T E A C H E R ’ S
G U I D E
Certificate IV in Information Technology
Systems Analysis and Design
Online Product Development
Toolbox Development Project
Canberra Institute of Technology, 2000
Teacher’s Guide
SAD Toolbox
Certificate IV in Information Technology (Systems Analysis and Design)
Table of Contents
Table of contents
About This Guide ............................................................................................................... v
1.
Setting Up ............................................................................................................... vi
1.1
The Website ........................................................................................................................................................ vi
1.2
Hardware and Software ....................................................................................................................................... vi
1.3
Installation Instructions ...................................................................................................................................... vii
1.3.1
CD Contents ......................................................................................................................................... vii
1.3.1.1
Website Web.zip ............................................................................................................................. vii
1.3.1.2
Dreamweaver Extension Manager v1.2 ........................................................................................ vii
1.3.1.3
Dreamweaver CIT SAD Extension ................................................................................................ vii
1.3.1.4
Teacher ........................................................................................................................................... viii
1.3.1.5
Toolbox .......................................................................................................................................... viii
2.
The Learning Approach ......................................................................................... ix
2.1
The Structure of the Toolbox ............................................................................................................................. ix
2.2
The Learning Framework ................................................................................................................................... ix
2.2.1
The Phases ............................................................................................................................................. x
2.2.1.1
Getting Started ................................................................................................................................. xi
2.2.1.2
Understanding the Company ............................................................................................................ xi
2.2.1.3
Identifying Client Requirements ..................................................................................................... xii
2.2.1.4
Preparing a Feasibility Study .......................................................................................................... xii
2.2.1.5
Analysing the System ..................................................................................................................... xiii
2.2.1.6
Designing the System ..................................................................................................................... xiii
2.2.1.7
Developing an Implementation Plan .............................................................................................. xiv
2.3
The Company Intranet: The Marketplace .......................................................................................................... xiv
2.4
The References ................................................................................................................................................... xv
3.
Using the Toolbox ............................................................................................... xvii
3.1
Online Communication .................................................................................................................................... xvii
3.2
Navigating the Toolbox ................................................................................................................................... xviii
3.3
Supporting the Staff Development Activities .................................................................................................. xviii
4.
Integrating Assessment ...................................................................................... xix
4.1
Pathway 1: Whole of Qualification Assessment ............................................................................................... xix
4.2
Pathway 2: Assessment by Individual Competencies ....................................................................................... xix
5.
Customising the Toolbox .................................................................................... xxi
5.1
Electronic Communication ................................................................................................................................ xxi
5.1.1
Changing the Contact Screen .............................................................................................................. xxi
5.2
Changing the Contents of the Site .................................................................................................................... xxii
5.2.1
Changing, Adding or Deleting Material within the Learning Framework ......................................... xxii
5.2.2
Changing, Adding or Deleting Material within the References ........................................................ xxiii
5.2.3
Changing, Adding or Deleting Material within the Intranet site ....................................................... xxiii
5.2.4
Changing the Quizzes ....................................................................................................................... xxiv
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Teacher’s Guide
SAD Toolbox
Certificate IV in Information Technology (Systems Analysis and Design)
Table of Contents
Appendices ................................................................................................................... xxix
Appendix A: Competencies for Certificate IV in Information Technology (Systems Analysis and Design) ................ xxix
Appendix B: Competency Link to the Phases in the Toolbox ..................................................................................... xxxiii
Appendix C: Toolbox Tasks ....................................................................................................................................... xxxvii
Appendix D: Holistic Assessment 1 .................................................................................................................................. lii
Appendix E: Holistic Assessment 2 ................................................................................................................................. lix
Appendix F: Holistic Assessment 3 .............................................................................................................................. lxviii
Appendix G: Support Materials for Individual Competency Assessment ..................................................................... lxxii
Appendix H: Structure of the SAD Toolbox site ........................................................................................................ lxxxiv
Appendix I: Text for Interviews for Hearing Impaired Students ..................................................................................... ciii
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SAD Toolbox
Certificate IV in Information Technology (Systems Analysis and Design)
Appendix D
About This Guide
The aim of the Teaching Guide is to provide supporting documentation for a Registered Training
Organisation (RTO) to empower learners to develop competency in the subject area of Systems Analysis
and Design in an interesting and enjoyable way.
The Toolbox Teaching Guide is designed to assist Teachers or supervisors in five ways.
1. The Teaching Guide provides guidelines for setting up the RTO's website.
2. The Teaching Guide provides an overview of the educational approach to learning that has shaped
this Toolbox and the structure that has resulted from this approach.
3. The Teaching Guide provides guidelines for the use of the Toolbox for students who want to develop
the skills delivered by the Certificate IV in Information Technology (Systems Analysis and Design).
This qualification is part of the ICA 99 Information Technology Training Package (see Appendix A).
These guidelines can be applied either by RTOs whose business is higher education, or by RTOs
who are offering this qualification through their workplace.
4. The Teaching Guide provides examples of assessment items that are additional to the activities in
the toolbox.
5. The Teaching Guide provides guidelines for adding, changing or deleting content within the Toolbox,
creating new quizzes or changing The Marketplace scenario.
The guide is supported by a telephone helpdesk for a period of 12 months to January 2002. The phone
number to contact the help desk is 02 62392424. Comments about the Toolbox can be directed to the
following email address: SAD.Toolbox@cit.act.edu.au.
There are nine Appendices for this document. Details of these appendices are at the end of this document.
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1.
Certificate IV in Information Technology (Systems Analysis and Design)
Appendix D
Setting Up
1.1 The Website
The Toolbox site consists of over 1430 HTML files organised into 38 directories with a range of lower level
folders that totals 30 MB in size.
1.2 Hardware and Software
Teachers will need:
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to purchase the Certificate IV in Information Technology (Systems Analysis and Design) Toolbox from
Australian Training Products;
to organise for the Toolbox to be installed on a website that will provide student and Teacher access 24
hours a day, seven days a week;
Teacher access to Netscape Navigator 4.7 or Internet Explorer 5 installed with Flash 6.0 (or later). The
Flash plug-in can be downloaded from www.macromedia.com;
a Pentium processor-based personal computer 300 MHz or greater with a minimum of 64 megabytes of
memory, four gigabyte hard drive and both a CD-ROM and 3.5” floppy drive. A sound card is also
required. Although this is the recommended minimum platform, the online Toolbox will function on
computers of lower specification;
an Internet email account for themselves;
Internet access;
read/write rights for a web based communication tool (such as TopClass at www.topclass.com or
WebCT at www.webct.com);
to organise access for students and Teachers to a bulletin board and/or chat room;
access to Dreamweaver 3 and Course Builder if changes to the pages are proposed. Both of these
products can be downloaded from the Macromedia website (www.macromedia.com) for a month's free
trial. This is really only needed by Teachers who wish to add, change or delete information from the
Toolbox; and
access to an FTP program (WS_FTP95LE is available for academic purposes) if changes to the site are
proposed. Most commercial versions of FTP programs are about $80.
RTOs that have a need to edit and/or create multimedia course content will benefit from a computer of a
higher specification than 300 MHz Pentium with 64MB memory and a CD ROM. Recording of audio and
digitisation of video will require additional hardware such as microphones and video capture cards. Until
recently, the cost of this type of hardware made ownership prohibitive and required the use of bureau
services. Today, these tools are readily available, and purchase normally includes the required mediaspecific editing software.
Students will need:
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regular access to a computer with speakers capable of running Internet browsers that are Java and Java
script enabled and will run audio successfully;
Netscape Navigator 4.7 or Internet Explorer 5 (or browsers of equivalent or greater capability) installed
with Flash 6.0 (or later). The Flash plug-in can be downloaded from www.macromedia.com;
an Internet service provider (these are listed in your local telephone directory);
a modem (56 K preferably) if one is not already built into the computer; and
the Student Guide for the Toolbox.
The minimum “recommended” delivery platform for the learners is a Pentium processor-based personal
computer 300 MHz or greater with a minimum of 64 megabytes of memory, four gigabyte hard drive and
both a CD-ROM and 3.5” floppy drive. A sound card is also required. Although this is the recommended
minimum platform, the online Toolbox will function on computers of lower specification.
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Certificate IV in Information Technology (Systems Analysis and Design)
Appendix D
1.3 Installation Instructions
There are four folders on the CD. Information about installing the Toolbox is found in Installation.doc.
1.3.1 CD Contents
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1.3.1.1
Website - containing a zipped version of the Toolbox (web.zip) for installation on a web server.
Dreamweaver - containing Extension Manager v1.2 and CIT SAD extension for Dreamweaver.
Teacher – containing documentation for both Teachers and students.
Toolbox – containing all the Toolbox files which can be accessed directly from the CD.
Website Web.zip
This zip file contains the webpages and associated resources required to set up a base installation of the
Certificate IV in Information Technology (Systems Analysis and Design) Toolbox website. To use these files
unzip them to a directory on your computer, and FTP them to the server that you will use to host them.
As an RTO, you may modify the site as required, however it is suggested that you keep a clean copy of the
files as a backup.
If you are installing the files at a client location (because they want to run it on an Intranet), then you will
need to do the installation at the client site. If this client also requires that the files be modified, it is
suggested that you modify the files at you own location and burn them on a CD that they can install. Note:
always zip the files before burning them to a CD. Burning the files directly on CD will change the file
properties to read. Whilst this should not harm them, it does make it difficult to alter them later.
Do not change the directory structure in any way. The files are all relatively linked, and these links will break
if the directories are changed.
1.3.1.2
Dreamweaver
Extension Manager v1.2
The site was built using Macromedia Dreamweaver 3.1 with the Course Builder plug in. You may use any
tool you wish to modify the webpages, but you will find it easier to modify the interactions if you are using
Dreamweaver. If you do choose to use Dreamweaver then it is suggested that you use the Extension
Manager, (EM provided on the CD) to install the CIT SAD extension. As there have been some updates to
EM in the past that has invalidated older extensions. V1.2 is provided on this CD. The CIT SAD extension
was design to this version.
You should not install this Extension Manager if you have Dreamweaver 4.0, or if you have a later version of
the Extension Manager installed in Dreamweaver 3. Instead, you should install Dreamweaver 3 to a new
location (preferably on another computer) and install the Extension Manager.
As at the time of writing, Dreamweaver 4 has been announced but has not been released. It is unknown at
this time whether the CIT SAD extension will unpack properly on the new version. Should it prove that the
extension does not unpack correctly under Dreamweaver 4.0, a new version will be created and be available
for download from c4sad.webtrax.com.au. The username for this site is: c4sad; the password is c4sadtbox.
1.3.1.3
Dreamweaver
CIT SAD Extension
Use the Extension Manager to install this Course Builder plugin. It will provide you with new interactions that
will enable you to easily modify the existing quiz interactions, and to create new quiz interactions.
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1.3.1.4
Certificate IV in Information Technology (Systems Analysis and Design)
Appendix D
Teacher
These files are to be used by Teachers. This collection of files contains this Teacher’s Guide, the ten
appendices, including the Student Guide. It should not be loaded to the website.
1.3.1.5
Toolbox
To run the Toolbox from this CD, you need to open the file, toolbox/index.htm in your Internet browser.
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2.
Certificate IV in Information Technology (Systems Analysis and Design)
Appendix D
The Learning Approach
This Toolbox has been structured for the delivery of the complete qualification for Certificate IV in
Information Technology (Systems Analysis and Design).
The dominant pathway provided for students using this Toolbox is to work in a team through the series of
seven phases, mirroring the process that would be followed by a Systems Analyst and Design (SAD) team
working within a medium size organisation in need of a new Information Technology (IT) system. This
pathway allows students to achieve a group of seventeen competencies, necessary for the award of
Certificate IV in Information Technology (Systems Analysis and Design). A list of these competencies and
their link to the Toolbox phases can be found in Appendix B.
The Toolbox is sufficiently flexible to support students or instructors who have chosen to concentrate on one
of the phases only. While each phase can be learned independently, the skills learned in previous phases
are often required to complete the set tasks successfully.
The Toolbox assumes that the students who will be using it already have the competencies identified for
Certificate III in Information Technology (General) or Certificate III in Information Technology (Software
Applications) or equivalent skills. These assumptions are consistent with those suggested in the Information
Technology Training Package.
2.1
The Structure of the Toolbox
Systems Analyst skills include:
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Communication and computing.
Understanding an organisation.
Identifying client requirements.
Investigating possible alternative solutions.
Analysing an approved solution.
Designing the approved solution.
Developing an implementation plan.
There are three complementary components within the Toolbox to deliver these skills:
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The Learning Framework: the rules, roles and requirements.
The Company Intranet: the case study information source, called The Marketplace.
The References: a descriptive set of examples organised alphabetically.
2.2
The Learning Framework
This is organised into seven different phases. Within each phase, there are five sets of activities. These
"activity sets" are Briefing, Tasks, Planning, Deliverables, and Management. They have been named to
resemble the sequence of events that would be followed by a real team working with a company to identify
better IT ways of operating.
Briefing of the team occurs through virtual or real meetings. These
meetings include communication from company managers and the
team supervisor about what is required in the each phase.
Tasks include the list of activities students will be required to complete
for the Toolbox scenario. An amalgamated list of the tasks from each of
the phases is available in Appendix C.
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Certificate IV in Information Technology (Systems Analysis and Design)
Appendix D
Planning includes suggestions for organising each team, allocating
tasks, and completing them within a defined timeframe. Team
communication may include using a Bulletin Board or web-based
communication tool.
Deliverables describes what is required to be submitted for approval to
the team supervisor for each phase of the Toolbox scenario.
Management is where supervisors/Teachers can provide specific
information and opportunities for monitoring team and individual
progress. Students are also encouraged to reflect on the processes.
Students receive instructions from within the Learning Framework as if they were part of a real team working
on a Systems Analysis and Design project. Armed with details of the required activities, students are
encouraged to explore both the company Intranet site and the References to complete their set of tasks. The
Toolbox has links to websites that will require access to the Internet.
If additional research or information is required from sources outside the Toolbox, the References section
will provide pointers to these sources. Many of the resources will be web-based.
Some of the tasks in each phase are submitted to the team leader or supervisor. Many tasks are shared with
other team members before a joint report or result is finalised. Other tasks are documented in an individual
student log sheet that is submitted after completing each of the required phases. The log sheet allows a
supervisor to monitor student progress and individual participation in the team.
2.2.1 The Phases
Students are directed and supervised through each of the seven phases by a team leader/ supervisor. The
phases are:
1.
Getting Started
2.
Understanding the Company
3.
Identifying Client Requirements
4.
Preparing a Feasibility Study
5.
Analysing the System
6.
Designing the System
7.
Developing an Implementation Plan
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2.2.1.1
Certificate IV in Information Technology (Systems Analysis and Design)
Appendix D
Getting Started
This phase provides information for students about the role of a Systems Analyst and explains how the
Toolbox is designed to help students achieve a new set of skills. It refers students to the Student Guide,
which will lead them through the process of registering for the qualification, finding two other team members,
and establishing a team.
One of the tasks for students is to set up their communication links, and test these by communicating with
their team leader. The students are also required to complete a skills audit to assess the level of skills they
have before beginning this qualification, and submit this to their team leader or supervisor electronically.
2.2.1.2
Understanding the Company
Students are introduced to the virtual organisation, called The Marketplace. They are given both individual
and team tasks to complete. Details of the company are provided through text, photographs, audio and
graphics inside the company Intranet site. Students complete a quiz and a short report for one of the
Directors of the company to demonstrate their understanding of company issues before proceeding to the
next phase.
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2.2.1.3
Certificate IV in Information Technology (Systems Analysis and Design)
Appendix D
Identifying Client Requirements
Students develop both their listening, questioning and investigatory skills by interviewing a number of
managers. This is achieved within the virtual company by choosing questions and submitting these to
individual managers by clicking on a picture and receiving appropriate audio responses. Students work in
their team to document details about what is required, who is requiring it, and what impact it will have on the
various parts of the company.
2.2.1.4
Preparing a Feasibility Study
A detailed team report summarising and extending what has been discovered in the previous phases is
submitted to the team leader or supervisor at the end of this phase. This feasibility report's
recommendations, including the advantages, disadvantages, costs, hardware and software implications for a
range of alternatives will be shown in an electronic presentation. A project plan will also be included. The
response by management (team leader or supervisor) to the recommendations of this feasibility study will
determine how, when, or if the next phases will proceed.
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2.2.1.5
Certificate IV in Information Technology (Systems Analysis and Design)
Appendix D
Analysing the System
The team is now ready to create the systems requirements specification for the recommended proposal
approved by company management. A range of system modelling tools is explored through the References
section, and through the Intranet store of documentation from previous projects.
A logical model of the system using dataflow diagrams is created to describe the data processing required
by the new system with at least three levels of dataflow diagrams, a data dictionary, entity relationship
diagrams and mini specifications. The team leader or supervisor closely monitors the acquisition of all of
these new skills and their practical application.
2.2.1.6
Designing the System
A prototype of the user interface and interactivity is requested from the analysis and design team for
management to have a better understanding of the new system. Examples of input and output designs for
screen-based and print-based reports are created using HTML files. This prototype of a series of screens is
demonstrated to the management team for approval.
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2.2.1.7
Certificate IV in Information Technology (Systems Analysis and Design)
Appendix D
Developing an Implementation Plan
This phase involves the student team in the documentation of the design specifications and evaluation
criteria for The Marketplace proposal. The tender document that is produced will include requirements for
project reporting, disaster recovery and the implementation plan for the introduction of the new system.
Each team will request tenderers to supply details regarding how best to introduce the new system/s so that
the inevitable changes to ways of working and current information systems are predictable and managed.
Specifications for testing plans, conversion plans and training plans will be included in the final document
that will be submitted for approval to the team leader or supervisor.
2.3 The Company Intranet:
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Certificate IV in Information Technology (Systems Analysis and Design)
Appendix D
The Marketplace's Intranet site functions like any real company's centralised electronic internal information
sharing area. Details about the latest products, latest directions, staff activities, corporate profile, history,
procedures, promotions, branch statistics, annual report, surveys, skills audits, roster, and social activities
are all available on the company's Intranet.
The company is called "The Marketplace" because the name can be applied to a large range of businesses
or organisations with different focuses. In this Toolbox, The Marketplace is a department store selling
electrical goods, furniture and garden products.
Teachers can either add new items to the existing Intranet site or replace this business with an entirely new
business. It is recommended that if you adopt the latter strategy that you keep the same left side headings
and organise your information in a similar way within the site. The Learning Component has been designed
to enable such changes to occur with little additional alteration being required to the text.
2.4 The References
The References section of the Toolbox provides the theoretical basis for the tasks that students are asked to
perform. There is a top level References Index page that is organised alphabetically with an index at the top
for easy navigation. Students access a topic by clicking on the first letter of the topic from the alphabetic list.
Students return to the top level of the References area by clicking on the Index icon. Students can also print
the page by clicking on the Print icon.
Each entry in the References component gives an overview or working definition of the topic or term and
provides at least one example of how it applies to Systems Analysis and Design. Each entry also provides
additional references for students to consult. It is not the intention of the Toolbox to replace 800 page
textbooks on this area. It is the intention that students find learning about this part of the IT industry an
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Certificate IV in Information Technology (Systems Analysis and Design)
Appendix D
enjoyable experience where the ability to read quickly and effectively analyse the material is not the primary
measure of success. Students will need to consult textbooks and search the web to find additional
information. This will require online access to the Internet.
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3.
Certificate IV in Information Technology (Systems Analysis and Design)
Appendix D
Using the Toolbox
The role of the team leader (Teacher or supervisor) is a pivotal one for the success of this Toolbox concept.
The team leader or supervisor of each three-person team continually provides feedback to individual
students and the team. The team leader is responsible for accepting or rejecting research, reports, results,
recommendations and prototypes for the client. The team leader acts as the quality assurance mechanism
between the team and the client. The team leader decides whether or not the team is ready to move onto
the next phase or has demonstrated skills for individual competencies.
3.1 Online Communication
In this role, the Teacher or supervisor will be expected to communicate regularly with learners through
electronic media. Teachers should find out about e-moderation. Gilly Salmon's recent book, E-Moderating:
The Key to Teaching and Learning Online, Kogan Page, 2000, is an excellent resource for this purpose.
The Teacher may not ever physically meet the students, however it is important that regular contact is
maintained. In this Toolbox, responsibility is on both the students and the Teachers to maintain regular
contact. Students learning in the online environment need to be encouraged to continue their educational
experience through regular enquiries about their progress.
Teachers will be responsible for setting up a bulletin board or discussion area for their students. The Toolbox
requires students to participate in discussions and respond to the views of others. This is an excellent forum
for sharing ideas or issues with other students as well as Teachers.
In Phase 1 communication between the supervisor and members of the team is regular and frequent to
get the learning process understood and established. The person playing the team leader role needs to
make sure that students have the required equipment and communication links. Students in this phase have
to get their team together and complete a series of tasks, which includes working out their current skill
strengths and weaknesses.
In Phase 2 students begin familiarising themselves with the company and their Systems Analysis and
Design team and team leader. They have a range of exploratory tasks that take them through the various
components of the Toolbox. This introduction is designed to assist students learn about sources of
information both within the Toolbox and outside of it. The practice of submitting individual logsheets will need
to be maintained for the each of the phases. Students still need regular contact with their team members and
their supervisor.
In Phase 3 students take a more pro-active role in their investigation. They have more choices in their
activities and more problem solving. Here learners will be required to select appropriate questions from an
online collection and organise virtual meetings with both management and users within the organisation.
Representatives of the organisation who participate in the meetings will present pre-programmed responses
to the questions put to them. Different representatives will provide different answers from different
viewpoints. The learners will be required to extract the relevant information and develop additional questions
for clarification. These additional questions will be submitted to a Bulletin Board or Internet discussion group
and a facilitator will supply answers. The team leader will act as the Management Committee and validate
client requirements and the Systems Analysis team responses. The role of the supervisor becomes less of
the motivator and more of the facilitator.
In Phase 4 the supervisor may be required to provide guidance on scope, format and standards for
documentation, but students should be able to work well by themselves with the structured and well-defined
task of creating a feasibility report. Teamwork may be an issue that needs to be monitored by the Teacher.
Individual logsheets will assist with this.
By Phase 5 students should be quite adept at using the range of electronic communication tools to share
ideas and seek assistance. The supervisor's main role in this phase may be to validate student
experimentation with diagramming and modelling tools.
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Certificate IV in Information Technology (Systems Analysis and Design)
Appendix D
In Phases 6 & 7, the supervisor should be able to adopt a consultative role, checking that individual
team members are performing the tasks allocated to them through their team's formal planning processes.
The supervisor's main aim is to finalise the project.
At each of the stages in the Systems Development Life Cycle covered by this qualification the virtual
stakeholders introduce new or changed requirements for the Systems Analysis team. Learners will need to
incorporate these changes into their strategies for solving the business problem.
Incremental commitment is used as the means of progressing learners from one stage to the next. Only with
Management Committee (supervisor) approval will learners move from the presentation of a feasibility study
and costed project plan to the analysis and then prototype stages.
3.2 Navigating the Toolbox
The Toolbox contains many links to either external websites or to other areas within each of the components
of the Toolbox.
A website url is presented as blue underlined text. You will need to have an online connection to the Internet
for these web links to work.
Often these links activate a separate window to present the information. You may need to use the checkbox
at the top right of the screen to close a window and return to the previous page.
3.3 Supporting the Staff Development Activities
The interview section in the Staff Development area within The Marketplace/Staff provides an activity that
develops an essential skill for Systems Analysts. However, some hearing impaired students may need
access to the text version of these interviews to assist them is this activity. The text of these interviews is
available in Appendix I.
It is recommended that all other students should not be given access to this text.
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4.
Certificate IV in Information Technology (Systems Analysis and Design)
Appendix D
Integrating Assessment
There are two assessment pathways linked to the Toolbox.
4.1 Pathway 1: Whole of Qualification Assessment
The first assessment pathway is linked to the dominant pathway of working through each of the seven
phases in the Toolbox to obtain the Certificate IV in Information Technology (Systems Analysis and Design)
qualification. Additional assessment items are provided in Appendices D, E, F and G.
While it would be possible to use the activities within the Toolbox, which revolve around The Marketplace as
a virtual organisation, for assessment purposes, this is not recommended.
The reasons for this are many. Firstly, the activities within the Toolbox environment have been developed to
facilitate learning through experiencing. They have not been designed specifically for assessment purposes.
Secondly, supervisors need to be familiar with the actual competencies that they are assessing to ensure
that they are targeting their assessment tasks appropriately. Activities provided in the Toolbox usually
address more than one competency. The Toolbox offers a holistic approach to learning, often without
specific tasks targeted at single competencies or elements within them. Thirdly, this product will be released
nationally, and students all around Australia will soon have developed solutions to the activities. If the tasks
and activities within this online Toolbox were used as assessment tools, their reliability and validity would
need to be questionable.
The aim of the Toolbox regarding assessment is that once students have worked through the seven phases
of the e-commerce project for The Marketplace, they should have the skills to easily work through a range of
activities for a similar case study. This case study could involve a different business or another part of The
Marketplace. Students would then be required to submit some tasks as individuals and some as a team for
their final assessment.
This Teacher's Guide provides three suggestions for assessing as a group, the 17 competencies that make
up the Certificate IV in Information Technology (Systems Analysis and Design).

