Modern Systems Analysis and Design 5th edition
Instructor’s Manual
Chapter 3
Managing the Information Systems Project
Chapter Overview
Chapter 3 introduces students to the process of managing an information systems project. Specifically,
the chapter focuses on the systems analyst’s role in managing information systems projects through the
four phases in the life of all projects: initiation, planning, execution, and close down. You and your
students should view this chapter as a valuable reference throughout the systems analysis and design
course and use the material in this chapter to assist in guiding and evaluating ongoing project activities.
In order to provide students with a better understanding of the totality of an information systems project,
this chapter is placed early in the textbook. You should emphasize that the skills and knowledge gained
from this chapter are a critical foundation to the effective management of, not only information systems
projects, but all types of projects and activities.
Chapter 3 also introduces the textbook’s second running case, Pine Valley Furniture, which is also used
to demonstrate each chapter’s key concepts. This running case provides a concrete example of a systems
development project. A detailed description of the Pine Valley Furniture case is located on the Modern
Systems Analysis and Design Web site. The URL for this site is http://www.prenhall.com/hoffer/.
Instructional Objectives
Specific student learning objectives are included at the beginning of the chapter. From an instructor’s
point of view, the objectives of this chapter are to:
1. Explain the process of managing an information systems project.
2. Describe the skills required to be an effective project manager.
3. List and describe the skills and activities of a project manager during project initiation, project
planning, project execution, and project close down.
4. Describe the documents and processes involved in each of the project steps beginning with the
Project Charter and the project scope statement and culminating with the project closedown
review.
4. Explain what is meant by critical path scheduling and describe the process of creating Gantt
charts and Network diagrams.
5. Explain the widely used method for project cost estimation COCOMO (COnstructive COst
MOdel).
6. Explain the increasing emphasis upon the elements in a communication plan and how it affects
the overall project outcome. Also explain that communicating project status is critical at all
stages and for all stakeholders.
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7. Explain how commercial project management software packages assist in representing and
managing project schedules.
Classroom Ideas
1. Since this chapter introduces many different concepts and terms that are central to the management
of information systems projects, ask your students to review the chapter’s key terms. As part of your
class discussion, use Review Question 1, at the end of the chapter, to compare and contrast this
chapter’s key terms.
2. You may choose not to lecture from this chapter. Your students can read the chapter much as they
might read a supplemental, background reading. This comment is especially true if your students
have been exposed to project management concepts in another course. If you choose this approach,
you should ask each student to apply the concepts of this chapter to a noninformation systems
activity (e.g., going on a date, vacation, etc.). For the noninformation systems activity, ask students
to describe the initiation, planning, execution, and close down activities. Ask your students to create
a work breakdown structure that includes precedence relationships and time durations for each
activity. Additionally, ask your students to construct Gantt charts and Network diagrams for these
activities. Students can perform these tasks either inside or outside of class. If you allocate class
time, ask the students to describe their project and phases. Alternatively, this activity makes a good
written assignment.
3. If you lecture from this chapter, the chapter’s tables and figures are good resources for summarizing
the major project management activities.
4. Another alternative to lecturing from the chapter is to discuss selected Review Questions, Problems
and Exercises, and Field Exercises with your students. The selected questions help focus a
discussion on project management concepts and techniques.
5. Make sure your students have the ability to construct Gantt charts and Network diagrams. During
class, work several of the problems presented in the chapter or at the end of the chapter. Problems
and Exercises 1, 2, 3, 6, and 8 are good problems to work in class.
6. Another effective approach to presenting this chapter is to ask students who have been on systems
development teams to compare their experiences to the concepts presented in Chapter 3. This
discussion is a good way to elaborate on alternative ways for managing systems development
projects, especially if systems were constructed using different methodologies. Use this discussion
to explore whether these student projects followed the discrete phases outlined in the chapter. Ask
your students to describe the project manager’s activities. What activities are the same? What
activities are different?
7. If you have access to project management software, demonstrate how a systems development project
is represented. Such a demonstration teaches students project management techniques and gives
students greater confidence to use project management software.
8. If you have access to a practicing systems development project manager, a useful activity is to invite
her into your class to discuss how she manages projects. Ask this person to discuss how she
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manages the four project management phases. Also, what tools are used? How do project members
communicate?
9. Using a copy of the project management guidelines from a local systems development firm or
consulting organization, show students how extensive project management guidelines typically are.
