the UML and how it can be used during systems development.
The Unified Modeling Language (UML) is a widely used method of visualizing and 
documenting software systems design. UML uses object­oriented design concepts, but it is 
independent of any specific programming language and can be used to describe business 
processes and requirements generally. UML provides various graphical tools, such as use 
case diagrams and sequence diagrams

3 Zevo Chemical Company

Zevo is currently reaching the end of the requirements modeling phase of a new inventory
control system for their global company. As a systems analyst you are asked to support this
ongoing project.

Tasks
1. How would you explain scalability? How would you ensure that scalability has been
considered in Zevo’s requirements model?
Scalability is the ability to adjust inventory system capacity as business requirements 
change in the future. To ensure that the inventory system will meet future requirements, 
you need information about current volume, future volume, and growth for all outputs, 
inputs, and processes. For example, you would need to know the estimated number of 
inventory items, the periods of peak online activity, the number and types of data items 
required for each transaction, and the method of accessing and updating inventory 
information.

2. How would you define total cost of ownership (TCO)? What costs should be included in a
TCO estimate?
In addition to direct costs, the company must consider indirect expenses that contribute to 
the total cost of ownership (TCO) of the new inventory system. You can point out that some
costs might be hidden, and a system that seems inexpensive initially actually might turn out
to be much more costly. Microsoft found that indirect costs have tripled over the last 10 
years and now account for almost 50 percent of total costs. Microsoft also points out that 
most indirect costs, such as end user peer­support, self­support, and downtime productivity
losses, typically were not included in IT department budgets and unaccounted for in most 
companies.

3. Explain why documentation is essential for Zevo’s new system, and how documentation
can be used during systems development.
Keeping accurate records of interviews, facts, ideas, and observations is essential to 
successful systems development. The ability to manage information is the mark of an 
experienced systems analyst and an important skill for all IT professionals. As you gather 
information, the importance of a single item can be overlooked or complex system details 
 Systems Analysis and Design, Tenth Edition Page 9 of 25

can be forgotten. The basic rule is to write it down. You should document your work 
according to the following principles:
 Record information as soon as you obtain it.
 Use the simplest recording method possible.
 Record your findings in such a way that they can be understood by someone else.
 Organize your documentation so related material is located easily.

4. What software tools could you use to develop, publish, and distribute Zevo’s systems
documentation?
Many software programs are available to help you record and document information. For 
example:
 CASE TOOLS  You can use CASE tools at every stage of systems development. This 
chapter contains several examples of CASE tools. Part B of the Systems Analyst’s 
Toolkit describes other features and capabilities of CASE tools.
 PRODUCTIVITY SOFTWARE  Productivity software includes word processing, 
spreadsheet, database management, presentation graphics, and collaboration software 
programs. Although Microsoft Office is the best­known set of productivity software 
programs, other vendors offer products in each of these categories. 
 GRAPHIC MODELING SOFTWARE  Microsoft Visio is a popular graphic modeling 
tool that can produce a wide range of charts and diagrams. Visio includes a library of 
templates, stencils, and shapes. An analyst can use Visio to create many types of visual 
models, including business processes, flowcharts, network diagrams, organization 
charts, and many more. For example, in Figure 4­28 the analyst used drag­and­drop 
shapes to represent a business process.
4 Westwood College
The school is considering a new system to speed up the registration process. As a member of
Westwood’s IT team, you will interview stakeholders affected by the registration process.

Tasks
1. List all the registration system stakeholders. How is each group affected?
Answers will vary but may include the registrar, students, dean, department chair, 
advisors, and instructors. Students can their own experience and observation to suggest 
ways in which each group might be affected.

2. Interviews can be time-consuming and expensive. What are your specific goals, and how
would you justify a series of interviews?
Interviewing can be costly. In addition to the meeting itself, both people must prepare, and 
the interviewer has to do follow­up work. When a number of interviews are planned, the 
total cost can be quite substantial. However, there is nothing quite like the face­to­face 
interview experience, and in many cases it is worth the cost. People who are unwilling to 
put critical or controversial comments in writing might talk more freely in person. 
Moreover, during a face­to­face interview, you can react immediately to anything the 
interviewee says. If surprising or confusing statements are made, you can pursue the topic 
with additional questions. In addition, during a personal interview, you can watch for non­
verbal clues.  
Bottom line: Each situation is different, and you must consider the type of information, 
time constraints, and expense factors.
Systems Analysis and Design, Tenth Edition Page 10 of 25