Assessment 1 is located in Appendix D and provides a case study for the whole qualification. This case
study is part of a set of support materials created by the IT&T ITAB as the non-endorsed component of
the Training Package. For details about obtaining this product, see Pathway 2.

Assessment 2 is located in Appendix E and provides a business scenario that is not linked to The
Marketplace in the Toolbox.

Assessment 3 is located in Appendix F and uses another information technology opportunity within The
Marketplace. The advantage of this approach is that students have already familiarised themselves with
the company, its vision and its people.
4.2 Pathway 2: Assessment by Individual Competencies
Students may request to be assessed against one or more individual competencies. There is a table
showing the relationship between these competencies and the phases in the Toolbox in Appendix B.
Supervisors will need to familiarise themselves with the details of the competencies (Appendix A) and
determine appropriate assessment tasks. A copy of the Information Technology Training Package (ICA99)
may be obtained from the IT&T ITAB whose contact details appear below.
Some material has been created to assist supervisors and students in this assessment process. A set of
support materials containing a case study and suggested assessment strategies is provided by the ANTA
sponsored IT&T ITAB's support materials for the non-endorsed component of the Training Package. Some
examples of these can be found in Appendix G.
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Appendix D
A CD that contains:






a professional development guide,
learning strategies,
assessment resources,
resource database,
case study generator, and
IT vendor mapping
is available from:
Information Technology & Telecommunications Industry Training Advisory Body Ltd.
Suite 3, 139 Queensberry Street, Carlton South VIC 3053 ABN 72 061 405 730
Tel: +61 (0) 3 9349 4955 Fax: +61 (0) 3 9349 4844
Email: ittitab@ittitab.com.au
Website: http://www.ittitab.com.au
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Appendix D
Customising the Toolbox
5.1 Electronic Communication
The purpose of this section is to provide instructions on changing the default screen within the "Contact"
button on the top frame of each Toolbox screen in the Learning Framework.
The design of this Toolbox requires learners to communicate frequently with their Teacher and with the other
students in their team and perhaps a larger group. Learners will be directed to click on this Contact button
whenever they want to send a message to their instructor or to the other students in their group.
This will typically be achieved by either using:

Email

Web based communication package. For example:

TopClass www.topclass.com

WebCT www.webct.com

Discus www.discus.com
The Toolbox contains a standard Contact Screen. This simply tells people to contact their instructor about
how to send messages to their instructor and fellow learners.
5.1.1 Changing the Contact Screen

It is strongly recommended that you change the Contact screen to provide learners with more
appropriate instructions. The contact file is stored in the root folder and is called contact.htm.
Using Email Communication
If you intend to use email communication in order to send messages between learners and the instructor,
then:

Download contact.htm and styles.css to the same folder on your computer.

Use Dreamweaver to make changes to the page.




Change the current email address: supervisor@your.institution.edu.au to the email address of the
supervisor.
Remember to use the style sheet to apply appropriate formatting.
Any images you wish to have on the page should be stored in the relative images folder.
Save your page using the same filename.

Upload contact.htm, which will replace the previous page.

Test the file and make sure that the supervisor receives the email
Using Web Based Communication
If you intend to use a web-based communication package in order to send messages between learners and
the instructor, then edit the contact.htm page and use the appropriate icon to link to your chosen website.
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Appendix D
5.2 Changing the Contents of the Site
The Toolbox has been designed to easily facilitate modifications to both its structure and content. Simple
text changes to any of the material on the site can be achieved by downloading an HTML page from your
website, changing the page and reloading the HTML page back to the site. This can be achieved one page
at a time or transferring many pages at the one time.
A visual representation of the structure of the site is provided in Appendix H. All folders and the files that
they contain are shown so that Teachers can view the relative location of files and images. An
understanding of the importance of the location of images relative to the HTML file that uses them is
essential for the website to function.
It is envisaged that organisations may choose three ways of modifying the Toolbox:
1. Changing, adding or deleting material within the Learning Framework.
2. Changing, adding or deleting Reference material.
3. Changing, adding or deleting Intranet material.
Simple changes can be achieved using an HTML editor and FTP software. However complex modifications
and interactivity may require the use of FrontPage or Macromedia's Dreamweaver 3 software. The latter is
the tool used to create the pages currently within this Toolbox.
Any Teacher wishing to modify pages on the site should have a good understanding of HTML and the
relative positioning of files on a website.
5.2.1 Changing, Adding or Deleting Material within the Learning Framework
The aim in creating the Learning Framework has been to provide a structure that would remain relevant for
case studies other than the current one, and for a range of new business opportunities other than the ecommerce opportunity.
With this in mind, it is expected that this area would be the part of the Toolbox that should need the least
number of changes.
5.2.1.1 To Change a Learning Framework Page

Consult Appendix H and locate the file you want to change. You will need to return your changed file to
the same folder within the same hierarchical structure.

Download the page that you wish to change from the website (using a File Transfer Protocol program) to
a folder with the same name on your computer. Download the styles.css to the parent folder, a level
higher. A copy of all files that you download remains on the website.
(Images may not appear on your downloaded page unless you also download the image files that the
page used. You will need to position these images in a folder with the same name and the same
relationship to the file to be changed, on your computer.)

Use Dreamweaver (or another web authoring tool) to make changes to the page.



Remember to use the style sheet to apply appropriate formatting.
Save the file using only 8 characters and lower case to maintain portability.
Upload the Learning Framework page to exactly the same location from where you downloaded it. The
new file will overwrite the old one. If you changed any images or added new linking pages, you will need
to upload these files also.
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5.2.2 Changing, Adding or Deleting Material within the References
It is expected that most Teachers would wish to add other resources to this area.
The References area of the Toolbox has not been designed to provide a definitive set of material to support
the Systems Analysis and Design discipline. The purpose of material within this area is to give students an
introduction to concepts, activities and methodologies to encourage them to research further. The Reference
material is just a collection of web pages organised alphabetically with easy adding and deleting from the list
available.
Teachers will need to familiarise themselves with both the structure of the site and the structure within the
References folder.
A new References page would need to be created using the References style sheet and be linked to the
alphabetic index. All images that you used would need to be located in the images folder inside the
References folder.
5.2.2.1 To Add a New Reference Page

Download blank.htm, referenc.htm and referenc.css to the same folder on your local computer.
Blank.htm is an empty references page, which is already linked to the References style sheet and with a
link back to the index page. (Images may not appear on the page unless the image files are also
downloaded to the relative images folder on your computer.)

Use Dreamweaver to make changes to blank.htm.



Remember to change the page title and to use the style sheet to apply appropriate formatting.
Any images you wish to have on the page should be stored in the relative folder images.
Save the file with an appropriate name, using lowercase and 8 characters.

Use Dreamweaver to change the referenc.htm file to include your new page in the index by inserting a
link to it. Save referenc.htm.

Upload the new References page and referenc.htm.
5.2.2.2 To Change a Reference Page

Download the page and referenc.css to the same folder on your computer.

Use Dreamweaver to make changes to the page.




Remember to use the style sheet to apply appropriate formatting.
Any images you wish to have on the page should be stored in the relative images folder.
Save your page using the same filename.
Upload the page. This will replace the previous page.
5.2.3 Changing, Adding or Deleting Material within the Intranet site
The entire Intranet site is an independent component of the Toolbox. It has its own directory and folders of
files. This means that a separate Intranet site for a new virtual company could be substituted for the Toolbox
Intranet site. An RTO could create its own company Intranet site with its own people and problems, and plug
it in to The Marketplace Intranet component of the Toolbox with very few changes to the Learning
Framework or the References areas needed.
The Marketplace has its own style sheet with headings and text styles. These are different from the Learning
Framework and the References areas.
It is recommended that The Marketplace framework (left side frame and the headings within it) be retained to
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reduce the number of changes required in the Learning Framework.
5.2.3.1 To Add a New Intranet Page

You will need to download a number of files. Download an intranet page (which includes a digit in its
filename) from the area to which you wish to add a page (eg staff1.htm or announc3.htm); the main page
from that area (eg staff.htm or announce.htm); framenav.htm, framexpl.htm and intranet.css to the same
folder on your computer.
(Images may not appear on the page unless the image files are also downloaded to the relative images
folder on your computer.)

Use Dreamweaver to make changes to the Intranet page.



Remember to use the style sheet to apply appropriate formatting.
Any images you wish to have on the page should be stored in the relative images folder.
Save the file with a new but similar name (eg staff6.htm or announc8.htm).

Use Dreamweaver to add a link to your new page on the main page for the area, and the two menu
pages. Save these changes.

Upload the new Intranet page, the main area page, and the menu pages: framenav.htm and
framexpl.htm.
5.2.3.2 To Change an Intranet Page

Download the numbered intranet page that you wish to change (eg staff1.htm or announc3.htm) and
intranet.css to the same folder on your computer.
(Images may not appear on the page unless the image files are also downloaded to the relative images
folder on your computer.)

Use Dreamweaver to make changes to the Intranet page.



Remember to use the style sheet to apply appropriate formatting.
Any images you wish to have on the page should be stored in the relative images folder.
Save the file with the same name.
Upload the Intranet page. It will replace the original file and maintain the links.
5.2.4 Changing the Quizzes
Teachers can create additional quizzes or make amendments to existing quizzes. A number of Course Builder
Items or objects, which are used by Dreamweaver, have been created to make the process of creating or
modifying formative assessment items (quizzes) easier. These are referred to in the documentation as the CIT
Suite102.mpx or "the suite of objects".
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Course Builder Items exist for:





multiple choice quizzes
true/false questions
image matching
drag and drop
text entry
5.2.4.1 Understanding Course Builder Items (CBIs)
The Toolbox Course Builder Items are custom built CBIs based on the original Macromedia (MM) CBIs. The
major changes away from the MM CBIs include the inbuilt SAD interface for the CBIs, and the method of
providing feedback. This document will provide instruction on the use of the SAD CBIs.
It is essential that before attempting to install or use the SAD CBIs that you have an understanding of the
Dreamweaver program and the standard CBIs that Dreamweaver provides. Dreamweaver, and the Course
Builder plug-in for Dreamweaver, come with excellent tutorials and a wealth of information can be gained
from the public domain (via the web, discussion lists etc.), or through the many publications on the program.
It is not necessary to be a “web master” to use the product. However some familiarity with the tools you will
be using is advisable.
5.2.4.2 Installing the SAD IT Toolbox Extension
Before installing the extensions, you must have both Dreamweaver and the Course Builder software plugin
installed on your machine. You will also require the Extension Manager for Dreamweaver. The Extension
Manager is available as a free download from Macromedia at http://www.macromedia.com.
Follow the instructions provided by Macromedia to install the Extension Manager. Then you are ready to
install the CIT suite of CBIs.
To install the new suite:







Open Dreamweaver.
Select Manage Extensions… from the Commands Menu.
Click on the in tray icon.
In the file dialogue point to the CITSuite102.mpx file and click OK.
Follow the prompts to install the Suite.
Click OK to close the Manage Extensions dialogue.
Restart Dreamweaver.
5.2.4.3 Using the CBIs
The CBIs may be accessed through the Course Builder "object" in the objects palette within Dreamweaver.
The new CBIs will have a CIT background to distinguish them from the standard CBIs. This background is
not visible once the quizzes are created.
Only use these CBI’s. As the CBIs are based on the traditional MM CBI’s, refer to the CB help within
Dreamweaver for information of the control, and the setting of correct and incorrect choices for these CBIs.
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The only functional difference in the CBIs is the method of setting feedback
Setting Feedback
Each CBI has a feedback layer. The exact name of the layer depends on the number of CBI’s you have
placed on the page. As a rule, the name of the layer will be ‘GxxFeedback’ where the ‘xx’ is replaced with a
two digit number. As the layer has x/y coordinates, it will need manual positioning on the screen. You may
position the feedback layer anywhere you like, however, it is suggested that you place it underneath the
question to which it refers.
The feedback layer is changed by the CBI in response to either automatic or user triggered events. The standard
events are:





The user answers correctly.
The user answers incorrectly.
The user enters information outside the boundaries of the CBI, generating the “Unknown Response”
event.
The user runs out of tries, triggering the Out of Tries event.
The user takes too long, and the question automatically times out. This triggers an Out of Time event.
NB: this is not used in the CIT SAD Toolbox, however to remove it could cause errors.
There are additional response types that only apply to the Explore CBI. Each “hot” area has its own
feedback response.
To change the feedback for each response first set up the CBI, then place the CBI on the page. Set up the
correct and incorrect choices and place the question on the page, as per a standard CBI. Click on the
“Action Mngr” tab. If you have not used the Action Manager before, it is suggested that you refer to the
Course Builder help and take the CB tutorial section that refers to the Action Manager. It is not necessary,
but it will make the next section a little easier.
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Appendix D
The above action manager image comes from the Multiple Choice CBI. There are three segments (Check
Time, Correctness and Check Tries) each of which has feedback. The command line governing the
feedback is the “Set Text of Layer” command. To change the feedback of each area highlight the “Set Text
of Layer” line you want to edit and then click the Edit button on the left. The following dialogue will appear.
Enter your feedback text for that response. You can use any raw HTML commands in this box or simply
enter plain text. For example, if you want to force a line break enter <BR>.
The Reset Button
On CBIs that have a reset button you will also need to change the behaviour of the set text of layer
behaviour attached to the reset button. To do this, highlight the reset button and double click the behaviour
line item as indicated below.
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This will bring up a similar dialogue box as the CBI. You need to place your beginning text in this dialogue.
E.g. If you have the text: “You must click and respond, and then click ‘submit’” in the feedback layer. That is
the text that you should place in this dialogue.
Descriptions of How to Use Each Control
The CBI’s are based on the standard MM CBI’s so it is appropriate to use the Dreamweaver Help and the
Course Builder Help. Refer to this documentation for instructions on using the individual types of controls. As
stated above, the only functional difference is the method of feedback described above.
If you have no experience with Dreamweaver, Course Builder, or even HTML, then you will need to take the
training provided with the Dreamweaver product before you can use this tool effectively. It has been
produced to allow a great deal of latitude with little experience. However you do need that little experience to
begin with.
Other quiz formats are also available. See below for one example. Changing the HTML source to change
the questions and answers is a relatively easy process.
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Appendix D
Appendices
Appendix A: Competencies for Certificate IV in Information Technology
(Systems Analysis and Design)
Number
Unit of Competency
ICAITPM129A
Apply skills in project integration
Elements
1. Contribute to integration of the nine
functions of project management
2. Contribute to the coordination of internal and
external environments
3. Contribute to the support of project activities
throughout life cycle
BSX154L403
Apply skills in time management
1. Contribute to the development of project
schedules
2. Apply schedule management skills
3. Participate in assessing time management
BSX154L404
Apply skills in cost management
1. Contribute to the development of the project
budget
2. Monitor project costs
3. Contribute to cost finalisation process
BSX154L405
Apply skills in quality management
1. Contribute to quality planning
2. Contribute to implementation of project
quality assurance
3. Contribute to continuous improvement
process
ICAITAD041B
Determine client business
expectations and needs
1. Specify context of business need or problem
2. Specify interested parties
3. Plan the requirements phase
4. Gather requirements
5. Carry out preliminary analysis of information
6. Resolve conflicts and develop consensus
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Appendix D
Number
Unit of Competency
ICAITAD042B
Confirm client business
needs
Elements
1. Confirm client expectations and
needs
2. Confirm that information is
consistent and complete
3. Verify that overall process is
integrated, ensure remote users
and any distributed requirements
are covered
4. Specify organisation specific
issues
ICAITAD043B
Develop and present a
feasibility report
1. Confirm that proposed solution is
the best reasonable fit
2. Develop high level alternative
scenarios
3. Prepare and publish feasibility
report
ICAITB059B
Develop detailed technical
design
1. Contribute to the determination
of technical features
2. Contribute to design review
3. Contribute to the development of
program specifications
ICAITB076B
Implement configuration
management
1. Identify and clarify configuration
management requirements
2. Employ appropriate control
mechanisms
3. Implement monitoring
mechanisms
4. Manage release of product
ICAITAD056B
Prepare disaster
recovery/contingency plans
1. Evaluate impact of system on
business continuity
2. Evaluate threats to system
3. Formulate prevention and
recovery strategy
4. Develop project plan to support
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Number
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Appendix D
Unit of Competency
Elements
strategy
ICAITAD046B
Model preferred system
solutions
1. Review and confirm
requirements information and
any existing models
2. Resolve conflicts and
inconsistencies
3. Build and test model
4. Ensure that the model
represents a workable solution
ICAITAD047B
Determine specifications
for project
1. Determine milestones and
quality attributes with client
2. Formulate software metrics and
milestones
3. Obtain client agreement to
acceptance criteria
ICAITS035C
Assist with analysis of
emerging technology
1. Liaise with vendors, training
providers and the Information
Technology industry to
determine technology to assist
organisation
2. Prepare and present reports as
required by management
ICAITSP037B
Contribute to the
development of a strategy
plan
1. Contribute to global project
directions and statements
2. Participate in the evaluation of
various systems development
methodologies
3. Participate in feedback session
with clients
ICAITTW026B
Coordinate and maintain
teams
1. Establish, develop and improve
teams
2. Coordinate team
3. Delegate responsibility and
authority
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Appendix D
Number
Unit of Competency
ICAITTW027B
Relate to clients on a
business level
Elements
1. Build and maintain business
networks and relationships
2. Plan to meet internal and
external client requirement
3. Negotiate client support service
costs
4. Monitor, adjust and implement
procedures to maintain client
focus
ICAITU019C
Migrate to new technology
1. Apply existing knowledge and
techniques to new technology
2. Apply advanced functions of the
technology to solve
organisational problems
3. Apply new functions of upgraded
technology
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Appendix D
Appendix B: Competency Link to the Phases in the Toolbox
Number
Unit of
Competency
Nominal
Hours
Phase/s
ICAITPM129A
Apply skills in
project
integration
40
1–7
Activities










BSX154L403
Apply skills in
time
management
20
2&3



BSX154L404
Apply skills in
cost
management
20
4&7





BSX154L405
Apply skills in
quality
management
20
2, 3, 4
OR
5, 6, 7






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Forming a team
Determining roles
Familiarisation with
business
Coordination of process of
identifying client needs
Manage interviewing
Coordinate reporting
Create project plan
Manage project plan
Monitor project milestones
Manage client
communication process
Develop project plan and
scheduling
Work as part of a team to
achieve scheduled
deadlines
Monitor and modify own
performance and other team
members
Research costs for
alternative solutions for
Feasibility Study
Prepare a project budget
with other team members
Determine management of
costs process
Apply management of costs
process
Develop tender
documentation and estimate
maximum costs
Identify quality stakeholders
and quality objectives and
quality outcomes for The
Marketplace
Adhere to agreed quality
standards for oral and
written communication within
the team
Provide input to maintain
quality documentation
Provide input to improve
processes
Report quality issues to
supervisor
Introduce changes where
required
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Appendix D
Number
Unit of
Competency
ICAITAD041B
Determine client
business
expectations and
needs
30
Confirm client
business needs
20
ICAITAD042B
Nominal
Hours
Phase/s
2&3
Activities



3&4




ICAITAD043B
Develop and
present a feasibility
report
30
4



ICAITB059B
Contribute to the
development of the
detailed technical
design
60
5&6





ICAITB076B
Implement
configuration
management
30
5, 6 & 7



ICAITAD056B
Prepare disaster
recovery/contingenc
y plans
40
4&7



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Research Intranet site
Prepare for interviewing
personnel
Summarise and report on
interviewing outcomes
Validate assumptions after
interviewing
Submit additional questions
for clarification
Prepare and present a
Feasibility report
Incorporate client response
for final approval
Gather information for
alternative solutions
Prepare and present a
Feasibility report
Incorporate client response
for final approval of
recommended solution
Analyse the current system
thoroughly
Analyse the impact of the
new system on the current
system
Prepare diagrams
describing the current
system
Produce diagrams to
incorporate the new system
within the current system
Communicate regularly with
client for checking
Apply quality monitoring
mechanisms to ensure
version control of diagrams
Incorporate control and
monitoring mechanisms into
tender documentation
Prepare documentation to
guide the process for
evaluating tender responses
Include outline of impact of
proposed new system on
existing business in the
Feasibility report
Evaluate problems that
could occur with the
introduction of the new
system
Design a disaster recovery
plan to minimise disruption
to current business
operation for The
Marketplace
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Appendix D
Number
Unit of Competency
ICAITAD046B
Model preferred
system solutions
Nominal
Hours
40
Phase/s
6
Activities





ICAITAD047B
ICAITS035C
Determine
specifications for
project
Assist with analysis of
emerging technology
20
7

Prepare tender documentation
10
4

Research the latest developments
in technology that could support
your solution and their associated
costs
Incorporate your findings into your
Feasibility report

ICAITSP037B
Contribute to the
development of a
strategy plan
20
6&7




ICAITTW026B
Coordinate and
maintain teams
Validate requirements with client
and supervisor
Participate in a team to create a
design for the new system
modelled on the approved analysis
specifications
Develop a series of prototype
screens for the various
components of the new system
Test your design and prototype
components by obtaining
responses from at least two client
representatives and your
supervisor
As a team, match your solution to
the client requirements as specified
20
2, 3, 4
OR
5, 6, 7

Objectively within your team,
analyse how the project is
progressing and whether the goals
can be achieved within the
scheduled timeframe
Document your methodology and
solution (briefly) and share this with
at least one other team
Evaluate alternative solutions and
methodologies proposed by
another team and share this with
them
As a team prepare a draft and final
implementation plan
Coordinate and maintain a three
person team through the process
of determining and documenting
client needs and proposing and
presenting a recommended
solution to the client
OR
 Coordinate and maintain a three
person team through the process
of analysing, designing and
developing the implementation of a
proposed solution to a business
problem
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Number
Unit of Competency
ICAITTW027B
Relate to clients on a
business level
Nominal
Hours
20
Phase/s
3&4
Activities




ICAITU019C
Migrate to new
technology
20
5&6



TOTAL NOMINAL
HOURS
© Australian National Training Authority
Establish a positive and
productive relationship within
your team and with your client
through asking informed
questions
Actively participate in both
informal and formal meetings
with well prepared notes
Present information requested
by the client or your supervisor
within the required deadlines
Amend documentation in
response to client feedback
Use an electronic product to
produce diagrams and
documentation to describe your
business solution
Use an electronic slideshow to
present your proposals to your
supervisor or the client
Use chat forums to discuss
ideas and issues with other
team members and your
supervisor
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Appendix C: Toolbox Tasks
Phase 1: Getting Started
Background Tasks
Investigating
Recognition of
Prior Learning
If you believe that you have some of the competencies required for the Certificate IV in
Information Technology (System Analysis and Design), you should print out the
competencies for this qualification and discuss them with your supervisor.
Reading the
Student Guide
To get started you need to consult your Student Guide. There are two sections that you
need to work through before you go any further.


Testing the
Contact
Information
Section 1: 'Setting Up' which states what equipment you need.
Section 3: 'Using the Toolbox' which provides details about how to
establish communication with your Teacher or supervisor.
Click on the
button in the top frame. You need to check that you can
communicate electronically with your supervisor.
You should have access to information about linking to the organisation that is
providing this qualification.
If you have any difficulties, contact your Teacher or supervisor.
Remember to keep a record of all your tasks and the time you spend completing them
in your company logsheet. These entries allow your team supervisor to calculate actual
costs by applying hourly rates against your time. The team supervisor can also use the
entry details to compile a report at the end of each phase.
Task 1
Forming the
Team
You will be a member of a three-person team. Your other team members may have been
selected by you or by your supervisor. Contact your supervisor to confirm the members of
your team.
Go to the
your supervisor.
button to learn how to contact the members of your team and
Teams have complex dynamics. To be able to manage your team well, you will need to
understand your personality and the phases that 'teams' go through.
Go to the
© Australian National Training Authority
section and look up Teamwork to find out about team
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processes. Under the Teamwork heading there is an Internet link to the Keirsey Personality
and Character Temperament website. Click on the blue link and then answer the 70
questions by clicking on the option that best fits you. After you have obtained a score,
explore the site to find out more about your personality type. Complete the Keirsey
Temperament Sorter ll test.
At various stages of this Toolbox you will be asked to identify:



the stage your team is at,
the roles that team members are playing, and
any problems that you may be having.
Task 2
Getting to
Know Your
Team
This task will help you to get to know the members of your team, and to provide you with
practice in making contact with them.



