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WEBSTERUNIVERSITY
Center for Graduate and Professional Studies
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MID-TERM EXAM Chapters 1-6
Student Name:
Open Book Exam
Student Instructions:
Read the following questions carefully, and answer what the question is asking for: "What", "When",
"Why”, “How Many" and provide examples where required. Use bullet format, short paragraphs (2-3
sentences), diagrams, figures, etc., with explanations to express your knowledge of the topic, concept, or
process. Your answer should be no longer than one page for any of the questions.
Each question answered correctly is worth between 10 and 25 points. This exam is worth 30 percent of
your overall course grade. Partial credit may be awarded for partial answers, so don't leave any questions
blank.
_________________________
QUESTIONS
_________________________
1. (20) Jeannine Strothers, investments manager, has submitted numerous requests for a new
investment tracking system. She needs to make quick decisions regarding possible investments and
divestments. One hour can cost her thousands of dollars in profits for her company. She has finally given
up on the IT Department for not giving her requests high enough priority to get service. Therefore, she
goes to a computer store and buys a microcomputer along with spreadsheet, database, and word
processing software. The computer store salesperson suggests that she build a database of her
investments and options, subscribe to a computer investment databank (accessed via a modem in the
microcomputer), feed data from her database and the bulletin board into the spreadsheet, play "what if"
investment games on the spreadsheet, and then update the database to reflect her final decisions. The
word processor will draw data from the database for form letters and mailing lists. After discussing her
plans with Jeff, a systems analyst at another company, he suggests she take a systems analysis and design
course before beginning to use the spreadsheet and database. Jeannine did not take Jeff's advice. She
built a prototype of the new system, but she can't get top management to allow her to use it. And she's
run into a number of other problems. First, the financial comptroller has been reevaluating company
investment strategies and policies. Jeannine wasn't aware of that. The new system does not account for
many of the policies that are being considered. Her staff has also rejected the investment and
divestment orders generated by the system. She used Information Systems' existing file structure to
design those orders, only to find out that her clerks had recently abandoned those files two because
they didn't include the data necessary to execute order transactions.
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Her staff is also critical of the design, saying that minor mistakes send them off into the "twilight
zone" with no easy way to recover. Additionally, some of her subordinate managers are insisting on
graphic reports. Unfortunately, neither her database management nor spreadsheet package supports
graphics. She's not sure how to convert the data of either package to a graphic format (assuming that it
is even possible). To top off her problems, she isn't sure that her existing database structure can be
modified to meet new requirements without having to rewrite all the programs, even those that appear
to be working. And her boss is not sure that he wants to invest the money in a consultant to fix the
problems.
a. What system development life cycle phases did Jeannine skip?
 It seems to me that Jeannine skipped the first and second phases. She did not Plan, or discuss
the system requirements. She did not go over the design or the functional operations with her
staff, IT personnel or superiors. I also do not think that she performed the development phase
very well, as she did not take into account the needs of the other departments in the software.
She not only did not discuss the implementation with her IT staff or her management staff. She
also did not take the advice from Jeff, and take a system analysis and design course before
trying to implement her new system. She went directly to the integration.
b. What were the consequences of her actions to skip these phases?





Wasted money on equipment that she cannot utilize. (a microcomputer along with
spreadsheet, database, and word processing software, and subscribe to a computer
investment databank)
Change in company policy and requirements, possibly making her new investment obsolete.
(The financial comptroller has been reevaluating company investment strategies and policies,
meaning, the new system does not account for many of the policies that are being
considered.)
Disgruntles staff towards her new system (Her staff has also rejected the investment and
divestment orders generated by the system. Her staff is also critical of the design, errors in
data impute created issues in navigation.)
System compatibility and information management issues. (Her clerks had recently abandoned
the files Jeannine had set to use with her new system, because they didn't include the data
necessary to execute order transactions.
Unable to produce requested documents/reports (some of her subordinate managers are
insisting on graphic reports. Unfortunately, neither her database management nor
spreadsheet package supports graphics.)
c. Why do think people today fall prey to the belief that the system development life cycle for an
application is somehow different when using microcomputers or an off-the-shelf smart device,
such as an iPhone?
