System Analysis and Design

Dr. Nivin Atef

Dr. Yasmine Afify
Information System Department
[email protected]
[email protected]
Analysis Phase (Recap)
- Who will use the system.
- What the system will do.
- Where and when it will be used.

Two Sub phases:

1- Requirements Determination:
Careful study of organization current
procedures and the information
systems used to perform organizational
tasks.

2- Requirements Structuring
Relationships between requirements
and eliminating redundancy

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Requirement Structuring
• Structuring Process Requirements
• Structuring Logical Requirements
• Structuring Data Requirements

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Logic Modeling Deliverables and Outcomes
• Structured English
• Decision Tables
• Decision Trees
• Activity diagrams
• Sequence diagrams
• State-transition diagrams
Modeling Logic with Decision Trees
• A graphical representation of a decision situation
• Decision situation points are connected together by arcs and
terminate in ovals
• Main components
• Decision points represented by nodes
• Actions represented by ovals
• Particular choices from a decision point represented by arcs
Modeling Logic with Decision Trees (cont.)
• Read from left to right
• Each node corresponds to a numbered choice on a legend
• All possible actions are listed on the far right
Decision tree representation of salary decision
Alternative decision tree representation of salary decision
Activity Diagrams
Activity Diagram
• An activity diagram shows the conditional logic for the sequence of
system activities needed to accomplish a business process.

• An individual activity may be manual or automated.

• Further, each activity is the responsibility of a particular

organizational unit.

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Activity Diagram Notations

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Examples

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Activity Diagram - Swimlanes

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When to Use An Activity Diagram?
Specifically, an activity diagram can be used to accomplish the following
tasks:
1. Depict the flow of control from activity to activity.
2. Help in use case analysis to understand what actions need to take
place.
3. Help in identifying extensions in a use case.
4. Model work flow and business processes.
5. Model the sequential and concurrent steps in a computation
process.

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Structuring System Data Requirements
Conceptual Data Modeling
• A detailed model that captures the overall structure of data in an
organization.
• Independent of any database management system (DBMS) or other
implementation considerations.
Process of Conceptual Data Modeling
• Develop a new conceptual data model that includes all requirements
of the new system
• In the design stage, the conceptual data model is translated into a
physical design
• Project repository links all design and data modeling steps performed
during SDLC
Deliverables and Outcome
• Primary deliverable is an entity-relationship (E-R) diagram or class
diagram

• Second deliverable is a set of entries about data objects to be

stored in repository or project dictionary.
• Repository links data, process, and logic models of an information system.
• Data elements included in the DFD must appear in the data model and vice
versa.
Gathering Information for Conceptual Data Modeling
• Two perspectives
• Top-down
• Data model is derived from an intimate understanding of the business.
• Bottom-up
• Data model is derived by reviewing specifications and business documents.
Requirements Determination Questions for Data Modeling
• What are subjects/objects of the business?
➔Data entities and descriptions
• What unique characteristics distinguish between subjects/objects of the same
type?
➔Primary keys
• What characteristics describe each subject/object?
➔Attributes and secondary keys
• How do you use the data?
➔Security controls and user access privileges
Requirements Determination Questions for Data Modeling
• Over what period of time are you interested in the data?
➔Cardinality and time dimensions
• Are all instances of each object the same?
➔Supertypes, subtypes, and aggregations
• What events occur that imply associations between objects?
➔Relationships and cardinalities
• Are there special circumstances that affect the way events are handled?
➔Integrity rules, cardinalities, time dimensions
Object Modeling Using Class Diagrams
• Object-oriented approach
• Based on Unified Modeling Language (UML)
• Features
• Objects and classes
• Encapsulation of attributes and operations
• Polymorphism
• Inheritance
Objects and Classes
• Object: an entity with a well-defined role in an application
• Each object has:
• State: encompasses the attributes, their values, and relationships of an
object
• Behavior: represents how an object acts and reacts
• Identity: uniqueness, no two objects are the same

• Class: a logical grouping of objects with similar attributes and

behaviors
• Operation: a function or service provided by all instances of a class
• Encapsulation: the technique of hiding internal implementation details of an
object from external view
Class Diagram
• A diagram showing the static structure of an object-oriented model

UML classes are analogous to E-R entities

Representing Associations
• Association: a relationship among instances of object classes
• Association role: the end of an association where it connects to a
class
• Multiplicity: indicates how many objects participate in a give
relationship
UML associations are
analogous to E-R
relationships.