Firstly, work out a name for your team.
Imagine you have been given $1000 to spend. Visit the online department store
www.dstore.com.au. As you explore the site make a list of the items you would
like to spend your $1000 on.
Now inform your team members of your choices by sending a message to the
bulletin board which is available from the Contacts section of the Toolbox. If the
bulletin board is not available, use email.
Task 3
Your next task is to complete a skills inventory questionnaire.
Completing a
Skills Inventory
This is different from your personality questionnaire.
All IT employees benefit from an understanding of their current skill levels and assessing
which skills need improvement. To help assess your current skills, you should complete a
skills inventory questionnaire.
Click on the References button in the top frame to find the Skills Inventory Questionnaire
listed under S.
You can fill in the questionnaire electronically and then print it, or you can print off the
original and fill it in on paper. You should highlight all the skills where you entered 3, 4 or 5.
Task 4
Summarising
Your Team's
Skills
Your next task is to create a summary of the skill sets of your team members and submit it
to your supervisor. Decide on three skills that are your greatest strengths (scores of 1, 2)
and the skills that are your weaknesses (4, 5).
Since the work you do in this Toolbox will depend on you working effectively with other
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people in a team, you will also need to know the attributes and leadership styles of other
team members. Teams work well when there is open communication between team
members. Therefore, sharing your strengths and weaknesses from the skills inventory
questionnaire with other team members will assist the team in completing its objectives. It
will help you to understand each other better and to interact with the people in your team
more effectively.
You can share this information informally by:



emailing the other team members something interesting about yourself and a
photo;
telling the other team members your results from the Keirsey Temperament
Sorter; and
sending the other team members a summary of your strengths and
weaknesses from the completed skills inventory questionnaire.
Nominate one member of your team to summarise the team's skills and post the summary
on your team's discussion area for the other team members to comment on. Once all team
members have agreed on the summary, send the summary to your supervisor.
Task 5
Applying
These Skills
Find the Systems Development Life Cycle (SDLC) entry in the References section of the
Toolbox. You will find seven different examples of SDLC which have been described in a
variety of texts over the last few years. Most Analysts usually have a favourite SDLC.
This cycle of activities serves as a guide to successfully solving business problems.
Each member of your team needs to choose one of these SDLC examples to research.
The research involves:



finding the text for the chosen example in a library;
finding explanations for each of the phases/stages in the SDLC; and
using a wordprocessor to type up a short description of what is included in
each of the phases or stages.
Each member should then put the name of their chosen SDLC and their descriptions on
a bulletin board for other members of the team (or larger group) to view.
A final copy of your SDLC research, as an individual, should be emailed to your
supervisor.
Phase 2: Understanding the Company
You have a series of tasks to work through to understand the company and its needs for a new system. Most of
the information you need will be available from the company's Intranet site.
Some tasks will require you to work by yourself, and other tasks will require you to work in a team. After reading
the tasks below, read the Planning activity set (next section) to assist you in organising yourself and your team.
You are required to keep an individual log describing each task and the amount of time that you spend on each
task. Your logbook will need to be given to your team's supervisor at the end of each phase to manage the
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costs, time, and outcomes of the project. You should note any questions or brilliant ideas you have while working
through this phase.
Read all of the tasks listed below before you start any of them. Print this page to help you work through the
activities.
Task 1
Read the
Director's Letter
Read the Director's letter called Company Brief for IT Consultants which is available in
Announcements on the company's Intranet site. Write down the activities that the
Director wants you to complete.
You should also read the System Service Request in the Marketing section of the
Intranet.
Task 2
Investigate as a
Team
As a team, work through the Corporate, Staff, Processes and Marketing sections on the
Intranet. You may decide to allocate two parts (see bullet points below) to each member
of your team.






Corporate/Profile
Corporate/Structure
Corporate/Reports
Staff/History
Processes/IT Procedures
Marketing/Strategic Plan
Make notes about the company and how it operates.
Task 3
Complete the Quiz As an individual, complete the quiz available from the Staff Development page listed
under the Staff section of the Intranet.
If you are not able to answer all the questions, your team mates will assist at the team
meeting.
Task 4
Hold a Team
Meeting
Hold a team meeting to share what you have learnt and your responses to the quiz.
As a team, complete a short background report for your team supervisor. The headings
and format for this Background Report can be found under B in the References section.
Task 5
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Create a
Context
Diagram
Certificate IV in Information Technology (Systems Analysis and Design)
Appendix D
You also need to create a context diagram to assist you in communicating with The
Marketplace managers. Before you create this diagram it may be advisable to look in the
References section under the heading Context Diagrams. The Marketplace also has
some documentation of previous projects in the Processes section of its Intranet site.
You need to submit this to your supervisor before beginning the next phase.
Task 6
Working Well as a You may like to explore reasons why your team works well together. In the References
section there is an entry called Team Management Systems. Link to the site suggested
Team
and choose 'the concepts'. Click on the links it contains to determine the characteristics
of the members of your team. This information may be useful to successfully manage
your team.
Task 7
Managing Your
Documentation
All projects produce a range of written documents.
You have already produced a number of documents. You need to have a filing system
for both your individual documents and those created by your team. There are a number
of topics in the References section to assist you in designing your filing system. You can
look at Document Management, Configuration Management, or Document Checklist.
Once you have decided how your team will be managing documents, you need to
provide details about your system to your team supervisor. The team filing system
should be available for all members of the team to use. Your own filing system is your
personal one.
Task 8
Complete the
Logsheet
Complete your log for this phase. You will need to submit this to your team
supervisor. A logsheet can be printed or saved from Logsheet under L in the
References section. You should include all your contributions to this project in your
logbook, both as an individual and as a team member.
Tasks 1, 3 and 6 are individual tasks where each member of the team needs to complete the task.
Tasks 2, 4, 5, 7 and 8 are team tasks where you allocate tasks to individual team members and then come
together as a team to complete the deliverables.
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Phase 3: Identifying Client Requirements
After reading the briefing memo in The Marketplace in the Intranet you need to work through the following tasks
to identify your client's exact requirements.
Task 1
Obtaining
Background
Information
Make sure that you know all about the following topics: Client Communication, Interviews,
Telephone Skills, Aggressive Behaviour, Assertive Behaviour, Submissive Behaviour, and
preparing Presentations. Look these topics up in the References section.
Task 2
Organising
Questions
for
Interviews
Each team member should choose two different managers to interview. Inform your team
members of the managers you have chosen, and if necessary, select different managers
so that each manager is being interviewed by someone in the team.
Find the list of questions that your supervisor has approved. These can be accessed from
the Staff Development page on the company's Intranet under Staff/Development.
Follow the instructions and identify from the list which questions you will ask the two
managers. Put a tick against the questions to prepare for the interview, and print out the
question list.
Task 3
Conducting
Interviews
Share the list of questions you will be asking with your team. Post the numbers of the
questions you will be asking each manager to the bulletin board. Get feedback from team
members about your choices.
You should also give feedback to your team members on the questions they plan to ask.
To conduct your interviews, you need to access the online interviews page on the Intranet
in Staff/Development.
When you have finished interviewing the two managers, share your findings with your team
members on the Bulletin Board.
Task 4
Summarising
Your
Findings
Create a team summary of the important requirements identified from this process. This
will be submitted to your supervisor. You should also suggest to your supervisor at least 15
other questions that you need to ask the managers to fill the gaps in your information.
Task 5
Presenting
Your team has been asked to present its findings to a meeting of the Directors and
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Your
Findings
Certificate IV in Information Technology (Systems Analysis and Design)
Appendix D
managers for their approval to proceed to the next phase.
You will need to prepare an electronic slideshow to present your findings to the senior
managers. You should use PowerPoint or something similar for a 15 minute presentation.
Task 6
Completing
Your Logsheet
Complete your log for this phase. You will need to submit this to your team supervisor. A
log sheet can be printed or saved from Logsheet under L in the References section. You
should include all your contributions to this project in your logbook both as an individual
and as a team member.
Phase 4: Preparing a Feasibility Study
The preparation and creation of your feasibility report is a team task. You will need to allocate jobs to various
members of your team, schedule regular meetings, and determine how the report itself will be written.
Task 1
Viewing an
Example
It is often helpful to look at an example or model of a document to find out what and how
much is expected.
You need to make sure that you have all the information for all of the headings required in a
feasibility report. An example of a completed report is available in The Marketplace Intranet
under Info Tech. This is a report that was prepared for a project completed a couple of
years ago.
No two feasibility reports are exactly the same, but the logical process of presenting the
information is often useful. You can print this out if you wish.
Task 2
Investigating
Other Sites
Your next task is an exercise in benchmarking. Information about this process is available
in the References pages. You need to investigate a number of sites on the Internet whose
business and commercial interests resemble that of The Marketplace management. By
looking at the activities of other businesses, you can discover new ideas and best practice
models.
The Info Tech staff from The Marketplace have some suggestions on their Intranet page.
You should check some of these sites first. Allocate a number of sites to each member of
your team.
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You should print at least 10 website pages that contain information organised in a way that
could be useful for The Marketplace venture and your report.
Task 3
Using the
References
There is a significant range of information to assist you in writing your report in the
References section. You can look up the following:






Report Writing
Feasibility Report
Negotiation
Benefits
Cost Benefit Analysis
Evaluation
Task 4
Preparing a
Feasibility
Report
A model of the feasibility report that you have been requested to produce is provided in the
Staff Development area within the Intranet site.
Your task is to provide main points for each of the headings specified in the feasibility report
so that you can give this to your supervisor. Your supervisor will then organise another
person in your organisation to complete the report.
You need to open the model document and create your point-form summary, remembering
that one point = one sentence. No more than eight points can be used for each heading.
Your team must submit the summary to your supervisor within an agreed timeframe.
Task 5
Completing
Your Logsheet
Complete your log for this phase. You will need to submit this to your team supervisor.
A log sheet can be printed or saved from Logsheet under L in the References section.
You should include all your contributions to this project in your logbook both as an
individual and as a team member.
Phase 5: Analysing the System
An Analyst must ensure that the key stakeholders supporting the introduction of a new computerised system into
the business know what, how, and when you are planning the new system.
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You should not analyse and define a new system in isolation. Continually check your assumptions and
suggested solutions with company staff and team members. Most of the tools that you will use in this phase
have been designed to assist in this checking process.
Task 1
Exploring
Data Flow
Diagrams
Your team needs to create a set of data flow diagrams (DFDs).
One of the best ways of achieving the skills required to create DFDs, is to read about the
purpose of these diagrams, look at some examples, and explain the processes. The
rationale and examples are provided in the References section.
As individuals:




Work through all the headings within the section called Data Flow Diagrams in
the Reference section. You may need to check your understanding of Context
Diagrams by looking up the References entry.
Complete all the skills checks and quizzes.
Find the context diagram and the level 0 provided in the Careers part of the
Staff page on The Marketplace Intranet site.
Write two or three sentences to explain what each of the processes in the level
0 are doing.
Task 2
Creating
Data Flow
Diagrams
Your team needs to create a draft set of DFDs for the solution that you recommended in
your feasibility report. Pencil and paper (and an eraser) are recommended in preference to
a computer drawing program at this stage. This is because you will make many changes as
you create your diagrams.
As a team:




