IOM433 Systems Analysis and Design



IOM433 Creative Information Systems Analysis and Design

Fall 2012 M/W 2-3:50

HOH421 (Labs meet in HOH415 unless otherwise stated)

Faculty: Ann Majchrzak

Phone: 213-740-4023

Email: majchrza@usc.edu

Office: Bridge 401D

Office Hours: TBD

Course Description & Goal

Business process analysts (BPA) are a growing occupation. They help companies to identify ways for businesses to improve their competitiveness with information systems. They are the liaison between the business unit and the programmers. They prepare business cases for changing the business, elicit requirements and then manage outsourcers to meet reqs, manage the project, reduce project risks, and meet business client expectations. You will be a trained BPA after completing this course.

Learning Objectives

1. Students will demonstrate factual knowledge related to becoming a business process and systems analyst referred to as “Critical Concepts” in the syllabus below

2. Students will demonstrate the ability to critically analyze, synthesize, and evaluate information for applying the critical concepts to the “running cases” used throughout the class.

3. Students will demonstrate the ability to critically analyze, synthesize, and evaluate information for applying the critical concepts to the real-world case examples they have been provided.

4. Students will demonstrate the ability to communicate to their team mates, classmates, and clients their ideas and analysis both orally and in writing in a clear, organized, and persuasive manner.

5. Students will demonstrate leadership skills in the classroom and in teamwork by working cooperatively and productively to accomplish these learning objectives

Text:

Readings posted on Blackboard

Saltzinger, Jackson, Burd (authors). Systems Analysis and Design in a Changing World, 6th Edition. Course Technoloies, Cengage Learning Publ 2012, ISBN-131978-1-111-53415-8. Online version available through coursesmart.

Tools from internet: iRise, snappii, 1and1

Tools from MyMarshall dashboard ( Marshall Virtual Lab: Visio

Assessment

Midterm 1 20%

Midterm 2 20%

Midterm 3 20%

Client Project 30%

Participation and Preparation 10%

Final grades represent how you perform in the class relative to other students. Your grade will not be based on a mandated target, but on your performance. Historically, the average grade for this class is about a (B). Three items are considered when assigning final grades:

1. Your average weighted score as a percentage of the available points for all assignments (the points you receive divided by the number of points possible).

2. The overall average percentage score within the class.

3. Your ranking among all students in the class.

Class Participation:

In-class time will be used for practice and answering questions rather than lecture since this text is quite comprehensive. You start with an A grade in participation. To keep that A grade, you need to do three things: come to class having done the reading in sufficient detail to have taken notes on the CONCEPTS indicated in the Syllabus and have questions, stay on task the entire class period (no socializing or email checks during class), and develop more mastery over the Concepts than you had at the beginning of class. Anything less than these three activities every class period ensures you will NOT receive an A. For example, after a couple of times coming to class without having notes on your reading or checking email in class, your participation grade for the semester will be an F.

Let me know if you’re going to be absent because of illness (which is only appropriate excuse; being gone for job interviews is not an excusable absence). Missing more than 3 classes in the semester for any reason (aside from a medical note) will harm your participation grade; trips for job interviews should be scheduled for times outside of class if you don’t want your participation grade harmed.

Marshall School of Business

Standards of Professional Behavior

The Marshall School of Business is preparing students for professional behavior in business contexts. Therefore, in addition to abiding by the principles of academic honesty contained in SCampus, the following behaviors are NOT permitted during classes

- Laptops and internet usage (unless stated by professor)

- Cell phones, iPods, and any electronic device

- Videotaping faculty lectures due to copyright infringement

- Any activities that harm a participative sharing environment including:

o Lack of attendance

o Arriving late (late arrivals with a 3-min grace period will be marked as absent)

o Leaving early

o Lack of preparedness

o Entering/exiting room while the class is in session

o Sleeping in class

o Inattentive behavior (such as reading)

o Classroom verbalizations that discourage others from contributing (including excessive complaining, talking for too long, simply offering your own view without building on others’ views, using language that others in the class are likely to not understand without explaining it)

o Lack of presence when the class is engaged in group activities

If ONE OR MORE of any of these behaviors are observed in ANY CLASS, the final grade will be lowered by a ½ grade (an A will become an A-).

