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Cw comp1645 171_mo233_20141113_194808_1415


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project report for owen muzi, greenwich university
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Cw comp1645 171_mo233_20141113_194808_1415

  1. 1. Information requirements analysis 1 Owen M Muzi (000793120) COURSE: COMP1645 – Information Requirements Analysis TITLE: RICH PICTURE AND USE CASE NAME: Owen Muzi M. STUDENT NO.: BSC 13010 DUE DATE: 13th November, 2014 CENTRE: ZCAS
  2. 2. Information requirements analysis 2 Owen M Muzi (000793120) Introduction The aim of the Information Requirement Analysis Coursework is to understand the concept of information within the context of organisational culture and world views. In this coursework will explore two tools Rich Picture and Use Cases Diagram to understand the user participation approaches in the system development, the human impact on the success of an information system. See the rich picture below as the soft approach. The rich picture is used to identify human issues in the development of an information system. Abstraction of case study To draw a rich picture that is very rich an abstraction of the case study needs to be written, below is my abstraction of the case study: _SSG is a provider of skills training _ Customers are employers to provide training for employees. _SSG has 20 fully equipped centres _SSG has developed the learning gate way. _SSG invested in IT (e book) _new Managing Director (Felicia Siregar) meaning new idea. _KPIs are needed to evaluate courses on a three monthly basis _Course trainers and the training centre managers were unhappy with the introduction of KPIs. _SSG won a bid to implementing the government plan to improve the life _Adult literacy and numeracy _Industry sector skills development _SSG acquired five smalls training companies to help in implementing the government plan. _LFLG is one of the companies acquired. _there was a need to integrate the partners into SSG _Johnny reported that the partners, all had limited I.T system in place
  3. 3. Information requirements analysis 3 Owen M Muzi (000793120) _Hao also reported to the board that the I.T literacy of staff members in all five training companies was low and rolling out SSG ebook will be a mistake. _Hao recommended a simplified booking and course monitoring system be developed for partners _SSG executive board agreed with Hao’s recommendation _LFLG would be used as pilot. _but Johnny disagreed with Hao, to him SSG ebook should be rolled out to all parters and all I.T issues should be left the IT department _Hao (I.T consultant) interviewed key staff at SSG head office and LFLG Summary of the interviews see below. _Johnny Golding (I.T manager –SSG) wanted ebook to be rolled out as soon as possible without wasting time and money. -Chris Paxton (Managing Director LFLG) had concerns about organisation culture changing. _Ken Wong (Finance Director SSG) he needed partners to collect their KPIs to justify funders how the spending is being done. _Alison Marshall (Senior Administrator Head office LFLG) concerns are to feel like students. He hates Technology because he does not know how to use it. _Selina Ali (regional tutor _LFLG) wants all partners and regional to be like him and his region the way they do their reporting the collecting of the KPIs. _Patience Mbewe (tutor-adult literacy programme) to him he does not see what else needs to be done. The Complete skill set gateway environment as represented by the Rich Picture. The rich picture as the tool of communication between stakeholders, clearly shows here the skill set gateway environment . When we look at this picture (below) we will see people involved conflicts, issues, cultures and many more.
