What is System Analysis
This term has many different meanings. In the sense adopted for the Handbook, systems analysis is an explicit formal inquiry carried out to help someone (referred to as the decision maker) identify a better course of action and make a better decision than he might otherwise have made. The characteristic attributes of a problem situation where systems analysis is called upon are complexity of the issue and uncertainty of the outcome of any course of action that might reasonably be taken. Systems analysis usually has some combination of the following: identification and re-identification) of objectives, constraintS, and alternative courses of action; examination of the probable consequences of the alternatives in terms of costs, benefits, and risks; presentation of the results in a comparative framework so that the decision maker can make an informed choice from among the alternatives. The typical use of systems analysis is to guide decisions on issues such as national or corporate plans and programs, resource use and protection policies, research and development in technology, regional and urban development, educational systems, and?alth and other social services. Clearly, the nature of these problems requires an interdisciplinary approach. There are several specific kinds or focuses of systems analysis for which different terms are used: A systems analysis related to public decisions is often referred to as a policy analysis (in the United States the terms are used interchangeably). A systems analysis that concentrates on comparison and ranking of alternatives on basis of their known characteristics is referred to as decision analysis.
That part or aspect of systems analysis that concentrates on finding out whether an intended course of action violates any constraints is referred to as feasibility analysis. A systems analysis in which the alternatives are ranked in terms of effectiveness for fixed cost or in terms of cost for equal effectiveness is referred to as cost-effectiveness analysis. cost-benefit effectiveness is a study where for each alternative the time stream of costs and the time stream of benefits (both in monetary units) are discounted (to yield their present values. The comparison and ranking are made in terms of net benefits (benefits minus cost) or the ratio of benefits to costs. In risk-benefit analysis , cost (in monetary units) is assigned to each risk so as to make possible a comparison of the discounted sum of these costs (and of other costs as well) with the discounted sum of benefits that are predicted to result from the decision. The risks considered are usually events whose probability of occurrence is low, but whose adverse consequences would be important (e.g., events such as an earthquake or explosion of a plant). (http://pespmc1.vub.ac.be/ASC/System_analy.html)
Information Systems Analyst
During the 1960’s and early 1970’s, the field of systems development was run by either a programmer or a system analyst. There were more analysts than programmers at that time yet since computing was just new in the corporate arena and there were those who could still look at systems as a whole. But there was so great a need for people who could program computers, thus the rise of programming.
Programming was so much a trend that many authors started writing books on how to boost programmer productivity, which led to the introduction of Structured Programming in the late 1970’s. Shortly thereafter, the Computer Aided Software Engineering or the CASE movement followed.
In the 1980’s, the rise of programming has led to the tremendous decline in system analysis, with trade groups slowly folding up. New job titles were introduced such as analyst/programmer and software engineer. The emphasis of the former title was more on programming, not systems analysis. At present, programmers are so much in demand in the corporate world, particularly in the Information Technology field.
Although a programmer and systems analyst may have pretty much the same scope in performing tasks, the two are still set apart by several characteristics. The programmer is more introverted and puts more focus on technology. A systems analyst, on the other hand, studies a business’s information requirements and designs system solutions that satisfy them.
Moreover, as the middleman of the programming staff, the analyst is responsible for specifying software requirements as well. Most analysts are also usually extroverted and business-minded and they should also be able to communicate well both verbally and in written in order to work effectively with the programming staff and the end-users. Additionally, they should also be able to conduct interviews, create presentations and look at things in a bigger scope.
The systems analyst knows and understands the problems encountered by end users as well the operations of the users’ department. In fact, analysts can make great candidates for top management positions. However, this has not materialized for some time now because the demand for analysts has dwindled for many years already.
Proper systems analysis plays an important role in increasing programmer productivity as analysts can provide quality specifications for application tasks. Programmers may lose valuable time without the help of systems analysts, as they may have to make second guesses as to what the end users want. As a result, this could lead to constant rewriting of software.
Simply put, programmers can improve their productivity through quality data and processing specifications that systems analysts can provide. In fact, this is even found to be even better than any available programming technique or tool there is. With good systems analysis, programming is made easier because the focus is on upfront work.
System problems cannot be completely solved with the mere use of programming techniques and tools alone – it also needs good systems analysis as well. And apart from its vital functions, good systems analysis can actually be an important factor in increasing programmer productivity too.(http://www.ankosnet.org/59-good-systems-analysis-in-increasing-programmer-productivity)
Distinguishing Characteristics of Work
This is technical and analytical work in planning and developing system requirements and enhancements for users of the State Courts' information system. The information systems analyst assists a senior analyst or consultant in determining the feasibility of implementing new computer applications or upgrades. The information systems analyst meets with users to determine and assess user needs, and designs and tests applications and enhancements. The information systems analyst is also responsible for debugging applications and providing technical support and training to users. The information systems analyst will prepare technical documentation and procedural instructions for implementing systems software. Working relationships are established with state courts personnel. Work is performed under the general supervision of the Information Systems Analyst Manager.