3. During the interviews, what types of questions will you use, and why? Develop at least five
sample questions and explain how each question will help you achieve your objectives.
Students can use their imaginations on this task. You should suggest that there be several 
question of each type. For example, open­ended questions such as “How well does the 
registration system work for you now?” or “What changes would you like to see in the 
future?” Closed­ended questions might include “Is the system easy to use?” and a range­
of­reponse question might be “Please rate the user interface on a scale of 1 (difficult) to 5 
(easy).” 

4. What are the advantages and disadvantages of open-ended, closed-ended, and range-of-
response questions?
Open­ended questions encourage spontaneous and unstructured responses. Closed­ended 
questions limit or restrict the response. You use closed­ended questions when you want 
information that is more specific or when you need to verify facts.  Range­of­response 
questions are closed­ended questions that ask the person to evaluate something by 
providing limited answers to specific responses or on a numeric scale. This method makes 
it easier to tabulate the answers and interpret the results.
Systems Analysis and Design, Tenth Edition Page 11 of 25

Case Studies s

Chapter Case: Town of Eden Bay s

Tasks
1. Upon investigation, you learn that the town does not have a strategic plan or a mission
statement. In your view, does this affect the current situation? Why or why not?
Observant students will note that the town has many good, dedicated employees who are
frustrated by the lack of an overall vision or purpose. Students should be able to link the
lack of a strategic plan directly to some of the problems the town is facing. The situation is
not unlike the humorous example of the stonecutters mentioned on page 50. Without a plan,
day-to-day activities continue, but they might not lead to a specific set of goals or long-
term results.

2. Based on the fact statements provided, summarize the maintenance department’s most
important strengths, weaknesses, opportunities, and threats.
Answers will vary, but the facts presented in the chapter offer ample material for students
to develop a SWOT analysis. This might be good team exercise for the class, with a group
of students pretending to be IT consulting firms called in to provide the town with their
input. Encourage students to use imagination, but also suggest that they follow the
guidelines on page 51 and ask questions similar to the ones in the bulleted list.

3. Describe the specific steps you will follow during a preliminary investigation, including
any fact-finding techniques you will use. Be sure to include the tools mentioned in this
chapter.
The purpose of a preliminary investigation is to study the systems request and then
recommend specific action. After obtaining an authorization to proceed, you should
interact with managers and users. Your objective is to gather facts about the project scope
and constraints, project benefits, and estimated development time and costs. The end
product of your preliminary investigation is a report to management.
To obtain the information you need, you might perform initial fact-finding by analyzing
organization charts, conducting interviews, reviewing documentation, observing
operations, and surveying users.

4. Compared to a profit-making company, it is more difficult or less difficult for a government

entity to develop a strategic plan or mission statement? Explain your answer.
This might make a good topic for a class debate. One way to approach the issue is to
identify the external and internal factors that would apply for a government entity, and
compare them to the private sector.
Examples of external factors might include:
 Political issues, including a tendency to focus on the short term rather than the long
term, and a politician’s typical aversion to being the bearer of bad news.
 Frequent changes in leadership based on election results.
 Major expenses that cannot be controlled, such as the cost of storms and other
emergencies, law enforcement overtime, and the impact of the overall economy on tax
collections and revenues.
Examples of internal factors might include:
 Possible lack of motivation on the part of long-time civil servants.
Systems Analysis and Design, Tenth Edition Page 12 of 25

 Soaring cost of municipal worker benefits.

 Another politically-linked issue might be the tendency to put off tough decisions,
because it is easier to postpone hard, unpopular decisions.
In fact, some of these issues are present in the private sector too, but they seem to have less
impact, at least in a well-managed company.

Continuing Case: Personal Trainer, Inc. s

Background
During requirements modeling for the new system, Susan Park met with fitness center managers
at several Personal Trainer locations. She conducted a series of interviews, reviewed company
records, observed business operations, analyzed the BumbleBee accounting software, and
studied a sample of sales and billing transactions. Susan’s objective was to develop a list of
system requirements for the proposed system.