  4. 4. Information requirements analysis 4 Owen M Muzi (000793120)
  5. 5. Information requirements analysis 5 Owen M Muzi (000793120)
  6. 6. Information requirements analysis 6 Owen M Muzi (000793120) Let us look at the people and the stakeholder involved first of all. _employers _employees _saler staff _managing director (Felicia siregar) _Students _course trainers _training centre managers _Government _Partners’ _I.T manager (Jonny Golding) _I.T consultant (Hao ) _SSGs Executive Board _tutors (English /Math teacher) _the regional coordinator _LFLG manager director (Paxton Chris) _local government _Several charitable trust _funders _finance directer SSG(ken wong ) _senior administer LFLG (Alison Marshall) Key people
  7. 7. Information requirements analysis 7 Owen M Muzi (000793120) Felicia sinegar managing director for SSG is the first key actor of the SSG because he has the role to make strategies and he is the one who has advocated for the integration of partners to system. Employers and government are key actors too without them giving SSG business the organisation cannot survive. Many employer enrol their employees for trainings so both employers and employees are actors this is where business comes from for the SSG Ltd Sales staffs are actors that pick up phone call from students (clients) booking for courses. Students book courses, they are actors that need to be trained by the training provider these students can be employees and adults who need literacy in reading writing and numbers. Course trainers and training centre Managers are the tutors who training the student. The tutors are very important actors as they are the main actors in the training environment. Partners are companies that were acquired by SSG. These partners are actors in the system as they are part of ensuring that the government looking forward programme runs smoothly. Funders e.g central government, local government and several charitable trusts are actors that are funding and monitoring the usage of the funds. I.T manager SSG (Johnny Golding) this actor is the manager of the system being I.T any issues to do with the system or I.T Johnny Golding has to look at it. Managing director LFLG (chris Paxton) he is the managing drector of LFLG one of the partners SSG acquired, he makes sure all decision made by SSG does not affect LFLG participating in the looking forward programme as they should. Finance director SSG (Ken Wong) as an actor he makes sure all KPIs are reported to top management and share-holders. Funds are accounted for and reports are submitted to funders and top management as required. Senior administrator head office LFLG (Alison marshall) this is the staff at LFLG head office all administrative issues are managed and handled by him. The second thing is to look at is the organisational structure. From the rich pitcher we can see clearly the organisational structure of the SSG environment. We can see: Managing director of SSG is the vision carrier the Head. Part of the SSG Executive Board Government gives SSG contract training SSG acquired (5) five small training companies through which the training contract for the government would be delivered
  8. 8. Information requirements analysis 8 Owen M Muzi (000793120) SSG acquired even the staffs of the 5 centres Each centre had a Managing Director, Course manager, Human resource, Finance and administrative, tutors, regional coordinator Each centre had funders Each centre had monitors What systems does SSG need to build now to integrate the all centres; this system should help report easily to stakeholders and evaluate the performance of course. IMS needs to be put in place the system should be very simplified for all the staff at new acquired centre to use. The IMS should help with the collecting of data for KPIs. The IMS should help with information to feed in the eBook. After pilot system at LFLG all centres should be able to have the same system without difficulties. The areas of conflicts are shown on this rich picture. LFLG is a local enterprise they interest is not making so much money but to provide a service. SSG is a Ltd company and they interest is in making a good profit. There are also issues raised by individuals. The concerns are very important they help to come up with a system that all will use and benefit from the first issue we see is the need by the managing director Felicia siregar to improve profits and raise the company profile. Second the need to evaluate the performance indicators (KPIs) must be in introduced against each course. The introducing of KPIs raised issues for example many tutors received the new with mixed feeding. Cultures and sub cultures With the Rich Picture cultures and sub cultures can be identified. The culture I see at LFLG the culture of improving lives of people in the national is most important, the profits are reinvested in the business to improve the services it provides. At skill set gateway (SSG) Ltd we see a culture of working smart using of information system and strategising most of the time high level processes. There are so many processes that exist with the organisation the first one is without contracts and clients the organisation can not do anything. Making the profit for the organisation is the high level process which is the one of the strategy for SSG managing director.
  9. 9. Information requirements analysis 9 Owen M Muzi (000793120) Evaluate courses in a systematic way using the KPIs that have been set. Make sure the looking forward programme is carried out because it is a big bid SSG won from the central government. Reporting to funders and stakeholder is one high level process. The source of scrutiny within the environment. Central government is one of the monitors because they have given a contract to SSG to improve life skills of those adults who lack literacy, numeracy and industry sectors skills development. Several charitable trusts and local government are also the sources of scrutiny these are funders who have been funding LFLG .Reports to justify use of their money must be given to them.