UML multiplicities are

analogous to E-R
cardinalities.
Representing Associations
roles
multiplicities

Multiplicity notation:
0..10 means minimum of 0 and maximum of 10
1, 2 means can be either 1 or 2
* means any number
Associative Class
• An association with its own attributes, operations, or relationships

UML association
classes are
analogous to E-R
associative
entities.
Derived Attributes

Derived attributes are calculated based on other

attributes

Derived items are represented with a slash (/).

Generalization
• Superclass-subclass relationships
• Subclass inherits attributes, operations, and associations of the
superclass
• Types of superclasses
• Abstract:
cannot have any direct
instances
• Concrete:
can have direct instances
Polymorphic Operations
• The same operation may apply to two or more classes in different
ways
• Abstract operations
• defined in abstract classes
• defined the protocol, but not the implementation of an operation
• Methods
• the implementation of an operation
Abstraction:
Student is an abstract class and calc-tuition()
is an abstract operation (italicized)

Polymorphism:
Here, each type of student has its own
version of calc-tuition()
Class scope:
tuitionPerCred is a class-wide attribute
Aggregation and Composition
• Aggregation
• A part-of relationship between a component and an aggregate object
• Composition
• An aggregation in which the part object belongs to only one aggregate object
and lives and dies with the aggregate object
 A new inventory control system for Hoosier Burger
• INVENTORYITEM (D1)
• supplier INVOICE (Process 1.0 )
• Each INVOICE indicates that the
supplier has sent a specific quantity
of one or more INVOICE_ITEMs,
which correspond to Hoosier’s
INVENTORY ITEMs.
• Inventory is used when customers
order and pay for PRODUCTs.
• Hoosier makes a SALE for one or more
ITEM SALEs, each of which
corresponds to a food PRODUCT.
• because food PRODUCTs are made up
of various INVENTORY ITEMs (vice
versa)
• Hoosier maintains a RECIPE to
indicate how much of each
INVENTORY ITEM goes into making
one PRODUCT.
A new inventory control system for Hoosier Burger
• An INVOICE includes one or more
INVOICE ITEMs, each of which
corresponds to an INVENTORY ITEM.

• Each PRODUCT has a RECIPE of

INVENTORY ITEMs. Thus, RECIPE is an
associative entity supporting a bill-of-
materials type relationship between
PRODUCT and INVENTORY ITEM.

• A SALE indicates that Hoosier sells one

or more ITEM SALEs, each of which
corresponds to a PRODUCT.

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 A new inventory control system for Hoosier Burger
• The Amounts Used data flow
coming from Process 2.0
indicates how much to
decrement an attribute
Quantity_in_Stock due to use
of the INVENTORY ITEM to
fulfill a customer sale.
• One condition used to
determine the process of
reordering an INVENTORY
ITEM involves the
Type_of_Item. Thus, Process
3.0 + Decision table needs to
know this characteristic of
each INVENTORY ITEM, so
this identifies another
attribute of this data class.
A new inventory control system for Hoosier Burger
A new inventory control system for Hoosier Burger

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Logic Modeling Deliverables and Outcomes
• Activity diagrams
• Structured English
• Decision Tables
• Decision Trees
• Sequence diagrams
• State-transition diagrams
Sequence Diagram
• A sequence diagram depicts the interactions among objects during a
certain period of time.

• It shows the participating objects by their lifelines and the

interactions among those objects—arranged in time sequence—by
the messages they exchange with one another.