Tentative Outline (Check Blackboard often – This is a new class structure (text, tools, clients), so we’re experimenting here)

| # | Date | Topic |In-Class activities (do on own if |Critical Concepts (Chk Blackboard|Reading Due by |Client Project |iRise Activities |

| | | |run out of time) |for updates) |class date |Deliverables | |

|1 |M 8/27 |Overview of class |Bring laptops to next class, | | | | |

| | | |Projects | | | | |

| | | |Project Selection forms | | | | |

| | | |Instructions for project | | | | |

| | | |Examplar projects, client | | | | |

| | | |evaluation form, peer evaluation | | | | |

| | | |form | | | | |

|2 |W 8/29 |What do Information Systems |Practices Qs p248-249 & p477 case |List of activities that ISDA |Ch 8 (except | |Download iRise and Visio; |

| | |Analysis and Design (ISDA) |study |Analysts do, ISDA Methodologies |p236-244) + p. | |get snappii account; get |

| | |consultants do. | |and when to use each, what is |445-450 | |1and1 account; get VERY |

| | | | |UML, What is SDLC, iterative vs | | |comfortable with the |

| | | | |waterfall, Exs of IDE, reasons | | |capabiliies provided by |

| | | | |for failures due to what parts of| | |snappii & 1and1 |

| | | | |analysis & design not technology | | | |

| |M 9/3 |LABOR DAY | | | | | |

|3 |W 9/5 |Overview of the Information |Walking through Ch 1 slowly |What Information do You Need to |Ch 1 + Ch 8 |Project Selection | |

| | |Systems Analysis and Design |together with your questions, |do a project? Where do you get |(p236-244) |forms turned in by | |

| | |(ISDA) process |assuming chapter has been read |information? How do you | |start of class. Points| |

| | | | |structure a project? What are | |off midterm if late | |

| | | | |criteria for judging that an ISDA| | | |

| | | | |analyst is good? | | | |

|4 |M 9/10 |What do Systems Analyst and | |Examples of good ISDA practices |Online Chapter A|Teams identified and | |

| | |Design Consultants Do: Phong | |and when you would apply them |(see Blackboard)|roles picked and how | |

| | |Huynh, Deloitte | | | |to start with client | |

|5 |W 9/12 |What will you do for clients? |1and1 website; snappii iPhone app |Key Proj Mgt tasks of ISDA; what |Ch 2 p.37-p40 + |Client contacted by | |

| | |Identifying general business |development; previous student |is risk mgt in ISDA, how get info|Ch 9 |phone and email by | |

| | |needs & opportunities for new |presentations, Practice qs |for System Vision Statement; SWOT| |class today and set up| |

| | |information systems; Intro to |p283-286 |analysis drives System Vision | |a weekly call/meeting | |

| | |RMO | |Statement, where get info for | | | |

| | | | |SWOT | | | |

|6 |M 9/17 |Importance of Visualization |From iRise overview, be prepared |Why is visualization and modeling|Ch 14 |Client meeting #1: |“iRise Overview” (online: |

| | |throughout ISDA Process; the |to summarize what was learned in |important? What gets visualized? |(p.457-475) |Client’s view of why |services/trai|

| | |web as an application platform|terms of what systems analysts |How is visualization used? Why is| |want to be |ning_elearning (also see |

| | | |need to do to help clients and how|trace-through, different views, &| |digitally-enabled. |“Irise Explained” if miss a|

| | | |modeling & visualization can help |change capture important for ISDA| |Conduct SWOT analysis |class period) |