  10. 10. Information requirements analysis 10 Owen M Muzi (000793120) USE CASE DIAGRAM: KEY FOR THE USE CASE (UML) Boundary of system Use case Connection between actor and use case Do something Actor Name Include Extend << Include>> << Include>>
  11. 11. Information requirements analysis 11 Owen M Muzi (000793120) THE CURRENT LFLG COURSE MANAGEMENT SYSTEM Patience Mbewe Tutor Selina Ali Alison Marshall senior admin Clients Freddie at H/O Attend class Receive clients’ names that finished or not finished Produce certificateUpdate register Receive a certificate Gives questionnaires to clients Sends clients details to tutors Record clients’ details Send clients detail to regional tutors Receive clients’ details Send answered questionnaires Receive calls for bookings See leaflets about courses Send questionnaires from tutors to H/O Make a booking on phone <<Include>> <<Include>> <<extend>>
  12. 12. Information requirements analysis 12 Owen M Muzi (000793120) Primary scenario (normal case) for each use case of the current system for LFLG. Use case: sees left lets about courses Actors: clients 1. Clients go to libraries, community Centres or job shops. 2. Clients see the left lets from LFLG 3. Clients read through 4. Clients interested in a particular course. 5. Clients choose that course. Use case: makes a booking on phone Actor: clients; 1. Interested in a particular course 2. Pick a phone. 3. Checks for the number on the left let. 4. Call LFLG head office 5. gives his/her details. Use case: receives calls for booking Actor: Freddie (head office) 1. Come to the office every day 2. Picks calls 3. Ask for details 4. Check if course is avarable 5. Add to the spread sheet. Use case: records clients details Actor: freddies (head office) 1. Receives detail from client by phone or in person
  13. 13. Information requirements analysis 13 Owen M Muzi (000793120) 2. Records them to the spread sheets Use case: attend class. Actor: clients. 1. Receives location of the class 2. Receives tutor name 3. Goes to class 4. Receives lessons 5. Sing the attendance register Use case: receiving clients Actor: tutor (community centres) 1. Checks his email box 2. Find the email from head office 3. Down load the spread sheet attached. 4. Check the class location 5. Check number of clients 6. Check names of clients. Use case: update the register Actor: tutor (community centre) 1. Receives new clients if the class is not full. 2. Add to register 3. Check the attendance of clients by making the register. Use case: give questioner to clients at the end of the course Actor: tutor 1. Making questionnaires. 2. Print questioners 3. Give out questioners 4. Read the instruction about the questionnaires 5. Receive the answered question Use case: receives a certificate Actor: clients. 1. Finishes the course 2. Passed the exams 3. Receives the certificate.
  14. 14. Information requirements analysis 14 Owen M Muzi (000793120) Use case: receives clients details after the end of the course Actor: Alison (head office) 1. Checks his/her e-mails 2. Find the e-mil from regional tutors 3. Download the attached spread sheets 4. Reads through to check who finished, who did not, who passed e.t.c 5. Saves the details for making of certificate for people who finished and passed Use case: production certificates Actor: Alison (Head office) 1. Sort the clients detail who finished 2. Making certificates 3. Prints certificates 4. Send printed copy certificate to clients Use case: receives a certificate Actor: clients. 1. Checks their postal box. 2. Checks for the certificate from LFLG. 3. Shows employer or family Use case: sends answered questionnaires to regional tutors Actor: tutor (community centre) 1. Collects all answered questionnaires from clients 2. Read through 3. Sends them to regional tutor Use case: sends client details to regional tutor Actor: Alison (head office) 1. Finish updating the spread sheet. 2. Sends to all regional tutor Use case: sends questionnaires from tutor to head office Actor selina (regional tutor) 1. Summarizing things data from questionnaires 2. Send the summarized data to the head office
  15. 15. Information requirements analysis 15 Owen M Muzi (000793120) Use case: sends clients details to community centre tutor Actors: seliva (regional tutor) 1. Sorts the clients details to know which ones are for which canters 2. Send details of the client to their respective centres. Using the use case diagram above to analyse the learn for life grid LFLG current system There are five main actors. The process in the system starts with the clients seeing the leaflets above the course offered at LFLG (lean for life and the client is a primary actor with the client getting interested in any course at LFLG (learn for life grid) there will be no need of LFLG so the clients have to be interested. Freddien and Alison at the head office are very important actors at the as well .they are at the head office to receive calls and visitors coming in person to make booking for course they are interested in Freddie and Alison record details of the clients. They send these details to regional tutor who distribute them as per centre. Alison is an actor that is very important because he is a senior administrator at LFLG certificate upon finishing and passing of clients. Selina (the regional tutor) regional tutors acts as link between head office and community tutor .the regional tutor receive information from head office and pass it to community centre. If tutors have same thing for the head office they have to go through the regional tutor. The regional tutor is the group leader for the tutor in that particular. Patience mbewe(tutor). The analysis of the system of the learning institution tutor are very important actors because they are the ones who train the clients. They are front line people of the leaning organisation .they check the perforce of all clients and how to help each client benefit from the programme. Identifying key activity in the chosen scenario Chosen scenario makes a booking there are 15 use cases. In the diagram above .all the 15 have been explained but to give details about the activities under use cases the make a booking use case will be chosen. There are 5 activities under the make a booking use case, the make a booking use will be chosen. There are 5 activities under the make a booking use case , after seeing the left lets showing courses , the client will choose which one he/she is interesting in picks a phone or go in person to LFLG head office and gives his/her details. Why i chose these 5 activities is because with out them will be no LFLG clients should see course advertised, clients should be interested and make a booking. Without the clients getting interested the tutor will have no one to train and there will be no need of regional tutor to act as a link. At head office there will be on activities because they will be no clients to attend to.