Fact-Finding Summary
 A typical center has 300–500 members, with two membership levels: full and limited. Full
members have access to all activities. Limited members are restricted to activities they
have selected, but they can participate in other activities by paying a usage fee. All
members have charge privileges. Charges for merchandise and services are recorded on a
charge slip, which is signed by the member.
 At the end of each day, cash sales and charges are entered into the BumbleBee accounting
software, which runs on a computer workstation at each location. Daily cash receipts are
deposited in a local bank and credited to the corporate Personal Trainer account. The
BumbleBee program produces a daily activity report with a listing of all sales transactions.
• At the end of the month, the local manager uses BumbleBee to transmit an accounts
receivable summary to the Personal Trainer headquarters in Chicago, where member
statements are prepared and mailed. Members mail their payments to the Personal Trainer
headquarters, where the payment is applied to the member account.
 The BumbleBee program stores basic member information, but does not include
information about member preferences, activities, and history.
 Currently, the BumbleBee program produces one local report (the daily activity report) and
three reports that are prepared at the headquarters location: a monthly member sales report,
an exception report for inactive members and late payers, and a quarterly profit-and - loss
report that shows a breakdown of revenue and costs for each separate activity.

During the interviews, Susan received a number of “wish list” comments from managers and
staff members. For example, managers want more analytical features so they can spot trends and
launch special promotions and temporary discounts. Managers also want better information
about the profitability of specific business activities at their centers, instead of bottom line totals.
Several managers want to offer computerized activity and wellness logs, fitness coaching for
seniors, and various social networking options, including e-mail communications, fitness blogs,
Facebook, and Twitter posts. Staff members want better ways to handle information about part-
time instructors and trainers, and several people suggested using scannable ID cards to capture
data.
Systems Analysis and Design, Tenth Edition Page 13 of 25

Tasks
1. Draw a DFD that shows how data will be stored, processed, and transformed in the TIMS
system.
The fact-finding summary on page 184 identifies many of Personal Trainer’s activities,
functions, and processes. Answers will vary based on different perceptions of Personal
Trainer’s main operations.
2. Draw an FDD that shows the Personal Trainer’s main functions. Also draw a use case
diagram that represents the interaction between a user and the proposed TIMS system.
FDD drawings will vary but they should show a hierarchy of major functions and
processes, as described in the chapter.
There is no standard answer for this use case example. In most cases, students will
suggest a use case diagram similar to the basic examples shown in the textbook. You
should remind students that the topic of UML and object-oriented analysis is covered in
more detail in Chapter 6.
Stress that in a use case diagram, the user becomes an actor with a specific role that
describes how he or she interacts with the system. Note that systems analysts can draw use
case diagrams freehand or use CASE tools that integrate the use cases into the overall
system design.

3. Using the information gathered during fact-finding, develop a requirements checklist that
includes examples in each of the five main categories.
Answers will vary, but the summary contains a number of “must” statements, and various
items on the “wish list” that were suggested by local managers and staff members.
Students should be able to identify, classify, and enumerate these items. Sample suggestions
for outputs, inputs, processes, performance, and controls might include the following:

Outputs: Report on delinquent payments, more frequent reports on trends and profitability,
computerized activity and wellness log, more detailed exception reports, what-if scenarios
that managers can use to plan promotions and discounts

Inputs: More information about member preferences, activities and history, method to
obtain member suggestions and e-mail messages

Processes: Automated process to scan key chain IDs or credit cards, process to manage
part-time instructors and staff

Performance: New design for sales slips, better information on members

Controls: Standardized coding system to be used company wide, better reconciliation of

data, and creation of audit trails

4. Gray is not familiar with the TCO concept. How should Susan explain it to him?
Total cost of ownership (TCO) includes direct costs and indirect expenses that contribute
to the cost of the new system. Some costs might be hidden, and a system that seems
inexpensive initially actually might turn out to be much more costly.
You also can mention that Microsoft found that indirect costs have tripled over the last 10
years and now account for almost 50 percent of total costs. Microsoft also points out that
most indirect costs, such as end user peer-support, self-support, and downtime productivity
losses, typically were not included in IT department budgets and unaccounted for in most
companies.
Systems Analysis and Design, Tenth Edition Page 14 of 25