If you have students working in systems development organizations, you might ask them to bring to
class their firm’s guidelines. If possible, reproduce the table of contents from these manuals for all
students. Have your students compare the various guidelines to see what each organization
emphasizes and what is different.
Answers to Key Terms
Suggested answers are provided below. These answers are presented top-down, left to right.
13. Project manager
8. Project
3. Deliverable
4. Feasibility study
13. Project management
12. Project initiation
16. Project workbook
15. Project planning
19. Work breakdown structure
5. Gantt chart
6. Network diagram
11. Project execution
10. Project closedown
2. Critical path scheduling
1. Critical path
18. Slack time
7. PERT (Program Evaluation Review
Technique)
9. Project Charter
17. Resources
Answers to Review Questions
1.
a.
Critical path scheduling is a scheduling technique whose order and duration of a sequence of
task activities directly affect the completion date of a project. Gantt is a specific, graphical
technique for representing projects, showing each task activity as a horizontal bar whose
length is proportional to its time for completion. Network diagramming is a specific,
graphical technique for representing projects by depicting project activities and their
interrelationships. Slack time is the amount of time that a single activity can be delayed
without delaying the completion date of the project.
b.
A project is a planned undertaking of related activities to reach an objective. Project
management is a controlled process for initiating, planning, executing, and closing down a
project (i.e., the science of managing a project). The project manager is the individual
responsible for managing the activities involved in completing a project.
c.
Projects are managed through four distinct phases: initiation, planning, execution, and close
down. Project initiation includes those activities that assess the size, scope, and complexity of
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the project and establishes procedures to support later project activities. Project planning
defines clear, discrete activities and the work needed to complete each activity within a single
project. Project execution puts the plans created in prior phases into action. Project close
down brings a project to an end.
d.
A project workbook is a repository for all project documentation. Any person, group of
people, piece of equipment, or material used in accomplishing an activity, are resources. A
work breakdown structure refers to the process of dividing the project into manageable tasks
and logically ordering these tasks to ensure a smooth evolution between tasks. When
developing a work breakdown structure, the project manager must carefully consider his
resources. The work breakdown structure is stored in the project workbook.
2. Information system projects are undertaken to take advantage of business opportunities or to solve
business problems. Providing an innovative service to customers through the creation of a new
system exemplifies taking advantage of an opportunity. Modifying the way in which an existing
system processes data so that more accurate or timely information is provided to users exemplifies
solving a business problem.
3. The common activities and skills of a project manager are highlighted in Table 3-1. Although a case
can be made for each project management skill listed in the table, effective oral and written
communication is likely the most fundamental skill for a project manager to master. Without
effective communication skills, the ability to successfully complete activities is curtailed.
4. Project initiation has five major activities: (1) establishing the project initiation team; (2)
establishing a relationship with the customer; (3) establishing a project initiation plan; (4)
establishing management procedures; and (5) establishing the project management environment and
project workbook. Establishing the project initiation team organizes an initial core of project team
members to assist in accomplishing the project initiation activities. Establishing a relationship with
the customer builds a cooperative and trusting partnership with the customer. Establishing a project
initiation plan defines the necessary activities required to organize the initiation team while they are
working to define the scope of the project. Establishing management procedures focuses on
developing team communication and reporting procedures, job assignments and roles, project
change procedures, and determining how project funding and billing will be handled. Establishing
the project management environment and project workbook creates the repository for all project
correspondence, inputs, outputs, deliverables, procedures, and standards of the project team.
5. The activities performed by the project manager during project planning include: (1) describing
project scope, alternatives, and feasibility; (2) dividing the project into manageable tasks; (3)
estimating resources and creating a resource plan; (4) developing a preliminary schedule; (5)
developing a communication plan; (6) determining project standards and procedures; (7) identifying
and assessing risk; (8) creating a preliminary budget; (9) developing a Statement of Work; and (10)
setting a Baseline Project Plan.
Describing project scope, alternatives, and feasibility develops an understanding of the content and
complexity of the project by gaining answers to and agreement on the following types of questions:




What problem or opportunity does the project address?
What are the quantifiable results to be achieved?
What needs to be done?
How will success be measured?
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
How will we know when we are finished?
After defining the scope of the project, the next objective is to identify and document general
solutions for the current business problem or opportunity and assess each solution for feasibility so
that a choice can be made as to which to consider during subsequent SDLC phases.