  16. 16. Information requirements analysis 16 Owen M Muzi (000793120) How to identify secondary sceneries No system will complete without having errors .when even we identify primary sceneries alternative paths should be thought of also. The issues that can disturb the primary scenario include: _what if the some courses are never chosen? _what if clients are not finishing the course? _what if there is no tutors available? _what if there is no one to answer call at the head office? By trying to find out solution for there questions we are imagine secondary scenario for make a booking use case so by finding solution to above questions that is how are identification of a secondary scenarios. Some assumption about the system and which questions shout be asked and to whom. while drawing use case diagram for LFLG assumption were made the reasons for making assumption made are: _the billing system was not part of the course management system because LFLG was funded by government and (NGO) life charity. _no period when there was no client LFLG assume always have clients. _no need of financial report. _no need of reporting to the managing director. Instead of making assumption like these there questions that I would like certain people at LFLG to give answers to. _who pays for the clients to be trained at LFLG? This question is for the finance at LFLG. _LFLG received funding from central government, local government and from several charitable trust how to account for these monies? How do you report to funders? There 2 question are for managing director Chris Paxton. Advertising how also can institution LFLG advertise they course to clients apart from placing left lets in libraries and community centres? I am directing this question to Alison marshall the senior administrator at LFLG. Head office Comparing the two approaches for requirements analysis, the rich picture and the use case. Every time the development of system is being done, analysis of the current system needs to be done. In analysing the current system facts finding is the first process.
  17. 17. Information requirements analysis 17 Owen M Muzi (000793120) After facts finding we need to document the requirements and communicate to users. For this reason tools like use case diagram and rich picture are helpful. We will look at two tools, use case and rich picture as we analyse the skill set gateway and LFLG system. Both tools rich picture and use case are graphical tools and we can see from the skill set gateway and LFLG system diagrams above. Use case specifies are aspect of the behaviour of a system without specifying the structure of the system above we see that no structures are shown it is oriented toward satisfying a user case goal only. The rich picture above shown clearly the environment in which the skill set gateway is. All factors such as interfaces, boundaries , subsystems (THE LFLG) the control of resources, organizational , structure ,roles of personnel organization goals, employs (tutors) concerns are shown if concerns from the managing director SSG are ignored, or any concerns by any one in the environment the system has a high percentage of failure. Using rice picture to analyse the SSG system I come to understand that rice picture can be used as a personal device ,so you so used my own understanding ,I chose the symbols I liked to draw the rich picture .I put some structure on the problem situation from my own personal perspective. With use case symbols are chosen from UML (standardised symbols) put together the symbols in user perspectives The absence of standard symbols and formal technique make reading a rich picture by someone else more difficult compared to use case diagram. Use cases show clearly the activities for analyzing requirements. In use case each use case requirements. In use case each use case represents activities which are activated by actors or actor, in my analyzing the LFLG current system we can see the interested clients. The training is done by the community centre tutor e.g. but for rich picture activities are difficult to see from the rich picture only. all the actors depicted in the SSG rich picture are stakeholder since the nature of rich picture shows the organization structure e.g. managing director,Felicia sineager, employers government tutor e.t.c but use case diagram is a technical solution all actors in our diagram are end users who use the system for example selina regional tutor patience member tutor ,Alison adms e.t.c A rice picture is a tool for showing some tasks for SSG it is helpful for in prechctable and uncontrolled soft factors and can be used to evaluate what people wants and are thing in their mid but use case are tools to abstract key functional requirements for development LFLG system this makes use case clear than rich picture Conclusion In conclusion I have leant that the rich picture and the use cases diagram are very helpful tools in system requirements analysis. They are both graphical tools but used differently. The rich picture is a soft system approach which considers human factors for example, the mixed feeling about the system by the tutor can seen from the rich picture ,while use cases diagram is a hard system approach which is assigned to technical factor for example in the LFLG current system users roles are defined.
  18. 18. Information requirements analysis 18 Owen M Muzi (000793120) Reference 1. Avison, D. and Fitzgerald, G. (1988) Information Systems Developments: Methodologies, Techniques and Tools. Blackwell Scientific Publishers, Oxford. 2. Gemino, A., Parker, D. (2009) ‘Use case diagrams in support of use case modelling: Deriving understanding from the picture’.