| | | |with that; Gartner on iRise | | |with client |iRise ICE BREAKER |

| | | | | | | |PPT: Slide 1-24 |

|7 |W 9/19 |Investigating system |Running cases: p63-64 |Good/Bad Reqs, Where get |Ch 2 |Finalize SWOT analysis|PPT: Slide 25-55 |

| | |requirements: Eliciting FURPS | |requirements & how? FURPS reqs, | |including info from | |

| | |through observations, document| |Elicitation methods, scenario | |customers, |Creating a project – Follow|

| | |review, stakeholder | |planning, activity flow | |alternatives/competito|me #1 |

| | |interviews, questionnaires, | |diagramming and BPI; provide | |rs, suppliers. Present| |

| | |JAD workshops, and workflow | |template for reqs doc | |draft System Vision |Reusable components – |

| | |activity diagrams and | |(+Appendices of to-be, use case, | |Statement to Client |Follow me#2,3, Workshop A |

| | |documenting in iRise, Visio | |iRise); see iRise (video>Cartman | | | |

| | |and Word | |Website Review | | |Scenarios – Follow me #4, |

| | | | | | | |Workshop B |

|8 |M 9/24 |Risks, Nonfunctional |Podcast on mobile apps reqs |Nonfunctional reqs. As-is | BPI/BPR & Gap |Observe/review docs + |Create initial scenario |

| | |requirements; more activity | |analysis to create to-be; how |Analysis reading|do interviews about |folder list of high-level |

| | |flow and reqs elicitation | |different can to-be be? |on Blackboard |how work that apps & |requirements from client |

| | |practice | | | |website will do is |and start activity flow. |

| | | | | | |being done now. Start|Use Visio |

| | | | | | |activity diagram | |

|9 |W 9/26 |Midterm #1 | |On above Critical Concepts | |Part of grade is based| |

| | | | |including the running cases to | |on Client Evaluation | |

| | | | |date | |Form | |

|10 |M 10/1 MEET |Identifying draft layouts and |Visio: Practice drawing hi-level |Distinction between layouts that | |Continue drawing as-is|Page layout |

| |IN LAB |screen usage to understand |activity diagram for RMO; |change & those that don’t | |activity diagram with |PPT 56-82 |

| | |client priorities | |(master vs template) | |Visio |Workbook: Workshop C,D,E, |

| | | | |How establish priorities of what | | |Follow me #5,6 |

| | | | |users should see on screen. | | | |

|11 |W 10/3 MEET |IBM Process Modeler Websphere | |Specific value-uses of BPI & how |Return to |Obtain client approval| |

| |IN LAB |for BPI analysis | |tools help. |Chapter 9 on |on as-is activity | |

| | | | |Analyzing as-is quantitatively. |value-based |diagram. | |

| | | | |What info is needed to do BPI |costing + | | |

| | | | |simulations |Capabilities of | | |

| | | | | |Websphere | | |

|12 |M 10/8 |Use cases for more |RMO review; practice qs p85-90. |How to do Use Cases, uses of use |Ch 3 |Propose to-be Use | |

| | |requirements identification |Using Visio to model Use Cases |cases, complex issues in use | |Cases with client | |

| | | | |cases | | | |

|13 |W 10/10 |Use Cases cont; Reusable |Practice continued from Monday |How “ relationships” |Ch 3 cont |Develop to-be use |PPT: 83-94 |

| | |components; linking use cases |(note: to add “includes” to Visio,|become reusable components; What | |cases further. Start |Navigation |

| | |to create a view of the actors|right click on “Model Explorer(UML|is includes? Use of use case | |preparing a to-be |Canvas widgets (line |

| | |and system |System 1) to click on |diagram in understanding what | |activity diagram using|widgets to linking use |

| | | |Stereotypes. Add NEW Stereotypes |actors do vs system | |Visio |cases) |

| | | |for Use Case: “Includes” | | | |Follow me #7 |

|14 |M 10/15 |Different views for different | |Page views, value of simulating |Skim(?) parts of|Basic iRise |PPT94-111 |