Create a context diagram for your new system. Your solution should include all
data that enters and leaves your new system from the world outside the
company.
Create a level 0 diagram for your solution. This must be achieved together as a
team.
Create a number of level 1 and level 2 diagrams to refine your level 0
processes. Your team may decide to allocate these diagrams to individual
members.
You need to check your diagrams with your team supervisor.
Task 3
Finalising
Data Flow
Diagrams
Use computer software to prepare the final versions of your diagrams for presentation in
official documentation.
Some products that you may have available are Word, PowerPoint and Paint Shop Pro.
Other products with appropriate display formats include Ascent, Visio and ABC Flowchart.
ASCENT CASE tool software is relatively inexpensive and can be ordered via the Internet
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at the following address: www.knowledgebase.com.au.
Task 4
Documenting
Diagrams
As a team, organise and label your diagrams appropriately. You need to refer to the
Version Control Processes in the References section to guide you in this activity.
Task 5
Creating a
Data
Dictionary
Your next task is to create a data dictionary for the process on your level 0 diagram that
deals with actioning a customer's order for items from The Marketplace. This is a time
consuming task which requires great attention to detail.
a. Find out about Data Dictionaries by looking up the References section.
b. Look up the Products pages in the Intranet. For six products, write down the
name, description, data type, and data length. Check these with your team
members before continuing.
c. Decide on the software that you will use to define your entries, eg spreadsheet,
database, wordprocessor. But remember that you need to be able to sort your
entries by the name of the data item.
d. Organise a common area for your team where you can put entries as you
create them.
e. Allocate parts of the data dictionary to different team members.
f. Have regular team meetings.
g. Finalise your data dictionary for submission to your supervisor.
Task 6
Producing
Mini
Specifications
You need to create mini specifications (sometimes called process specifications) for at
least two of your decomposed diagrams (functional primitives).
The References section provides help for you.
Task 7
Creating
Entity
Relationship
Diagrams
Your last task for this phase is to find out about entity relationship diagrams (ERDs) and
create a number of these in preparation for the tender document that you will be creating in
Phase 7.
a.
b.
c.
d.
Look up the appropriate entry in the References section.
Check your skills by completing the quizzes and activities.
Create the ERDs required by your team supervisor for this project.
Check your ERDs with your team supervisor.
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Task 8
Completing
Your Logsheet
Complete your log for this phase. You will need to submit this to your team supervisor.
A log sheet can be printed or saved from Logsheet under L in the References section.
You should include all your contributions to this project in your logbook both as an
individual and as a team member.
Task 9
Read About
Alternative
Analysis
Methods
There are other methods and tools used to model and analyse systems. One of the popular
alternative methods is Object-Oriented Systems Analysis. Look up the entry under O in the
Reference.
Note: This task is for your information only. Different organisations use different methods
and technology to develop their information systems. Being aware of other development
methods is part of being a good Systems Analyst.
Phase 6: Designing the System
The new Accountant has decided that a prototype would be the best way to show The Marketplace managers a
physical representation of the new system. Your team will demonstrate your prototype of the system at the next
manager's meeting. Your supervisor will provide you with the budget and the timeframe for the completion of
your prototype.
Task 1
Determining
Prototype
Scope
You should read the Prototyping pages in the References section and view the
PowerPoint presentation in the Staff/ Development section of the Intranet before you
work out the part of the system to simulate. Together with your supervisor, decide which
part of your system can be quickly and easily designed for maximum impact. You will
need to work through your data flow diagrams and data dictionary to ensure that your
prototype screens are requesting the data required for processing.
Task 2
Managing
Your Project
Once you have defined the scope of your prototype, your team needs to project manage
the production of your prototype. First you need to obtain the budget and timeframe
details from your supervisor. Each member of the team must contribute to the
preparation of a Gantt chart which identifies the individual tasks, their sequence and
duration, and allocates resources. You must create a baseline for your project. Your team
also needs to produce a PERT chart which show the critical path for your project. You will
find help in the References site under Project Management, Time Management, Gantt
Chart and PERT Chart.
Later you will enter your actual times and changes to the tasks and these will be
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measured against your baseline.
If you have not used project management software before, you need to contact your
supervisor for access to the software and tutorials.
Task 3
Benchmarking
Your Project
Before you begin your project you should look at two other areas within this Toolbox:
Benchmarking in the References section; and the Standards page in the Info Tech area
of The Marketplace's Intranet site.
Then you will need to carry out a benchmarking exercise by looking at other products
similar your project. A list of these sites can be obtained by looking in the Info Tech
pages on the Intranet, referring to the Director's original letter, and looking especially at
the Prototype page inside the Staff/ Development area of the Intranet site.
You should take note of the appearance, organisation of data, sequence of data and
screens, navigation, timing, performance and usability.
Task 4
Designing
Your
Prototype
You need to create a design specification for your prototype. You can look up the
References for some help. For each screen, work out how the data is to be organised
visually. For input screens, decide on: the order of entry for data; the appropriate method
of entry (text entry, drop down lists, radio buttons, check boxes etc); and the sequencing
of the appearance of data, messages, and help. For output screens, decide on the most
effective way of presenting the information. Your team will need to establish its own
interface layout standards or template.
You should read about Configuration Management in the References section and make
sure your files are organised efficiently and that different versions are well documented.
Task 5
Creating
Your
Prototype
You have been asked to create your prototype using Hypertext Markup Language
(HTML). There are a number of pages in the References site to assist you to find
web-based resources to learn HTML such as Internet, HTML Resources, Using the
Internet. Alternatively there are a range of texts in the Recommended Readings
section that you could consult.
Task 6
Documenting
and Testing
Your
Prototype
A dialogue diagram should be produced to assist users and Programmers to know how
the prototype is organised. Details can be found in the References section under
Dialogue Diagrams.
You need to design a set of test data to be used by a range of people to use your
simulation.
You may need to make changes as a result of this evaluation process.
You will need to update your Gantt chart with your team's actual costs and time against
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the baseline chart you created earlier and print out a copy of both your baseline chart
and your actual chart. Both of these need to be presented to your team supervisor
before your presentation.
Task 7
Presenting
Your
Prototype
Your team needs to demonstrate your web-based simulation to a meeting. You
should contact your supervisor to find out when this meeting will be scheduled.
Task 8
Completing
Your Logsheet
Complete your logsheet for this phase and submit it to your team supervisor. You
should include all your contributions to the production of the prototype.
Phase 7: Developing the Implementation Plan
Producing an implementation plan to manage the tender process for The Marketplace requirements will involve
skills in collating materials, writing documents, file management, detailing specifications, establishing procedures
and setting evaluation criteria. This process needs to be completed within a timeframe of six weeks and a budget
of $20,000 so good planning is essential. All documents should be available through the web. So they should be
saved in HTML format.
Task 1
Defining the
Scope
In the References section, there is information under Tender Evaluation that describes
the activities involved in managing the tender process. Your team must read this
information and decide on the resources, document management procedures, and
quality processes you are going to set up in your Implementation Plan. You can also
find information about Report Writing and Quality Assurance inside the References
section.
You will also need to look at the Request for Tender information in the Info Tech pages
on the Intranet to get an idea of the work required. Once you have identified all the
tasks, you need to create your Gantt chart, allocate resources, and produce a baseline
chart for your implementation plan. Your team must set a timeframe for the tenderers.
You need to submit an outline of the file management structure procedures you will be
following. (See Document Management, Configuration Management, Version Control
Processes.)
Task 2
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Gathering
Corporate
Documents
Certificate IV in Information Technology (Systems Analysis and Design)
Appendix D
Find the Request for Tender (RFT) outline in the Info Tech section of the Intranet. This
outline provides headings for the information you need to include in the tender
document. You can copy and paste corporate information from the Intranet and from
your own documents to fill in Part l and Part lV of the RFT.
There are many headings that can contain information already prepared. You may
decide to allocate different parts of the document to different team members.
Task 3
Creating an
Evaluation
Plan
You need to work out how you are going to differentiate between tender responses. A
set of evaluation criteria is therefore required. This often set up as a checklist of all the
requirements from the RFT. This can be set up in a spreadsheet with formulas inserted
to provide useful statistics. You can give each tender response a score in each
category, and produce a graph to indicate performance. Different items can be weighted
to reflect their importance.
Your evaluation criteria and methodology must be cleared with your supervisor before
the tender process is complete. Basic information about Evaluation is found in
References. Details about this methodology are included in the tender document.
Task 4
Completing
Individual
Components
Many of the headings within the RFT can be completed by individuals. At a team
meeting, decide who is doing what and ensure that workloads are equitable. There are
however three items that will require a team approach: security and privacy systems;
disaster recovery planning; and creating variation forms.
Remember that your document management system will be assessed for ease of
locating documents. All documents should be saved as HTML documents so that they
can be viewed on the web.
Task 5
Specifying
Disaster
Recovery
Issues
As a team look up information in References and on the Internet about Disaster
Recovery Planning (or Business Continuity Planning) and Security for the proposed
system. A disaster recovery plan is required to ensure that within the limits of
reasonableness, the new product is operational 24 hours a day. Security is required to
ensure that only those with the correct authority have access to individual parts of the
system.
You will need to specify what The Marketplace needs to be addressed by tenderers
regarding these items.
Task 6
Creating
Forms for
Change
Control
Your team needs to design some forms that are filled in when a variation is
required for either the contract or the product that has been specified. These forms
should be operational online. Examples of these forms are on The Marketplace's
Intranet site under Info Tech and Change Request.
Task 7
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Certificate IV in Information Technology (Systems Analysis and Design)
Appendix D
Make sure that most of the headings have details explaining what is required. The
completed Request for Tender document and all the processes that accompany it
should be submitted to your supervisor as a series of HTML documents.
You should highlight any additional material you have included to your supervisor. This
is your contribution to the quality process of continual improvement of processes.
Task 8
Validating Your Complete you logsheet. The sum of your individual log sheet entries should
Time and Tasks almost match the actual time and the tasks that you entered into your team's
Gantt chart. After you have made the adjustments to your Gantt chart, you should
produce another copy for your supervisor and mail it.
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Appendix D
Appendix D: Holistic Assessment 1
Support materials created for the non-endorsed component of the Information
Technology Training Package ICA 99
A Case Study
ABC Pty Ltd
Background
ABC Pty Ltd supplies vitamin pills and other natural remedies - all non-prescription products. Founded in 1981
by William Hogan, it has grown considerably. Today there are branches in Sydney, Melbourne, Brisbane and
Perth.
The ABC Head Office is in Sydney. Head office is responsible for the purchasing of all products, accounting,
order processing and selling to large corporate accounts. There is no manufacturing at this stage. Wherever
possible, ABC tries to buy from an Australian supplier, and about half the products are obtained locally. The rest
of the products are obtained from China and the USA. Mr. Hogan carries out most of the buying activity himself,
and he is overseas for long periods.
Sales are made to large retail chains of pharmacists, supermarkets and smaller companies. ABC makes no
actual sales direct to the general public. The Sales force works out of the local branches visiting the offices of
customers to find out what they want and to obtain orders. They may then process those orders through Head
Office. Regular customers will order direct with Head Office.
The ABC staff
There is a Head Office staff of 28. The following organisational chart shows the senior managers:
ABC P/L Head Office
William Hogan
Managing Director
Sally Fields
Financial Controller
John Ng
IT Manager
Alan Smith
Sales & Marketing
Jane Brown
Human Resources
Excluding the managers shown, there are 6 people working in Finance, 5 full-time in IT, and Contractors are
used as required. There are 10 people working in Sales and Marketing, including 3 Sales Order Clerks, and 2 in
HR.
In each branch there are managers and staff as shown in the following table:
Branch
Manager’s Name
Staff
Sydney
Alison Green
7
Melbourne
David Hartimonito
10
Brisbane
Sue Clarke
5
Perth
Tony Davidson
3
Warehouse
Charlie Adams
5
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Appendix D
ABC’s Computer Systems
William Hogan has always appreciated the importance of good computer systems, especially in the Sales role.
Since ABC has thousands of product lines, 5,400 to be exact, he has always looked for good inventory control
information from the systems.
The bulk of the computer power is in Sydney, servicing both Head Office and the Sydney branch office. These
are in the same building, but operate more or less autonomously.
Every member of staff in Sydney HO has a PC on their desk, connected by an Ethernet 10Mbps network. There
are two servers, a Unix box that runs the accounting system and an NT server that provides support for the
office administration products. As the Unix system is now several years old, the PCs access it by acting as dumb
terminals. The LAN makes use of the TCP/IP protocol for communication between the server and the PCs.
The Sydney warehouse has two dumb terminals to handle stock in and out and has a communications line back
to the Unix system. These terminals only operate at 4800bps each, but this is ample for the character-based
system.
John Ng has been with the company for two years and during that period has embarked on a standardisation
project. Previously, all the PCs were different and this caused support problems. He has now aligned all users
on the same platform. Currently this is as follows:
Pentium 200Mhz processors
16MB of memory
1GB hard disks
Win 95 operating system
The Unix system has the accounting system and inventory control system, and users make use of their PCs to
run as terminals to access the system. This has been working well and provides all the information that the
Accounts Department requires. William Hogan has always taken a great interest in the system and he often sees
it as “his baby”.
At the moment, the branches have one or two PCs that the sales force use for their own systems. These are
based on the same standard used at Head Office, but they are not linked together or to Head Office.
Customers send all orders to Head Office, either by mail, fax or telephone using an 1800 number. No accounting
or any other corporate processing is currently carried out in the branches.
More facts and figures
The company has 100 corporate customers. These are large retail chains managed by the Sydney Head Office
Sales team. The Sales force has built up a relationship with these customers and tries to work with them to get
information about sales trends and order requirements. There are five Sales people working in this area and they
regularly visit the head offices of the customers and occasionally the stores that belong to the groups, to gauge
how sales are going.
The branches sell to smaller, localised organisations and the relevant customer numbers are as shown:
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Branch
Customers
Sydney
250
Melbourne
300
Brisbane
150
Perth
100
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Appendix D
ABC has noticed that demand tends to be seasonal. There are more end customer sales during the winter. This
results in greater sales activity at ABC about two months earlier. Mr Hogan is looking to see sales next year
increase by at least 10%, if not more.
Sales $000’s
Month
1,000
January
1,200
February
3,000
March
4,000
April
5,000
May
4,000
June
4,000
July
2,000
August
1,500
September
1,500
October
1,500
November
1,200
December
29,900
Total
With the large organisations it is possible to get the customer to place a large order for multiple stores and then
follow with top up orders throughout the year. At the branches the orders are smaller. Details are as follows:
Number of orders per annum
150,000
Average size of order for large customers
$5,000
Average lines per order for large customers
25
Average size of order for other customers
$1,000
Average lines per order for small customers
5
20% of products are valued at
$25 or more
30% of products are valued at
$10 to $25
25% of products are valued at
$5 to $10
25% of products are valued at
Less than $5
Purchasing
William Hogan believes that he has a flair for finding good suppliers of products that the public wants. He uses
no scientific method, preferring to rely on his “gut feel”. So far he has been successful, and the company has
grown about 10 % per annum for the last few years. Mr Hogan hopes to break the $35M turnover mark soon.
Mr Hogan has also developed the contacts with suppliers in Asia and the United States, and he spends about
four months of the year overseas. Since the product is shipped to Australia by sea, he has to estimate demand
and place orders for product about two months before ABC expects to sell it. This means that the warehouse,
which is on the outskirts of Sydney, holds 2 to 3 months worth of stock with a build up around March/April. With
locally supplied products, he normally buys one month ahead.
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Appendix D
To get the best deal Mr Hogan has restricted his buying to only a few suppliers, twelve in total. There are six in
Australia, 4 in the USA and 2 in China. He believes this is the best way to guarantee delivery, good prices and
the occasional favour. These twelve suppliers can supply all the products required and several of them can
supply the same product, so he does not feel trapped to any one supplier.
He also has sole distributor rights in Australia for these products. The manufacturers are prepared to make the
product under the ABC brand name. This means that no one else can offer the same brand name but, of course,
the same type of product may be manufactured and sold under a different name by other organisations.
Marketing
ABC has benefited from the general growth in the demand for health food and medicines. Many people are
turning to natural remedies for all sorts of illnesses. The Marketing Manager, Alan Smith, has been trying to build
brand name awareness. Advertising is placed in magazines and on television. The current slogan is “Vitamins A,
C or D – they’re better with ABC”.
The main contacts of the Sales force are pharmacists and they have to be convinced to hold the stock. To do
this there is also a need for public awareness so that members of the general public ask the pharmacist for an
ABC product. Public awareness is built by publishing leaflets explaining the products and presenting facts and
statistics to customers. The organisation spends over $1M on brochures and pamphlets extolling the virtues of
the various products. These are given to pharmacists, doctors and are sometimes door dropped.
The Sales force is well trained in terms of their product awareness, and also in general health matters. Some
were actually pharmacists before taking a position with ABC.
While the Sales force is often travelling, there are several clerks who stay in the office taking orders. They have
less training and find that sometimes the customer asks their advice as to which product to stock. At the moment
all the clerk can do is refer the query to the Salesperson.
One of the projects that Bill Hogan and Alan Smith are keen to make a start on is a database that will provide
detailed information about ABC's products. At the moment they only have a vague idea of what they want, but
they can visualise a system that will:
 provide all staff, especially non-pharmaceutical staff, with detailed information about products so they
can advise customers;
 show products with similar effects so, if they’re out of stock of some particular product line, an
alternative item may be substituted;
 describe the way the vitamin can be processed and taken, such as in tablet form, as a cream or as a
liquid;
 highlight beneficial combinations of vitamins that will work well together, so that products can on-sell
other products;
 highlight dangerous combinations of vitamins;
 highlight vitamins that may be dangerous when taken with other prescribed medicines and those not
suitable for customers with certain conditions; and
 analyse trends and products that customers ask for that are not currently stocked.
They believe that they will need to develop such a system, as it is unlikely that a package will have all the
features that they require. They are keen to ensure that this information can be made available to all staff, and
that it is easy to maintain since information can go out of date very quickly.
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Sample Assessment Contract Form
This assessment contract has been negotiated between:
Candidate’s name:___________________________
Assessor’s name: ________________________________________
Assessment project outline
Assessment Evidence
Project Overview
For each stage of the project, list the evidence to
be provided for assessment purposes, either in a
portfolio or otherwise. The nature of this evidence
will vary from project to project and stage to stage,
but it might include such things as:
Provide a brief summary of the overall project,
listing its main goals, timelines and the
competencies covered.
Monitoring/Feedback Dates
a project action plan
Project Stage 1
Outline the objectives of the first stage of the
project, listing any important details about when
and where the work is to occur. Also list any
required resources and clarify responsibility for
their supply.
a project budget
Stage 1 Checkpoint
observation checklists
List the date of the meeting with your
assessor at the end of this stage. This is the
meeting at which your assessor will monitor
your progress to date and provide you with
feedback. Each stage should be signed-off.
correspondence
third-party reports
interview summaries or transcripts
oral presentations
Project Stage 2
As for Stage 1, state the objective of Stage 2,
together with any important details about the work
to be done and the resources required for it.
written reports
This column must clearly list all the requirements
to complete assessment.
Stage 2 Checkpoint
As for Stage 1.
Stage 3 Checkpoint
Project Stage 3
As for Stages 1 & 2. Note that this column
must include the date for final project
submission.
As for the earlier stages.
The signatures of both candidate and assessor indicate that the assessment project detailed above has been negotiated and agreed to by each.
Candidate’s signature: ______________________
Date:
_________
Assessor’s signature:
Date:
_________
______________________
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Appendix E: Holistic Assessment 2
Whole of Qualification Assessment
Group Analysis and Design Assignment Requirements
Introduction
This assignment forms the total assessment for this course.
You are required to work in a group to prepare and submit a large part of the assignment work. This
work is to be submitted at various stages of your course as specified below. You are also required to
submit some individual work for assessment. Your supervisor may ask you to submit further work or ask
you questions to be satisfied that you have met the requirements.
The assessment requirements are spelled out in detail in this document. It is your responsibility to read
these requirements carefully and be sure that you understand them and submit all work as due. You
may, of course, seek clarification from your supervisor. Failure to satisfy all these requirements will
result in your being denied the award.
Assessment
Each piece of work submitted (the individual work and the group work) must be satisfactory. In some
instances, you will be permitted to amend work submitted to bring it up to an acceptable standard. If that
happens, your supervisor will indicate (in general terms) what needs to be done to satisfy the
requirements.
Although much of the work required is to be done in a group, your award is given to you personally.
Therefore, you must ensure that you carry your share of the group’s workload and submit the individual
pieces of work as specified below. You also need to be sure that you understand and can discuss the
work the group is undertaking. This implies that your group will need to function efficiently and
effectively keeping its members informed of work and progress. Your supervisor has an obligation to
ensure that you (as an individual) have satisfied the requirements of the award. Your supervisor may
need to ask you about your work or the work of the group. You may be asked to explain and justify
broad aspects of the work or technical detail arising from the work to satisfy this requirement.
The work for assessment is required to be submitted in the order specified. Do not rush ahead with work
until you have reason to believe that you have (or will have) approval to continue. In particular,
timetables for work must be approved. If you build up a large body of work to be submitted at the same
time, you run the risk of having work rejected and wasting a lot of time and effort.
Supervision
An academic supervisor who will mark and comment upon your work, will supervise your work.
You should make regular arrangements to keep in touch by a suitable means (for example, it may be
convenient to meet with your supervisor regularly or to arrange for some sort of regular email contact). It
is suggested that this contact be at least every three weeks. If you are having difficulties that are
impeding your progress, you need to inform your supervisor. If you will be absent (say on holidays), or
unavailable for a period of time (say because of end of year pressure at work) you should say so. Don’t
leave your supervisor wondering or guessing.
These arrangements should be made as soon as you get started (see section below).
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Business Scenario
You are required to use the business scenario supplied (on separate pages) to develop the materials
needed for your group assignment work. You need to use this scenario to develop your group report,
make your presentation, provide your phase end report with context diagram, DFDs and other items.
If you wish to use a different business scenario, that may be possible. You will need to check with your
supervisor and have any such proposals accepted. Obviously, such a scenario must be sufficient in
scope and extent to support the work needed for the award.
Getting Started
To get started with this work it is necessary to get your group organised. This may involve liaison with
your supervisor. When your group is organised, the group details must be registered with your
supervisor who must approve the arrangements made. Groups should consist of three people. If that is
not possible, you will need to contact your supervisor who may approve a variation or be able to assist in
forming groups.
The first assessable task is to develop a timetable for the work to be done. This timetable must be
submitted as early as possible and must be approved before any further work is submitted. This
timetable will be used to monitor progress on the work and is assessable.
Assessment Summary
This section provides a summary of all the items required to be submitted to satisfy the total assessment
requirements. More specific information about the requirements of each item are provided in the
following section.
You are required to work in a group to produce and submit the following items:
 details of your group;
 a timetable for the project;
 a feasibility report including:
a problem definition, and
a cost benefit analysis (plus other sections as necessary);
 a presentation of your feasibility findings;
 a phase end report including:
DFDs,
screen designs, and
criteria for the acceptance of your system;
 a disaster recovery plan; and
 a record of your group meetings.
You are required to work on your own to produce and submit the following items:
 a report on the activity and how your group functioned including:
a diary of time spent.
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Detailed Assessment Requirements
This section addresses each of the requirements identified in the summary. You should check the whole
of the assessment requirements before embarking on any of the work. Remember that you (and your
group) are responsible for ensuring that you meet all the requirements of the course.
The assessment requirements are, broadly, those tasks required to:
 analyse a user request for a new system to produce a feasibility assessment of that requirement;
 analyse the system and its requirements and prepare preliminary design materials for the project; and
 manage the tasks and activities associated with that broad project.
You are not required to write any code or create a database or any of the system components. Your
assessment task stops at the completion of the design phases of the work. You will, however, need to
use a simple screen design tool (for example, Visual Basic, Access or a HTML generator) to design
screens and reports.
You must also submit a diary indicating what you contributed to your group’s work, plus a record of the
group’s meetings. A proforma is attached if you wish to use it.
Your training supervisor has the right to question you on your contribution to the overall work of your
group. If this is considered to be inadequate you may be failed.
The following items address the assessment requirement item in more detail.
Your Group
The first assessment task is to establish your group. You must form a group (possibly with some
assistance from your supervisor). This group should consist of exactly three people. You are expected
to work in this group for the whole of the job. Your work commences with the formation of this group.
Details of your group must be agreed with your supervisor (who will have supervisory responsibility for
the academic progress of the group as a whole and the individual members of that group).
If, during the course of the work, your group encounters difficulties (for example, if a member of the
group is unable to continue with the work), contact your supervisor immediately.
If you are proposing to use a business scenario other than that supplied, you must also obtain approval
for that before commencing work.
The group must keep a record of the group’s meetings. This record may be full minutes but may be
limited to a summary of tasks allocated and carried out with dates etc of meetings and discussions. The
record should be submitted with your personal report on the activity (see below).
The Project Timetable
Before other work gets underway you must submit a timetable (a Gantt chart would represent a suitable
format) that shows how you are going to tackle the various tasks. This timetable must be approved by
your supervisor before other work commences. Be careful to submit a realistic timetable as one that is
obviously not able to be met will be rejected.
At various stages of the work, you must submit a revision of this timetable, if necessary.
This timetable must be prepared and agreed to by your group.
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The Feasibility Report
You must submit a feasibility report prepared by your group to present to the clients. This report must be
complete and reasonably comprehensive. It must be of a good, professional standard (good enough to
send to the client without revision).
Your feasibility report may include the contents you think are appropriate but must include the following:
 A problem definition plus a statement of scope (if appropriate). This should be submitted to your
supervisor as soon as it is prepared (it is a crucial component of the report and of the whole activity) for
approval.
 A consideration of a number (say three) alternative solutions to the problem with a detailed comparative
analysis and an argued recommendation for one of those solutions.
 A cost/benefit analysis outlining the costs and benefits of the three solutions. This cost/benefit analysis
will form part of your justification for your recommendation.
A letter addressed to the users should accompany your report.
You may need to include a revised timetable with the letter or as part of the report.
This report must be prepared and agreed to by your group. Be careful to ensure that it is not a bumpy
collection of disparate items.
The Presentation
It is common to make some sort of presentation to accompany a report of this type and to present your
findings. You are required to prepare and make such a presentation to your supervisor. Your supervisor
may elect to have your presentation made before a number of people to make up an audience. If it is
impossible to attend to make the presentation in person, you will need to make a suitable arrangement
with your supervisor.
The Phase End Report
Having had your feasibility report accepted, you should proceed to a careful analysis of the requirements
and follow that with a design activity. The output of any such activity is a phase-end report. Prepare a
phase end report for the design phase of your activity. This report needs to be accompanied by a
number of detailed design documents. You may submit these as part of the report or as separate
documents as you see fit.
The requirements are:
 The report itself. This report should include:
o details of any modifications to your system proposals,
o a report on progress highlighting progress against your timetables, and
o a revised timetable (if necessary).
 A context diagram for your system.
 A data flow diagram at Level 0 for the complete system (as proposed by your group).
 Data flow diagrams for the complete system down to a suitable Level (at least Level 1 for all processes
shown on your Level 0 DFD);
 Screen designs for the screens required for one of the sets of processes identified in your Level 0 DFD.
These designs may be presented in any form acceptable to your supervisor. Some possibilities are to
create screens using a product such as Access or Visual Basic (this wouldn’t require you to create the
system product behind the screens, the screens would be dummies in that they wouldn’t do anything);
 Report layouts for any reports required by the selected process. These reports may be created in a
similar manner to that used to create your screen designs.
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 Criteria for the acceptance of your system. These criteria need to specify the general capabilities that
your users can expect the system to provide (including, if appropriate, some indication of time expected
to process a transaction).
These documents and designs must be created and agreed to by your group as a whole. Please ensure
that they are compatible and consistent, even if prepared by different members of your group. If you
don’t prepare some of these items yourself, remember that you have an obligation to understand why
and how they were created. Your supervisor may question you on any of these matters.
The Disaster Recovery Plan
You need to prepare a disaster recovery plan. This plan may require that you acquire specific
(additional) equipment. If that is so, the plan may involve additional cost. The plan must be agreed to
and submitted by your group as a whole.
You may include the disaster recovery plan in your feasibility report, in your phase-end report or you
may decide to submit it as a separate document. You should decide on the most appropriate
mechanism for your proposals.
The disaster recovery plan must be prepared and agreed to by your group.
The Report on the Activity
All of the above items are to be prepared and presented by your group. In addition to the group work,
you must submit a personal report on this set of activities. This report is your personal report and should
reflect your contribution to the total job as well as your analysis of how the activity worked, how the
group functioned, and the roles and input of its various members. Remember that it is always a possible
to improve something (no matter how successful), and you should identify such possibilities for your
group. Don’t just submit a blue-sky report
This personal report is your record and differentiates your work from that of your colleagues. You must
include a diary, indicating how you contributed to the total job and how you allocated your time, in the
report. A proforma for this diary is attached if you wish to use it. You should also include a copy of the
“minutes” of the group’s meetings.
Finally
The amount of work required to obtain the award is considerable and it will take careful coordination and
effort over a number of months to complete it. Remember that the award is equivalent to a full-time
study course for almost a year. You will have to be able to work independently as well as with a group
under your own motivation if you are to succeed. Do not underestimate the difficulties involved. But, a
successful outcome should bring more than just academic rewards.
We wish you success in the endeavour.
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Diary of my contribution to my group’s assignment work
My name:
My Group:
When
Where
© Australian National Training Authority
Time
Spent
What
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Assessment Case Study
Century Computer Training
This business scenario should be used for the assessment work in the Certificate IV in Information
Technology (Systems Analysis and Design). The scenario is presented in two parts. The first part is a
brief description. This description should be sufficient to allow you to prepare your feasibility report.
To prepare design documents, it is necessary to have more information available. The detailed
description is designed to assist in that regard. Of course, it is always possible to ask questions that
have not been anticipated, so you are not guaranteed that the detailed description will tell you everything
you may need to know. You may have to be a little inventive in some areas.
Brief Description
Century Computer Training is a new venture being underwritten by a consortium of various business
interests. It will be tapping into the lucrative (for some) computer training market. It is planned to offer a
variety of accredited and other courses and seminars to businesses and students who will pay for
training and qualifications.
Century has rented suitable accommodation at a convenient location in the city and is looking for staff
and equipment for its new facility. Century will be having this accommodation upgraded and refitted to
make it suitable for their purposes. The space, when fitted out will provide a shop front with a lobby and
three training rooms, all to be equipped with computers. There will also be several offices, a small
lounge with tea facilities plus toilet facilities. No work has yet commenced and it would be possible to
include any wiring or other details or special partitioning in the refit.
Century will employ a couple of general office staff, a Training Manager and an Assistant Training
Manager (who will be primarily responsible for selling training on the business and student market). It is
expected that the market can easily absorb this business and that the facility should be well used. In
addition, of course, Century would be happy to provide business-oriented training at the user’s site.
Casual trainers who will work on short and long term contracts as appropriate will mainly provide the
training.
Because Century is planning to offer accredited certificated courses it will be necessary to keep student
details (including results) on the system (but not accessible to students). It will also be necessary for the
office and managerial staff to use the system for general business purposes such as writing letters,
keeping track of customers and accounts (there will be corporate and private accounts to manage) plus
the usual needs. Of course, Internet access will be important as Century is expecting to use the rapidly
expanding Internet as a means of advertising as well as to provide additional study and related options
for its student population.
Century plans to equip the classrooms with modern equipment and appropriate peripherals (printers,
scanners) and so forth with some form of restricted Internet access (that is outward search and related
facilities) from their premises. Trainers and students will need to be able to access the materials through
the Internet if they desire. Century suspects that it will be wise to provide on-line access to students
studying remotely to allow them to enrol and carry out other basic activities.
The work on the office fitout will commence in three months and will take approximately eight weeks.
Computers and other equipment will need to be installed and available in time to offer courses to the first
students in six months.
Century has hired your company to perform a user needs analysis and propose a system to meet their
requirements. Each of three training rooms will require 10 computers (30 in total) plus a printer in each
room and a scanner in one room.
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The offices and the reception area will also require a computer with secure access.
A budget of $210,000 has been made to cover the cost of the necessary hardware, software (including
any customisation needed) and your fees for installation and related activities (including the feasibility
study and design work). The costs of staff and the building work for the fitout are not part of this cost. If
your proposals were accepted, you would expect to be asked to oversee the implementation of the
system. There will probably also be a maintenance contract following the implementation of a system.
Century will concentrate on basic computer training such as wordprocessing and other office skills.
They will not be providing training on network and hardware management and will not require special
facilities for that purpose.
Century also hopes to offer a series of seminars on technical and semi-technical topics (perhaps using
well known experts paid for the occasion). Depending on the subject matter and the level at which the
seminar is pitched, these seminars will take enrolments and be held at the training rooms or, in some
instances, in hired conference facilities.
Detailed Description
There are obviously a number of functions that the new system you are designing will be required to
carry out. In this section you are provided with some detail on how it is expected that the system will
operate. You may need to make proposals to vary these expected arrangements or to supplement them
with additional procedures.
Students (and potential students) will want to visit an Internet site to see what facilities and courses
Century has to offer. Students may make a decision and wish to enrol on-line. It will be necessary to
handle basic enrolment procedures via the Internet. Students will need to be able to obtain information
from the network, provide their personal details and select subjects and courses from those offered.
Century will need to accept on line payment of fees by credit card, BPAY or some other suitable
mechanism.
In both these cases Century management wants to send out automatic invoices, enrolment
confirmations and receipts as appropriate.
People wishing to enrol to attend seminars will need the same facility. The system will be required to
send out, automatically, reminders of seminars four days before the seminar takes place.
It will also be necessary for staff to be able to access the student records and to register new students,
continuing students and seminar attendees. Some of these people will wish to transact this business by
telephone or personally by coming into the “shop.”
Century does not, at this stage, envisage, automating (or using the Internet for) the clerical work
associated with the provision of training to business groups. That will be handled by personal contact
between the assistant manager and the manager of the organisation seeking this sort of training. The
assistant manager will need a facility to keep track of business contacts and to keep a record of such
contacts and activities.
It is not necessary for you to worry about how training/seminar presentation is done. The system must
record the relevant details as specified but the conducting of training and seminars should be identified
as out of the scope of your project.
However, it must be possible for training material to be provided to students via the Internet so that
students can access and, if necessary, download the relevant material. They should only be able to
access material, which is required for courses in which they have enrolled and for which they have paid
fees.
Century expects that some students will use the training facilities for study and some will attend to seek
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assistance from the trainer or to undertake assessment tasks. It will be necessary that these students
have access to the relevant software on the premises. It is not intended that Century provide access to
this software remotely. Students who wish to do some (or most) of their work at other locations (such as
from home), will be responsible for providing their own software.
On the completion of study (of a course or part of a course) the trainer will need to be able to access the
student records to enter results. Students should be able to check their results and seek their awards
(either on-line) or through the office (by phone or in person). If a student is seeking an award, the
system must be able to check that the student is entitled to the award.
Of course, the system needs suitable security to ensure that only authorised people carry out these
functions.
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Appendix F: Holistic Assessment 3
The Marketplace Warehouse
The Warehouse Manager, Barry Mihalic, sees a need for a computer system to help with managing
deliveries. In particular he needs a system that can assist with customers coming to the main
warehouse (and as it turns out, branch stores) to pick up their purchases as well as with delivering to
customer’s homes.
For some customers, if an item they want is not in the store but it is in the warehouse, the system should
allow them to pay for their purchase at the most convenient store and then go to the warehouse to pick it
up. If the item is in the store, they just get it from that store’s loading bay.
Barry also would like to have the system print delivery dockets for customers when the delivery will come
from the warehouse, and to print out a schedule that optimises the delivery schedule when the delivery
driver has several deliveries to make in a day.
The system should allow for multiple deliveries to a customer but not more than one delivery per
customer per day.
A customer should be able to purchase an item from any store and be able to either pick the item up at a
store they choose, or have a delivery made to a location of their choice from the nearest store to that
location, even if this is not the store they made the purchase from.
The system should be able to, at the point of purchase, supply the customer with a Pick-Up docket to
ensure that the correct customer is supplied with the correct purchase at the correct location (for either
pick-ups or deliveries).
For each purchase that has several items, individual items could be picked-up at different branches or
the main warehouse, or indeed, delivered to different locations. Of course each of these could have
different delivery days.
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Some Suggested Questions
Question 1:
Picking-up and delivering goods seems simple enough, what is the need for this system?
Answers:
a.
Director
To overcome two problems. The first is the regrettable infighting that occurred
when, through a lack of proper procedures and a miscommunication, an unidentified person was able to
present a receipt (genuine) at the warehouse and obtain a fridge when the original customer had already
collected the fridge for that receipt. The blaming occurred on all sides, Sales, the Branch Store, and the
warehouse. The second problem was the obvious loss of the fridge. Apparently the genuine customer
lost their receipt somewhere between the loading dock of the Capital City store and their home.
b.
Sales Manager
So that the Warehouse can blame us or the store for their mistakes.
c.
Warehouse Manager
So that we can be assured that pickups and deliveries are done to the right person, for the right product,
to the right place.
Question 2:
I’ve read the Problem Statement, can you tell me what should be on the Customer
Delivery Docket?
Answer:
a.
Warehouse Manager
Customer Name, Originating Store, Staff who made the sale, Purchase Date and Time, and for each
Item (there may be several), the Item Number and Description, Delivery/Pickup Location,
Delivery/Pickup Date, Authorised Recipient.
b.
Purchasing Manager
Customer Name, Items, Pickup/Delivery Location, and Originating Store.
c.
Sales Manager
I don’t know about the Delivery Docket but we would like to know when the goods have been picked-up
or delivered.
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Question 3:
Certificate IV in Information Technology (Systems Analysis and Design)
What should the Delivery Schedule contain?
Answer:
a.
Warehouse Manager
A map with the street address for each delivery, the items to be delivered to that location, a phone
contact, and contact name of the Authorised recipient. The schedule should also have a list of the
deliveries in alphabetical street name and street number order. This should be done for each store and
for the warehouse.
b.
Branch Manager
Enough information to know what should be delivered and where.
Question 4:
up?
Does anything need to be done to “check-off” the purchases as they are delivered or picked-
Answer:
a.
Warehouse Manager
For the warehouse, the customer will need to sign for all items picked-up and this noted in the system
with the Date/Time. For deliveries the driver will need to get the authorised recipient to sign the delivery
schedule. This is then entered into the system as soon as practical.
Question 5:
Who can accept deliveries or make a pickup?
Answer:
a.
Sales Manager
It must be an adult with some sort of identification unless the purchaser advises us that the person
accepting delivery (authorised recipient) won’t have any. In this case the customer must give the Sales
staff a password which the recipient must know before they can get the goods from either the driver or
the warehouse/store staff.
Question 6:
How will the warehouse/store know when someone is coming to pickup an item?
Answer:
a.
Warehouse Manager
As soon as the staff in the store where the item is purchased arrange the pickup. The warehouse/store
staff should be notified by getting a copy of the Customer Delivery Docket.
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b.
Certificate IV in Information Technology (Systems Analysis and Design)
Branch Store Manager
When an item is to be picked up at the loading dock. The docking foreman should be notified.
Question 7:
How does the warehouse know to send an item to a Branch to be picked-up or delivered?
Answer:
a.
Warehouse Manager
We expect that at the end of the day the warehouse will get a report detailing a list of all the items to be
sent to a particular branch store. There should be a separate report for the items to be delivered to each
store. As the deliveries are made to the branches on a regularly scheduled basis, the report will show
the next scheduled delivery day for that store.
b.
Sales Manager
Because deliveries are made on a regular basis the Sales staff will be able to advise the customer when
the delivery will be made and hence the day it will be delivered for them. The procedure is essentially
the same for pickups. Of course this is normally the earliest possible delivery time but the customer can
request a later delivery/pickup date. If they do so, they will be told, at the time of sale, what that next
delivery day is.
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Appendix G:
Assessment
Certificate IV in Information Technology (Systems Analysis and Design)
Support
Materials
for
Individual
Competency
Samples of support materials created for the non-endorsed component of the
Information Technology Training Package ICA 99
ICAITAD041B:
Determine clients business expectations and needs
Competency Unit Assessment Guide
Learner Guide
This Competency Unit Assessment Guide is designed to provide you, the learner or candidate for
assessment, with assessment information for this unit of competency. It outlines possible assessment
activities that may be used. Your assessor will determine the actual assessment. An assessment contract
form is provided at the end of this guide to record these details.
Assessment against Competency
You will be required to demonstrate your ability to:
1. Understand the client’s business.
2. Select a methodology to use to determine the client’s business requirements.
3. Select the most appropriate information gathering techniques.
4. Specifying the business area to be considered.
5. Identify the roles of the people involved in the project.
6. Identify any physical requirements of the new or modified system.
7. Decide on the best way to obtain the information requirements.
8. Prepare, develop and trial any questionnaires to be used.
9. Prepare and develop material for interviews.
10. Develop a system to manage the data that is gathered.
11. Develop a data dictionary to record descriptions of data collected.
12. Obtain a commitment from users and managers to the project.
13. Issue and receive questionnaires.
14. Conduct workshops.
15. Interview people to obtain information about the business requirements.
16. Collect, evaluate and collate the information about the business requirements.
17. Identify and obtain any information not acquired.
18. Identify and document the views and requirements of key users.
19. Analyse and develop the functional requirements of the clients.
20. Investigate and resolve any conflicting information that has been obtained.
21. Discuss and obtain agreement with the client users on the business requirements.
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To satisfy critical requirements for assessment against this unit of competency, you need to demonstrate
sufficient knowledge of investigation, interview and documentation techniques to obtain the business
requirements. Assessment must also confirm the ability to relate lower level detail to the larger business
direction of the organisation, that is, the ‘big picture’. Assessment must also confirm the ability to use
different techniques in a coherent manner in the data gathering, modelling, analysis and validation stages of
determining the business requirements.
Note: Assessment of this unit of competence will usually include observation of real or simulated work
processes and procedures, quality projects, questioning on underpinning knowledge and skills. If this
competency is assessed as part of a training course and you are not employed in the industry, you will need
to demonstrate familiarity with 3 or more systems development methodologies, and 3 or more information
gathering techniques by specifying the general features, strengths and the weaknesses of each in relation to
the client’s business requirements. This is in addition to the above critical aspects of evidence.
If you are being assessed as part of a training course and you are not employed in the industry, you will be
required to demonstrate familiarity with determining the business requirements by gathering and
investigating business information for a case study.
To meet the requirements of this competency, you will be required to must work with minimal supervision.
You must be able to:
 Demonstrate understanding of a broad knowledge base incorporating some theoretical concepts.
 Apply solutions to a defined range of unpredictable problems.
 Identify and apply skill and knowledge areas to a wide variety of contexts with depth in some areas.
 Identify, analyse and evaluate information from a variety of sources.
 Take responsibility for ones own outputs in relation to specified quality standards.
 Take limited responsibility for the quantity and quality of the output of others.
Work may involve some responsibility for others. Participation in teams including group or team co-ordination
may be involved.
Overview of Assessment Method
Wherever possible you will be given the opportunity to demonstrate your competency in this unit as part of a
work-based project. This means you will be required to participate in the planning, negotiation and
completion of a project that takes place in the workplace or simulated workplace environment. The project
will include a number of assessment tasks designed to allow you to demonstrate your competence against
this unit and other units of competency included in the qualification you are undertaking.
Assessment within the project may be supplemented with other activities that are more suited to assessing
your underpinning skills or theoretical knowledge. These may include written tests, research projects,
examination of portfolios of work, etc.
Section 4 provides information about suggested assessment activities for this competency.
To successfully complete assessment in practical activities you must not only meet the assessment evidence
but also your assessor will be observing that you follow appropriate OH & S standards and best practices.
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Assessment Activities
Note: These activities are suggestions only; your assessor will determine the actual activities that
you will undertake for assessment.
Project Based Activities
Activity
Assessment evidence
Specify the context of the business need or
problem, the people involved and any
physical requirements.
A document that:
Provides an overview of the business and the
needs of the client.
Describes the key people and their roles in
the project.
Defines the scope of the project.
Describes the way in which the business
expectations and needs will be determined.
Describes any physical requirements of the
system.
Plan the requirements phase.
A project plan that:
Indicates the activities to be undertaken to
obtain the information for the requirements.
Indicates agreement to the plan from users
and managers, for example a signed
statement to that effect.
Questionnaire.
Workshop material.
Interview plans.
Procedures (or instructions) for administering
incoming data.
Data Dictionary structure.
Gather the requirements
Completed questionnaires.
Observation of conduct of a workshop and an
interview.
Data Dictionary containing the data.
Written statement of the users’ views and
requirements.
Analyse the information
A written description of the functions (the
functional description) to be covered that will
cover the business needs.
Resolve conflicts and obtain consensus
The written functional description that has
been signed off by the client users.
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Other Assessment Activities
Activity
Research
available
methodologies
determine client business requirements.
Assessment Evidence
to
A report that provides an overview of each
methodology.
Integration with Other Units of Competency
Although this guide relates to one unit of competence, individual competencies are seldom demonstrated in
isolation in the workplace, so your assessment project may integrate appropriate units of competency for
assessment together. However, it is essential that each competency you achieve is identified and recorded
individually.
The following units of competency could be assessed in conjunction with this one:
Unit Code
Title
ICAITSP037B
Contribute to the development of a strategy plan
The project will also give you the opportunity to develop your project management skills.
ICAITAD041B:
Determine client business expectations and needs
Facilitator’s Guide
Introduction
This unit addresses the competency required to ensure the client business requirements are developed as a
pre-requisite to designing the new/additional system.
There are many different business situations that use information systems. The organisations that use these
systems can vary in size, from the very largest such as a multinational corporation, to the smallest such as a
sole trader. Individuals or shareholders, or public organisations such as government and councils, or social
organisations such as sporting clubs can privately own the organisations. This learning component is not
specific to any particular organisation or system, and the competency should be able to be assessed in
many different environments.
Learners will determine the business requirements that are necessary to design a new system or modify an
existing one for a client. The learner will need to fully understand the business and the part of the business
that is the focus of the new or modified system. Appropriate information gathering techniques will be used to
collect the data that needs to be analysed and documented. Agreement to the business requirements should
be gained from all parties.
In the Training Package learners must demonstrate sufficient knowledge of investigation, interview and
documentation techniques. Assessment must confirm the ability to maintain a currency between ‘big picture’
generalisations and micro level specifics. Learners must demonstrate the ability to produce a clear statement
of business expectations and need that includes all critical business requirements. Learners must be able to
demonstrate the ability to maintain coherence of all techniques across the elicitation, modelling, analysis and
validation stages.
Assessment of this unit of competence will usually include observation of real or simulated work processes
and procedures; and quality projects, questioning on underpinning knowledge and skills. If this competency
is assessed as part of a training course and the candidate is not employed in the industry, they will need to
demonstrate familiarity with 3 or more systems development methodologies and 3 or more information
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gathering techniques by specifying the general features, strengths and the weaknesses of each in relation to
the client’s business requirements.
Systems development methodologies examples include; JAD – Joint application development, information
engineering and soft systems, and different information gathering techniques examples include: interviews,
questionnaires, and observation. Analysis techniques may include gap analysis, urgency and impact,
statistical and a range of current methodologies. An administration system is to be developed, the complexity
of which will vary with the project chosen but will maintain order and manage the amount of information
being processed by the project member/s.
The competency unit requires that learners develop the business requirements in accordance with
organisational methodologies or standards. In some organisations these may be of low quality or even nonexistent. In such cases, and with off-the-job training, learners should be provided with standards reflecting
best practice.
Skills to be Developed
To demonstrate competency the learner will need to develop skills and knowledge in the following areas:
 Understanding the client’s business.
 Selecting the methodology (for example, Joint Application Development) to be used in determining
the client’s business requirements.
 Selecting the most appropriate information gathering techniques (for example interviewing).
 Specifying the business area to be considered, that is, the scope.
 Identifying the roles of people involved in the project such as the client, sponsor and other
stakeholders.
 Identifying any physical requirements of the new or modified system, such as location of users and
cost constraints.
 Deciding on the best way to obtain the information requirements (for example using focus groups).
 Preparing, developing and testing any questionnaires to be used.
 Preparing and developing material for interviews.
 Developing a system to manage the data that is gathered (for example the filing system).
 Developing a data dictionary to record descriptions of data collected.
 Obtaining commitment from users and managers to the project.
 Issuing and receiving questionnaires from people who will be providing information about the
business requirements.
 Conducting workshops with people to obtain information about the business requirements.
 Interviewing people to obtain information about the business requirements.
 Collecting, evaluating and collating the information about the business requirements.
 Identifying and obtaining any information not acquired.
 Identifying and documenting the views and requirements of key users.
 Analysing and developing the functional requirements of the clients.
 Investigating and resolving any conflicting information that has been obtained.
 Discussing and obtaining agreement with the client users on the business requirements.
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Assumed Competencies
Learners should have demonstrated competence in the following Units of Competency of the Information
Technology Training Package ICA99:
Unit Code
Title
ICAITTW001B
Work effectively in an Information Technology environment
ICAITTW002B
Communicate in the workplace
ICAITU004C
Apply Occupational Health and Safety procedures
ICAITU005C
Operate computer hardware
ICAITU006C
Operate computing packages
ICAITU007B
Maintain equipment & consumables
ICAITU012C
Design organisational documents using commercial computing packages
ICAITU013C
Integrate commercial computing packages
ICAITU018C
Develop macros & templates for clients using standard products
ICAITS014C
Connect hardware peripherals
ICAITS015C
Install software applications
ICAITS017C
Maintain system integrity
ICAITS025B
Run standard diagnostic tests
ICAITD128A
Create user & technical documentation
ICAITS031B
Provide advice to clients
Learning for this competency will build upon the knowledge and skills developed within these competencies.
Previous Experience or other Learning Requirements
The learner should:
 be able to relate to clients on a business level,
 understand basic project management, and
 be able to write business standard reports.
These may have been obtained by attendance at a programming, systems development or project
management course. Alternatively the learner may have practical experience in these areas.
Related Units of Competency
The skills and knowledge targeted by this component can be developed and assessed in conjunction with
the following core units of competency in this qualification. There may also be units listed in the evidence
guide that are electives in this qualification and which could also be suitable for integration.
Unit Code
Title
ICAITSP037B
Contribute to the development of a strategy plan
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Suggested Training Sequences
It is logical to teach/learn this competency in the order of the elements, that is:

