CIS 321 DeVry All Week Assignments

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CIS 321 DeVry All Week Assignments

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CIS 321 DeVry Week 2 Assignment Milestone 1

Scope Definition

Case Background

In this milestone, you will prepare a Request for System Services Form, which is the trigger for the Preliminary Investigation Phase. Also, you will use fact-finding techniques to extract and analyze information from an interview to determine project scope, level of management commitment, and project feasibility for the Equipment Check-Out System (ECS). With these facts and facts obtained from the Case Background, you will have the necessary information to complete the Problem Statement Matrix. Refer to the ECS Case Introduction in the Case Project page.

Objectives

After completing this milestone, you should be able to:

  • Complete a Request for System Services form, which triggers the preliminary investigation phase.
  • Analyze a user interview and extract pertinent facts, which can be used to assess project feasibility.
  • Complete a “Problem Statement Matrix documenting the problems, opportunities, or directives of the project.

Prerequisites

Before starting this milestone, the following topics should be covered:

  • The scope definition phase — Chapters 3 and 5
  • Project management (optional) — Chapter 4

Assignment

The Maintenance Department receives computing support from the GB Manufacturing Information Systems Services Department (ISS).

You are to assume that you work as a systems analyst with ISS. You have been asked by Dan Stantz to analyze and design the Equipment Depot system to manage equipment check-in and check-out. In this assignment you first need to assist Dan Stantz in preparing a “Request for Systems Services.” Secondly, by analyzing the interview transcripts, you will determine the feasibility of the project, level of management commitment, and project scope by using fact-finding techniques and the necessary communication skills to compose the “Problem Statement Matrix.”

Mr. Stantz was gracious enough to allow us to record our interview session, and Exhibit 1.1 is a copy of the transcripts. Refer to the “Case Background” above and to the interview transcript in Exhibit 1.1 for the information necessary to complete the following activities.

Activities

  1. To complete the Request for System Services Form, use information from the case background. Make assumptions where necessary.
  2. To complete the Problem Statement Matrix Form, use the interview with Dan Stantz and the case background for the basis of your information. Make assumptions where necessary. Place yourself in the shoes of Mr. Stantz.

Which problems do you believe have the highest visibility, and how should they be ranked? Try to determine the annual benefits. State assumptions and be prepared to justify your answers! Finally, what would be your proposed solution based on the facts you know now?

Deliverable format and software to be used are according to your instructor’s specifications. Deliverables should be neatly packaged in a binder, separated with a tab divider labeled “Milestone 1”.

References and Templates

  • ECS Case Introduction (link found on Course Project Week 2 iLab page)
  • Request for System Services Template (link found on Week 2 iLab page)
  • Problem Statement Matrix Template (link found on Week 2 iLab page)
  • Transcripts of Interview with Dan Stantz – Exhibit 1.1 (below)

Deliverables:

Request for System Services: Due: __/__/__

Time:_______

Problem Statement Matrix: Due: __/__/__

Time:_______

ADVANCED OPTION

For the advanced option, prepare a Project Feasibility Assessment Report. A template for this report can be downloaded from the textbook website. Use the information provided by the case background, the user interview, and the completed problem statement matrix. Be sure to include a Statement of Work and Gantt charts for the project schedules. Information on the Statement of Work and Gantt charts can be found in Chapter 4 of the SADM 7th ed. textbook.

Project Feasibility Assessment Report: Due: __/__/__

Time:_______

Milestone’s Point Value: _______

Exhibit 1.1

The following is a copy of the transcripts of an interview between Mr. Dan Stantz and you, a systems analyst with GB Manufacturing Information Systems Services (ISS). This initial interview is conducted with a goal of obtaining facts about the problems and opportunities that have triggered the equipment check-out project request, plus other general information that could be used to prepare the “Problem Statement Matrix.”

You have scheduled a meeting to discuss the equipment check-out project with Dan Stantz, Equipment Manager. The meeting is being held at 8:00 AM in Mr. Stantz’s office.

Dan: Good morning!

You: Morning.

Dan: I am glad we could finally get together. I’m sorry we had trouble finding a time we could both meet and discuss my project. It’s been chaotic around here.

You: No problem. Hopefully this meeting won’t take too much of your time.

Dan: I would like to have been able to provide more time to discuss the equipment check-out project. Unfortunately I will have to rush off to a 9:00 meeting with my boss Bill Venkman and his boss, Fred Murray (Vice President of Physical Facilities).

You: An hour should be more than enough time. The intent of this meeting was for me to simply get an overall understanding of the equipment check-out project.

Dan: Sounds good. Where should we begin?

You: Let’s start with the minutes from your management retreat. Thanks for faxing a copy of that document to me after our phone call to set up this meeting. The minutes stated that your top priority is to improve the Equipment Depot and Warehouse operations.

Dan: That’s correct, except the number one priority is the Equipment Depot operation. We would like to focus on tackling that area first.

You: Good. I wasn’t too sure if you wanted this project to address both areas. Well then, why don’t you tell me a little about the Equipment Depot . . . just exactly what is an Equipment Depot?