Dividing the project into manageable tasks identifies specific tasks and then logically orders them to
ensure a smooth evolution between tasks. Estimating resources and creating a resource plan
approximates resource requirements for each project activity and uses this information to create a
project resource plan. Developing a preliminary schedule uses information regarding tasks and
resource availability to assign time estimates to each activity in the work breakdown structure. This
assignment will allow for the creation of target starting and ending dates for the project. Developing
a communication plan outlines the communication procedures between management, project team
members, and the customer. Determining project standards and procedures specifies how various
deliverables are produced and tested. Identifying and assessing risk examines sources of project risk
and estimates the consequences of those risks. Risks might arise from the use of new technology,
resistance to change, availability of critical resources, competitive and regulatory actions, and team
member inexperience with technology or the business area.
Creating a preliminary budget means outlining the planned expenses and revenues associated with
the project. The focus of developing a Statement of Work is to create a document that outlines all
work that will be done and makes clear what the project will deliver. The focus of setting a Baseline
Project Plan is to develop an initial plan that reflects the best estimate of the project’s tasks and
resource requirements and is used to guide the next project phase: execution.
6. Project execution activities include: (1) executing the Baseline Project Plan; (2) monitoring project
progress against the Baseline Project Plan; (3) managing changes to the Baseline Project Plan; (4)
maintaining the project workbook; and (5) communicating the project status.
The focus of executing the Baseline Project Plan is to put the Baseline Project Plan (e.g., the
execution of project activities, acquire and assign resources, orient and train new team members,
keep the project on schedule, and assure the quality of project deliverables) into action. The focus
of monitoring project progress against the Baseline Project Plan is to compare the actual progress of
the project to the Baseline Project Plan. If the project gets ahead of (or behind) schedule,
adjustments to resources, activities, and budgets can be made. The focus of managing changes to the
Baseline Project Plan is to alter the Baseline Project Plan as events (e.g., a slipped completion date
of an activity) occur. The focus of maintaining the project workbook is to update the project
workbook, which contains project-related information. The focus of communicating the project
status is to inform all interested parties, systems developers, managers, and customers, about how
the project is progressing.
7. Table 3-2 summarizes project team communication methods. Table 3-2 rates each method in terms
of formality and use (informing, resolving issues, or keeping permanent records). The following
table lists the communication methods from Table 3-2 and provides an example of the type of
information that might be shared among team members for each method.
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Team Communication Methods and
Corresponding Examples
Communication Methods
Examples
Project Workbook
Official system documentation, such as data flow diagrams or entity–
relationship diagrams, interview notes
Meetings
Review project schedule
Seminars and Workshops
Techniques and methods to be used in subsequent project phases
Project Newsletters
Introduce new team members, explain upcoming project activities
Status Reports
Project activity completions and issues
Specification Documents
Form designs, program structure charts
Minutes of Meetings
Decisions made on alternative system designs
Bulletin Boards
Project status, awards for team members
Memos
Guidance to team members, personnel appraisals
Brown-Bag Lunches
Information from trade shows attended by team members, ideas about
articles read on systems analysis and design
Hallway Discussions
Answers to questions, advice on how to deal with problems
8. The project closedown activities performed by the project manager are: (1) closing down the
project, (2) conducting post-project reviews, and (3) closing the customer contract. The focus of
closing down the project is to conclude the project. The objective of conducting post-project reviews
is to assess the strengths and weaknesses of project deliverables, the processes used to create them,
and the project management process. The focus of closing the customer contract is to ensure that all
contractual terms of the project are met.
9. Critical path scheduling is a scheduling technique where the order and duration of the sequence of
project activities directly affect the completion date of a project. Applicable project characteristics
include: (1) well-defined activities that have a clear beginning and end point; (2) activities that can
be worked on independently of other activities; (3) activities that are ordered (or can be ordered);
and (4) activities that when completed serve the purpose of the project.
10. The steps involved in making a Gantt chart are: (1) identify each activity to be completed in the
project; (2) determine time estimates and calculate the expected completion time for each activity;
(3) determine the sequence of the activities and precedence relationships among all activities; and
(4) construct the Gantt chart.
11. The steps involved in making a Network diagram are: (1) identify each activity to be completed in
the project; (2) determine time estimates and calculate the expected completion time for each
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activity; (3) determine the sequence of the activities and precedence relationships among all
activities; and (4) construct the Network diagram.