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Messages Types
1- A synchronous message where the caller has to wait for the
receiving object to complete execution of the called operation before it
itself can resume execution.
Always has an associated return message. The message may provide
the caller with some return value(s) or simply acknowledge to the
caller that the operation called has been successfully completed.

2- A simple message simply transfers control from the sender to the

recipient without describing the details of the communication.

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Messages Types (cont.)
3- An asynchronous message where the sender does not have to wait
for the recipient to handle the message. The sender can continue
executing immediately after sending the message.
Asynchronous messages are common in concurrent, real-time
systems, in which several objects operate in parallel.

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Designing a Use case with a sequence diagram

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Designing a Use case with a sequence diagram
A description of this scenario is provided below.
1. Registration Clerk opens the registration window and enters the
registration information (student and class).
2. Check if the class is open.
3. If the class is open, check if the course has any prerequisites.
4. If the course has prerequisites, then check if the student has taken
all of those prerequisites.
5. If the student has taken those prerequisites, then register the
student for the class and increment the class size by one.
6. Check if the class is full; if not, do nothing.
7. Display the confirmed registration in the registration window.
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Another Scenario

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A sequence diagram For hoosier Burger
1. On receipt of an application for a job at Hoosier Burger, the data
relating to the applicant are entered through the application entry
window.
2. The manager opens the Application Review Window and reviews
the application.
3. If the initial review is negative, the manager discards the
application . No further processing of the application is involved.
4. If the initial review is positive, then the manager sets up a date
and time to interview the applicant.
5. The manager interviews the candidate and enters the additional
information gathered during the interview into the application file.
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A sequence diagram For hoosier Burger
6. When the recommendation letters come in, the manager is ready
to make a decision.
First, he or she prepares a summary of the application. Based on the
summary, he or she then makes a decision. If the decision is to reject
the candidate, the application is discarded. The processing of the
application comes to an end.

7. If the decision is to hire the candidate, a potential employee file is

created and all relevant information about the candidate (e.g., name,
Social Security number, birth date, address, phone number, etc.) is
entered into this file.

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A sequence diagram For hoosier Burger

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Logic Modeling Deliverables and Outcomes
• Activity diagrams
• Structured English
• Decision Tables
• Decision Trees
• Sequence diagrams
• State-transition diagrams
State Chart Diagram
• A state diagram is used to model the dynamic behavior of a class in
response to time and changing external stimuli.

Uses of statechart diagram –

• We use it to state the events responsible for change in state (we do
not show what processes cause those events).
• We use it to model the dynamic behavior of the system .
• To understand the reaction of objects/classes to internal or external
stimuli.

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Elements of Statechart Diagram
Element Representation Notation

It indicates what state the object is in

when it is first created. there is one and
Start State only one start state (Mandatory)

It shows what state the object is in just

before it is destroyed. you can have no
Stop State stop state, or there can be as many stop
states as you need

It is one of the possible conditions in NewState

State which an object may exist

It is a movement from one state to

Transition another (can be reflexive)
How to draw State Diagram
Steps to draw a state diagram –
• Identify the initial state and the final terminating states.
• Identify the possible states in which the object can exist
• Label the events which trigger these transitions.
Online Ordering System Example
Requirement Traceability
• The purpose of Trace Requirements is to ensure that requirements and
designs at different levels are aligned to one another
• To manage the effects of change to one level on related requirements.
• Requirements traceability identifies and
documents the lineage of each requirement,
including its backward traceability, its
forward traceability, and its relationship
to other requirements.

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Requirement Traceability Matrix
• It is a matrix is used to trace requirements. It provides forward and
backward traceability. It helps faster impact analysis and reliable
assessment to ensure all the business requirements are covered.

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Example

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• A movie theatre is looking to build a digital channel for allowing their
customers to book their movie tickets and make payments online.

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Underlying Competencies
The Underlying Competencies provides a description of the behaviors,
characteristics, knowledge, and personal qualities that support the practice
of business analysis.