Dan: First of all, we have close to 200 maintenance employees. These employees are assigned to certain buildings or plants. Some of the employees are carpenters, electricians, plumbers, and other types of skilled workers. Each new employee is initially provided with a toolbox and a minimal number of tools. Those tools are theirs to keep. At the end of the year, we give them a token amount of money and if they need to replace those tools they can. Otherwise they can keep the money.

You: That sounds like a sweet deal.

Dan: We’ve found that if you give them ownership, they are more careful and responsible with the equipment. Anyhow, as I said, they are provided with the basic everyday tools such as hammers, pliers, screwdrivers, and the like, depending on their skill. But many jobs they are asked to do require additional tools. That is where the Equipment Depot comes into the picture.

You: The Equipment Depot operates as a store where the employees go to buy additional equipment?

Dan: Not exactly. The employees don’t buy the equipment. They check the equipment out from the Equipment Depot and return it when the job is completed.

You: That sounds like a busy operation for the Equipment Depot staff.

Dan: Oh it is! Of course, not every employee needs to go to the depot every day and for every job to get special equipment. Currently, I have three employees working for me in the Equipment Depot. They are able to handle things pretty well, although the beginning and ending of the work day can bring some pretty long lines of employees.

You: Can you tell me the names of your staff? I will likely need to talk to them at some point in time.

Dan: Sure. Janine Peck, Oscar Barrett, and S.P. Marsh each cover one shift. Those three and I are responsible for the Equipment Depot and its $1 million inventory.

You: A million! That is a lot of hammers and screwdrivers.

Dan: Remember these aren’t hammers and screwdrivers. Small tools are provided in the maintenance toolboxes. These are more expensive pieces of equipment. For example, air compressors, generators, dremmels, reciprocating saws, etc. – special items that either are needed only on occasions or are too expensive to lose!

You: I see. Tell me about the problems. Are the employees losing too many pieces of equipment?

Dan: We estimate that more than $50,000 in equipment is lost, stolen, or damaged each year.

You: Wow! So that’s why this project is top priority. Do you have any idea what percent is lost, and what percent is stolen or damaged?

Dan: No, we don’t. I’ve seen a couple of pieces of our equipment show up at flea markets, and we’ve caught a couple employees taking equipment home with them . . . but no, we can’t say one way or the other for sure.

You: Tell me about your current system.

Dan: The current manual system has been in operation for over 20 years. The current system functioned well in the earlier years. However, as GB Manufacturing has grown in the number of buildings and maintenance employees, the system has become inefficient and incapable of handling the growth. I should point out that we no longer subcontract some of our work out to outside contractors.

You: I was about to ask about that.

Dan: Anyhow, along with that growth is the growth in the volume of equipment check- ins and check-outs and volume of equipment inventory.

You: So what are you envisioning for the new system?

Dan: Obviously I would like a new system that can handle this growth. I am envisioning a system that will permit my Equipment Depot staff to be able to answer numerous inquiries related to the availability of equipment, the location of a specific piece of equipment, and an up-to-date account of what equipment employees should have in their possession.

You: I see. You want a system that not only monitors check-in and check-out, but you also want the system to literally track the equipment.

Dan: That’s right. Heck, if an employee wants to check out an air compressor and we don’t have one in stock, I would like my staff to be able to locate one or more of our compressors. Find out which employees have the compressors and when they expect to be done with them. If needed, we can check it out to another employee and instruct that person to go to the job site to pick up the equipment. The last thing I want my people to do is purchase new equipment when they don’t have to. That gets expensive.

You: Okay, thanks. I think I’ve got the picture. It is getting close to your next meeting and I think I have a pretty good understanding of this project. Are there any last things you would like to discuss about the project?

Dan: Yes, there is one last thing. Maintenance has taken great pride in its training of employees and its emphasis on safety. I would like the new system to place a check-out restriction on certain equipment. This restriction would not allow employees who do not possess a certain skill class to check out the equipment. It’s for their safety. For example, I don’t want my carpenters checking out tools that only electricians should operate. Someone could get hurt if they don’t know how to operate the equipment.

You: Thank you for your time. I had better let you get ready for your meeting. By the way, is there a deadline that you targeted for this project, and is there a budget?

Dan: I would like to have the new system tomorrow! Seriously, I would like to have something in six months. As for a budget, no we haven’t established a budget. I was hoping that you could tell us what it would cost. I would then talk to my boss about getting funding.

You: Good enough. I will be getting back to you soon.

 

Problem Statement Matrix

Project: PROJECT MANAGER:
CREATED BY: LAST UPDATED BY:
DATE CREATED: MM/DD/YYYY DATE LAST UPDATED: MM/DD/YYYY

 

Brief Statements of Problem, Opportunity, or Directive Urgency Visibility Annual Benefits Priority or Rank Proposed Solution
EXAMPLE:

1. The dollar amount of lost, stolen, or damaged tools has exceeded $125,000 per year.

6 months High (Physical Plant Management) In the thousands. 1 New Development
2.          
3.          
4.          
5.          
6.          
7.          