12. Project planning typically occurs during the project initiation and planning phase of the SDLC.
Project management occurs during all phases of the SDLC; however, different project management
activities occur during different SDLC phases.
13. Task sequence depends on which tasks produce deliverables needed in other tasks, when critical
resources are available, constraints placed on the project by the client, and the process outlined in
the SDLC.
Answers to Problems and Exercises
1. Because each of the four project management phases has its unique challenges, student answers will
vary. Project initiation, the first phase, involves team building, building relationships with
customers, defining the problem and project, and other challenging tasks. Some students will argue
that the first phase is most important. If the first phase is conducted poorly, the project is likely to be
doomed to failure. Project planning, the second phase, is also important because it can make or
break the success of the project work that follows. In addition, resource planning, scheduling,
crafting a budget, and other planning tasks are difficult. Good planning is a challenge, since there is
almost always pressure to truncate or do away with planning. Many students are likely to choose
project execution, the third phase. This phase involves actually building the system, which is the
analyst’s primary responsibility and often is the longest phase of project management. Students are
not likely to choose the fourth phase, closing down the project. However, this phase is equally
challenging. The dismantling of the team is a difficult, often overlooked aspect of project
management. In addition, assignment changes for team members and performance appraisals are
challenges associated with this phase.
2. Sources of risk include the use of new technology, prospective users’ resistance to change,
availability of critical resources, competitive reactions or changes in regulatory actions due to the
construction of a system, and team member inexperience with the technology or business area. A
manager should identify the potential sources of risks, describe the possible negative outcomes,
determine the probabilities of occurrence, and prepare contingency plans for those significant
outcomes with a high probability of occurrence.
3. Several project management software packages are available for the personal computer. Microsoft
Project for Windows and Primavera are two widely used project management software packages.
Information about project management software can be obtained from a variety of sources, including
the World Wide Web, trade magazines, the library, marketing packets, and testing services. The
World Wide Web is an excellent source of information. As part of your class activities or as a
homework assignment, students can search the Web for relevant information about project
management software. If time permits, ask students to investigate public domain and shareware
products. How do these products compare with Microsoft Project?
Advice given to prospective buyers is much like the advice provided to buyers of other types of
software. For example, the individual should first determine what he needs and why he needs it, and
then he should see what packages best meet these needs at an acceptable price. The opinions of
other users are also advisable.
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4. Information systems projects are very similar to other types of projects. Most large, complex
projects, whether they involve developing information systems or not, share many characteristics.
For example, they involve time and resource constraints, managing people, breaking a project into
subtasks, and determining the interrelationships among the subtasks. Information systems projects
are different in that they tend to involve technological change more often than the other types of
projects. The project management software that the students reviewed is most likely to be generic;
that is, it can be used for a variety of projects, just as a word processor or spreadsheet can be used
for a variety of tasks in a variety of organizations. Microsoft Project for Windows, for example, can
be used for nearly any project, regardless of whether or not it is a systems development project.
5. Student answers will vary, but all should accept the opportunity to become an information systems
project manager, if they believe that they are ready. This is a great opportunity and is often the
springboard into higher managerial opportunities within the systems area. Students should draw
from the list of skills and activities of a project manager listed in Table 3-1. In addition, students
will list other skills, abilities, and experiences that will make them a good project manager. Students
who believe that they would feel uncomfortable being a project manager probably believe that they
do not have enough experience. Additional training and education will help, but often the best way
to learn how to manage is to do it. They might start out by supervising the completion of relatively
small projects or closely watching a mentor as he manages a project.
6. The expected times for this exercise are summarized in the following table.
Problems and Exercises 6
Expected Times Summary Table
Task
A
B
C
D
E
F
G
H
I
J
Expected Time
7
9
3
5
6
5
4
4
5
6.83
7. A variety of software products can be used to produce a Network diagram. The important issue is
that the students accurately express the relationships among the activities in this problem. The
earliest expected completion time is 27 weeks. The activities in the boxes with the darker border are
on the critical path. These activities include collect requirements, analyze processes, design
processes, design reports, test and document, and install. Changing Activity 6 from 1 week to 6
weeks does not mean much. Activity 6 is off the critical path, as is Activity 8, its successor. There is
enough slack time for Activities 6 and 8 so that this change does not affect the project’s completion
time.