These competencies are grouped into six categories:

• Analytical Thinking and Problem Solving
• Behavioral Characteristics
• Business Knowledge
• Communication Skills
• Interaction Skills and
• Tools and Technology

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 Analytical Thinking and Problem Solving
• Required to analyze problems and opportunities effectively
• BAs should identify which changes may deliver the most value, and
work with stakeholders to understand the impact of those changes.
• BAs should choose effective and adaptable methods to learn and
analyze the media, audiences, problem types, and environments as
each is encountered.
• BAs utilize this skill as they facilitate understanding of situations, the
value of proposed changes, and other complex ideas.
• BAs should identify the best ways to present information to their
stakeholders.

Creative Decision Problem System Conceptual Visual

Learning
Thinking Making Solving Thinking Thinking Thinking
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 Analytical Thinking and Problem Solving
Creative
Thinking

• Business analysts to be effective in generating new ideas,

approaches, and alternatives to problem solving and opportunities.
• It helps overcome rigid approaches to problem solving by questioning
conventional approaches and encouraging new ideas and innovations
that are appropriate to the situation.
• Creative thinking may involve combining, changing, and reapplying
existing concepts or ideas.
Analytical Thinking and Problem Solving
Decision
Making

• Determining the most advantageous alternative involves gathering

the information that is relevant to the decision, analyzing the
relevant information, making comparisons and trade-offs between
similar and dissimilar options, and identifying the most desirable
option.

• Business analysts document decisions to use them as a reference in

the event a similar decision is required in the future or if they are
required to explain why a decision was made.
Analytical Thinking and Problem Solving
Learning

• The ability to quickly absorb new and different types of information

and also modify and adapt existing knowledge allows business analysts
to work effectively in rapidly changing and evolving environments.
• Learning is the process of gaining knowledge or skills.
• Learning about a domain passes through a set of stages, from initial
acquisition and learning of raw facts, through comprehension of their
meaning, to applying the knowledge in day-today work, and finally
analysis, synthesis, and evaluation.
Analytical Thinking and Problem Solving
Problem
Solving

• Ensure that the real, underlying root cause of a problem is understood

by all stakeholders and that solution options address that root cause.

• Assumptions are identified and validated.

• Alternatives are measured against the objectives to determine which

possible solution is best, and identify the value and trade-offs that may
exist between solutions.
Analytical Thinking and Problem Solving
System
Thinking

• Understanding how the people, processes, and technology within an

organization interact allows business analysts to understand the
enterprise from a holistic point of view.
• Systems theory and systems thinking suggest that a system as a whole
has properties, behaviors, and characteristics that emerge from the
interaction of the components of that system.
• For example, just because a business analyst knows that a customer
may return an item they purchased doesn't give the business analyst
the full picture. The analyst must analyze the impact the return has on
such items as inventory, finance, and store clerk training.
Analytical Thinking and Problem Solving
Conceptual
Thinking

• BAs routinely receive large amounts of detailed and potentially disparate

information. They apply conceptual thinking skills to find ways to understand
how that information fits into a larger picture and what details are
important, and to connect seemingly abstract information.

• It involves understanding and connecting information and patterns that may

not be obviously related.

• Conceptual thinking involves understanding where details fit into a larger

context.
Analytical Thinking and Problem Solving
Visual
Thinking

• The ability to communicate complex concepts and models into

understandable visual representations allows business analysts to
engage stakeholders and help them understand the concepts being
presented.
• Visual thinking is visualizing and creating simple visual concepts,
graphics, models, diagrams, and constructs to convey and integrate
non-visual information.
Underlying Competencies
The Underlying Competencies provides a description of the behaviors,
characteristics, knowledge, and personal qualities that support the practice
of business analysis.

These competencies are grouped into six categories:

• Analytical Thinking and Problem Solving
• Behavioral Characteristics
• Business Knowledge
• Communication Skills
• Interaction Skills and
• Tools and Technology

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Behavioral Characteristics
• Behavioral characteristics focus on the skills and behaviors that allow
a business analyst to gain the trust and respect of stakeholders.