 It seems to me that for these microcomputers, or off the shelf devices, most individuals do not
participate in the design phase to develop these devices. I think this leads people to believe
that the majority of the SDLC process has been completed so all that is left is implementation
and then operations and maintenance. In Jeannine’s case, it seems she was frustrated not
understanding all of the moving parts required for her request. She saw what she thought was
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an easy fix and took it. Giving the example above of skipping the steps the thought were
unneeded.
d. What conclusions can you draw from Chapter 2 (Analyzing the Business Case) that might help
Jeannine learn from her mistakes?
 After reviewing 2.3 what is a business case, I do not know if Jeannine new what a business
case was. Although the question does not list her request information, her actions lead me to
believe that she had not realized that the systems for the company were interconnected. If she
had listened to Jeff about taking a systems analysis and design course she might have realized
this earlier. She would have then known, her request would have to be developed alongside
the main system for the company. I think that if Jeannine had worked better with the IT
department, as well as her own team before she acted, she would have gained much better
results. Perhaps simply asking the IT department why her requests were not being replied to
she may have saved herself a great deal of embarrassment, and money.
2. (20) Fun & Games, Inc. is a successful developer and manufacturer of board, electronic, and computer
games. The company is headquartered in Cleveland, Ohio. Jan Lampert, Applications Development
Manager, has requested a meeting with Steven Beltman, Project Manager for a new distribution project
recently placed into production. "Steven, I want to discuss the distribution project your team completed
last month. Now that the system has been operational for a few weeks, we need to evaluate the
performance of you and your team. Frankly, Steven, I'm a little disappointed." "Me too! I don't know
what happened! We used the standard methodology and tools, but we still had problems." "You still
have some Steven. The production system isn't exactly getting rave reviews from either users or
managers." Steven replies, "I know." Jan continues, "Well, I've talked to several of the analysts,
programmers, and end users on the project, and I've drawn a few conclusions. Obviously, the end-users
are less than satisfied with the system. You took some shortcuts in the methodology, didn't you. "We had
to, Jan! We got behind schedule. We didn't have time to follow the methodology to the letter." Jan
explains, "But now we have to do major parts of the system over. If you didn't have time to do it right,
where will you find time to do it over? You see, Steven, systems development is more than tools,
techniques, and methodologies. It's also a management process. In addition to your missing the boat on
end-user requirements, I note two other problems. And both of them are management problems. The
system was over budget and late. The projected budget of $35,000 was exceeded by 42 percent. The
project was delivered 13 weeks behind schedule. Most of the delays and cost overruns occurred during
programming. The programmers tell me that the delays were caused by rework of analysis and design
specifications. Is this true?" Steven answers, "Yes, for the most part." Jan continues, "Once again, those
delays were probably caused by the shortcuts taken earlier. The shortcuts you took during analysis and
design were intended to get you back on schedule. Instead, they got you further behind schedule when
you got into the programming phase." "Not all the problems were due to shortcuts," says Steven. "The
users' expectations of the system changed over the course of the project." "What do you mean?" asks
Jan. Steven answers, "The initial list of general requirements was one page long. Many of those
requirements were expanded and supplemented by the users during the analysis and design phases."
Jan interrupts, "The old 'creeping requirements syndrome'. How did you manage that problem?" Steven
replies, "Manage it? Aren't we supposed to simply give in? If they want it, you give it to them." "Yes,"
answers Jan, "but were the implications of the creeping requirements discussed with project's
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management sponsor?" Steven answers, "Not really! I don't recall any schedule or budget adjustments.
We should explain that to them now." "An excuse?" inquires Jan. Steven replies, "I guess that's not such
a good idea. But the project grew. How would you have dealt with the schedule slippage during
analysis?" Jan answers, "See question 2c below." Jan concludes meeting with this statement, "Don't be
so glum! We all make mistakes. I had this very conversation with my boss seven years ago. You're going
to be a good project manager. That's why I've decided to send you to this project management course
and workshop."
a. What did Steven do wrong?
