1. Copyright 2004 Monash University IMS1805 Systems Analysis Week 2(b): Analysis for Information Systems

2. Copyright 2004 Monash University 2 Agenda Aim: To examine the nature of IS and how it influences the way in which we do analysis The nature of IS Elements of IS Choosing a focus for analysis (Note: dropping down still further to a 5000 ft view)

3. Copyright 2004 Monash University 3 1. Defining Information Systems System: “an integrated set of components working together to achieve some specified objective” Information System: “a system designed to provide the information needed to achieve some specified purpose” Note the breadth of the term “Information Systems” Scope for multiple interpretations of what IS should include and therefore how we should do analysis

4. Copyright 2004 Monash University 4 Some elements of Information Systems Objectives Organisations/individuals Information needs Information Information processes Information technology Inter-relationships between elements (systems aspects) In studying IS, any of these may reasonably be selected as the basis for doing an analysis

5. Copyright 2004 Monash University 5 2. An example of IS analysis This example illustrates some of the different elements which may be relevant to an IS analysis Note: Relatively few organisations have exactly these types of IS need, but some needs are similar or related to those of other types of organisation – finances, timetabling/scheduling, data storage, etc Each element of IS can be also be viewed from different perspectives – level of detail, specificity, etc (think of aerial views again)

6. Copyright 2004 Monash University 6 Elements of IS: Objectives Top Level What does the organisation(/individual) want to achieve? For example: teaching, research, community service, profit, market domination, etc Middle level What things are needed to achieve that overall aim? For example: courses, research programs, students (customers?!), etc Lower level What are the precise immediate goals? For example: establish a BIS, study techniques in IS analysis, attract international students, etc

7. Copyright 2004 Monash University 7 Elements of IS: Organisations Top Level How is the organisation structured to achieve its objectives? For example: faculties, schools, departments, central administration, regional campuses, specialist centres, etc Middle level What are particular responsibilities of a specific organisational functional area? For example: SIMS and its relationships to the faculty, other schools, other campuses, central admin, etc Lower level How is a functional area organised? For example: SIMS - teaching, research, admin, marketing, etc

8. Copyright 2004 Monash University 8 Elements of IS: Information need Top Level What sorts of information does the organisation need? For example: students, disciplinary knowledge, business trends, market needs, etc Middle level What particular types of information are needed for specific organisational functions? For example: enrolment, student results, fees, room allocation, timetabling, etc Lower level What are the precise information needs of a specific task? For example: class list, assignment results, handouts, etc

9. Copyright 2004 Monash University 9 Elements of IS: Information Top Level What are the characteristics of the different types of information which influence how they should be handled? For example: Accessibility, privacy, level of precision, level of detail, documentary form, etc Middle level What are the characteristics of the information required for a specific organisational function? For example: Student applications, personal information, course/unit enrolments, special consideration applications, results, etc Lower level What are the characteristics of individual information items? For example: Student name, student ID, unit results, etc

10. Copyright 2004 Monash University 10 Elements of Information Systems: Processes Top Level What information processing is needed ? For example: Recording student information, storing student records, estimating income, assessing resource needs, disseminating student results, etc Middle level What are the processes needed to do a particular function? For example: Enrol students, record exam results, prepare course information brochures, collect fees, etc Lower level How is a specific process done? For example: Calculate final student result

11. Copyright 2004 Monash University 11 Elements of Information Systems: Technology Top Level What is the basic information technology infrastructure needed? For example: Processing power, data input/output, storage, communications network, printing capabilities, operating systems, database, etc Middle level What technologies are required for particular functions? For example: Technology for managing enrolments, results, etc Lower level What is the right technology to do a specific process For example: Which database, programming language, printer, scanner, etc?

12. Copyright 2004 Monash University 12 Elements of Information Systems: Inter-relationships Top Level Inter-relationships between internal systems and the outside world For example: Links with DETYA, VTAC, other universities, businesses, schools, etc Middle level Inter-relationships between systems For example: Enrolments links to – marketing, fee payment, timetabling, resourcing, staffing, expenditure monitoring, etc Lower level Inter-relationships between elements in a specific system For example: Links between elements in the tutorial allocation process

13. Copyright 2004 Monash University 13 3. Choosing an analytical approach in IS The wide range of possible approaches makes life confusing for an analyst in this field….(but it also makes it interesting!) IS is an evolving discipline and has to deal with constant change and innovation; therefore be receptive to new ideas You must be aware of your own biases/ strengths/weaknesses in terms of the different analytical approaches

14. Copyright 2004 Monash University 14 Some possible biases in choosing the basis for analysis Technical perspective – “I like using technology” Organisational perspective – “I like to know how the organisation works” Systems perspective – “I like to see how things interact” Application perspective – “I like to see how a particular process works” Individual perspective – “I like to help people” Development process perspective – “I like to build things”

15. Copyright 2004 Monash University 15 Whose biases should influence the choice? The task???!! (whose view of it? Remember the dolphins) Client? Users? Analyst? Other members of development team? Recognising and reconciling different views is part of the responsibilities of an analyst

16. Copyright 2004 Monash University 16 What approaches have you seen so far? (Note this is relevant only to BIS students) Organisational – (IMS1704) Technical – (IMS1906 and IMS1907) Informational – (IMS1603)

17. Copyright 2004 Monash University 17 Some reasons for changing perspectives/ approaches in IS Analysis Changing technologies (from functional programming to database to O-O programming to web-based IT, etc) Changing types of information problem (from transaction processing to management support to enterprise systems, etc) Changing views of what is important (from efficiency to effectiveness to innovation to adaptability, etc) These things will all continue to change

18. Copyright 2004 Monash University 18 Next week Get down to a low elevation and start to look at some particular analytical techniques Anne Hamilton will take over lecturing; I will next drop in about mid-semester for a brief talk I am still responsible for overall content and direction, so let me know of any problems Feel free to come and see me any time – but e- mail me beforehand or you might be wasting your time!

19. Copyright 2004 Monash University 19 4. Summary Within IS there are many different elements which could be used as the focus for doing analysis Each of these elements has a range of possible analytical approaches and techniques Good IS analysis is about choosing the right elements to focus on and choosing the analytical technique accordingly We all have our own biases about what is important and must learn to recognise these and manage them

20. Copyright 2004 Monash University 20 Some philosophical/career direction advice All disciplines have something unique to offer in terms of ideas about analysis and the techniques for doing it Wherever your career takes you, you can take with you important insights about how to view the world and understand it IS has something to offer to any discipline, and can learn useful lessons from other disciplines You should always keep trying to broaden your outlook and actively seek to find new ways of undertsanding