IMS1805 Systems Analysis

1. IMS1805Systems Analysis Topic 1: Introduction to Systems Analysis

2. Agenda • Aims: • To introduce the unit and the way it will be taught • To develop an understanding of the basic concepts of analysis as a human activity, and to prepare the ground for the rest of the unit • Unit Administration • Teaching the unit • Analysis • what is it? • what forms does it take? • why do we do it? • who does it?

3. 1. Introductions • Lecturer and Unit Leader - Martin Atchison • Tutors: • Martin Atchison • Anne Hamilton • Manoj Kathpalia • Class

4. Unit Administration: General • See unit outline • No more handouts! Use the web site • For tutorial allocation, use Allocate+ • To change into a tute which is full, find someone who is prepared to swap with you • If you have a problem with tutorial allocation, talk to your tutor

5. Unit Administration:Help with Problems or Complaints • Fellow students • Tutor • Lecturer • Unit Leader • Undergraduate co-ordinator (Kathy Lynch) • Associate Head of School (Chris Gonsalvez) • Head of School (Graham Farr) • etc

6. 2. Teaching the unit • See unit outline for details of official teaching objectives and content • Your objectives • My objectives • Possible teaching approaches • Proposed teaching format • Lecture and tute materials

7. Problems you may have • With the unit • It seems too easy (conceptually simple) • It seems too hard (practically impossible) • You can’t see the point of it; it doesn’t seem to apply to anything • You can’t find the limits to it; it seems to include everything • With me • I talk too much (and too fast) • I use obscure examples • I expect too much of you

8. Problems I may have • With the unit • Too much to get through • Material too complex (or too apparently simple) • Too hard to explain (in both its simplicity and its complexity) • I know it too well to be able to explain it well • With you • You won’t get interested • You won’t do the work • You won’t understand

9. Teaching perspectives • The view from outer space • The view from 10,000 metres • The view from 500 metres • The view from 20 metres • The view from ground level

10. My expectations • You will develop a sound understanding of the basic concepts of analysis • You will develop an understanding of how these concepts are applied in practice through various analytical techniques • You will develop the ability to carry out some basic analytical techniques • You won’t become an expert (and may start to feel that you never will!)

11. Teaching method • Lectures – role and purpose • Tutorials – role and purpose • Teaching sequence: • Teach then do? • Do then teach? • … Teach - Do – Teach – Do – Teach - Do - ….

12. 3. Analysing Analysis • To Analyse: “To take to pieces; to separate, distinguish, or ascertain the elements of anything complex, as a material collection, chemical compound, light, sound, a miscellaneous list, account or statement, a sentence, phrase, word, conception, feeling, action, process, etc.” (OED online) • How much time do you spend doing analysis each day?

13. Examples of analysis in action • Instinctive analysis • Learned informal analysis • Learned formal analysis

14. Informal analysis Intuitive, instinctive Based on learned behaviour/previous experiences Inductive Internalised Techniques used but not explicit Formal analysis Rational, structured Based on formal logic Deductive Externalised Based on techniques Informal analysis versus formal analysis

15. Key elements of analysis • 1. Observation/perception: Gathering information about the object/situation • 2. Discrimination/selection: Choosing what is important and what isn’t; focussing on the key factors within context • 3. Identification/Comprehension: Identifying relationships and patterns; establishing causal relationships and connections • 4. Representation: Describing and modelling the object of analysis

16. Analysis and action Situation Uncertainty/incomprehension Need/problem/opportunity (need for clarification) Analysis (Revised analysis) Possibilities for action Action

17. 4. Analysis in human behaviour • We are all analytical machines: • Our input devices • Our processing device • Our storage device • Our output devices • Doing analysis is fundamental to our nature; it distinguishesus from other creatures • (Consider a baby as an analyst; Consider Tom Hanks in ‘Castaway’) • Most of our day-to-day analysis is informal; but formal analysis is a key professional skill

18. The need for formal analysis: Problem-related factors • Complexity of the situation: • Many elements; many inter-relationships, complex inter-relationships; many possible outcomes; etc • Importance of getting it exactly right • Need to communicate our understanding of the situation to others • Changing environment; we want to make sure our current understanding will continue to be accurate • Using tools to help automate parts of the analysis

19. The need for formal analysis: Person-related factors • New/unfamiliar situations; we cannot rely on intuition or previous experience • Need/desire to learn and improve our understanding of the object/situation • Need to improve the speed/accuracy of our responses to situations • Need/desire to change parts of the object/situation to improve outcomes

20. Formal analysis • Most formal analysis requires formal training • Many simple formal analytical techniques are learnt very early in life by most people • More advanced techniques need to be learnt and practised • Differences in personality and mental make-up influence how well we can do different types of formal analysis • The need to learn and practise means our attitudes towards analysis strongly influence how skilled we become

21. What skills/attitudes are needed in a good analyst for information systems? • Skill at informal analysis does not necessarily correlate with skill at formal analysis • Different types of analysis require different skills and aptitudes • Need to consider the nature of information systems • Consider in more detail in next lecture

22. This week’s tute • Start practising doing some formal analysis • Note the need for: • Observation/perception • Discrimination/selection • Recognition/comprehension • Representation • Note the issues involved in each of these tasks