| |MEET IN LAB |uses and users; Greenfield | |data layout, data entry, data |UI Chapter |simulations with |High Fidelity Simuls |

| | |(new) vs Brownfiled (revise | |scope, data validation | |client |Follow me #8 |

| | |existing) | | | | |Workshop F |

| | | | | | | |Page Actions |

| | | | | | | |Follow me #9 |

| | | | | | | |Page Views |

| | | | | | | |Follow me #10 |

| | | | | | | |Be able to simulate w/2 |

| | | | | | | |different screens/tabs |

|15 |W 10/17 |Modeling data and business |Review RMO; practice p. 113-118; |What are Classes, value of |Ch 4 |Lay out business |Captured in decision |

| | |rules |Using Visio to model ERDs & |identifying classes for ISDA, | |rules, & classes |widgets, views, actions |

| | | |business rules |ERD, where are business rules in | | | |

| | | | |design? | | | |

|16 |M 10/22 |System actions using client | |To-be events vs triggers | |As the iRise Sim is |PPT112-135 |

| |MEET IN LAB |data | |Simulating actions with data | |prepared, ask Qs of |Events & Triggers & |

| | | | | | |client to clarify; get|Clipboards |

| | | | | | |real data from client |Followme#11 |

| | | | | | | |Workshop G |

| | | | | | | |Data Part 1 |

| | | | | | | |Follow me #12, 13, 14 |

| | | | | | | |Workshop H,I |

|17 |W 10/24 |Extending and integrating |Review RMO; practice p144-150 |W/in UC activity-diagramming; Use|Ch 5 |Produce draft |Show how Visio & iRise do |

| | |requirements models | |case descriptions; attempting to | |requirements document |this |

| | | | |finalize requirements in a | |from Visio, iRise, use| |

| | | | |document; importance of tracing | |cases, to be follow | |

| | | | |between risks, vision, models, | | | |

| | | | |and text reqs | | | |

|18 |M 10/29 |Midterm #2 (includes questions| |On critical concepts to date | |Part of grade is based| |

| | |on client project deliverables| |(cumulative) plus running cases | |on Client Evaluation | |

| | |to date) | | | |Form | |

|19 |W 10/31 |Implications for Design |Review RMO; practice p181-185; |sequence diagramming using |Ch 6 |Continue preparing | |

| | | |practice with Realty System |classes; packages; analysis vs | |iRise Sim | |

| | | | |design; 3-layer architecture | | | |

|20 |M 11/5 MEET |Incorporating calculations and| |Applying visualization to |Skim Ch 11 |Show iRise Sim to |PPT 136-162 |

| |IN LAB |data sheets into simulations | |pre-existing data | |client; get feedback |Working with Datasheets |

| | | | | | | |Follow me #15,16 |

| | | | | | | |Workshop J,K,L |

| | | | | | | |Calculations and List |

| | | | | | | |operations |

| | | | | | | |Follow me #17,18 |

|21 |W 11/7 |Tim Bohn, IBM speaker | |Use case best practices; | |Iterate iRise | |

| | | | |differences in how use cases used| | | |

| | | | |for businesses and when to use | | | |

|22 |M 11/12 |IBM Rational Rose for UML | |Value of UML tool to a ISDA | | | |

| |MEET IN LAB | | |consultant; when use; what to | | | |

| | | | |avoid in use | | | |

|23 |W 11/14 |Managing the user experience | |Styles, guides, commenting during|Ch 7 |Obtain comments from |PPT 163-183 |

| |MEET IN LAB |with the client | |feedback; what to watch for in | |showing client final |iRise Style Manager Follow |

| | | | |getting feedback; how to manage | |iRise sim; finalize |me #19 Workshop M |