 In my view, his initial step of shortening the planning phase was a huge mistake. In the
beginning of this process it would have been better for him to speak with the project
stakeholders about the requirements, and needing more time to do the planning phase to
completion. His second misstep was not managing scope creep, as well as not asking for help
or consulting the stakeholders. He should have made sure they knew what adding to the
project was going to cost them. Such as length of time to completion, or extended budget.
b. Would it be a mistake to use creeping requirements as an excuse for the project
mismanagement? Explain your answer.
 Yes, this would be a mistake. As a project manager, scope creep mitigation is part of time and
personnel management. If Steve had requested a steak holder meeting to discuss
requirement requests vs. project time and budget, much of the scope creep would have been
mitigated.
c. Based on the concepts discussed in Chapter 3 (Managing Systems Projects), how would you
respond to Steven's question about schedule slippage during analysis?
 Personally, I don’t particularly like Jen’s answer here. With reading and analyzing chapter 3 in
our book. I do not think that simply “giving in” is the appropriate thought process for Steve to
have. Projects that are for multiple departments should include multiple departments. I
would have responded with the explanation and guidance of: If the end users realize that
there is something that they “forgot” in initial planning that may be essential to the system. It
should absolutely be reviewed. If it is truly essential, and the entire team agrees that a delay,
and or increased budget is required than it’s mitigated at that point. It can then be updated in
the charts and or diagrams being utilized. If however, it is not essential, and can be
postponed until the first update for the system is released, it is again mitigated at that time
with buy-in and agreement with the stakeholders.
d. Should Jan share any fault for the problems encountered in this project? Explain your answer.
 Yes, I do think that Jen should share fault. In the problem. Jen states that she picked Steve for
the project, and the language indicates this is his first project as PM. It also states that she
would like to send him to a project management course and workshop, after the project is
finished. I think she should have sent him to one before he started his first project. Or she
should have scheduled time with him to answer questions and help guide him, as well as help
to mitigate with the stakeholders. If she had done these steps initially, the project may not
have been over budget, or late.
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3. (10) Mr. Art Pang is the Accounts Receivables manager. You have been assigned to do a study of Mr.
Pang's current billing system, and you need to solicit facts from his subordinates. Mr. Pang has expressed
his concern that, although he wishes to support you in your fact-finding efforts, his people are extremely
busy and must get their jobs done. Based on techniques discussed in Chapter 4 (Requirements modeling)
a. Describe a fact-finding strategy, to include the rationale that you could follow to maximize your factfinding while minimizing the time required from his subordinates.
 It would be my thought process to create a robust Survey, or questionnaire that can be
completed within approximately 20 minutes. This would allow me to gain a large data pool for
information on the aspects of the current billing system. I would then request short meetings
with the people who are in direct use of the current bling system. From this I would be able to
gain better understating of the system with the least amount of disruption. As well as their
perceptive advantages, and disadvantages to this system and its functions.
4. (15) The Claremont University course catalog reads as follows: “To enroll in CIS 588, which is an
advanced course, a student must be a graduate student and complete two prerequisites — CIS 510 and
CIS 586. A graduate student who completes either one of these prerequisites and obtains the instructor’s
permission, however, will be allowed to take CIS 588.”
a. Draw a decision table that describes the Claremont course catalog rules regarding eligibility for CIS 588
To take CIS 588
Graduate Student
Taken CIS 510
Taken CIS 586
Instructor Permission
Accept Enrollment
Reject enrollment
Graduate
Student
Taken Both CIS
510 & CIS 586
1
Y
Y
Y
N
X
2
Y
Y
N
Y
X
N
3
Y
N
Y
Y
X
4
Y
N
N
N
5
N
Y
Y
N
6
Y
Y
N
N
7
Y
N
Y
N
8
N
Y
Y
Y
X
X
X
X
X
Has taken
either CIS 510
OR CIS 586with
Instructor
permission
Y
N
Y
Accept
Enrollment
Reject
Enrollment
Y
b. Draw a simplified decision tree to represent
the Claremont CIS 588 course catalog rules.