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Chapter 3
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The following table summarizes the early finish, late finish, and slack times for this exercise. This
table also identifies the activities located on the critical path.
Problems and Exercises 7
Activity Summary Table
-1
2
2
2
Early
Finish
2
5
8
12
11
Late
Finish
2
5
12
12
12
Slack
0
0
12
0
1
Critical
Path?
Yes
Yes
No
Yes
No
1
5
3, 4
4, 5
13
17
17
17
8
0
No
Yes
4
8
2
6, 7
7
8, 9
21
25
27
25
25
27
4
0
0
No
Yes
Yes
Activity
1
2
3
4
5
Time
2
3
3
7
6
6
7
8
9
10
Immediate
Predecessors
Network Diagram
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Modern Systems Analysis and Design, 5th edition
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8. Microsoft Project was used to create the following Gantt chart. This chart has a July 28, 2004,
start date.
Problems and Exercises 8
Gantt Chart
9. The new time estimates have pushed the earliest expected completion time to 63 weeks. The
activities in the boxes with a darker border are on the critical path. The activities on the critical path
include collect requirements, analyze processes, design processes, design reports, test and document,
and feedback. The Network diagram was completed using Microsoft Project.
Problems and Exercises 9
Network Diagram
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Chapter 3
Managing the Information Systems Project
Activity Summary Table
Activity
Time
Immediate
Predecessors
Early
Finish
Late
Finish
Slack
Critical
Path?
1
4
--
4
4
0
Yes
2
2
1
6
6
0
Yes
3
6
2
12
48
36
No
4
21
2
27
27
0
Yes
5
12
2
18
27
9
No
6
2
3, 4
29
50
21
No
7
15
4, 5
42
42
0
Yes
8
8
6, 7
50
58
8
No
9
16
7
58
58
0
Yes
10
4
8, 9
62
62
0
Yes
11
1
9,10
63
63
0
Yes
10. Student answers will vary. To make it worthwhile to create Gantt and Network diagrams, encourage
your students to choose projects of sufficient complexity. Encourage students to use project
management software to create their charts. Have students compare their charts and, if possible,
compare charts created using different software products. Have students discuss the comparative
strengths and weaknesses of these packages. Alternatively, compare charts drawn using software
with those drawn by hand. Have your students discuss the comparative advantages and
disadvantages of drawing these charts by hand as opposed to using project management software.
Emphasize the typical power of any computer tool, which is the efficiency of making changes to the
data compared to manual methods.
11. Some of these difficulties are easier to deal with than others. When changing the project plan to
account for the delays, students will simply adjust their Gantt and Network diagrams accordingly.
Other difficulties, however, are more problematic. For example, dealing with the boss is potentially
more difficult. Frequent communication, accurate and full assessments of the situation, requests for
reasonable means to deal with problems, and a history of being a good project manager are
necessary to gain compliance from the boss.
There are basically four problems. The reassigned team member and the changes in due dates are
beyond the control of the project manager. However, the personality clashes among team members
and the mistaken completion estimate for one of the tasks are within the control of the project
manager. If these two problems remain unsolved, they may reflect poorly on the project manager.
One prudent alternative is to explain the situation to the boss. The project manager should also
explain to the boss what he is doing to solve these two problems. If the boss absolutely cannot
accept the project past the original deadline, then additional resources are needed to complete the
project on time. If additional resources will solve the problem, and they are available, the project
manager should provide a fairly strong, convincing rationale for why these new resources should be
allocated to this project. The project manager might show, for example, that the project cannot be
completed on time unless the boss doubles the programmers available for this project or takes some
much needed experts off other projects and assigns them to this project.
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12. The following table summarizes the early finish, late finish, and slack times for this exercise. This
table also identifies the activities located on the critical path. A Gantt chart is also provided. The
Gantt chart was prepared with Microsoft Project; the starting date is July 26, 2004.
Problems and Exercises 12
Activity Summary Table
Immediate
Predecessors
EF
5
--
3
A
C
4
Activity
Time
A
B
LF
Slack
Critical
Path?
5
5
0
Yes
8
12
4
No
A
9
9
0
Yes
Yes
D
6
C
15
15
0
E
4
B, C
13
16
3
No
F
1
D
16
16
0
Yes
G
5
D, E, F
21
21
0
Yes
Gantt Chart
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13. A suggested Network diagram is provided below. Microsoft Project was used to prepare the
Network diagram. Activities A, C, D, F, and G shown with a darker border are on the critical path.