• Business analysts do this by consistently acting in an ethical manner,

completing tasks on time and to expectations, efficiently delivering
quality results, and demonstrating adaptability to changing needs
and circumstances.

Organization
Personal
Ethics Trustworthiness and Time Adaptability
Accountability
Management

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Underlying Competencies
The Underlying Competencies provides a description of the behaviors,
characteristics, knowledge, and personal qualities that support the practice
of business analysis.

These competencies are grouped into six categories:

• Analytical Thinking and Problem Solving
• Behavioral Characteristics
• Business Knowledge
• Communication Skills
• Interaction Skills and
• Tools and Technology

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Business Knowledge
• Business knowledge is required for the business analyst to perform
effectively within their business, industry, organization, solution,
and methodology.
• Business knowledge enables the business analyst to better
understand the overarching concepts that govern the structure,
benefits, and value of the situation as it relates to a change or a need.

Business Industry Organization Solution Methodology

Acumen Knowledge Knowledge Knowledge Knowledge

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Underlying Competencies
The Underlying Competencies provides a description of the behaviors,
characteristics, knowledge, and personal qualities that support the practice
of business analysis.

These competencies are grouped into six categories:

• Analytical Thinking and Problem Solving
• Behavioral Characteristics
• Business Knowledge
• Communication Skills
• Interaction Skills and
• Tools and Technology

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Communication Skills
• Communication is the act of a sender conveying information to a
receiver in a method which delivers the meaning the sender
intended.
• Active listening skills help to deepen understanding and trust
between the sender and the receiver.
• Effective communication benefits all stakeholders.
• Communication may be accomplished using a variety of delivery
methods: verbal, non-verbal, physical, and written.

Verbal Non-Verbal Written

Listening
Communication Communication Communication
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Underlying Competencies
The Underlying Competencies provides a description of the behaviors,
characteristics, knowledge, and personal qualities that support the practice
of business analysis.

These competencies are grouped into six categories:

• Analytical Thinking and Problem Solving
• Behavioral Characteristics
• Business Knowledge
• Communication Skills
• Interaction Skills and
• Tools and Technology

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Interaction skills
• Interaction skills are represented by the business analyst's ability to
relate, cooperate, and communicate with different kinds of people
including executives, sponsors, colleagues, team members,
developers, vendors, learning and development professionals, end
users, customers, and subject matter experts (SMEs).

Negotiation &
Leadership &
Facilitation Teamwork conflict Teaching
influencing
resolution

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Underlying Competencies
The Underlying Competencies provides a description of the behaviors,
characteristics, knowledge, and personal qualities that support the practice
of business analysis.

These competencies are grouped into six categories:

• Analytical Thinking and Problem Solving
• Behavioral Characteristics
• Business Knowledge
• Communication Skills
• Interaction Skills and
• Tools and Technology

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Tools and Technology
• Business analysts use a variety of software applications to support
communication and collaboration, create and maintain requirements
artifacts, model concepts, track issues, and increase overall
productivity.
• Requirements documentation is often developed using word
processing tools, while the process of developing business
requirements may require the use of prototyping and simulation
tools, as well as specialized tools for modeling and diagramming.

Office Business Analysis Communication

Productivity Tools and Tools and
Tools Technology Technology

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Underlying Competencies
The Underlying Competencies provides a description of the behaviors,
characteristics, knowledge, and personal qualities that support the practice
of business analysis.

These competencies are grouped into six categories:

• Analytical Thinking and Problem Solving
• Behavioral Characteristics
• Business Knowledge
• Communication Skills
• Interaction Skills and
• Tools and Technology

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Sources

• Modern System analysis and Design, Fourth Edition, Joseph S.

ValacichJoey F. GeorgeJeffrey A. HofferLecture

• BABOK, A Guide to the Business Analysis Body Of Knowledge,

International Institute of Business Analysis IIBA.

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Thank You

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