N
Accept
Enrollment
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Reject
Enrollment
c. Why might you use a decision tree rather than a decision table?



In my opinion, the graphics for a decision tree are easier to follow when trying to verify
all of the prerequisites have been established.
It is also has a clear path when there are more conditions for each outcome.
This makes a decision tree an effective tool for presentations to persons who are not
familiar with the subject matter.
5. (10) You have a user who has a history of impatience – encouraging shortcuts through the systems
development process and then blaming the analysts for systems that fail to fulfill expectations. Based on
your knowledge of the activities for the analysis and design phases of the system development lifecycle,
identify possible consequences if the user suggests a shortcut through or around a planned activity.

Some issues that can arise from shortcuts in the planning phase are the obvious poor
product design and subsequent poor performance. As well having to rework the system
product at a later time. This adds time and possibly expense to the original product time
line and budget. Shortcutting the planning phase can also lead to poor understanding of
the product requirements. This might lead to having a functional product, but lacking in
underlying requirements necessary for end users.
6. (25) Given the following narrative description of a new Production Scheduling System:
The purpose of the new fully automated system is to respond to a production order (submitted by the
Sales Department) by generating a daily production schedule (sent to the Shop Floor Supervisor),
generating raw material requisitions (sent to the Materials Management Department) for all production
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orders scheduled for the next day, and generating job tickets (sent to the Shop Floor Supervisor) for the
work to be completed at each workstation during the next day. The production scheduling problem can
be conveniently broken down into three functions: routing, loading and generating a production
schedule. In order to route an order, we need to know which workstations are needed, in what sequence
the work must be done, and how much time should be necessary at each workstation to complete the
work. This data is available from production route sheets. This process, which is referred to as routing
the order, results in a route ticket. A route ticket is used in the load the request process. This process also
requires workstations reservations that have already been made which are available from workstation
load sheets. The result of the load the request process is a new workstation reservation, which is also
stored in workstation load sheets. At the end of each day, the workstation reservations stored in the
workstation load sheets are used to generate a production schedule. The results of this process are job
tickets and a production schedule. The materials needed are available from a separate bill of materials
system, and material requests are generated for appropriate quantities.
a. Draw a Context Diagram (similar to Figure 5-11 in textbook).
Case Diagram:
Automated system
Producti
on
Order
Raw
Order
Material
System
Request
b. Identify the primary actors and use cases Material
and
Availability
Sales
staff draw a Use Case diagram showing the actors, use
Work Station
Job
cases,
and relationships
(similar
to Figure 6-16 in textbook).
requests
/ Updated
Tickets
Shop
Supe
rviso
r
Materi
als
manag
ement
staff
Load Sheets
Daily
The
primary
actors
for this example would be the Sales staff, the shop supervisors, and the
productio
INDIVIDU
Material management
staff.
The use case: automations system for production orders. The secondary
n
AL
schedule
case would be the load sheetsWORK involving rout sheet, rout ticket, production schedule.
STATION
LOAD
SHEET
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use
d. Develop a Use Case description (similar to Figure 6-14 in textbook) for the Use Case diagram in
question 6b.
Name
Actor
Automated System for work orders
Sales staff
Description
Successful
Completion
Describes the process of sales sending Production order to Order system.
1. Martials are available for order
2. Required Work station is available on requested date for necessary time frame
3. Rout ticket created
4. Workstation reservation made
5. Load sheet is updated
Alternative
Sales
Staff
1.
2.
Materials requested not available
Production orders status updated to sales team
Precondition
sales team received order from customer
Post condition
Assumptions
Order has been paid
None
Order
System
e. Draw a Sequence
question 6c Raw
Producti
on
Order is
sent
Individual
Work
Station
Load
ent staff
diagram (similar toSheet
Figure
Materials
managem
Material
Request
Material
Availability
Order
Conforma
tion
Work
station
Requests
Updated
Load Sheet
Shop
Supervis
or
6-20 in textbook) from the use case description in
Daily
productio
Job
n
Tickets
schedule
X
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