Problems and Exercises 13
Network Chart
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14. Suggested answers are provided below; Microsoft Project was used to prepare the Network diagram.
Activities in boxes with a darker border are on the critical path. The following table summarizes the
times, immediate predecessors, early and late finish times, and slack times for each activity. As
noted in the table and Network diagram, activities A, D, E, F, I, and J are on the critical path.
Problems and Exercises 14
Activity Summary Table
Late
Time
Immediate
Predecessors
Early
Activity
Finish
Finish
Slack
Path?
A
4
--
4
4
0
Yes
B
5
A
9
31
22
No
C
6
A
10
17
7
No
D
7
A
11
11
0
Yes
E
6
A, D
17
17
0
Yes
F
5
C, E
22
22
0
Yes
G
4
D, E
21
22
1
No
H
3
E
20
26
6
No
I
4
F, G
26
26
0
Yes
J
5
H, I
31
31
0
Yes
Network Diagram
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Chapter 3
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15. A Gantt chart, based on the previous question’s criteria, is presented below. The start date is July
26, 2004. Microsoft Project was used to prepare this chart.
Problems and Exercises 15
Gantt Chart
16. Suggested answers are provided below. Microsoft Project was used to prepare the Network
diagram, and the Gantt chart. On the Network diagram, activities in boxes with a darker border are
on the critical path. The following table summarizes the times, immediate predecessors, early and
late finish times, and slack times for each activity. As noted in the table and Network diagram,
activities A, B, C, D, F, H, I, and K are on the critical path.
Problems and Exercises 16
Activity Summary Table
Late
Time
Immediate
Predecessors
Early
Activity
Finish
Finish
Slack
Critical
Path?
A
2
--
2
2
0
Yes
B
3
A
5
5
0
Yes
C
4
B
9
9
0
Yes
D
5
C
14
14
0
Yes
E
4
C
13
14
1
No
F
3
D, E
17
17
0
Yes
G
4
F
21
23
2
No
H
6
F
23
23
0
Yes
I
5
G, H
28
28
0
Yes
J
2
G
23
28
5
No
K
4
I, J
32
32
0
Yes
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Modern Systems Analysis and Design, 5th edition
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Problems and Exercises 16
Gantt Chart
Network Diagram
17. Student answers will vary. However, students will likely mention reviewing degree requirements,
visiting with advisors, comparing schedules with friends (making sure they are in the same class),
reviewing work schedules, and course schedules. Encourage students to use project management
software to create their Network diagrams and Gantt charts. Ask them to discuss the advantages to
using project management software over constructing the charts by hand.
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Guidelines for Using the Field Exercises
1. Students will provide a variety of answers for this question, so it is useful for students to compare
their answers. Each of us is unique, as are project managers, so the students are likely to find
variations in the skills and activities that project managers are responsible for, the skills and
activities they find more challenging, those at which they are better, and those they prefer. Table 3-1
is a fairly complete list, so it will be interesting to see if students can find managers who mention
skills or activities not listed in the table. You can use the information generated by students in your
project management lecture the next time you teach the course.
2. As with the previous question, students are likely to provide a variety of answers for this question.
Thus, it is useful for students to compare their answers. While the project planning elements in
Figure 3-8 are fairly complete, they are operationalized differently within each organization.
Students are likely to find variations in the extent to which these elements are part of each person’s
planning process. Have the students discuss why barriers exist and what can be done to either
eliminate, exploit, or work around these barriers.
3. People have different communication strengths, weaknesses, and preferences. Also, different forms
of communication are emphasized in different organizations. However, meetings, memos, and
hallway discussions occur in nearly all organizations. People are likely to have distinct ideas about
which types of communication are best for certain situations. For example, people tend to use
memos for more formal communication. Similarly, people tend to use hallway discussions for more
informal and/or sensitive information.
4. This question parallels Field Exercise 2 in many ways. In fact, it is useful for students to answer
Field Exercises 2 and 4 simultaneously. While the project execution elements in Figure 3-13 are
fairly complete, they are operationalized differently within each organization. Students are likely to
find variations in the extent to which these elements are part of each person’s work. Have the
students discuss why the barriers exist and what can be done to either eliminate, exploit, or work
around these barriers.