Capstone Case: New Century Health Clinic c

Instructor Note:
In this chapter, students learn how to perform requirements modeling. Specifically, they are 
asked to prepare objectives and specific questions for interviews with New Century staff 
members, and create a questionnaire. A strong interaction exists between this chapter (where the 
fact­finding occurs), Chapters 5 and 6: Data and Process Modeling and Object Modeling (where 
fact­finding results are analyzed), and Chapter 7: Development Strategies (where results are 
presented to management). In Chapter 5, students will learn that they can obtain a “standard” set 
of interview summaries from their instructor.
At this point in the case study, instructors can use a variety of instructional methods. 
Instructors can assign students to in­depth analysis, fact­gathering, and role­play interviewing 
that can be conducted within the classroom (or online) to simulate the requirements modeling 
phase of the case. A team project approach to fact­finding is recommended. Ask teams to prepare
a list of interview objectives and specific questions. Students can gain an important learning 
experience by developing a set of interview questions. A typical student reaction is, “Where do I 
begin?”

Background
New Century Wellness Group offers a holistic approach to healthcare with an emphasis on 
preventive medicine as well as traditional medical care. In your role as an IT consultant, you will
help New Century develop a new information system.
New Century asked you to perform a preliminary investigation for a new business support 
system. You had several meetings with Dr. Jones to discuss office records and accounting 
systems. Anita Davenport, New Century’s office manager, participated in those meetings. You 
also completed a project management plan for New Century’s. Now, you are ready to develop a 
system requirements model.
In the preliminary investigation report, you recommended a detailed analysis of four key 
areas:  patient scheduling, billing and accounts receivable, human resources, and payroll. 
Because these areas are highly interactive, you suggested that an integrated system would 
provide the greatest benefits. Dr. Jones and the partners agreed, but they also expressed interest 
in a medical practice support system and asked whether the business support system could be 
expanded. After research and analysis, you concluded that medical practice support should be a 
separate system to be considered in New Century’s long­term strategic plans. Because future 
integration would be very important, the business support system design should be compatible 
with a future medical practice support system.
In your meetings with Dr. Jones and Anita, you stressed that IT projects are much more 
successful when users have a sense of ownership, and the best way to create that “buy­in” is to 
get them involved in the development process. In your view, joint application development 
would be ideal method to develop the new system, and everyone agrees. Your next task is to 
form a JAD team and conduct the requirements modeling process.

Tasks
1. Review the organization chart you prepared in Chapter 1 and determine who should be on
the JAD team, and why. Also, how will you create a sense of team ownership from the
start?
Systems Analysis and Design, Tenth Edition Page 15 of 25

Answers will vary, but may include some key staff members as well has one or more
healthcare providers. Since the staff is small, the JAD team probably will not have more
than three or four members and most of the work will fall on the IT consultant. The
material on page 139 describes typical JAD participants, including a JAD project leader,
various levels of management, users, IT staff members, and a recorder. The table on page
139 also describes typical roles for each participant.
With regard to the “ownership” issue, you might suggest that the project leader begin
by introducing all JAD team members. The leader should discuss ground rules, goals, and
objectives for the JAD sessions. The leader also should explain methods of documentation
and whether the team will be using CASE tools during the JAD sessions. Most important,
the leader should make each member feel that their contribution is important, and stress
the importance of effective communication and feedback.

2. You may be given a standard set of interview summaries, or you may conduct role-play
interviews. Either way, use the information to complete Tasks 3 and Task 4.
Instructor fact summaries are provided in the form of a Microsoft Word document on the
Instructor CD. You are free to use all of this material, none of it, or to modify it to suit your
needs.
3. Develop a checklist that includes several requirements for system output, input, process,
performance, and control.
A system requirement is a characteristic or feature that must be included in an information
system to satisfy business requirements and be acceptable to users. System requirements
serve as benchmarks to measure the overall acceptability of the finished system.
System requirements fall into five general categories: outputs, inputs, processes,
performance, and controls. Typical examples of system requirements for each category are
listed in the examples that begin on page 147. If they use these as a guide, students should
have no difficulty completing this task.