Education and Training Guidelines
Graduation from an accredited four year college or university with a degree in computer science or management information systems, or a degree in mathematics, statistics, or engineering with course work in computer science or management information systems, and one year of experience in systems analysis and programming. Progressively responsible experience in information systems (excluding data entry) may substitute for the recommended college education on a year for year basis.
Knowledge, Skills, and Abilities
Knowledge of computer capabilities, systems analysis, data processing, and programming techniques. Knowledge of and ability to use 3rd and 4th generation programming languages. Knowledge of the State Courts System organization, financial management methods, and record keeping practices. Ability to conduct a feasibility analysis of systems and programs requirements. Ability to prepare clear, detailed programs of instruction for users of the State Courts System management information system. Ability to detect errors on detailed charts, diagrams, and code sheets. Ability to interpret diagrammatic presentations of work flow, and prepare computer block diagrams and flow charts. Ability to act as a project leader. Ability to operate an on-line date entry terminal.(www.flcourts.org/gen_public/employment/bin/infosystanalyst.pdf)
Of course, the reason why they are called system analyst is, they need to have a very good skill in anlyzing problems. Here are some description of what should a System Analyst have:
9 main characteristics of any system:
- input,
- output,
- boundary,
- components,
- relationships,
- constraints,
- purpose,
- interfaces, and
- environment.
Course Web site as a system:
4 main skills of a system analysts:
Communication Skills include effective interpersonal communication (written, verbal, visual, electronic, face-to-face conversations, presentations in front of groups), listening, group facilitation skills.
Most important system concepts:
Technical, Managerial, Communication Skills of a System Analyst
Technical skills needed by systems analysts include but are not limited to:
1. Computers (PCs, mini, mainframes, etc.)
2. Computer networks (LAN, WAN, VPNs, administration, security, etc.)
3. Operating systems (Unix, Mac/OS, Windows)
4. Data Exchange Protocols (ftp, http, etc.)
5. Programming languages (C++, Java, XML, etc.)
6. Software applications (Office, project managements, etc.)
7. Information systems (databases, MISs, decision support systems)
8. System development tools and environments (such as report generators, office automation tools, etc.)
Managerial skills needed by systems analysts include but are not limited to:
1. resource management effectively managing the project’s resources, including time, equipment, hardware, software, people, money, etc.,
2. project management determining the tasks and resources needed for a project and how they are related to each other,
3. risk management identifying and minimizing risks,
4. change management managing the system’s (organization's) transition from one state to another
3. What kind of communication skills are needed for systems analysts?
Communication skills needed by systems analysts include:
1. clear and effective interpersonal communication, whether written, verbal, or visual, from writing reports to face–to–face conversations, to presentations in front of groups;
2. listening (accepting opinions and ideas from other project team members),
3. group facilitation or formal technical reviews (FTR) skills:
- setting an agenda,
- leading discussions,
- involving all parties in the discussion,
- summarizing ideas,
- keeping discussions on the agenda, etc.
Characteristics of high-performance team:
1. shared vision or goal
2. sense of team identity
3. result-driven structure
4. competent team members
5. commitment to the team
6. mutual trust
7. interdependence among team members
8. effective communication
9. sense of autonomy
10. small team size
11. high level of enjoyment
(http://www.interlabs.bradley.edu/NSF_CCLI/Demo/class6/module6/Skills_Pretest_Posttest_Answers.pdf)
This term has many different meanings. In the sense adopted for the Handbook, systems analysis is an explicit formal inquiry carried out to help someone (referred to as the decision maker) identify a better course of action and make a better decision than he might otherwise have made. The characteristic attributes of a problem situation where systems analysis is called upon are complexity of the issue and uncertainty of the outcome of any course of action that might reasonably be taken. Systems analysis usually has some combination of the following: identification and re-identification) of objectives, constraintS, and alternative courses of action; examination of the probable consequences of the alternatives in terms of costs, benefits, and risks; presentation of the results in a comparative framework so that the decision maker can make an informed choice from among the alternatives. The typical use of systems analysis is to guide decisions on issues such as national or corporate plans and programs, resource use and protection policies, research and development in technology, regional and urban development, educational systems, and?alth and other social services. Clearly, the nature of these problems requires an interdisciplinary approach. There are several specific kinds or focuses of systems analysis for which different terms are used: A systems analysis related to public decisions is often referred to as a policy analysis (in the United States the terms are used interchangeably). A systems analysis that concentrates on comparison and ranking of alternatives on basis of their known characteristics is referred to as decision analysis.