5. This is a substantial question, but it should provide rich, useful information for class discussion.
The key issues are the similarities and differences between information systems projects and other
types of projects. In particular, are different personal leadership attributes required for systems
projects versus nonsystems projects? An organization’s culture and general management style can
affect leadership attributes applied in each case. Many people argue that leadership skills and
attributes are generic and transcend most tasks and jobs. However, the students may uncover some
perceived differences from their small data set they build from the individual reports of project
managers.
6.
This is a very useful exercise, especially if the students can observe an information system project
team building a real system. If not, it is still useful for students to conduct the same exercise using a
class-based student project team. Alternatively, your students can read something like Tracy
Kidder’s award winning book, The Soul of a New Machine, which is an account of an information
systems project (new computer system design) team in industry (Data General). This book is an
excellent case study of the sociology of teams and projects. Have your students compare their
answers to see if a general set of project team do’s and don’ts arises. Have the students also address
the extent to which each of these do’s and don’ts is generalizable to other project team settings.
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Appendix: Object-Oriented Analysis and Design
Project Management
Chapter Overview
This is a good time to begin the comparison and contrast of the OOSAD project to the more
traditional systems project. Your students hopefully have an understanding of object-oriented
programming from their prerequisites and can make the transition to an understanding of how those
objects are designed to be implemented in a real-world project.
OOSAD is iterative in nature and totally dependent upon the concept of componentization, of
“slicing,” a project into manageable chunks of the overall system. By definition, most slices are two
to eight weeks in length and can accomplish a single Use Case (Chapter 7 covers this more
thoroughly). By accomplishing and releasing to the user these slices of the project the system can be
released in phases that are both useable to the stakeholders and allowing for growth in the knowledge
of the system, architecture and resources of the team. This means the role of project manager is not
so much changed as increased and there is significant emphasis on the project manager being
involved in each of the iterations, while planning for future iterations at the same time.
Instructional Objectives
The objectives of this appendix for the instructor are to:
1.
Describe the unique characteristics of the OOSAD project and its phases of
inception, elaboration, construction and transition.
2.
Describe slicing and componentization.
3.
List and describe the specific planning and management skills that the project
manager must have in addition to the phase-specific skills (analysis, design,
implementation and operations) that must accompany each of the project phases.
4.
Contrast the front-end planning emphasis in the traditional approach to the more
iterative planning approach in OOSAD.
5.
Emphasize the iterative nature of knowledge and learning about system requirements,
architecture and team resources inherent in these projects.
6.
Describe the nature of releasing completed pieces of the system to the users and the
subsequent fine tuning of those elements throughout the project. Rework is in the
nature of these projects.
7.
Describe how the stakeholders get something throughout the project and are heavily
involved in the process throughout.
Classroom Ideas
As with CASE tools described in Chapter 1, the best possible contribution to the students’
understanding of OOSAD would be to have a local practitioner come to the classroom for a guest
lecture. Having a working professional, especially if they hold project manager designation, describe
the planning, process and iterative nature of these projects would go far towards student
understanding of the real world application of object-oriented applications.
If that is not possible students may be able to research these types of projects on the internet or
through case studies in current IT journals. All of this will depend upon the instructors’ level of
understanding and desire, possibly even time constraints, on bringing the OOSAD process into their
course.
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Discussing the review questions and problems and exercises would also be helpful to understanding
the similarities and differences in these types of systems.
Answers to Review Questions
1.
The unique characteristics of OOSAD projects with regard to management can be seen most
clearly by referring to Figure 3.38. In this figure we see that although planning and
management take place throughout the project, that due to the iterative nature of each of the
slices that in addition to planning and management the project manager must contribute
analysis, design, implementation and operation skills in increasing increments throughout
the overall project. Another difference might be that the project manager is used to (in the
more traditional life cycle approach to projects) planning extensively up front, while in an
OOSAD project there is an iterative nature to planning as well, with increasing levels of
detail, resulting from the increased learning about the system and requirements, in the plan
as the project progresses.
Answers to Problems and Exercises
1.
The reason that project managers should schedule the completion of the “hard” problems
first in an OOSAD project is to mitigate the risk of the project by making architectural and
technical resource questions the first that are answered. This allows the project to focus on
design and implementation towards these specific technical requirements. This is in direct
contrast to the open flow of logical design that takes place in a more traditional SA
approach. Also, as the OOSAD project is a component-based system, the completion of
these base components allows them to be used and further fine-tuned throughout the entire
project.