Specify context of business need or problem.

Specify interested parties.

Plan the requirements phase.

Gather requirements.

Carry out preliminary analysis of information.

Resolve conflicts and develop consensus.
Training Activities
The following table summarises a suggested sequence for training, the topics that could be addressed and
the types of activities suitable for enabling the learner to develop the appropriate skills and knowledge.
Element
Topics to be covered
Activities
Specify context of
business need or
problem.
Information gathering
methods.
Activities to:
Systems development
methodologies.
 Describe system development
methodologies.
System scope and boundaries.
 Identify the system scope and boundary.
Personnel roles.
Activities to:
Current system functions.
 Identify people who have a project role .
Location issues.
 Define the roles of those people.
Environmental issues.
 Identify physical requirements of the
system.
Specify interested
parties.
 Describe information gathering methods.
Constraints.
Analysis skills.
Plan the requirements
phase.
Gather requirements.
Data gathering techniques.
Activities to:
Questionnaires.
 Describe the data gathering techniques.
Workshops.
 Develop questionnaires.
Interviews.
 Prepare for a workshop.
Data administration system.
 Prepare for an interview.
Data dictionary.
 Develop the data administration system.
Project planning.
 Construct the data dictionary.
Negotiation skills.
 Gain agreement to the plan.
Data analysis.
Activities to:
Questioning and active
listening skills.
 Distribute and collect questionnaire.
 Conduct a workshop.
 Conduct an interview.
 Obtain any missing information.
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Element
Certificate IV in Information Technology (Systems Analysis and Design)
Topics to be covered
Activities
 Document users requirements.
Carry out preliminary
analysis of
information.
Functional analysis of
requirements.
Activities to:
Resolve conflicts and
develop consensus.
Analytical skills.
Activities to:
Communication skills.
 Investigate and resolve conflicting
information.
 Analyse the information.
Analytical skills.
Gaining consensus.
 Document the functional requirements.
 Gain agreement.
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Linking of Activities to Case Study Scenario
A case study is provided to help the learner relate the skills and knowledge of the training to a workplace. Details of the case study including the scope, size
and computing needs of a company are in the qualification learners' guide. An individual case study scenario detailing tasks, activities and problems specific
to this competency is given in the learners' guide to help contextualise the competency within the broader case study.
The following table shows how a scenario relates to the elements in the competency. There are also comments on the preparation that might be required for
each activity.
Element
In the scenario -
Activity
Preparation required
1. Specify context
of business
needs or
problems.

The current project involves the design a new
information system for the Information Technology
Unit at the ABC Company. Your current task is to
determine the requirements from a business view
as a prerequisite to designing the new system.
Identify the business environment.
The learner should be provided with
information about the business
functions and activities of the IT Unit.

Your first task is to understand the nature of the
business of the IT unit, that is, what tasks (or
functions) does it do. How these functions relate to
the overall business environment of the business
should also be determined. The scope of the
project should be determined. It may be that not all
the business functions of the unit are to be part of
the new system.
Determine the scope of the
business to be analysed.

You should also plan the project rather than
jumping into it. Check what systems development
methodologies the business already uses.
Determine what information gathering techniques
are most appropriate. You may be able to use
existing methods.
2. Specify
interested
parties.

It is important to involve the correct people in the
project. You need to identify those people who
have an interest in, or a requirement from the
Information Technology unit, and the roles those
people have to play. For example, the Internal
Auditor has an interest in the business activities of
the unit.
Identify the roles of people to be
involved in the project.
3. Plan the

Before gathering the information, you need to plan
Develop and test questionnaires.
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Select the system methodology.
Select information gathering
methods.
Identify constraints that will
influence the manner in which the
business requirements will be
determined.
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Information about systems
development methodologies that are
used in the organisation should be
provided.
The learner should be provided with
information about people (both
internal and external) to the
organisation who have in interest in
the business functions of the units.
Information about constraints should
also be made available.
Examples of good quality
Teacher’s Guide
SAD Toolbox
Element
requirements
phase.
Certificate IV in Information Technology (Systems Analysis and Design)
In the scenario and test the data gathering instruments. You will
determine the most appropriate methods of
collecting the information, remembering that some
of the clients of the IT unit are located at different
offices, and in some cases, there are large
numbers of employees. You will also gather a
large amount of information. Therefore, you need
to have a system for administering all the data that
is collected.
Activity
Prepare workshop and interview
materials.
Develop a data administration
system.
Develop a data dictionary.
Develop a plan of data gathering
activities.
Obtain commitment from users and
managers affected by the plan.
5. Gather
requirements.

You need to collect and collate the information.
Interviews are used to gain information from
individuals (for example, the Finance Officer from
the Finance department), questionnaires to gain
information from large groups, and workshops from
smaller focus groups.
Preparation required
questionnaires, workshop agendas
and interview notes may be useful for
learners.
Learners should be provided with
existing data administration systems
and data dictionary that could be
used, or modified for use.
Users and managers need to be role
played to gain commitment to the
plan.
Distribute and collect
questionnaires.
Questionnaires need to be
completed.
Conduct interviews.
Participants in interviews and
workshops need to be role-played.
Conduct workshops.
Collect, collate and analyse data for
omissions.
Document views of client users.
5. Carry out
preliminary
analysis of
information.

All the information received should be analysed.
Ensure all functions have been covered as
identified in the scope.
Analyse the information gathered.
6. Resolve conflicts
and develop
consensus.