That part or aspect of systems analysis that concentrates on finding out whether an intended course of action violates any constraints is referred to as feasibility analysis. A systems analysis in which the alternatives are ranked in terms of effectiveness for fixed cost or in terms of cost for equal effectiveness is referred to as cost-effectiveness analysis. cost-benefit effectiveness is a study where for each alternative the time stream of costs and the time stream of benefits (both in monetary units) are discounted (to yield their present values. The comparison and ranking are made in terms of net benefits (benefits minus cost) or the ratio of benefits to costs. In risk-benefit analysis , cost (in monetary units) is assigned to each risk so as to make possible a comparison of the discounted sum of these costs (and of other costs as well) with the discounted sum of benefits that are predicted to result from the decision. The risks considered are usually events whose probability of occurrence is low, but whose adverse consequences would be important (e.g., events such as an earthquake or explosion of a plant). (http://pespmc1.vub.ac.be/ASC/System_analy.html)
Information Systems Analyst
During the 1960’s and early 1970’s, the field of systems development was run by either a programmer or a system analyst. There were more analysts than programmers at that time yet since computing was just new in the corporate arena and there were those who could still look at systems as a whole. But there was so great a need for people who could program computers, thus the rise of programming.
Programming was so much a trend that many authors started writing books on how to boost programmer productivity, which led to the introduction of Structured Programming in the late 1970’s. Shortly thereafter, the Computer Aided Software Engineering or the CASE movement followed.
In the 1980’s, the rise of programming has led to the tremendous decline in system analysis, with trade groups slowly folding up. New job titles were introduced such as analyst/programmer and software engineer. The emphasis of the former title was more on programming, not systems analysis. At present, programmers are so much in demand in the corporate world, particularly in the Information Technology field.
Although a programmer and systems analyst may have pretty much the same scope in performing tasks, the two are still set apart by several characteristics. The programmer is more introverted and puts more focus on technology. A systems analyst, on the other hand, studies a business’s information requirements and designs system solutions that satisfy them.
Moreover, as the middleman of the programming staff, the analyst is responsible for specifying software requirements as well. Most analysts are also usually extroverted and business-minded and they should also be able to communicate well both verbally and in written in order to work effectively with the programming staff and the end-users. Additionally, they should also be able to conduct interviews, create presentations and look at things in a bigger scope.
The systems analyst knows and understands the problems encountered by end users as well the operations of the users’ department. In fact, analysts can make great candidates for top management positions. However, this has not materialized for some time now because the demand for analysts has dwindled for many years already.
Proper systems analysis plays an important role in increasing programmer productivity as analysts can provide quality specifications for application tasks. Programmers may lose valuable time without the help of systems analysts, as they may have to make second guesses as to what the end users want. As a result, this could lead to constant rewriting of software.
Simply put, programmers can improve their productivity through quality data and processing specifications that systems analysts can provide. In fact, this is even found to be even better than any available programming technique or tool there is. With good systems analysis, programming is made easier because the focus is on upfront work.
System problems cannot be completely solved with the mere use of programming techniques and tools alone – it also needs good systems analysis as well. And apart from its vital functions, good systems analysis can actually be an important factor in increasing programmer productivity too.(http://www.ankosnet.org/59-good-systems-analysis-in-increasing-programmer-productivity)
Distinguishing Characteristics of Work
This is technical and analytical work in planning and developing system requirements and enhancements for users of the State Courts' information system. The information systems analyst assists a senior analyst or consultant in determining the feasibility of implementing new computer applications or upgrades. The information systems analyst meets with users to determine and assess user needs, and designs and tests applications and enhancements. The information systems analyst is also responsible for debugging applications and providing technical support and training to users. The information systems analyst will prepare technical documentation and procedural instructions for implementing systems software. Working relationships are established with state courts personnel. Work is performed under the general supervision of the Information Systems Analyst Manager.
Education and Training Guidelines
Graduation from an accredited four year college or university with a degree in computer science or management information systems, or a degree in mathematics, statistics, or engineering with course work in computer science or management information systems, and one year of experience in systems analysis and programming. Progressively responsible experience in information systems (excluding data entry) may substitute for the recommended college education on a year for year basis.