2.
Planning too much up front in an OOSAD project would yield inherently flawed results as
so little is known about the system in the early iterations. OOSAD projects, remember also
allow for the changing stakeholder requirements that are so missing in traditional
approaches. Instead of planning and having to make changes as you go the theory is to only
plan as you go in as much as you know where you are headed and what resources are
available to you. Another issue is that as, with good OO design, each slice is a “completed”
piece of the project it could also be argued that each of the slices is in itself an encapsulated
project and hence you aren’t really failing to plan for the entire project at the beginning you
are simply planning for each iteration as it comes.
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Modern Systems Analysis and Design, 5th edition
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Broadway Entertainment Company, Inc. Case Solutions
1. BEC has been successful because of its ability to grow through expansion and acquisitions to
become an international company. BEC has also stayed on the cutting edge by offering new
technologies in music, video, and video games. BEC has gained success by attracting customers
with their large selection in titles, eliminating heavy membership fees, and allowing customers to
keep video rentals for more than one night. BEC is managed by competent and dedicated leaders.
The company uses a modern architecture for operational information systems and a wide variety
of skilled employees to support their systems.
2. Yes, the IS organization with Karen Gardner leading it is committed to keeping her IS staff
current in skills to support the systems needed by the rapidly changing business. She is doing this
by increasing her training budget and incentives for employees to continue their education.
Consultants, familiar with BEC, are used to supplement the IS staff. Karen is very concerned
with keeping her IS staff current and information systems literacy among BEC management.
Karen would like the technology used to its fullest capacity. However, the role of the Internet
(plus Intranet and Extranet) is not completely clear.
3. Systems analysts at BEC need resource management skills to effectively obtain and utilize a
variety of resources that BEC has available, including system documentation, information
technology, money, and most importantly, people. A systems analyst must also have project
management skills to make sure that the project is completed on time and within the budget and
to keep track of the project’s progress. A systems analyst must also be familiar with risk
management, so they can anticipate what could go wrong and how to minimize those risks.
Change management is another important management skills for a systems analyst, because
introduction of a new system maybe met with some resistance by users if a smooth transition
from the old system to the new system is not made. As BEC is so committed to consistent
improvement and innovation this management skill is a must.
4. Systems analysts must be able to communicate clearly and effectively with users, other IS
professionals, and management to establish and maintain a good working relationship throughout
the project. Communication skills are also vital for gathering information about the IS project,
documenting its progress, and communicating that progress to others. These communication
skills include written, oral, visual and listening. They also include working in groups and running
group meetings and facilitating group interview and requirements collection sessions.
5. Systems analysts at BEC will need to understand how BEC does daily business. They need to
know terminology, abbreviations, policies, procedures, standards, and formal organization
structure and job description. Informal everyday transactions and interactions with the current
information system are also necessary. They will also need to understand BEC’s internal politics,
competitive and regulatory environments, and its strategies and tactics.
6. BEC originally chose to use an outside vendor because Nigel and his small team of employees
did not have the knowledge, capital, or time to create their own information system. BEC also
knew that they wanted a computer system that could adapt and expand with the changing and
improving business that Nigel and his team envisioned. So it was important that they had
professionals that could build this information system properly.
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7. BEC developed a hardware and software package that was installed in every BEC store
worldwide. All the stores have point-of-sales terminals with the customized Entertainment
Tracker package for the stores everyday needs. The system also works in French and Spanish,
which is critical for the Canadian and Latin American stores.
8. Some of the in-store and corporate systems seem tightly related, because they both directly feed
and are fed by each other. For example, the in-store employee system keeps track of employee
hours worked in a particular store, which is then fed to the corporate human resources system,
which generates the payroll checks. Some of the other systems seem to be more loosely related
like the corporate shareholder services system. This system does not directly fee and is not fed by
the in-store systems. The systems are set up this way, because the core business functions, like
inventory and purchasing control, are performed centrally on the corporate level. The stores have
access only to the systems that perform the functions that they are responsible for and vice versa.
9. BEC is limited by the resources it has available to invest in future IS projects. These resources
include available and properly skilled IS staff and funds to support projects. It will also be a
challenge to convince BEC managers to support IS projects over other types of projects that
support BEC goals and to convince users to support IS projects that will affect the way that they
do their jobs.
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