Copyright 2004 Monash University IMS1805 Systems Analysis Week 1: Understanding Systems Analysis.

Copyright 2004 Monash University

IMS1805Systems Analysis

Week 1: Understanding Systems Analysis

Copyright 2004 Monash University2

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?


1. Introductions

Lecturer and Unit Leader - Martin Atchison Tutors:

• Martin Atchison• Anne Hamilton• Manoj Kathpalia

Class


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


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


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


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


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


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


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!)


Teaching method

Lectures – role and purpose Tutorials – role and purpose Teaching sequence:

• Teach then do?• Do then teach?• … Teach - Do – Teach – Do – Teach - Do - ….


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?


Examples of analysis in action

Instinctive analysis Learned informal analysis Learned formal analysis


Informal analysis versus formal analysis

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


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


2. Why do we do analysis?


Human beings as analysts

In certain respects, we are analytical machines:

• Our input devices

• Our processing device

• Our storage device

• Our output devices

Doing analysis is fundamental to our nature and existence; it distinguishes us from other creatures

(Consider a baby as an analyst; Consider Tom Hanks in ‘Castaway’)


Does analysis matter? Human beings are creatures of habit; we

like to use familiar standard behaviour patterns and responses

Action is easy; analysis and understanding can be hard

Stable environments – established patterns work; the less the need for formal analysis

Unstable environments – the greater the likelihood that established patterns will not work; the greater the need for analysis

What are the consequences of action based on an inaccurate understanding?


The need for formal analysis: Problem-related factors

Because the situation is too complex for informal analysis to work:

• Many elements; many inter-relationships, complex inter-relationships; many possible outcomes; etc

Because the need to get it exactly right is so great that we cannot risk using informal analysis

Because we need to communicate our understanding of the situation to others

Because the environment is changing and we want to make sure our current understanding will continue to be accurate

Because we want to develop and use tools to help automate parts of the analysis


The need for formal analysis: Person-related factors

Because the situation is unfamiliar to us and we cannot rely on instinct or previous experience

Because we want to learn and improve our understanding of the object/situation

Because we want to change parts of the object/situation to improve outcomes


3. Who does analysis?


Informal analysis

We can’t stop ourselves from doing it! We do it all the time! We all have basic skills at a wide range of

informal analytical tasks (but a wide variation in the highest level of skill we can achieve)

Our ability to perform different types of informal analysis is heavily dependent on our personality and physical attributes (which are hard to change)

Experience and attitude can help to varying degrees depending on the analytical task


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


What skills/attitudes are neededin a good analyst?

• Skill at informal analysis does not necessarily correlate with skill at formal analysis

Different types of analysis require different skills and aptitudes

Consider in more detail tomorrow


Summary: You must know

What analysis is Why it is important What the difference is between formal and

informal analysis Why formal analysis is hard to do (and

often badly done) What skills and attitudes are needed to

become a good analyst

Copyright 2004 Monash University IMS1805 Systems Analysis Week 1: Understanding Systems Analysis.

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Transcript of Copyright 2004 Monash University IMS1805 Systems Analysis Week 1: Understanding Systems Analysis.