Knowledge, Skills, and Abilities
Knowledge of computer capabilities, systems analysis, data processing, and programming techniques. Knowledge of and ability to use 3rd and 4th generation programming languages. Knowledge of the State Courts System organization, financial management methods, and record keeping practices. Ability to conduct a feasibility analysis of systems and programs requirements. Ability to prepare clear, detailed programs of instruction for users of the State Courts System management information system. Ability to detect errors on detailed charts, diagrams, and code sheets. Ability to interpret diagrammatic presentations of work flow, and prepare computer block diagrams and flow charts. Ability to act as a project leader. Ability to operate an on-line date entry terminal.(www.flcourts.org/gen_public/employment/bin/infosystanalyst.pdf)
Of course, the reason why they are called system analyst is, they need to have a very good skill in anlyzing problems. Here are some description of what should a System Analyst have:
9 main characteristics of any system:
- input,
- output,
- boundary,
- components,
- relationships,
- constraints,
- purpose,
- interfaces, and
- environment.
Course Web site as a system:
- Components - course syllabus, timetable, announcements, PPT slides with lecture notes, communications tools, homework assignments, downloadable software, examples of course projects, etc.
- Relations - one-to-one correspondence between course timetable and classes, deadlines for submissions of homework, etc.
- Boundary - this web site works only for one course and registered students.
- Purpose - gain knowledge in a specific area.
- Environment - particular university or college.
- Interfaces - Internet-based interface (GUI).
- Input - requests from students and instructor (open file, print file, etc.).
- Output - requested specific information (specific homework assignment).
- Constraints - limited to a particular class, a particular college/university.
- Systems for School:
- Some inputs: new students, new faculty, new employees, supplies, or funding.
- Some outputs: graduating or transferring students, faculty and other employees who take jobs elsewhere, knowledge, or inventions.
- Boundary for a university: example may include campus with satellite colleges/departments
- Components of a university: academic colleges and departments, buildings, classrooms, labs; academic functions such as registration and advising.
- Relationships student to student, faculty to student, department to college, etc.
- Constraints: funding, space (land), parking, number of students, etc,
- Interfaces: university web sites, phones, faxes, newsletters, etc.
- Purpose: produces top-quality graduates.
- Environment: community for community colleges, state or set of states for local (regional) universities.
4 main skills of a system analysts:
- Analytical Skills ability to see things as systems, identify, analyze, and solve problems in an optimal way for a specific organization.
- Technical Skills ability to understand how computers, data networks, databases, operating systems, etc. work together, as well as their potentials and limitations.
- Management Skills include organization’s recourse management, project management (people and money), risk management, and change management.
Communication Skills include effective interpersonal communication (written, verbal, visual, electronic, face-to-face conversations, presentations in front of groups), listening, group facilitation skills.
Most important system concepts:
- Open system: a system that interacts freely with its environment, taking input and returning output.
- Closed system: a system that is cut off from its environment and does not interact with it.
- Modularity is dividing a system into parts/chunks/modules of relatively uniform size.
- Decomposition is the process of breaking down a system into its component parts.
- Coupling is the extent to which subsystems are dependent on each other
Technical, Managerial, Communication Skills of a System Analyst
Technical skills needed by systems analysts include but are not limited to:
1. Computers (PCs, mini, mainframes, etc.)
2. Computer networks (LAN, WAN, VPNs, administration, security, etc.)
3. Operating systems (Unix, Mac/OS, Windows)
4. Data Exchange Protocols (ftp, http, etc.)
5. Programming languages (C++, Java, XML, etc.)
6. Software applications (Office, project managements, etc.)
7. Information systems (databases, MISs, decision support systems)
8. System development tools and environments (such as report generators, office automation tools, etc.)
Managerial skills needed by systems analysts include but are not limited to:
1. resource management effectively managing the project’s resources, including time, equipment, hardware, software, people, money, etc.,
2. project management determining the tasks and resources needed for a project and how they are related to each other,
3. risk management identifying and minimizing risks,
4. change management managing the system’s (organization's) transition from one state to another
3. What kind of communication skills are needed for systems analysts?
Communication skills needed by systems analysts include:
1. clear and effective interpersonal communication, whether written, verbal, or visual, from writing reports to face–to–face conversations, to presentations in front of groups;
2. listening (accepting opinions and ideas from other project team members),
3. group facilitation or formal technical reviews (FTR) skills:
- setting an agenda,
- leading discussions,
- involving all parties in the discussion,
- summarizing ideas,
- keeping discussions on the agenda, etc.
Characteristics of high-performance team:
1. shared vision or goal
2. sense of team identity
3. result-driven structure
4. competent team members
5. commitment to the team
6. mutual trust
7. interdependence among team members
8. effective communication
9. sense of autonomy
10. small team size
11. high level of enjoyment
(http://www.interlabs.bradley.edu/NSF_CCLI/Demo/class6/module6/Skills_Pretest_Posttest_Answers.pdf)
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