Any conflicting information and unresolved issues
should be rectified so that everyone agrees on the
business requirements.
Resolve some conflicting
information.
Ensure conflicting information has
been provided for learners to resolve.
Obtain agreement from users.
Role-play users so that agreement
can be reached.
© Australian National Training Authority
ICA40799
Page lxxxii
Teacher’s Guide
SAD Toolbox
Certificate IV in Information Technology (Systems Analysis and Design)
Equipment Required
This competency could be assessed with out any equipment provided full and comprehensive details of a
typical business scenario, existing systems and future requirements were provided. A word processor would
be useful for producing documentation and questionnaires.
Availability of Training Materials
Training organisations are unlikely to be presenting courses specifically on this topic. Determining client
business expectations and needs are often covered as part of the wider subject, Systems Analysis and
Design, or as part of training courses on specific methodologies. Therefore, it may be difficult to match topics
with the elements in this competency. The situation is much the same with textbooks. There are many
textbooks on systems and business analysis that cover determining client business expectations and needs,
but as part of the larger systems analysis subject.
Relevant training materials for this component can be sourced from the Information Technology Training
Package Resources Database. Vendor resources can be obtained at www.transcender.com. NSW TAFE
learning resources can be located at www.lg.tafensw.edu.au/learngateway under the relevant discipline or
course area.
Training Methods
While real world experiences are valuable, this competency could be adequately covered in a structured
training environment. There are only a limited number of performance criteria that require assessment on the
job with "real" clients. Since there is minimal client interaction this competency can be adequately covered in
a classroom using role-play.
© Australian National Training Authority
ICA40799
Page lxxxiii
Teacher’s Guide
SAD Toolbox
Certificate IV in Information Technology (Systems Analysis and Design)
Appendix H: Structure of the SAD Toolbox site
Physical Structure
© Australian National Training Authority
ICA40799
Page lxxxiv
Teacher’s Guide
SAD Toolbox
Certificate IV in Information Technology (Systems Analysis and Design)
Contents of the Toolbox
Key
bold
italic
folder
style sheet
Root folder
Contains all sub-folders, opening page, main frameset for learning component, site map, contacts page,
credits page and style sheet for learning component pages.
Folders
images
intranet
phase1
phase2
Html Files
body.htm
contact.htm
index.htm
intro.html
mainmenu.html
menubar.htm
sidebar.htm
sitemap.htm
Style sheet
Script files
styles.css
toolbox.js
phase3
phase4
phase5
phase6
phase7
referenc
scripts
templates
starting frame for learning component pages
introduction
main frameset
site map
style sheet for learning component
contains functions for image highlights and printing
\scripts
Scripts used in learning component pages.
Script files
CIframeset.js
CIgetframes.js
\templates
Templates used for learning component frameset pages.
Template files
body.dwt
menubar.dwt
sidebar.dwt
\images
Contains navigation icons, background images, decorative images, and other images used in all phases of
the learning component, the site map and the contact information.
© Australian National Training Authority
ICA40799
Page lxxxv
Teacher’s Guide
SAD Toolbox
Image files
Certificate IV in Information Technology (Systems Analysis and Design)
analyse_sys.jpg
anta_logo.gif
bulletin.jpg
catalyst_logo.gif
chatpic.jpg
credits.swf
credits1.gif
credits2.gif
emailpic.jpg
intro.swf
intro1.swf
lhs bar.gif
lhsbrfn2.gif
logsheet.gif
mainmenu.gif
menr1c1.gif
menr2c1.gif
menr2c2.gif
menr2c3.gif
menr2c4.gif
menr2c5.gif
menr2c6.gif
menu1.gif
menu2.gif
menubg.gif
mer2c2f2.gif
mer2c2f3.gif
mer2c3f2.gif
mer2c3f3.gif
mer2c4f2.gif
mer2c4f3.gif
mer2c5f2.gif
mer2c5f3.gif
nar1c1f2.gif
nar1c1f3.gif
nar1c3f2.gif
nar1c3f3.gif
navr1c1.gif
navr1c1d.gif
navr1c3.gif
nr1c1f2d.gif
papers.jpg
phase1.gif
phase2.gif
phase3.gif
phase4.gif
phase5.gif
phase6.gif
phase7.gif
phonepic.jpg
printer1.gif
printer2.gif
respcorn.gif
respsbg.gif
rework_credits.swf
rework_credits1.gif
rework_credits2.gif
sm_line.gif
smbktran.gif
smsideb.gif
smsidebl.gif
smtop_head.gif
smtop_b.gif
smtopnav.gif
splash_logo.gif
TAFENSWLogo.gif
team_meet.jpg
topic1.gif
topic2.gif
topic3.gif
topic4.gif
topic5.gif
\phase1
Folders and files used in phase 1 of the learning component.
Folders
images
Html files
page0.htm
page0b.htm
page0b1.htm
page0b2.htm
page0c.htm
page0d.htm
page0e.htm
Fireworks file
pen.png
page0f.htm
page0g.htm
page1.htm
page1a.htm
page1b.htm
page1c.htm
page1d.htm
page1e.htm
page1f.htm
page2.htm
page3.htm
page4.htm
page5.htm
\phase1\images
Images used in phase 1 of the learning component.
Folders
buttons
© Australian National Training Authority
ICA40799
Page lxxxvi
Teacher’s Guide
SAD Toolbox
Image files
Certificate IV in Information Technology (Systems Analysis and Design)
briefcse.jpg
briefing.jpg
communic.gif
communic.jpg
comphat.gif
comphat.jpg
deliver.jpg
designer.gif
dictgram.jpg
document.gif
dollarsi.gif
gatherer.gif
gatherer.jpg
handskey.gif
interv.gif
learner.gif
learner.jpg
logo.gif
logo.jpg
managing.jpg
manphone.jpg
menu1.gif
penmov.fla
penmov.html
penmov.swf
planning.jpg
probsolv.gif
roles.gif
roles.jpg
skills_1.gif
skills_2.gif
skills_3.gif
skills_4.gif
skills_5.gif
skills_6.gif
splashsq.gif
spreadpl.gif
spreadpl.jpg
spsq_thu.gif
spsq_thu.jpg
tasks.jpg
teamplay.gif
thinker.gif
tmeeting.jpg
womphone.jpg
\phase2
Folders and files used in phase 2 of the learning component.
Folders
images
Html files
page0.htm
page1.htm
page2.htm
page3.htm
page4.htm
page5.htm
\phase2\images
Images used in phase 2 of the learning component.
Image files
corpplan.jpg
menu2.gif
planning.jpg
\phase3
Folders and files used in phase 3 of the learning component.
Folders
images
Html files
page0.htm
page1.htm
page2.htm
page3.htm
page4.htm
page5.htm
\phase3\images
Images used in phase 3 of the learning component.
Image files
menu3.gif
\phase4
© Australian National Training Authority
ICA40799
Page lxxxvii
Teacher’s Guide
SAD Toolbox
Certificate IV in Information Technology (Systems Analysis and Design)
Folders and files used in phase 4 of the learning component.
Folders
images
Html files
page0.htm
page1.htm
page2.htm
page3.htm
page4.htm
page5.htm
\phase4\images
Images used in phase 4 of the learning component.
Image files
menu4.gif
\phase5
Folders and files used in phase 5 of the learning component.
Folders
images
Html files
page0.htm
page1.htm
page2.htm
page3.htm
page4.htm
page5.htm
\phase5\images
Images used in phase 5 of the learning component.
Image files
menu5.gif
\phase6
Folders and files used in phase 6 of the learning component.
Folders
images
Html files
page0.htm
page1.htm
page2.htm
page3.htm
page4.htm
page5.htm
\phase6\images
Images used in phase 6 of the learning component.
Image files
menu6.gif
© Australian National Training Authority
ICA40799
Page lxxxviii
Teacher’s Guide
SAD Toolbox
Certificate IV in Information Technology (Systems Analysis and Design)
\phase7
Folders and files used in phase 7 of the learning component.
Folders
images
Html files
page0.htm
page1.htm
page2.htm
page3.htm
page4.htm
page5.htm
\phase7\images
Images used in phase 7 of the learning component.
Image files
menu7.gif
\referenc
Starting folder for references section. Contains reference html files and style sheet.
Folders
flash
images
scripts
Html files
assert.htm
b_report.htm
bench.htm
benef.htm
business.htm
client.htm
confman.htm
context.htm
context1.htm
context2.htm
costba.htm
costmang.htm
ddict.htm
debono.htm
dfdans.htm
dfdintro.htm
dfdl0ans.htm
dfdl0ex.htm
dfdlev.htm
dfdmatch.htm
dfdrules.htm
dfdskil1.htm
dfdskil2.htm
dfdskill.htm
example.doc
referenc.css
dfdsymbs.htm
dialogue.htm
disaster.htm
doctmgt.htm
econfeas.htm
erd_ans.htm
erdiag.htm
eval.htm
feas.htm
formalpr.htm
gantt.htm
hard.htm
html.htm
infosys.htm
instruc.htm
instructans.htm
intangb.htm
internet.htm
interv.htm
invoice.htm
logsheet.htm
minispec.htm
minispec_ans.htm
negot.htm
template.doc
oo.htm
o_ref.htm
ooad.htm
pert.htm
present.htm
projectm.htm
prototyp.htm
quality.htm
recread.htm
referenc.htm
report.htm
riskmg.htm
security.htm
skillinv.htm
specs.htm
sysdev.htm
teams.htm
tender.htm
time.htm
using.htm
version.htm
warning.htm
Word files
Style sheet
© Australian National Training Authority
ICA40799
Page lxxxix
Teacher’s Guide
SAD Toolbox
Certificate IV in Information Technology (Systems Analysis and Design)
\referenc\images
Image files for the reference pages.
Folders
buttons
Image files
A.gif
abstract.gif
aggregation.gif
back1.gif
back2.gif
blank.gif
blkhat1.gif
bluhat1.gif
books.gif
boss_meet.jpg
class.gif
class_diag.gif
client_meet.jpg
client_meet2.jpg
compadv.jpg
conttab.gif
conttab2.gif
conttab3.gif
correct.gif
dfd2line.gif
dfdcirc.gif
dfdcon.gif
dfdext.gif
dfdflow.gif
dfdnobox.gif
dfdopbox.gif
dfdrsqre.gif
dialdi1.gif
dialdi2.gif
documents.jpg
editing.gif
encapsulation.gif
erd_ans.gif
erdiag.gif
erdiag1.gif
erdiag2.gif
erdiag3.gif
erdiag4.gif
femcomp.gif
ffoodl2.gif
food.gif
food_1.gif
food_2.gif
food_3.gif
food_4.gif
food_5.gif
food_6.gif
gen_spec.gif
grhat1.gif
hand_shake.jpg
incorrect.gif
inheritance.gif
instance.gif
interfin.gif
interflw.gif
interlis.gif
internot.gif
interpro.gif
interqtn.gif
interrel.gif
interthk.gif
intervws.gif
judge1.gif
ladder.gif
manage.jpg
manager.jpg
mancomp.gif
money.jpg
notebook.gif
obj_msg.gif
office.gif
office_1.gif
office_2.gif
office_3.gif
office_4.gif
office_5.gif
organis.gif
papers.jpg
phone_convo.jpg
planning.gif
polymorphism.gif
present2.gif
presenting.jpg
printer1.gif
printer2.gif
Q.gif
redhat1.gif
report1.gif
repwrit.gif
rightli.gif
rightli1.jpg
rlighcon.gif
rlightok.gif
security.jpg
stressed.gif
stressed.jpg
stressed_2.jpg
team_meet.jpg
teamadj.gif
teamform.gif
teamnorm.gif
teamperf.gif
teamrole.gif
teamstrm.gif
time.jpg
up1.gif
up2.gif
use_case.gif
visual.gif
whthat1.gif
word.gif
word1.gif
yellhat1.gif
\referenc\images\buttons
Button images used in quizzes on reference pages.
Image files
CIT.gif
CIT_dis.gif
CIT_hlt.gif
CIT_sel.gif
CIT_sel_dis.gif
CIT_sel_hlt.gif
resest.gif
reset_dis.gif
reset_hlt.gif
reset_sel.gif
reset_sel_dis.gif
reset_sel_hlt.gif
submit.gif
submit_dis.gif
submit_hlt.gif
submit_sel.gif
submit_sel_dis.gif
submit_sel_hlt.gif
\referenc\scripts
Scripts used in quizzes on reference pages.
© Australian National Training Authority
ICA40799
Page xc
Teacher’s Guide
SAD Toolbox
Certificate IV in Information Technology (Systems Analysis and Design)
Script files
interactionClass.js
behCourseBuilder.js
behDragLayer.js
elemDragClass.js
elemIbtnClass.js
behActions.js
behTimeline.js
cmi.js
elemHotaClass.js
elemInptClass.js
elemSldrClass.js
elemTextClass.js
elemTimrClass.js
ffoodcon.swf
ffoodl0.swf
ffoodl1.swf
gantt.swf
point1.swf
point2.swf
point3.swf
point4.swf
point4a.swf
point5.swf
point6.swf
rlghtcon.swf
rlight1.swf
rlightok.swf
wrongli.swf
\referenc\flash
Flash files used on reference pages.
Flash files
crowsft.swf
dentcon.swf
dentlog.swf
dentphys.swf
dfdlev0.swf
dfdlev1.swf
dfdlev2.swf
dfdrules.swf
\intranet
Top level of intranet site.
Folders
flash
html
images
Html files
announce_index.htm
branches_index.htm
corp_index.htm
finance_index.htm
index.htm
infotech_index.htm
mainstor_index.htm
market_index.htm
process_index.htm
products_index.htm
purch_index.htm
staff_index.htm
warehou_index.htm
\intranet\flash
Flash files (images and sound files) used on intranet pages.
Flash files
1975_79.swf
1980_85.swf
1986_90.swf
© Australian National Training Authority
1992_95.swf
1997_99.swf
careercx.swf
ICA40799
careerl0.swf
levelo.swf
network.swf
Page xci
Teacher’s Guide
SAD Toolbox
Certificate IV in Information Technology (Systems Analysis and Design)
\intranet\html
Html pages for the intranet site.
Folders
activity
Html files
1975_79.html
1980_85.html
1986_90.html
1992_95.html
1997_99.html
8690tran.htm
announc1.htm
announc2.htm
announc3.htm
announc4.htm
announce.htm
branch1.htm
branch2.htm
branch3.htm
branch4.htm
branch5.htm
branch6.htm
branches.htm
coltran.htm
corp.htm
corp1.htm
corp2.htm
Style sheet
intranet.css
Script files
intranet.js
© Australian National Training Authority
corp3.htm
finance.htm
finance1.htm
finance2.htm
framexpl.htm
home.htm
infotc6a.htm
infotch1.htm
infotch2.htm
infotch3.htm
infotch4.htm
infotch5.htm
infotch6.htm
infotech.htm
jeantran.htm
mainstor.htm
mainstr1.htm
mainstr2.htm
market.htm
market1.htm
market2.htm
market3.htm
ICA40799
proces1a.htm
process.htm
process1.htm
process3.htm
product1.htm
product2.htm
product3.htm
products.htm
purch.htm
purch1.htm
purch2.htm
purch3.htm
staff.htm
staff1.htm
staff2.htm
staff3.htm
staff3a.htm
staff3b.htm
war1tran.htm
war2tran.htm
warehou.htm
Page xcii
Teacher’s Guide
SAD Toolbox
Certificate IV in Information Technology (Systems Analysis and Design)
\intranet\images
Images used on intranet pages.
Image Files
alice01.gif
announ_h.gif
announ_n.gif
announ_r.gif
backn.gif
backr.gif
balloon.gif
barr01ns.jpg
barry01.jpg
bbqstock.jpg
bmger1.jpg
bmger2.jpg
bmger3.jpg
bmger4.jpg
bmger5.jpg
bmger6.jpg
bmsig.gif
bottle.gif
branch_h.gif
branch_n.gif
branch_r.gif
branman.jpg
casig.gif
cbdbuild.jpg
coastal.jpg
colin.jpg
colin02.gif
colin02.jpg
colsound.jpg
corpor_h.gif
corpor_n.gif
corpor_r.gif
corpplan.jpg
creditcd.gif
dryer.jpg
dwasher.jpg
financ_h.gif
financ_n.gif
financ_r.gif
forest.jpg
forn.gif
forr.gif
fred01.jpg
fridge.jpg
furstoc1.jpg
furstoc2.jpg
furstoc3.jpg
furstoc4.jpg
furstoc5.jpg
furstoc6.jpg
furstock.gif
gardshp1.jpg
garstock.gif
gdnfurn.jpg
gdpotmix.jpg
gdpotpl.jpg
gdpots.jpg
gdtools.jpg
george02.jpg
georgens.jpg
home.jpg
home___h.gif
home___n.gif
home___r.gif
infote_h.gif
infote_n.gif
infote_r.gif
inland.jpg
intman02.jpg
intranet.gif
intrhead.gif
intrhead_new.gif
invitbac.gif
jean02.jpg
jean02ns.jpg
kym01.jpg
lakes.jpg
letterhd.gif
logo.gif
mains_h.gif
mainst_n.gif
mainst_r.gif
market.gif
market_h.gif
market_n.gif
market_r.gif
markhome.jpg
motel.jpg
pamela01.jpg
pgsig.gif
place.gif
printer1.gif
printer2.gif
proces_h.gif
proces_n.gif
proces_r.gif
produc_h.gif
produc_n.gif
produc_r.gif
prof1.gif
prof2.gif
prof3.gif
purcha_h.gif
purcha_n.gif
purcha_r.gif
qualass.jpg
retirepa.gif
river.jpg
sailing.jpg
sausage.jpg
serving1.jpg
staff__h.gif
staff__n.gif
staff__r.gif
stereoam.jpg
stereocd.jpg
stereosp.jpg
stereotu.jpg
stove.jpg
structur.gif
tender1.jpg
the.gif
timeline.gif
Tscript.gif
Tscript_F2.gif
Tscript_F3.gif
tvlarge.jpg
tvsmall.jpg
valley.jpg
videorec.jpg
wareho_h.gif
wareho_n.gif
wareho_r.gif
warehous.jpg
warr02ns.jpg
warren02.jpg
wgstock.gif
wmachine.jpg
woman01.jpg
images
intervw
\intranet\html\activity
Html files for the activity pages in the intranet.
Folders
flash
© Australian National Training Authority
ICA40799
Page xciii
Teacher’s Guide
SAD Toolbox
Certificate IV in Information Technology (Systems Analysis and Design)
Html files
design.swf
design.htm
fearecom.htm
feasact.htm
feasappa.htm
feasappb.htm
feasappc.htm
feascope.htm
feascso1.htm
feascso2.htm
feascso3.htm
feaselec.htm
Word
documents
fsmodel.doc
fsmodel.rtf
feasexec.htm
feasfwk.htm
feasintr.htm
feasopt1.htm
feasopt2.htm
feasopt3.htm
feasopti.htm
feasprob.htm
feasrept.htm
feastock.htm
feastto1.htm
feastto2.htm
feastto3.htm
feastudy.htm
interv.htm
present.htm
prototp.htm
quests.htm
quests1.htm
quiz.htm
feasibility report (word document and rtf)
\intranet\html\activity\images
Images used in the activity pages of the intranet site.
Image files
activity.gif
boardrm.jpg
ecom10.jpg
ecomchat.jpg
ecomcorr.jpg
ecomhome.jpg
ecomintr.jpg
ecomlogo.gif
ecomlogo1.gif
ecomm4.jpg
ecomm5.jpg
ecomm6.jpg
ecomm7.jpg
ecommail.jpg
ecomno.jpg
ecomphon.jpg
ecomquiz.jpg
protoscr.gif
woman01.jpg
\intranet\html\activity\flash
Flash files (images) used on activity pages of intranet site.
Flash files
context.swf
dfd.swf
nwork.swf
\intranet\html\activity\intervw
Folders, images, and opening pages for intranet interview activity.
Folders
bwm
ccd
ffm
kitm
psm
template
wpm
Html files
bwm.htm
ccd.htm
controls.htm
ffm.htm
kitm.htm
psm.htm
wpm.htm
© Australian National Training Authority
ICA40799
Page xciv
Teacher’s Guide
SAD Toolbox
Image files
Certificate IV in Information Technology (Systems Analysis and Design)
alice01.gif
barry1ns.jpg
bmger1.jpg
bmger2.jpg
bmger3.jpg
bmger4.jpg
bmger5.jpg
bmger6.jpg
bwmhead.gif
bwmheade.gif
cdheader.gif
colin02.jpg
con2c06.gif
conr1c01.gif
conr2c01.gif
conr2c02.gif
conr2c03.gif
conr2c04.gif
conr2c05.gif
conr2c07.gif
conr2c08.gif
conr2c09.gif
conr2c10.gif
conr2c11.gif
conr2c12.gif
conr2c12f2.gif
conr2c12f3.gif
conr2c13.gif
conr3c02.gif
conr3c04.gif
conr3c06.gif
conr3c08.gif
conr3c10.gif
conr3c12.gif
cr2c02f2.gif
cr2c02f3.gif
cr2c04f2.gif
cr2c04f3.gif
cr2c06f2.gif
cr2c06f3.gif
cr2c08f2.gif
cr2c08f3.gif
cr2c10f2.gif
cr2c10f3.gif
ffmhead.gif
fred01.jpg
george02.jpg
jean02.jpg
kitmhead.gif
kym01.jpg
micphone.gif
pamela01.jpg
photobg.gif
psmhead.gif
shim.gif
warren02.jpg
wpmhead.gif
\intranet\html\activity\intervw\bwm
Files for intranet activity interview with warehouse manager.
Html files
aucontro.htm
auflash.htm
auheader.htm
auphoto.htm
auquest.htm
bwm1.html
bwm10.html
bwm11.html
bwm12.html
bwm13.html
bwm14.html
bwm15.html
bwm16.html
bwm17.html
bwm18.html
bwm19.html
bwm2.html
bwm20.html
bwm21.html
© Australian National Training Authority
bwm22.html
bwm23.html
bwm24.html
bwm25.html
bwm26.html
bwm27.html
bwm28.html
bwm29.html
bwm3.html
bwm30.html
bwm31.html
bwm32.html
bwm33.html
bwm34.html
bwm35.html
bwm36.html
bwm37.html
bwm38.html
bwm39.html
ICA40799
bwm4.html
bwm40.html
bwm41.html
bwm42.html
bwm43.html
bwm44.html
bwm45.html
bwm46.html
bwm47.html
bwm48.html
bwm49.html
bwm5.html
bwm50.html
bwm51.html
bwm52.html
bwm6.html
bwm7.html
bwm8.html
bwm9.html
Page xcv
Teacher’s Guide
SAD Toolbox
Flash files
Certificate IV in Information Technology (Systems Analysis and Design)
bwm1.swf
bwm10.swf
bwm11.swf
bwm12.swf
bwm13.swf
bwm14.swf
bwm15.swf
bwm16.swf
bwm17.swf
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Files for intranet activity interview with company director.
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Page xcvii
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SAD Toolbox
Flash files
Certificate IV in Information Technology (Systems Analysis and Design)
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SAD Toolbox
Flash files
Certificate IV in Information Technology (Systems Analysis and Design)
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Flash files
Certificate IV in Information Technology (Systems Analysis and Design)
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Page ci
Teacher’s Guide
SAD Toolbox
Certificate IV in Information Technology (Systems Analysis and Design)
Appendix I: Text for Interviews for Hearing Impaired Students
Questions
Company
Director (Colin)
Sales Manager
(Pamela)
Purchasing
Manager
(Warren)
Warehousing
Manager (Barry)
Finance Manager
(Fred)
IT Manager
(Kym)
What
percentage of
your
customers buy
more than one
major item at
the same time.
For example a
fridge and a
lounge suite
purchased on
the one day?
I guess about
twenty percent
but you'd have
to talk to
Pamela about
that.
That depends
what type of
customer we're
talking about.
First home
buyers tend to
buy more than
one item; like a
bed and a fridge,
others just
replace or
upgrade single
items. Country
people also tend
to purchase more
than one item at
a time, when they
get their produce
cheques.
I don't know.
We don't do
our purchasing
based on
information
about product
purchases like
that. We tend
to go out and
get bids for a
product line,
like fridges,
and then
develop a
marketing plan
for that line of
items. We
don’t purchase
on house lots.
If you mean what
percentage of our
deliveries have
more than one
item going to the
same address,
then it's about
half; of course
this central
warehouse does
the deliveries to
the branches as
well, so you'd
have to talk to
the branch
delivery staff for
their local
arrangements.
When we find
ourselves
arranging the
finance for typical
couples just
starting out, they
tend to buy more
than one item
because they've
gone to the
trouble and
hassle of
arranging
finance. Those
who use their
existing credit
cards are more
likely to purchase
single items. Of
course if there is
a sale, multiple
purchases
increase!
A couple of
months back I did
an extract from
the customer
database to
count invoices
that had more
than one product
line listed on
them. In the last
twelve months
thirty two percent
of invoice sales
had more than
one product. Of
course I can't tell
whether those
were Major Items
or not.
© Australian National Training Authority
ICA40799
Page ciii
Teacher’s Guide
SAD Toolbox
Certificate IV in Information Technology (Systems Analysis and Design)
Questions
Company
Director (Colin)
Sales Manager
(Pamela)
Purchasing
Manager
(Warren)
Warehousing
Manager (Barry)
Finance Manager
(Fred)
IT Manager
(Kym)
What is the
average time
between an
order being
placed by a
customer and
the delivery of
the goods to
the customer?
We really do try
to keep the
time delay
between
ordering and
delivery as
short as
possible. If the
goods are in
stock, we want
to get the
deliveries on
the road as
soon as the
payment has
been cleared.
Except for a very
small percentage
of customers like
the ones who
have just had a
major appliance
break down the
actual delay
doesn't make a
great deal of
difference; what
is important is
that you deliver
when you say
you will.
Customers hate
being mucked
around.
My biggest
problem is
getting the
goods into the
warehouse.
Pamela can
never tell me
the rate of
uptake of an
item, and so
we are always
faced with
being
overstocked on
some items
and under
stocked on
others. Some
of our suppliers
even offer to
ship direct to
branches; but
we don't do
that.
Everything
comes to the
warehouse
first.
Sometimes we
only have part of
an order filled
and the
warehouse gets
cluttered with
groups of partorders. At
present we don't
ship part-orders,
but we do
assemble them
so as to ship as
soon as all items
are available.
Eighty percent of
orders are filled
within four
working days.
We start
assembling
orders from our
goods in stock as
soon as they are
placed, so that as
soon as the
payment is
confirmed we are
in a position to
deliver. Only
about five
percent of orders
are delayed
because of slow
finance
approvals. Very
occasionally we
have to refund
part of a charge
because an item
is badly delayed
and the customer
no longer wants
it.
The current order
processing
system is quite
primitive as it
only handles
complete orders,
not part-orders.
We would
probably upgrade
it if the new
system goes
ahead so as to
be able to track
delays. It hasn't
been a high
priority because
most orders are
delivered within a
week of ordering.
© Australian National Training Authority
ICA40799
Page civ
Teacher’s Guide
SAD Toolbox
Certificate IV in Information Technology (Systems Analysis and Design)
Questions
Company
Director (Colin)
Sales Manager
(Pamela)
Purchasing
Manager
(Warren)
Warehousing
Manager (Barry)
Finance Manager
(Fred)
IT Manager
(Kym)
What
percentage of
your current
sales are
carried out, as
opposed to
deliveries?
It really
depends on the
item. Big items
are almost
always
delivered like
fridges and
beds. But even
smaller items
like a TV could
be delivered for
an older
person.
Because our
delivery
charges are
quite small we
probably
deliver more
items than we
should but it
contributes to
our image of
looking after
our customers.
There's more
deliveries in the
city than the
country
branches.
Country people
often have trucks
or trailers of their
own and
organize lifting
and moving. City
people have
smaller cars and
even the
packaging on a
smaller TV
makes the box
quite large. I
guess that ninety
percent of the big
items get
delivered in the
city.
We're getting
more and more
carry-out sales
in the smaller
items like
sound systems.
This causes a
real headache
for purchasing
because the
Sales staff just
go out the back
and grab the
item to sell it.
Purchasing
doesn't know
there's been a
run on an item
till a week later
when the sales
analysis is run.
We always run
out of stock on
fast moving
lines.
In terms of the
number of goods
leaving the
warehouse about
ninety percent of
the large items
get delivered,
and about twenty
percent of the
smaller ones.
The smaller ones
are those that
can easily fit into
a utility.
Finance doesn't
have those
figures. I guess
that Pamela
would know the
breakdown.
I thought you'd
ask that, so I ran
an extract on the
order file to count
the number of
sales that had a
delivery charge,
and those that
didn't. For the
first six months of
the year the
Superstore did
ninety four
thousand three
hundred and
twenty two
transactions and
thirty two
thousand one
hundred and forty
seven had
delivery charges.
© Australian National Training Authority
ICA40799
Page cv
Teacher’s Guide
SAD Toolbox
Certificate IV in Information Technology (Systems Analysis and Design)
Questions
Company
Director (Colin)
Sales Manager
(Pamela)
Purchasing
Manager
(Warren)
Warehousing
Manager (Barry)
Finance Manager
(Fred)
IT Manager
(Kym)
What is the
average length
of time
between
purchases by
your regular
customers?
I'd like to think
that customers
would prefer to
deal with us
because they
were happy
with past
service, but I
know price is a
real motivator.
We price as
keenly as
possible, but I
know we do
lose sales
because of the
low prices that
larger chain
stores can
offer. Perhaps
Kym would be
able to find this
figure for you.
If we get a newhome owner
setting up house
they will typically
purchase
essential items
only at first but
some of these
are the large
ones – a fridge,
beds, a washing
machine, a dryer.
Within two years
they often move
to a larger place,
or start a family
and so need to
purchase more
items. Then it will
be about three to
five years before
they start
replacing items,
or expand
because of more
children or
because they
want better
quality
furnishings and
appliances. My
guess is that two
years would be
average.
I don't think we
keep track of
past purchases
by customers.
It could really
help us identify
when a run on
fridges or hi-fi's
has occurred in
the past. We
could then plan
when a group
of customers
was about to
replace items.
You don't often
see the same
customer twice
for the deliveries
in the city. You
get to know
people in the
country more and
they don't move
around as much.
The drivers don’t
store this
information.
I can tell you
about the ones
we organise
credit for more
than once. We
arrange about
twelve hundred
credit lines a year
across the whole
organisation and
about fifty of
those are for
customers with
existing records.
In the city we
wouldn't really
know because
the carry-out
customers aren't
identified in the
computer
system. The
country stores
know the
customers better,
and there is a bit
more store
loyalty. For the
first six months of
the Capital City
Superstore
operation I did a
match on
customer last
name and found
that six hundred
and eighteen had
more than one
transaction and
one hundred and
eight had more
than two
transactions.
© Australian National Training Authority
ICA40799
Page cvi
Teacher’s Guide
SAD Toolbox
Certificate IV in Information Technology (Systems Analysis and Design)
Questions
Company
Director (Colin)
Sales Manager
(Pamela)
Purchasing
Manager
(Warren)
Warehousing
Manager (Barry)
Finance Manager
(Fred)
IT Manager
(Kym)
What happens
when you run
out of stock for
a particular
item?
It's Warren's
job in
Purchasing to
keep the
supply up to
the sales.
Having spent the
money on
advertising,
creating a
demand, the last
thing we want to
do is to fail to be
able to deliver,
and so give sales
to our
competition.
We try to
estimate the
demand but
really it's better
to be slightly
under supplied
rather than
have stock that
you have to
discount
heavily to move
it when a new
model is
released. The
profit from a
sales
promotion is
based on
selling a certain
number of
units, and
when the units
are gone, the
profit has been
made. Our
suppliers will
sometimes
have a reserve
number of units
which we can
scoop up at
short notice,
but often the
suppliers have
already moved
production onto
their next line
and we may
experience
long delays in
getting specific
There is always a
bit of a scramble
in the warehouse
when there is a
run on a
particular line.