4. Design a questionnaire to learn how New Century patients feel about insurance procedures
and appointment scheduling. Your questionnaire should be designed for a sample group of
patients, and should follow the suggestions in this chapter. After you complete the
questionnaire, select a sampling method and explain your choice.
Answers will vary. The main purpose of the assignment is to give students an opportunity
to apply what they learned in the chapter, including the guidelines for creating
questionnaires, and sampling strategies.
This might be a good time for the class to critique the assignments in a group, using the
text guidelines for reference. You might use the sample shown in Figure 4-23 on page 160
as an example, and ask students how they would grade it on each of the nine guidelines.
Discuss the pros and cons of questionnaires versus interviews.
In answering the question on sampling, students should consider all three approaches:
systematic sampling, stratified sampling, and random sampling. Systematic sampling
would be a good way to get a cross-section of all patients, but stratified sampling might be
better if there were distinct categories of patients — for example, those covered by
insurance and those who are not.
Random sampling is an easy, quick way to obtain a sample group, but results could be
distorted by the timing and methods used. For example, a random sample of patients might
not include a representative number with outstanding balances if the sample were taken
just prior to the monthly mailing of statements. If input from this group was important to
your understanding of the system, you might have to select a different sampling method.
Systems Analysis and Design, Tenth Edition Page 16 of 25
Systems Analysis and Design, Tenth Edition Page 17 of 25

CASE Tool Workshop s

Background
As a part-time student assistant in the computer lab at your school, you were asked to evaluate
various CASE tools, and submit the results. You have completed an overview of the software and
you got some hands-on experience. Now you want to try creating a functional decomposition
diagram FDD) that will show business functions and processes.

Tasks
1. According to Visible Analyst, functional decomposition diagrams (FDDs) involve top-
down business planning decisions, and should be the starting point for modeling business
functions and processes. Visible states that “There is no rule that you must begin here, but
some other things are easier if you do.” Visit the Visible Analyst help function to learn
what, specifically, might be easier. Report your findings in a memo.
Students can the index, or search for the term “functional decomposition diagram.” The
relevant section is highlighted here:
Functional decomposition diagrams (FDDs) give you the ability to do high-level planning
of business functions diagrammatically while concurrently populating the repository. You
can enter business functions (hereafter called simply functions) that you define onto
diagrams and break them down into successively finer gradations. At some point, one that
is entirely up to you, you can break down functions into processes. These processes are
semantically equal to the processes that appear on data flow diagrams. The processes can
themselves be broken down into smaller parts (i.e., still lower-level processes) on FDDs.
After you diagram your highest-level business functions and decompose them somewhat,
you get to the level where you feel functionality below this should be subject to the detailed
type of analysis possible with DFDs. This is the point at which you want to show finer
gradations of functionality as processes. You can lay out all of the processes of this branch
of your FDD and their hierarchical relationships. After that, you can instruct Visible
Analyst to produce or "spawn " a set of DFDs for this branch of processes. Then you can
flesh out the DFDs and add data flows, files, external entities, etc.

2. Suppose you want to create an FDD of the functions at your school or your place of
employment. Using Figure 4-8 on page 144 as a model, create a simple FDD with three
top-level functions. For one of the functions, create two additional levels.
Students should have no difficulty creating this FDD. You can suggest that they follow
these steps:
 Click New Diagram
 Select Decomposition from the drop-down list
 Add the appropriate symbols, labels, and connecting lines, and complete the diagram
Systems Analysis and Design, Tenth Edition Page 18 of 25

MIS CourseMate Features

If your students have MIS CourseMate access codes, you can reinforce and extend their
learning with premium content created for this textbook. For example, you can launch interactive
Video Learning Sessions to help you understand systems development concepts and practice
your skills. In addition, you can use MindTap Reader, which is a full, interactive, digital e-book.

Online Case Simulation: SCR Associates

Session 4: Requirements Modeling

Preview
As you begin the requirements modeling process, you receive specific directions from your
supervisor, Jesse Baker. She wants you to conduct a survey of former and prospective students,
lead a JAD group session, and draft a list of system requirements based on the results of the JAD
session. She also wants to see an FDD showing the main TIMS functions.