| | | | |the feedback process | |iRise |Sharing the visualization |

| | | | | | | |Follow me #20,21,22 |

|24 |M 11/19 |Finalizating iRise |Start prototyping snappii app and |From visualization to actual | |iRise finalized |iRise live mentoring |

| |MEET IN LAB |Scaling up iRise to SAP |1and1 website from iRise |development: how wide is the | | |(virtual or in person) |

| |GUEST: JASON|Begin crossover to snappi and | |bridge? | | | |

| | |1and1 | | | | | |

|25 |W 11/21 |No class/Thanksgiving | | | | | |

|26 |M 11/26 |Making systems operational |RMO review; practice qs 438-441; |Testing, deployment, preparing |Ch 13 |Prepare testing and | |

| | | |continue crossover to snappi and |training, documentation | |deployment plan for | |

| | | |1and1 | | |client approval from | |

| | | | | | |iRise | |

|27 |W 11/28 |Re-review entire systems | | |Ch 1 again | | |

| | |analysis process | | | | | |

|28 |M 12/3 |Midterm #3 (includes questions| |Concepts to date | | | |

| | |on client project deliverables| | | | | |

| | |to date) | | | | | |

|29 |W 12/5 |Meet with professor in | | | |Show draft app and | |

| | |separate project teams; be | | | |website to client for | |

| | |able to show app & website | | | |approval | |

| | |prototypes based in showing | | | | | |

| | |iRise simulations | | | | | |

| |FINAL |Presentation of iRise | | | | |iRise certification if |

| | |visualizations, app + website | | | | |desired; for BA |

| | |in front of CLIENTS and | | | | |jobs with iRise |

| | |students | | | | | |

USC and Marshall Policies

Assignment Submission Policy

Assignments must be turned in on the due date at the designated time. Any assignment turned in late, even if by only a few minutes, will receive a grade deduction (for example, if your work is a B+ grade, you will be given a C+ grade). If your internet breaks down on the due date, you must deliver a hard copy at the beginning of class on that day. If you are unable to attend class on that day, make arrangements for it to be delivered to the classroom or to my box by the start of class. Late or not, however, you must complete all required assignments to pass this course.

Grading Policy

Marshall does not have a mandated curve or hard target. Grades for the class have historically been between a 3.0 – 3.3 grade point average.

Add/Drop Policy

If you are absent six or more times prior the last day to withdraw from a course with a grade of “W”, I will ask you to withdraw from the class by that date. These policies maintain professionalism and ensure a system that is fair to all students.

Statement on Academic Integrity

USC seeks to maintain an optimal learning environment. General principles of academic honesty include the concept of respect for the intellectual property of others, the expectation that individual work will be submitted unless otherwise allowed by an instructor, and the obligations both to protect one’s own academic work from misuse by others as well as to avoid using another’s work as one’s own. All students are expected to understand and abide by these principles. SCampus, the Student Guidebook, (usc.edu/scampus or ) contains the University Student Conduct Code (see University Governance, Section 11.00).. Students will be referred to the Office of Student Judicial Affairs and Community Standards for further review, should there be any suspicion of academic dishonesty. The Review process can be found at: . Failure to adhere to the academic conduct standards set forth by these guidelines and our programs will not be tolerated by the USC Marshall community and can lead to dismissal.

Statement for Students with Disabilities

Any student requesting academic accommodations based on a disability is required to register with Disability Services and Programs (DSP) each semester. A letter of verification for approved accommodations can be obtained from DSP. Please be sure the letter is delivered to me (or to your TA) as early in the semester as possible. DSP is located in STU 301 and is open 8:30 a.m.–5:00 p.m., Monday through Friday. The phone number for DSP is (213) 740-0776. For more information visit usc.edu/disability .

Emergency Preparedness/Course Continuity

In case of a USC-declared emergency and USC is closed, USC executive leadership will announce an electronic way for instructors to teach students in their residence halls or homes using a combination of Blackboard, teleconferencing, and other technologies.

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