We might be set
up to accept so
many deliveries
each week, and
then find we have
to allocate extra
storage space
and accelerate
deliveries to meet
demand. This
puts pressure on
the suppliers,
and the
warehouse to
receive the
goods and then
make up the
orders for
delivery. Towards
the end of a
promotion things
quieten down a
lot.
Purchasing really
push for the best
prices and most
flexible delivery
rates, but these
two are
conflicting
objectives. In
order to get the
prices we want,
we usually have
to agree to a
fixed schedule of
deliveries from
the suppliers,
and it is up to
Sales to make
sure that the
demand is there
otherwise the
cost of the stock
just adds to the
margin they need
to put onto the
product to cover
costs.
The computer
system only sees
the completed
sales. If the
goods are not
there, then the
sale does not
come through
officially no stock
in the warehouse
for us, means no
sale.
© Australian National Training Authority
ICA40799
Page cvii
Teacher’s Guide
SAD Toolbox
Certificate IV in Information Technology (Systems Analysis and Design)
Questions
Company
Director (Colin)
Sales Manager
(Pamela)
Purchasing
Manager
(Warren)
Warehousing
Manager (Barry)
Finance Manager
(Fred)
IT Manager
(Kym)
How late
before a
delivery date
and time will
you accept
cancellations
from
customers?
It is good
customer
relations to
allow the
customer to
back out of a
transaction
right up to the
point of
delivery. This
does not
happen very
often, and
when it does it
is usually
because of
some terrible
domestic
situation, and
you do not
want your
company name
involved with it.
It is company
policy to allow a
twenty four hour
cooling-off
period, and
anyway by then
we are usually
just through the
credit clearances.
We certainly
would not push a
purchase onto a
customer, but we
would offer to
help with
alternate finance
if that was the
problem.
Purchasing
does not get
involved with
that. Talk to
Barry or Pam.
As far as I'm
concerned it
depends on how
deep in the load
the items are. No
problem if it is not
loaded on the
truck, but once it
is on the truck it
mucks us around
getting it off. We
would rather
deliver it to a
nearby branch as
floor stock than
pull it out.
A sale is only a
sale when the
customer signs
off on the
delivery, as far as
Finance is
concerned. I
know Pam thinks
it is as soon as
the docket is
written, but we do
not have a leg to
stand on until the
customer has
acknowledged
receipt of the
goods.
There is only two
or three orders a
month that get
reversed through
the computer
system: I guess
some get
cancelled before
the paperwork
actually gets to
us, but I would be
surprised if it is
very many.
© Australian National Training Authority
ICA40799
Page cviii
Teacher’s Guide
SAD Toolbox
Certificate IV in Information Technology (Systems Analysis and Design)
Questions
Company
Director (Colin)
Sales Manager
(Pamela)
Purchasing
Manager
(Warren)
Warehousing
Manager (Barry)
Finance Manager
(Fred)
IT Manager
(Kym)
Are credit
cards charged
before a
delivery is
made?
The card is not
charged, but
we get a
guarantee for
the amount, at
least I think
that is the way
it works. Fred
would know for
sure.
The customer
signs the slip, so
as far as they are
concerned it has
gone through and
the deal is done.
It actually
happens much
closer to delivery
time.
You would
have to talk to
Pam or Fred to
find out what
the latest policy
is.
Does not affect
us mate. We do
not get the
delivery
documentation
until all that has
been sorted.
We get an
approval for the
amount at the
time of purchase
and we write that
approval number
on the customer
charge slip that
the customer
signs. We then
charge the card
when the delivery
is scheduled.
It is a manual
system that does
the approval, and
then marks off
the credits on our
card statement. If
there is a
problem with
payment we do
not see it. Fred
would just put
through an
adjusting journal
entry to the
general ledger.
How quickly
will you want
to change the
items on the ecatalogue?
We cannot do
this on the
printed
catalogues, so
we are
probably not
going to want
to do it on the
e-catalogue.
Check with
Pam.
We will not be
having little
pricing wars
using the ecatalogue, but we
will want to
quickly pull items
off once stock
runs out. It would
be handy to be
able to add
comments like
"only six left"!
Sometimes a
supplier will
have a surplus
of some item
that we were
not going to
feature and is
prepared to
drop the price
to move it.
There would be
a small
advantage in
being able to
add and delete
items ourselves
to create
"specials" for
those items.
I reckon we want
to pull items off
sale as soon as
the computer
system says we
have got down to
the last half a
dozen, because
there is always
sales dockets in
limbo which
appear just after
the last item has
gone; and then
there is hell to
play.
It would be
advantageous to
be able to
change prices at
short notice. This
would allow us to
identify slow
moving items
against our
predictions, and
cut losses by
clearing them.
It would be nice
to have control
over the details
without having to
do all the layout
and catalogue
design. IT does
not have the
people or current
skills to take on
this task without
some help.
© Australian National Training Authority
ICA40799
Page cix
Teacher’s Guide
SAD Toolbox
Certificate IV in Information Technology (Systems Analysis and Design)
Questions
Company
Director (Colin)
Sales Manager
(Pamela)
Purchasing
Manager
(Warren)
Warehousing
Manager (Barry)
Finance Manager
(Fred)
IT Manager
(Kym)
Do you want
the new
system to
track stock
which has
been eordered?
We would like
to evolve this
system into a
total revamp of
our current
systems so as
to be able to
get access to
information
more quickly.
I would like
transfers of data
to our sales
system at least
twice daily so we
can see the takeup rates. I told
Warren that if we
could get sales
numbers even
daily, we could
stop the stock
shortages.
Pam and I
talked about
this. Only three
of our big
suppliers have
the
sophistication
to be able to
alter delivery
schedules once
production has
started. It
would help, but
we do not have
that much room
to move.
Pam and Warren
seem to think we
hide the goods
from them! Until
you get a direct
link from all sales
to stock you will
not know what
you have got left
to sell. It is that
simple!
The problems
account for less
than two percent
of our profits, so
it is not a huge
problem. If it
costs more than
two percent to fix
it, then the
money is wasted.
Integration of all
the accounting
systems is a
long-term plan.
We would like to
have on-line
updates of all
data collected by
stores, right
down to all the
branches. A
seamless system
from cash
register to
delivery and from
e-order to
delivery is our
vision.
© Australian National Training Authority
ICA40799
Page cx
Teacher’s Guide
SAD Toolbox
Certificate IV in Information Technology (Systems Analysis and Design)
Questions
Company
Director (Colin)
Sales Manager
(Pamela)
Purchasing
Manager
(Warren)
Warehousing
Manager (Barry)
Finance Manager
(Fred)
IT Manager
(Kym)
How will your
delivery
charges be
calculated for
ordering via
the web?
The actual fine
details of how
that works is
Pamela’s area
We will have to sort
this out with Barry.
At present there
are zones around
each store that
attract twenty
dollars, thirty
dollars, and fifty
dollars charge.
These charges are
linked to distance
from the
warehouse and the
local branch. It is
more difficult in the
country areas
where you do not
know how far a
customer lives from
the store.
I do not know.
You will have
to talk to Pam.
I do not think
Pam has figured
this out yet. One
approach would
be to have a
table of
postcodes and
delivery charges
from the nearest
store. Mind you,
some postcode
areas are quite
large, so you
might want to
quote separately
for delivery, to
the various areas
or not offer
delivery to
others.
The delivery
operation is
supposed to
cover all costs for
the service. The
guys who do the
deliveries are
also the ones
who move stuff
around in the
warehouse, and
assemble the
inter-branch
deliveries. At
present we set
delivery charges
by the suburb
from each store.
How that works
with e-sales I do
not know.
I assume that
variable charges
are fairly
standard to set
up. There must
be lots of sites
with variable
charges based
on distance. How
does
amazon.com
handle delivery
charges on
books from all
around the
world?
If we want the
customer to be
able to submit their
entire order
electronically and
pay by credit card,
you have know the
delivery charge
automatically.
What do other online stores do?
What can you
recommend?
© Australian National Training Authority
ICA40799
Page cxi
Teacher’s Guide
SAD Toolbox
Certificate IV in Information Technology (Systems Analysis and Design)
Questions
Company
Director (Colin)
Sales Manager
(Pamela)
Purchasing
Manager
(Warren)
Warehousing
Manager (Barry)
Finance Manager
(Fred)
IT Manager
(Kym)
How many
items do you
think there will
be in your
electroniccatalogue?
I guess that
there would be
about one
hundred and
twenty base
items, with
specials on top
of that.
We will probably
start with only a
restricted set of
items covering
the major areas,
and then open it
out later, once
we get
experience of the
channel. Say
sixty items in the
e-catalogue.
The current
printed
catalogues are
twelve pages
with about
twelve items
per page so
that is one
hundred and
forty four items.
It will be
difficult to set
up purchasing
agreements for
more items
than that in a
short period of
time.
In the current
catalogues there
is usually only
about thirty items
that really take
off sales wise. If
we have more
than thirty to start
with then we are
in deep trouble
keeping up the
supply because
even if the
suppliers get the
goods to us we
are not able to
get the deliveries
out to the stores
that quickly.
I would
personally like to
see the whole
store in the
catalogue, and
get away from
this batch
processing style
of purchase and
sale, we should
move to a
continuous
sourcing
arrangement with
suppliers. Be
more pro-active
in "partnering"
supplier's
production of our
volume items.
Does it matter? I
thought that once
the system was
in place it
virtually did all
the tedious work
and automatically
notified the
warehouse of
approved sales
to deliver. So
long as we can
add and change
items it should
not be a bother.
We will need to
organise them
into categories
like;
- washing
machines
dryers
- fridges
- beds
- dining
furniture.
.
© Australian National Training Authority
ICA40799
Page cxii
Teacher’s Guide
SAD Toolbox
Certificate IV in Information Technology (Systems Analysis and Design)
Questions
Company
Director (Colin)
Sales Manager
(Pamela)
Purchasing
Manager
(Warren)
Warehousing
Manager (Barry)
Finance Manager
(Fred)
IT Manager
(Kym)
How often,
and with what
speed will you
want to
change items
and costs in
your ecatalogue?
Currently our
catalogue
promotions last
six weeks. I
guess that Pam
wants to run
with a similar
timeframe
because
Warren is
comfortable
setting up that
arrangement
with our current
suppliers.
We certainly
want to be able
to change
descriptions on
items so as to
indicate back
order situations if
a product is not
in stock but on
order. If we run
out completely,
and can not get
new supplies
swiftly, then we
want to pull that
item from the ecatalogue
immediately.
The last thing we
want to do is
generate demand
for our
competitors!
I had hoped we
would not be
shifting things
around too
much and
changing
products. It
takes a few
weeks to get all
the
negotiations
done and to get
supplier
contracts and
prices tied up
in legal
documents.
Just so long as
you do not let
them keep taking
orders for items
that we have not
got in stock! That
really makes
customers angry!
Not my area.
Pam has a better
idea of how
customers
respond to
changes in
prices.
Won’t this be
automatic? Once
the master
catalogue is
changed then the
e-catalogue
would also
change?
© Australian National Training Authority
ICA40799
Page cxiii
Teacher’s Guide
SAD Toolbox
Certificate IV in Information Technology (Systems Analysis and Design)
Questions
Company
Director (Colin)
Sales Manager
(Pamela)
Purchasing
Manager
(Warren)
Warehousing
Manager (Barry)
Finance Manager
(Fred)
IT Manager
(Kym)
Will all items in
your ecatalogue
have a picture
as well as a
description
and a price?
They do in the
printed
catalogue.
Yes, customers
respond to the
pictures we use
best. Our
photographer is
very good at
showing the
items to their
best advantage.
We'd want to
retain his
services. I don't
know if he does
digital work, we
might have to
scan his
pictures?
That is one of
the hardest
things to
arrange. If you
want to get a
picture of a
particular bed,
you have got to
set one up in a
bedroom and
take your
shots. If they
do not come
out right, you
have got to do
it again. It
seems to take
forever.
Do not know.
Pam would be
the one to talk to.
When I look at a
catalogue I like to
see pictures. I
guess Pam will
want to continue
with pictures.
Sure thing.
Digital pictures
are so easy to
take and view
you can check if
you are happy,
with the photo
and if not, just
erase it and take
it again.
© Australian National Training Authority
ICA40799
Page cxiv
Teacher’s Guide
SAD Toolbox
Certificate IV in Information Technology (Systems Analysis and Design)
Questions
Company
Director (Colin)
Sales Manager
(Pamela)
Purchasing
Manager
(Warren)
Warehousing
Manager (Barry)
Finance Manager
(Fred)
IT Manager
(Kym)
Will you
require a
deposit for
items that
customers
purchase
against a
customer
order?
I am not sure
what Pam
intends to do
here. At
present we
take a deposit
for store sales,
and when the
goods come in,
we get a credit
clearance, or
full payment
before we
deliver.
If it is near the
end of the month
we take a deposit
and then process
the rest of the
payment closer
to delivery. If it's
the start of the
month we take a
credit approval
for the whole
amount as we
have till the end
of the month to
actually charge
the account. I do
not envisage that
we will take back
orders from the
e-sales.
Special
purchases are
always a
headache.
Purchasing
gets the best
deals when we
can offer the
suppliers
volume
purchasing,
over a period of
time, like 8 or
10 weeks. We
have little
actual leverage
on one-offs,
and the
suppliers only
do it to keep us
happy. For
these products
the sale winds
up almost
costing as
much as it
makes.
We don't see any
of that financial
stuff. We just
receive the oneoffs and then
chase up the
delivery
instructions from
Sales. They don't
give us the
delivery
instructions until
the money is
right.
The deposits are
always
refundable if
there is a
problem with
delivery.
Customers don't
mind placing a
holding deposit,
but if delivery is
going to take a
few weeks then
they baulk at
paying for the
whole thing up
front.
The prepurchase
arrangements
are currently
handled outside
the computer
system. We only
see the
completed
transactions. We
would like to see
the transactions
as they occur but
the current batch
system wouldn't
cope with that.
We are planning
to move to a
more interactive
system in the
future.
© Australian National Training Authority
ICA40799
Page cxv
Teacher’s Guide
SAD Toolbox
Certificate IV in Information Technology (Systems Analysis and Design)
Questions
Company
Director (Colin)
Sales Manager
(Pamela)
Purchasing
Manager
(Warren)
Warehousing
Manager (Barry)
Finance Manager
(Fred)
IT Manager
(Kym)
Will ecatalogue
items have
different lead
times for
delivery?
I think Pam will
agree that the
name of the
game is for the
advertising to
stimulate a
desire, and
then to satisfy
that desire in
the shortest
possible time.
So, items from
the e-catalogue
should be "ex
stock" or
immediate
delivery.
No. We will set
delivery within 5
working days for
items we accept
orders for. That
gives us time to
clear credit, and
to organise the
delivery to stores
and to the
customer.
That depends
upon whether
Pam wants to
have backorders
accepted by
the e-catalogue
system. It can
take two to four
weeks to
satisfy a backorder.
We can turn
around an order
from warehouse
stock in twenty
four hours. It
could take a day
to get to the
store, and
another day there
before getting
delivered. Four or
five days sees
ninety percent of
the orders
delivered.
If you have
different delivery
times then if a
customer orders,
say, three items,
you could
potentially have
to make three
deliveries, or you
delay the delivery
till the last items
is available. I
think with an ecatalogue
customers will
expect prompt
delivery of their
whole order at
once.
Currently we only
see the
completed sale in
the computer
system. We can't
see the time that
orders might
have been
placed.
© Australian National Training Authority
ICA40799
Page cxvi
Teacher’s Guide
SAD Toolbox
Certificate IV in Information Technology (Systems Analysis and Design)
Questions
Company
Director (Colin)
Sales Manager
(Pamela)
Purchasing
Manager
(Warren)
Warehousing
Manager (Barry)
Finance Manager
(Fred)
IT Manager
(Kym)
Do you
envisage
making
multiple
deliveries to
satisfy an
order if goods
have different
availability?
We would try
very hard to
make sure this
didn't happen.
It creates too
much double
handling.
This should not
happen because
we would want ecatalogue items
to either
disappear from
view once stock
levels were
depleted or the
catalogue
change to
indicate when
they would be
available again
(in the case of
continuous
supply).
When we buy
goods in, it
costs extra for
multiple
deliveries. I
don't know how
you could
charge for that,
and the
margins are not
all that well
padded!
Just so long as
the warehouse
doesn't have to
schedule the
deliveries. We
just want a list of
delivery dockets
to fill and deliver.
The costs of
multiple
deliveries are
always a
problem. But the
e-catalogue
items should
include a delivery
charge, so
perhaps the
software needs
to recognise
different delivery
schedules and
charge multiple
deliveries or hold
off till the latest
item is available?
The current
system does not
handle this, so
you'd need to talk
to Sales about
how they think
they will handle it
in the new
system.
Do you want
to collect any
other
customer
profile data at
the time of the
purchase?
An e-mail
address for
notification of
future
promotions
would be
useful.
It would be good
to find out their
age range, their
income level, the
size of their
family and
whether they
were a "first
home" buyer.
That would let us
target them with
appropriate
material.
If Sales can tell
more about the
people looking
at and buying
from the ecatalogue, then
we can tailor
more items to
suit that cohort
in future ecatalogues.
Does not matter
to us. The goods
come in, and the
deliveries get
made.
You would have
to make it very
optional as some
people feel very
threatened by
filling in personal
details over the
internet.
Is not there a
problem with
collecting
information
without saying
what it's being
collected for? It
would have to be
spelt out what we
were going to do
with it!
© Australian National Training Authority
ICA40799
Page cxvii
Teacher’s Guide
SAD Toolbox
Certificate IV in Information Technology (Systems Analysis and Design)
Questions
Company
Director (Colin)
Sales Manager
(Pamela)
Purchasing
Manager
(Warren)
Warehousing
Manager (Barry)
Finance Manager
(Fred)
IT Manager
(Kym)
Do you want
to e-mail
previous
customers
with details of
specials that
you are
offering?
Yes, that would
be good, but
we'd need to
have a record
of what they
just bought, so
as to not
double up.
We would like to
profile our
customers and
tailor the
business to
identified niches.
E-mail would
seem to offer that
opportunity.
Sales will be
interested in
this concept.
Does not affect
us… Ask Pamela
in Sales.
That sounds like
a nice direct
marketing
approach! And
our competitors
would not be so
aware of our sale
lines.
Of course we do
not do that now,
but it sounds a
good idea!
Do you want
sale specials
to be
individually
targeted for
customers
depending
upon their
previous
purchases.
For example
not sending
‘fridge’
specials if they
have just
purchased a
fridge at a
higher price?
That would be
a nice option,
but initially the
idea is just to
provide a
general ecatalogue. We
could look at
being more
target specific
later.
Not yet. I don’t
think that we can
start too many
things too
quickly. It will be
enough
innovation just
getting the ecatalogue and esales working
without anything
else.
It sounds nice,
but will the
volume of sales
be there to
justify the cost
of setting it up?
I doubt it.
This may lose
potential
customers. Most
people will want
to browse the ecatalogue. And
what if a young
couple had just
bought a fridge,
and then their
parent’s fridge
broke down, they
would be in the
market for
another fridge!
And the parents
might not be on
the net!
I’d have to be
convinced that
such targeting
was in fact
returning
benefits. I guess
we’ll collect more
statistics from our
customers and
so be in a better
position to tell
after a year of
running the
system.
Sounds too good
to be true. But I
wonder about the
benefits.
© Australian National Training Authority
ICA40799
Page cxviii
Teacher’s Guide
SAD Toolbox
Certificate IV in Information Technology (Systems Analysis and Design)
Questions
Company
Director (Colin)
Sales Manager
(Pamela)
Purchasing
Manager
(Warren)
Warehousing
Manager (Barry)
Finance Manager
(Fred)
IT Manager
(Kym)
Do you intend
to offer your
own ‘store
card’ credit
facilities for
purchases?
We’ve talked
about this in
the past, but
baulked at the
cost of setting it
up. We’re not a
“David Jones”
yet!
Colin seems to
think it’s a good
idea waiting for
its time to come. I
think most people
have credit cards
already and are
not interested.
Perhaps we
could have a
“club” which
offers benefits to
members.
Outside my
area, probably
Fred would be
the one to have
more of an
idea.
Not my area; talk
to Fred.
Colin and I have
talked in detail
about whether it’s
worth the bother
setting it up. I
don’t think so at
the moment,
certainly not as
part of this
project.
We’re going to
have to think
pretty hard about
the sort of
computing
infrastructure you
would need to do
all this. The
current setup is
saturated, and
old!
Do you want
to let
customers see
their account
balances
electronically?
Yes, once we
decide to do it.
I guess so.
Banks do it now.
See Fred about
this.
Not my area; talk
to Fred.
Yes, if we set it
up then we’d
want it to be as
good as the
banks’ systems.
I don’t know
whether Colin
and Fred have
thought this far
through their
ideas.
© Australian National Training Authority
ICA40799
Page cxix
Teacher’s Guide
SAD Toolbox
Certificate IV in Information Technology (Systems Analysis and Design)
Questions
Company
Director (Colin)
Sales Manager
(Pamela)
Purchasing
Manager
(Warren)
Warehousing
Manager (Barry)
Finance Manager
(Fred)
IT Manager
(Kym)
Will it be
possible to
‘lay-by’
purchases
electronically
through the
catalogue?
We only do this
in the stores at
the moment so
I don’t think we
would want to
do it from the
e-catalogue.
The management
of lay-bys is
difficult if the
customer is
remote. I think
we’ll just start
with sales.
See Fred about
this.
We need
something to
keep track of laybys because the
warehouse starts
to be backed up
with storing the
collections.
Perhaps we
could deliver to
the stores once
the remaining
lay-by balance
gets below
twenty percent.
No. Lay-bys will
continue to be a
store activity
managed by the
store. We will
need to sort out
something to
make the
warehouse able
to sideline the
items more
efficiently.
The current
computer system
doesn’t even see
the lay-by’s as
the stores only
forward the
completed
purchase details
once it had been
paid off.
What changes
could
electronic
ordering mean
for delivery
strategies?
Delivery has
been a bit
haphazard in
the past. If the
number of
deliveries goes
up, then we’ll
need to
streamline that
as well.
Yes. The areas
will need to be
allocated to the
different stores
and they take
responsibility for
the delivery.
It’s a bit radical,
but we could
get goods
delivered
directly to the
customers from
the
manufacturers.
We haven’t
explored the
possibilities of
working more
closely with our
suppliers.
Warren’s
probably
dreaming about
direct deliveries
again, but it won’t
work. We have to
inspect the goods
to check them for
damage before
sending them on.
We don’t want
our good name
for quality being
in the hands of
the suppliers.
We should start
to look at subletting some of
the delivery
areas. There’s no
reason for us to
do every delivery
ourselves.
It would add
some structure to
a loose situation.
But really, we
have very few
problems
meeting delivery
targets presently.
© Australian National Training Authority
ICA40799
Page cxx
Teacher’s Guide
SAD Toolbox
Certificate IV in Information Technology (Systems Analysis and Design)
Questions
Company
Director (Colin)
Sales Manager
(Pamela)
Purchasing
Manager
(Warren)
Warehousing
Manager (Barry)
Finance Manager
(Fred)
IT Manager
(Kym)
Will e-sales be
managed and
delivered by
the same
infrastructure
as store
sales?
There is a bit of
a debate as to
the best way to
go here. I'm not
sure whether
we should
outsource it to
a larger group,
or whether to
retain control
by doing it
ourselves.
Yes, that's the
initial idea.
Because we don't
have firm ideas
of the sales
volumes we may
create, we'll use
our own delivery
strategies lines
until the point
where we have
inadequate
resources, and
look at the
options then.
Suppliers have
talked before
about being
able to ship
direct to stores,
and who
knows, maybe
direct to
customers. I
guess we will
have to look at
that in the
future because
the warehouse
can be a bit of
a bottleneck.
That's the plan
that Pam and I
have been
working towards.
She says that as
the sales take off
we'll be able to
tune the
deliveries, maybe
even have a
larger number of
smaller trucks.
Quite frankly,
Sales are the
spearhead of the
organisation and
the warehouse is
a necessary evil.
As we evolve the
business it's quite
possible that the
warehouse
function will be
decentralised to
the stores.
They might as
well because we
have to have the
trucks and the
warehouse for
the current
operation, and
there should be a
fair amount of
surplus capacity
with the size of
the trucks they're
running just now.
Which staff do
you want to be
able to access
the e-sales
system from
the office
desktop
computers and
what sort of
information will
they need?
I guess that the
e-sales system
is the
forerunner of a
new business
model that
we're looking
at, where the
computer
system takes a
central
communication
s role.
Eventually all
staff will need
to have access
to the system.
Initially it will be
Sales and
Warehousing for
the coordination
of getting stock
out and
purchasing for
the supplier
delivery and
finance for the
credit checks and
purchase
approvals.
Purchasing will
need to be able
to check the
actual sales
figures against
the predicted
sales figures to
see if we need
to vary the
delivery rate
from the
supplier.
The Warehouse
needs to see the
rate of sales in
the stores,
assuming the
closest store is
going to supply
the e-sales to the
customer. That
way we can get
the deliveries to
them swiftly, as
e-customers will
expect fast
delivery.
Finance doesn't
need to see the
sales, just the
credit status of
the customers. If
we link up to a
major card, like
Visa, we can let
them do all the
credit checks.
We're more
interested in the
store credit card
account and layby accounts.
We don't have an
Information
Access Policy
because the old
batch system just
churns out
reports and we
restrict access to
the reports. Once
it's on line we'll
need to be able
to give people
access to just the
information they
need to do their
job.
© Australian National Training Authority
E-sales will
need to be
identified
separately in
the sales.
ICA40799
Page cxxi
Teacher’s Guide
SAD Toolbox
Certificate IV in Information Technology (Systems Analysis and Design)
Questions
Company
Director (Colin)
Sales Manager
(Pamela)
Purchasing
Manager
(Warren)
Warehousing
Manager (Barry)
Finance Manager
(Fred)
IT Manager
(Kym)
What increase
in sales could
your current
delivery
infrastructure
cope with
before
needing
expansion?
From all the
protests that
you hear from
them you'd
think they were
snowed under
all the time; but
often the trucks
are running
less than a
quarter full.
Heaps! Once we
get a system in
place that works,
where each sale
is tracked, then
we could really
improve the
efficiency of the
truck routing.
It's the little
stuff-ups that
cause the
inefficiencies. I
guess that
ninety percent
of the time
there is surplus
capacity but
when things
jam up we go
under quickly.