Tasks
1. Group managers said it was OK for their people to attend a three-day JAD session next
week. Send a message to the JAD team members, with a brief explanation of JAD methods
and a proposed agenda.
Answers for the message task will vary, but students should have an understanding of JAD
from this chapter and be able to write a memo that might look something like the
following:

To JAD team members:

Most people on the team know each other, but some of us are new to SCR. Here’s a
list of JAD team members and titles:

Jill Martin, training group manager

Sandy Wise, records assistant
Amy Hawkins, client service representative
Mark Martin, Web designer
Dave Spencer, programmer
Meg Harris, corporate trainer
 Systems Analysis and Design, Tenth Edition Page 19 of 25

Answers for the agenda task will vary. The following example is adapted from Figure 4-4
on page 138.

Agenda: Discussion Leader

Topic
Project leader (student name)

 Introduce all JAD team members

 Discuss ground rules, goals, and objectives for the JAD sessions
 Explain methods of documentation and possible use of CASE tool
Member of SCR executive committee
 Explain the reasons for the project
 Express top management authorization and support
Project leader (student name)
 Provide overview of the current system
 Describe proposed project scope and constraints

2. Design a questionnaire for former and potential students in SCR's training classes. Also,
reply to Jesse's message about sampling. Give her a recommendation and reasons.
Students should follow the text guidelines for questionnaires, using the questionnaire
shown in Figure 4-23 on page 160 as an example. The questionnaires should contain one
or more examples of open-ended, closed-ended, and range-of-response questions. Answers
will vary.
Students also are asked to reply to Jesse Baker’s e-mail message about sampling. Most
students will suggest a stratified sample of former students and prospective students. It is
relatively easy to identify former students from SCR training records, but what about
prospective students? SCR might approach this in several ways. The company might solicit
survey input on its Web site or from corporate clients with whom SCR has done IT projects
in the past. Perhaps the company has a list of people who have requested information
about SCR training in the past, but never took a course. Another level of stratified
sampling might be taken among former students. Also, is there any connection between the
training needs and the size of the firm? Should SCR attempt to obtain samples from small,
medium, and larger firms? It is hard to know the answer from the limited factual
background presented, but students should be encouraged to use their imagination in
completing this task.

3. Read the JAD session summary in the Data Library and put together a list of system
requirements, including outputs, inputs, processes, performance, and controls.
The JAD summary portion contains quite a bit of information, but students will have to use
imagination. Based on the material provided, answers might include the following:
Outputs
 Course rosters
 Rolling 90-day schedule of course offerings
 Student background information summary
 Course completion certificates
 Instructor assignment list
 Schedule report on completed courses and number of students
 Student performance report for corporate clients
Systems Analysis and Design, Tenth Edition Page 20 of 25

Inputs
 Student registration forms
 Instructor-specific background data forms
 Processes
 TIMS must interface with the SCR accounting system
 Performance
 TIMS must be able to track registration right up until the day the course is held
 TIMS must be able to handle online registration in the future
 Controls
 TIMS must be able to provide accounting data necessary to reconcile student accounts
and bill corporate clients
 TIMS must generate information to highlight more popular and less popular courses

4. Draw an FDD of the main functions for TIMS and send it to Jesse. Be sure to show at least
one or two levels of detail.
When the JAD team members return from their sub-group meeting, Dave Spencer reported
that TIMS would have four main functions, with other subordinate functions that would fall
under these groups. Based on that information, students should be able to draw an FDD
I n it ia l F D D ( F u n c t io n a l D e c o m p o s it io n D ia g r a m ) fo r t h e T I M S S y s t e m

T IM S
S y s te m

M anage R e g is t e r M a in t a in P ro d u c e
C o u r s e S c h e d u lin g S tu d e n ts T r a in in g R e c o r d s R e p o rts
similar to the following (more detail probably should be added by students).:
Systems Analysis and Design, Tenth Edition Page 21 of 25

Critical Thinking Challenge

Background
As a leader in the game development field, Game Technology has many customers. The
company wants to add a customer contact management feature to the sales system, and you will
assist the IT team on this project. One of your first tasks is to interview users to find out what
functions they want. When you have this information, you can construct a functional
decomposition diagram (FDD) to list and organize the functions.
Before you talk to the users, you decide to practice your interviewing skills. Specifically, you
want to use open-ended, closed-ended, and range-of-response questions. To test yourself, you
ask a team member to develop the following sample questions for you to identify:
 Do you foresee any problems with this system?
 On a scale of one to five (high), how important is the project?
 Do you maintain current e-mail addresses for customers?
 Who is responsible for entering these records?
 What would be some benefits of the new feature?