If Warren can get
the goods to
arrive at the
correct rate then
we can deliver
them. Things jam
up with partial
deliveries sitting
on the dock
waiting for the
complete order
from the
supplies.
I don't know
about that, you'd
have to talk to
Barry.
Barry would
know about that.
What increase
in sales could
your current
Warehousing
space cope
with?
Ideally goods
don't sit in the
warehouse for
any great
length of time.
Just long
enough to be
checked for
damage and
quality. So if
Purchasing and
Sales have
their acts
coordinated we
could double or
treble
throughput.
Once we get a
system in place
that works, where
the real stock
levels are known
and we're not
waiting two
weeks for the bimonthly report
we could order
more effectively
and keep and
smaller stock
level and still
meet customers
orders.
That depends
upon how well
Sales can
estimate the
rate of sales. If
they guess too
high then we
jam up with
stock arriving
too soon if they
guess too low
and we have
back orders
and partial
orders
everywhere. It's
not an exact
science you
know!
You could
probably
squeeze an extra
ten percent out of
the current
system, but if we
can get more
flexible delivery
schedules from
our suppliers,
and better sales
reporting, then
we could get an
extra thirty or
forty percent.
When things go
wrong, things jam
up!
I don't know
about that, you'd
have to talk to
Barry.
I guess that
everyone will
blame the
computer system
for producing outof-date sales
figures too late to
be useful. But it's
an old system
that has cost very
little over many
years, so you get
what you pay for.
We need new
systems to match
our new business
models.
© Australian National Training Authority
ICA40799
Page cxxii
Teacher’s Guide
SAD Toolbox
Certificate IV in Information Technology (Systems Analysis and Design)
Questions
Company
Director (Colin)
Sales Manager
(Pamela)
Purchasing
Manager
(Warren)
Warehousing
Manager (Barry)
Finance Manager
(Fred)
IT Manager
(Kym)
How do you
propose to
inform
potential
customers of
the existence
of your e-sales
facilities?
We would
advertise it in
computer and
business
papers and
also on the
radio.
The e-sales
catalogue would
be announced as
a way of
purchasing in a
regular sales
catalogue, as
well as in
magazines and
papers. It's
something we'll
build up over a
few years.
Sales will figure
that out along
with the
advertising
campaign.
I don't know
about that, you'd
have to talk to
Pam.
I don't know
about that, you'd
have to talk to
Pam.
I don't know
about that, you'd
have to talk to
Pam.
Do you have a
stated policy
on security
and privacy
that could be
included in the
e-sales site?
Not at the
moment. We're
trying to tighten
up our policy
manual as we
bed down the
new business
model.
I've looked at a
few statements
on the web, we
need to get a
consultant to
advise us what's
possible with our
new software.
Not that I know
of. It's not in
the policy
manual.
Not that I know
of. It's not in the
policy manual.
There's a
standard
statement on the
bottom of our
store credit
application form.
But that just
relates to sharing
information with
other financial
institutions.
We don't have a
written policy for
the computer
system at all. It's
something we've
been meaning to
do for a while.
© Australian National Training Authority
ICA40799
Page cxxiii
Teacher’s Guide
SAD Toolbox
Certificate IV in Information Technology (Systems Analysis and Design)
Questions
Company
Director (Colin)
Sales Manager
(Pamela)
Purchasing
Manager
(Warren)
Warehousing
Manager (Barry)
Finance Manager
(Fred)
IT Manager
(Kym)
Will your
current office
network and
desktop
computers
cope with the
network load,
and graphics
required to
view the esales site?
Well that's what
I'd expect the
consultants to
advise us on.
We don't know
the options that
are possible,
and we
certainly don't
want to go
spending more
money than we
need to. On the
other hand we
don't want to
save a few
dollars and be
short of
facilities we
should have.
We need to be
able to display
the colour
pictures of the
goods as well as
text and order
forms. I guess
we'll need wider
displays than the
ones we have
now.
The computer
in the
Purchasing
department is
pretty basic
because all it
does is crank
out purchase
orders. I don't
know. You'd
have to ask
Kym.
I wouldn't know
what's being
planned at that
level of detail. It
will probably just
happen!
The leases on
the existing
computers are
almost up, so it's
a good time to
consider any
technology
refresh. We
haven't actually
looked at how we
propose to do
that, so the new
system will be
the driver.
The old
machines are all
only sixteen
colours, and
have minimum
memories and
disks. The
fourteen inch
screens were OK
for word
processing, but
are too small for
graphics. None of
the machines
have sound
cards. Is that
important?
Is there a legal
requirement
for a ‘coolingoff’ period on
e-sales?
You'd have to
ask Fred, but
I'm not aware
of there being
one.
I don't think so.
But we do refund
as long as the
goods haven't
been damaged
and the delivery
costs are paid.
I don't know.
Pam or Fred
would probably
be the best
ones to ask.
I don't know.
Pam or Fred
would probably
be the best ones
to ask.
There isn't any
legal
requirement, but
our company
policy is to keep
the customer
happy.
I don't know.
Pam or Fred
would probably
be the best ones
to ask.
© Australian National Training Authority
ICA40799
Page cxxiv
Teacher’s Guide
SAD Toolbox
Certificate IV in Information Technology (Systems Analysis and Design)
Questions
Company
Director (Colin)
Sales Manager
(Pamela)
Purchasing
Manager
(Warren)
Warehousing
Manager (Barry)
Finance Manager
(Fred)
IT Manager
(Kym)
Will you want
all credit card
numbers to be
encrypted
before being
transmitted on
the Internet?
I've heard that
customers are
wary of keying
in their card
numbers, so
we'd need
something to
encourage
confidence in
purchasing in
this way.
Absolutely! We
would want the
transactions to
be as safe as
bank
transactions.
Amazon and
dstore do it all
the time don't
they? I guess
that we'd want
a similar
facility.
I don't know. I
haven't used the
Internet myself,
but the kids have.
I think it would be
pretty essential to
have good
security both on
the transactions
as well as the
machines storing
all the details.
With all the
reports of credit
card scams using
credit card
numbers copied
off the Internet I'd
have thought that
all sites would
have to have and
security to
survive.
Do you want a
"search"
capability so
that customers
can select a
range of items
to view from
the ecatalogue?
I'd want the
screen to be as
modern as
anyone else
doing retail esales. That's
why we hired
consultants
who are
experts.
Yes, we want the
customer to be
able to view the
material with as
much flexibility as
possible. Also, it
should be FUN
like the site at
www.dstore.com.
au?
It would be
good if the
reporting could
also be flexible
to our wishes.
It would be good
for us too. We
would like to be
able to see
where goods are
within the
warehouse so as
to do spot checks
for items which
go astray.
I'd leave this up
to the consultants
because they
know the sorts of
things that are
possible. We do
want this ecatalog to be
world class.
Yes, I'd think it's
got to be really
good. You'll need
a graphics layout
person to design
each page so
that it really
captures the
customers
attention.
Do you want
the ecustomer to be
able to browse
the catalogue
similar to a
printed
catalogue?
We need this
product to
improve our
market share
by twenty
percent.
Customers
need to feel
comfortable
and familiar
with the
product.
Yes, we want the
customer to be
able to view the
material with as
much flexibility as
possible. Also, it
should be FUN!
I guess that
would let some
customers feel
at home, or
more
comfortable,
but it really is a
different thing.
As long as
they're very clear
what they want to
buy then it can
have as many
bells and whistles
as you like as far
as I'm concerned.
I'd leave this up
to the consultants
because they
know the sorts of
things that are
possible.
I guess it should
be possible, but
I'd expect
customers to use
the e-catalog in
different ways
from a printed
catalogue.
© Australian National Training Authority
ICA40799
Page cxxv
Teacher’s Guide
SAD Toolbox
Certificate IV in Information Technology (Systems Analysis and Design)
Questions
Company
Director (Colin)
Sales Manager
(Pamela)
Purchasing
Manager
(Warren)
Warehousing
Manager (Barry)
Finance Manager
(Fred)
IT Manager
(Kym)
Do you want
to have e-mail
links available
from the ecatalogue to
allow
customers to
email staff?
Yes, that would
get us started
in out new
business model
for internal
communication
s as well.
Problems with
the e-catalog
itself should go to
whoever sets it
up. We should
also have
someone to
contact within the
Sales area for
other questions.
It would be
handy for
customer
questions on
colour options
and supplier
delivery times
to come
through to
Purchasing,
because that's
what we do.
I guess that
delivery
questions could
come through to
us, though we
don't want to be
answering emails all day.
That would be
useful. Credit
questions could
be directed to
Finance.
Yes, that would
herald a new
communication
medium into the
organisation. We
might even
become a little
more efficient.
How often do
you want to
issue or
completely
revise the ecatalogue?
I wouldn't think
it would be
more than
twice a year.
See what Pam
says.
You'd need an
issue for each
season; so four
per year as a
minimum, and
they've all got to
look like the
season, and be
similar to use.
We also do a
Christmas
catalogue, so it's
really five per
year. This would
need a big
design effort!
I don't know
whether Pam
wants three or
four per year.
You'll have to
ask her. I don't
think it would
be more
because of the
time needed to
tee up the
suppliers and
delivery
schedules.
One place I know
does six per
year. I don't think
we could handle
that many
though.
You'll have to ask
Sales.
I don't know, but
you'd want to
evolve the
catalogue from
strength to
strength.
© Australian National Training Authority
ICA40799
Page cxxvi
Teacher’s Guide
SAD Toolbox
Certificate IV in Information Technology (Systems Analysis and Design)
Questions
Company
Director (Colin)
Sales Manager
(Pamela)
Purchasing
Manager
(Warren)
Warehousing
Manager (Barry)
Finance Manager
(Fred)
IT Manager
(Kym)
Do you want
the system to
also support
information
exchange
between
branches?
Yes, that would
get us started
in our new
business model
for internal
communication
s as well.
It would be really
good to be able
to contact the
branch sales
people every
morning with a
pep talk!
It would be
good to get
feedback
regarding
problems with
any items so
we can get
straight onto
the supplier.
Just so long as it
doesn't take up
too much time.
Like all of these
things, they
sound good till
the whole cost is
taken into
account.
We've talked
about this at the
executive level,
we wouldn't
expect to supply
everyone with
their own PC just
for e-mail!
We've really got
to think just how
the business is
going to operate
into the future.
Perhaps a PC
each isn't such a
silly idea? We
have a phone for
almost all staff!
Do you want
your e-sales
system to
interface with
your
suppliers?
Not
immediately.
We haven't got
a good idea of
the implication
of some of
these things.
Certainly NOT.
They're OUR
customers, and
we have the
relationship with
them. How we
handle our
suppliers is a
separate matter.
It could be
useful, but I
feel we'd be
giving our
business away.
Certainly our
quality control
over product
and delivery
delays.
I don't think so.
You wouldn't
really want them
to do too much
talking to the
warehouse
either.
No, that's our
place in the loop.
If we ever get the
synergy with our
suppliers that we
keep hoping for,
then we'll
probably want
that to happen.
However we'd
want a copy of
the electronic
communication
for quality
control.
Do any of your
suppliers have
Internet based
ordering
facilities or ecommerce
systems?
There are a
few who are
talking about it.
But no-one's
done it yet.
I wouldn't think
so, most are
pretty
unsophisticated
in that area.
A few have
"business-tobusiness"
ordering
systems which
they use in
some parts of
the United
States, but not
here yet.
We're flat out
finding someone
who knows
what's going on
by phone, let
alone on a
computer
system.
The managers of
Purchasing and
Warehouse have
suggested that
supplies have
changed their
requirements for
this halfyear.
We haven’t had
any request for
changing our
systems from our
suppliers.
© Australian National Training Authority
ICA40799
Page cxxvii
Teacher’s Guide
SAD Toolbox
Certificate IV in Information Technology (Systems Analysis and Design)
Questions
Company
Director (Colin)
Sales Manager
(Pamela)
Purchasing
Manager
(Warren)
Warehousing
Manager (Barry)
Finance Manager
(Fred)
IT Manager
(Kym)
How many
suppliers do
you purchase
from
regularly?
A few years
ago it was a
couple of
hundred, but
we've tried to
shorten the list
to be able to
negotiate better
prices on
greater
volumes.
At a guess I'd say
it was close to a
hundred, but
Warren would
know the details.
This has
changed a lot
in the last year.
We're dealing
less with
manufacturers
and more with
niche suppliers
who source
their goods
from multiple
manufacturers.
I reckon within
twelve months
we'll be down
to fifty or sixty
supply outlets.
I wouldn't know.
We see the same
make and model
of goods coming
from different
manufacturers. I
guess they're
happy to put any
sort of badge on
goods if it keeps
their production
lines running.
We write less
than a hundred
supplier cheques
a month.
Some suppliers
get their
payments by
electronic funds
transfer and so
don't go through
the cheque
system. We
average about
eighty cheques a
month through
the system, but
that number has
been falling over
the years.
Do you want
to have your
own staff
skilled to
assemble the
e-catalogue?
Not initially, but
eventually we
would like to
have that
capability.
We need to be
able to make
changes to the ecatalogue right
from the
beginning, but we
probably won't
want to actually
produce it. We
don't actually
produce the
paper catalogues
at the moment.
I don't know
who has time
to do this,
unless you're
talking about
extra staff?
This
organisation
has always
worked with
very minimum
staff levels.
Pam would be
able to tell you
how it's going to
work. It's her
baby.
Pam hasn't
talked about that
in detail with the
Board yet. I
guess it will
depend on the
recommendation
s of the
consultants and
the sort of
arguments they
put up.
The IT staff
should be able to
make changes,
but the full design
is more of a
publishing task
than a
technology task.
© Australian National Training Authority
ICA40799
Page cxxviii
Teacher’s Guide
SAD Toolbox
Certificate IV in Information Technology (Systems Analysis and Design)
Questions
Company
Director (Colin)
Sales Manager
(Pamela)
Purchasing
Manager
(Warren)
Warehousing
Manager (Barry)
Finance Manager
(Fred)
IT Manager
(Kym)
Do any
customer
niches have
particular
physical
requirements?
Prompt delivery
has always
been one of
our critical
success
factors.
Large items, like
fridges and
lounges, always
present
challenges
because you
need at least two
delivery people in
the truck
because of the
size and weight
of the items.
The leather
finishes on the
lounges are
particularly
easy to
damage in
transit. That's
why they come
through the
warehouse and
are checked
thoroughly by
Barry before
being
delivered.
There's always a
mix of goods
being delivered
so it doesn't
really matter
much. We need
two guys in the
trucks anyway.
We've tried to
stay out of the
small volume
specialist lines
because they
create a lot of
work for small
volume turnover,
and they're not all
that profitable.
If we wanted to
grow the "store
credit" or "lay-by"
customers we'd
need to look at a
better system to
handle it. Store
credit is run like a
debtors system,
by lay-bys is just
done in the
stores.
Are there any
particular
customer
niches that
you want to
target?
I think this will
change over
time. We don't
want to be
locked into a
particular
business
model. We've
broken the
mould before,
and I guess
we'll do it
again.
With the ecatalogue we're
looking at
business people
who are already
on the internet
because of their
work, and also
the under
employed who
have the time to
"surf"
Pam designs
the sales
strategies, and
she's good at it.
She'd know
where she's
going with this
thing.
Yeah, the ones
who don't
whinge! Seriously
though, Pam
does the target
stuff.
I like to see a
broad base of
customers and
items so that
you're not too
vulnerable to
fads and fashion.
You have to ask
Pam about that.
© Australian National Training Authority
ICA40799
Page cxxix
Teacher’s Guide
SAD Toolbox
Certificate IV in Information Technology (Systems Analysis and Design)
Questions
Company
Director (Colin)
Sales Manager
(Pamela)
Purchasing
Manager
(Warren)
Warehousing
Manager (Barry)
Finance Manager
(Fred)
IT Manager
(Kym)
How ‘spartan’
do you want
your ecatalogue to
be so that
customers
with slow
modems won't
take too long
to load the
information?
I don't know
that customers
with slow
modems are a
customer niche
we want to
target, unless
we're selling
fast modems
this month.
The contractors
will know
acceptable
response speed.
We do want to be
accessible to
country
customers, and
their phone lines
aren't as fast as
in the city. Can
the catalogue
figure out how
fast the line is
and adapt
appropriately?
We're not in the
"lean and
mean" end of
the market with
the stores, so I
don't see why
we should
target that end
of the market
unless Pam
has them in her
sights.
I don't know. I
guess Pam has
thought this
through.
I don't know. I
guess Pam has
thought this
through.
Unless we're
going over the
top with
presentation I
think the speed
of the server will
be more of a
factor than the
line speeds.
Particularly if you
want to use this
as the base for
future expansion
of the business
model.
What
minimum data
do you need to
collect from
the customer
at the time of
an e-sale?
Without being
too pushy it
would be good
to find out a
little bit about
them to know
what market
we're
attracting.
We need name,
delivery address
and phone
contact to
arrange delivery
as well as how
they're paying for
the goods. I
suspect there will
be hoaxes and
we want to
minimise the cost
of these. A short
survey would
help give us
more details
about customer
profile.
You'll need to
know colours
and sizes for
some of the
optional
finishes, as
well as the
product code of
the items.
Just so long as
the delivery
address is clear.
Some of those
country address
deliveries are
really difficult to
find.
We need some
point of return
contact in case
there's a problem
with the payment.
We'll need to
have lots of drop
down selection
lists and pop up
menus to make
the form easy to
fill in. We
probably need
client-side java
applets to
validate the
mandatory fields
of the form as
well.
© Australian National Training Authority
ICA40799
Page cxxx
Teacher’s Guide
SAD Toolbox
Certificate IV in Information Technology (Systems Analysis and Design)
Questions
Company
Director (Colin)
Sales Manager
(Pamela)
Purchasing
Manager
(Warren)
Warehousing
Manager (Barry)
Finance Manager
(Fred)
IT Manager
(Kym)
How do you
plan to
arrange
convenient
delivery times
with ecustomers?
How does
Barry do it
now? I guess
they have
some indication
on the sales
docket?
Currently the
customer
specifies some
general
availability at the
delivery address,
and depending
upon whether the
item is in the
warehouse and
what deliveries
have already
been scheduled,
we negotiate a
delivery time
which Barry
confirms on the
day before
delivery.
We have to be
a bit careful in
specifying hard
dates if the
goods are
coming from a
supplier,
because they
are often late in
supplying the
goods.
Cancelled
deliveries muck
everyone
around and get
the customer
upset.
I don't like to
schedule a
delivery unless I
have the goods
in the warehouse
ready to ship.
Sometimes that
means an extra
day or two if
Warren hasn't got
the suppliers
delivering to us at
the right rate. I
hate cancelling
deliveries. We
even rent trucks
if we have a
breakdown,
rather than slip
delivery dates.
Barry arranges
all of that stuff.
Barry does all
that. It's not
recorded on the
paperwork that
we see.
Do you have a
preference to
install your
own e-sales
computer
infrastructure,
or to
outsource the
application?
We want to get
this thing going
as soon as
possible so I
guess we'll
outsource
some to the
components
initially. Where
the hardware is
located is up to
the experts.
We want to
outsource the ecommerce part of
the system
because we don't
want to have to
worry about the
security aspects.
I guess that
Pam and Kym
have talked
about how to
do this.
Pam has
probably thought
about this.
Kym has
mentioned
having the
hardware inhouse, but it's a
technical matter.
I'd like to have
hardware inhouse so that we
can use it as we
change out
business model.
We don't have
the expertise to
do it ourselves,
so we'll need to
outsource lots of
functions.
© Australian National Training Authority
ICA40799
Page cxxxi
Teacher’s Guide
SAD Toolbox
Certificate IV in Information Technology (Systems Analysis and Design)
Questions
Company
Director (Colin)
Sales Manager
(Pamela)
Purchasing
Manager
(Warren)
Warehousing
Manager (Barry)
Finance Manager
(Fred)
IT Manager
(Kym)
Do you want
to provide
company
information to
customers as
well?
Yes, it would
be a good idea
to have some
sort of a link
from the
catalogue to a
public company
website.
I think Colin is
interested in this,
but it won't have
much of an
impact on sales
and that's why
we're doing this.
Colin or Pam
would know
about this.
Pam has
probably thought
about this.
It's probably a
nice idea as long
as it doesn't cost
too much.
Certainly, and
we'd want inhouse staff to
have eventual
access to a
whole pile of
internal
resources like
manuals and
policy as well.
Do you have
any ideas
(from other
retailers, or
trade sources)
of the sort of
volume of
orders you can
expect?
Everyone’s
fairly tight
lipped about
volumes. I
would expect
between two
percent and
five percent of
sales in the first
year.
This is really an
area that is
starting to take
off. I have great
hopes for this
being an opening
that will give us
niche sales for
twelve to twenty
four months
before our
competitors catch
up. It could boost
sales by thirty
percent!
Pam is a real
champion of
the e-catalogue
concept. Who
knows, we
might just hit
the medium at
the right time.
Personally I’d
be surprised if
it topped ten
percent, but
I’ve been
wrong before,
and I’m always
happy to be
wrong when
I’ve
underestimated
sales!
As far as the
warehouse
operation is
concerned it’s
just more sales.
As long as
Purchasing can
keep the supply
up to us we’ll
keep moving the
goods. But once
it starts to back
up, we’re in all
sorts of bother.
Companies
relying solely on
e-commerce
seem to be
having a hard
time breaking
even. We have
the advantage of
a stable running
business, and so
are not so frantic
about immediate
returns. We
would like to see
profitability within
a couple of
years. Stores
take that long to
get established
anyway!
We’ve been
sitting with our
old systems for
probably too
long. I see this as
a good reason to
push for the
upgrade of all the
systems. How
we’ll accomplish
that is another
question. We’ll
certainly need
better systems to
cope with the
increased sales.
© Australian National Training Authority
ICA40799
Page cxxxii
Teacher’s Guide
SAD Toolbox
Certificate IV in Information Technology (Systems Analysis and Design)
Questions
Company
Director (Colin)
Sales Manager
(Pamela)
Purchasing
Manager
(Warren)
Warehousing
Manager (Barry)
Finance Manager
(Fred)
IT Manager
(Kym)
Will you have
items in your
e-catalogue
that you will
only purchase
if a customer
orders them?
I think Warren
has some
items where
the customer
can order a
particular
colour of
leather, but
apart from that
the store
carries the
complete
range.
We couldn’t carry
the complete
range, there’s too
many options, so
for colours, or the
lengths of beds,
or the bedheads
we just order
them in. Most
white goods and
electrical are sold
off the floor
except for
unusual
requirements like
left hinged fridge
doors for
instance.
Definitely! I
always have a
clause in the
supply contract
so that I can
call up “like
items” at short
notice. It
doesn’t happen
all that often
except for
leather colours;
and the
manufacturer
has the
framework just
waiting to be
covered
anyway.
That’s always a
problem because
if there are
multiple items
and some of
them can be filled
from stock, and
others have to be
ordered, then the
whole lot has to
wait till the single
item comes in. If
we had a bit
more space we
could separate
the items waiting
and they wouldn’t
get pinched for
carry-out sales.
Purchasing are
currently doing
this. We do a lot
of single order
invoicing for
longer beds, and
particular types
of wood finishes,
and bedheads,
and colours of
leather. We
sometimes get
up to thirty
special orders a
day!
It’s not just
catalogue items
that get ordered.
We run over
three hundred
orders a week
across the
stores, and some
of that is just
stock
replenishment,
and some special
orders. We can’t
tell the difference
from the order.
© Australian National Training Authority
ICA40799
Page cxxxiii
Teacher’s Guide
SAD Toolbox
Certificate IV in Information Technology (Systems Analysis and Design)
Questions
Company
Director (Colin)
Sales Manager
(Pamela)
Purchasing
Manager
(Warren)
Warehousing
Manager (Barry)
Finance Manager
(Fred)
IT Manager
(Kym)
What
percentage of
your sales are
from first
home owners?
Day-in day-out
that’s difficult to
call, but when
we do a
specific
promotion
targeting new
home owners
we really do
get the younger
people. It
would be eighty
percent during
those
promotions.
I’ve always been
happy with our
ability to target
specific groups of
customers with
various
promotions. In
the last “new
home” promotion
we were
swamped with
young people,
and they were
not just buying at
the bottom end of
the market either.
Purchasing
helps Sales get
the items ready
for the
catalogue. We
try to have a
cheaper line in
everything so
as to get
people
interested, but
better quality
items for
comparison
alongside.
Purchasing
tries to keep
the marketing
margins
balanced, but
often we make
more of a profit
on the really
cheap items
than on the
better quality
ones.
It must be about
forty percent
because you see
quite a lot of the
cheaper items
going out to the
new suburbs.
And not just
single items
either. New home
owners often buy
a whole house
full of low quality
stuff on finance.
They’ll be lucky
to pay it off
before it’s worn
out. It’s sad that
no-one saves up
and buys quality
any more.
I see the ones
who want to
arrange finance,
and that’s often
the first home
buyers. We
arrange about
fifty finance
packages a
month at the
Superstore. The
branches do
about fifteen
each as well.
We don’t see
those figures. I
guess Sales
would know.
© Australian National Training Authority
ICA40799
Page cxxxiv
Teacher’s Guide
SAD Toolbox
Certificate IV in Information Technology (Systems Analysis and Design)
Questions
Company
Director (Colin)
Sales Manager
(Pamela)
Purchasing
Manager
(Warren)
Warehousing
Manager (Barry)
Finance Manager
(Fred)
IT Manager
(Kym)
How many
deliveries per
day would
your delivery
dock deliver
currently?
I wouldn’t have
a clue, you’ll
have to see
Barry about
that.
I wouldn’t know
the actual
number; just that
they manage to
keep up with the
sales, though
every so often
there’s a delay.
They always
complain if
there’s an
overlap
between
promotions
cause the new
items are
coming in, and
they’re flat out
delivering the
previous items.
It’s not the number
of deliveries that
mucks us around,
it’s when you
suddenly find that
items reserved for
delivery have been
sold over the
weekend, and so
items go on back–
order and partial
orders start to jam
up the assembly
area. Every so
often we do get
stuck for a day or
so, but if it looks
like longer than
that, we call in
some contractors.
It’s a “black art”
down in the
dungeons…
you’ll have to ask
Barry about that.
Well in six
months of the
Superstore
operation we had
eighteen
thousand one
hundred and forty
seven invoices
with a delivery
charge, so that’s
about one
hundred
deliveries a day
on average.
We can move a
large truck full of
items to each store
each day, and still
do up to thirty local
deliveries as well.
Of course lots of
days we don’t
deliver to all stores,
so we can do more
local deliveries.
One day we did
two hundred and
fifty local deliveries!
© Australian National Training Authority
ICA40799
Page cxxxv