During the interviews, you learned that most users want to start with an opening screen that
allows them to look up a customer, add a customer, edit a customer, delete a customer, or get
help. The Help option should allow them to search a knowledge base or contact the IT Help
Desk. If they select the knowledge base option, they want to search by keyword or by topic. If
they select the IT Help Desk, they want to have an e-mail or a telephone call-back option.

Practice Tasks and Answers

1. For each question asked, enter a code that correctly identifies the question.
The sample answer follows:

Question O = open-ended
C = closed-ended
R = range-of response

Do you foresee any problems with this system? C

On a scale of one (low) to five (high), how important R

is the proposed project?

Do you maintain current e-mail addresses for C

customers?

Who is responsible for entering these records? C

What would be some benefits of the new feature? O

Systems Analysis and Design, Tenth Edition Page 22 of 25

2. Draw an FDD that follows the guidelines in the textbook.

The starting point should be an overview screen that allows a user to add a customer, edit a
customer, delete a customer, or get help. The Help option should allow a user to search a
knowledge base or contact the IT Help Desk. If the user selects the knowledge base option,
they can search by keyword or by topic. If they select the IT Help Desk, they can either select
e-mail or a telephone call-back option.

Overview
Screen

Add Edit Delete

Help
Customer Customer Customer

Knowledge
Help Desk
Base

Search by
E-mail
Keyword

Search by Request
Topic Call-back
Systems Analysis and Design, Tenth Edition Page 23 of 25

Challenge Tasks and Answers

After you complete the Practice Tasks, you learn about new developments at Game Technology.
Although the interviews were successful, you need more detail. Specifically, you want more feedback
about the user interface, built-in error checking, and reports that could be generated for users. Using
these topics, or others you think would be relevant, prepare two samples of each type of question.
Also, your FDD was good, but users want you to add a Reports function to the opening
screen. That option would allow users to list reports by name or by type. Users also would be
able to view or print a report. If they select the Print option, they should be able to print the full
report, the current page, or selected pages.

1. For each topic, prepare two sample questions, and indicate the type of question.
Answers will vary. Here are several examples of each question type:

Open-ended
• How do users feel about the new system?
• What kind of training should we do when the new system is ready?
• How will this system help the company achieve its profit goals?

Closed-ended
• How many people report to you?
• Do most users prefer the mouse or the keyboard?
• Which tech support person scored the highest?

Range of responses:
• What percentages of customers pay by the due date, within 30 days, or later than 30
days?
• On a scale of 1 (low) to 10 (high), how would you rate this employee’s productivity?
• Does this happen never, sometimes, often, or always?
 Systems Analysis and Design, Tenth Edition Page 24 of 25

2. Draw an FDD that shows the Reports function and subfunctions.

Overview
Screen

Reports

By Name By Type View Print

All Pages

Current
Page

Selected
Pages
Systems Analysis and Design, Tenth Edition Page 25 of 25

Video Learning Sessions

Note: The textbook includes 18 Video Learning Sessions and an introductory session to help
students become familiar with this feature. In Chapters 2, 3, 4, 5, 6, 7, 9, and 11, students assist
the IT Training Director by creating a preview to boost interest in the VLS for that chapter. In the
role of a training assistant, the student must be perceptive, creative, and an effective
communicator.
Chapters 1, 8, 10, and 12 do not align with a specific VLS, so students are asked to help
create a new VLS for that chapter. Still in the role of a training assistant, the student is asked to
describe the specific skills and concepts to be covered, explain how the material would be
presented, and describe at least three graphic images to be included in the session.

Practice Tasks (Your Turn)

Students should perform these tasks after watching each VLS to practice their skills and check
the sample answers. For convenient reference, a full set of Your Turn tasks and solutions is
included in the Additional Activities for Students section of the Instructor materials.

Training Tasks
These tasks might seem quite simple, but they actually require metacognition, which can be
described as “knowing what you know.” Students need to step back and provide an overview of
the session and why it is important, and then select a specific segment that does a “good job” of
explaining a skill or concept. To do that, the student must evaluate the topics, and choose one
that is effective, in his or her view. The topic is not important, and answers will vary.
The real issue is the student’s ability to grasp the objective of the training and come up with
effective ways to explain key points and concepts. Those skills will be extremely valuable in the
workplace.