 

Week 2 Assignments Latest

   

Phone: Fax:

DATE OF REQUEST SERVICE REQUESTED FOR DEPARTMENT(S)
MM/DD/YYYY  
   

 

SUBMITTED BY (key user contact) EXECUTIVE SPONSOR (funding authority)
Name Name
Title Title
Office Office
Phone Phone

 

TYPE OF SERVICE REQUESTED:

Information Strategy Planning Existing Application Enhancement Business Process Analysis and Redesign Existing Application Maintenance (problem fix)

New Application Development Not Sure Other (please specify____________________________________________________________

BRIEF STATEMENT OF PROBLEM, OPPORTUNITY, OR DIRECTIVE (attach additional documentation as necessary)

BRIEF STATEMENT OF EXPECTED SOLUTION

ACTION (ISS Office Use Only)

Feasibility assessment approved Assigned to __

Feasibility assessment waived Approved Budget $ _____________

Start Date __ _____ Deadline _ ___

Request delayed Backlogged until date: ______________

Request rejected Reason: ________________________________

Authorized Signatures:_________ _________________________________

Project Executive Sponsor

 

 

 

 

 

CIS 321 DeVry Week 3 Assignment Milestone 2

Problem Analysis

Synopsis

There’s an old saying that suggests, “Don’t try to fix it unless you understand it.” With those words of wisdom, the next milestone of our project is to study and analyze the existing system. There is always an existing business system, regardless of whether it currently uses a computer. The problem analysis phase provides the project team with a more thorough understanding of the problems, opportunities, and/or directives that triggered the project. Indeed, the analyst frequently uncovers new problems and opportunities. The problem analysis phase may answer the questions, “Are the problems worth solving?” and “Is a new system worth building?”

The purpose of the problem analysis phase is threefold. First and foremost, the project team must gain an appropriate understanding of the business problem domain. Second, we need to answer the question, “Are these problems (opportunities and directives) worth solving”? Finally, we need to determine if the system is worth developing. The problem analysis phase provides the systems analyst and project team with a more thorough understanding of the problems, opportunities, and/or directives that triggered the project. In the process, they frequently uncover new problems and opportunities.

In this milestone you will perform Cause-Effect Analysis on the Equipment Check-Out System (ECS) and document your findings using the Problems, Opportunities, Objectives, and Constraints Matrix. The PIECES framework, originally developed by James Wetherbe and then adapted by the authors, can serve as a useful tool to classify the various problems, opportunities, and directives identified in Milestone 1.

Objectives

After completing this milestone, you should be able to:

  • Perform a Cause-Effect Analysis to be able to thoroughly understand a system’s problems, opportunities, and/or directives that triggered the project.
  • Use and understand the PIECES framework for classifying problems, opportunities, and directives.
  • Complete the Problems, Opportunities, Objectives, and Constraints Matrix.
  • Complete the List of Business Activities based on Requirement analysis.

Prerequisites

Before starting this milestone, the following topics should be covered:

  • The problem analysis phase — Chapters 3 and 5
  • PIECES framework — Chapters 3 and 5
  • Problem analysis techniques — Chapter 6
  • Milestone 1 Solution

Assignment

Now that we have completed the preliminary investigation of the system and gained approval to proceed, we can attempt to gain a better understanding of the current system.

In this assignment we will use our results of Milestone 1, plus the Case background information and the user interview, in order to perform cause-effect analysis. The results of this activity will provide us a better understanding of the problems, opportunities, and constraints of the current system.

Activities

  1. To complete the Problems, Opportunities, Objectives, and Constraints Matrix,using the interview and facts presented in this milestone. Use the PIECES framework as a model to classify the problems, opportunities, and directives.
  2. To compile a List of business activities based on business requirements. It has to include the main tasks which have to be implemented.

Deliverable format and software to be used are according to your instructor’s specifications. Deliverables should be neatly packaged in a binder, separated with a tab divider labeled “Milestone 2”.

References and Templates

  • Problems, Opportunities, Objectives, and Constraints Matrix Template (link on Week 3 iLab page)
  • Transcripts of Interviews with Equipment Depot staff o Exhibit 1.1 (see Milestone 1 Description)

Exhibit 2.1 (see below)

Deliverables:

Problems, Opportunities, Objectives, and Constraints Matrix:

Due: __/__/__ Time:________

List of Business activities:

Due: __/__/__ Time:_______

ADVANCED OPTIONS

Write a System Improvement Objectives and Recommendations Report for the phase. This deliverable was not discussed in the narrative because students need to be exposed to modeling (data, process, & interface), before this report can be completed. For those ambitious individuals who are familiar with those skills and wish to be challenged, use the detailed study report outline found in Chapter 5 of the textbook, as a guideline.

Another advanced option is to develop one or more fishbone diagrams for problems outlined in the case. To complete this advanced option, you may need to make some assumptions about causes and effects.

System Improvement Objectives and Recommendations Report:

Due: __/__/__ Time:_______

Fishbone Diagrams

Due: __/__/__ Time:_______

Milestone’s Point Value: ____

Exhibit 2.1

The following is a transcript of an interview between Dan Stantz’s staff and you, a systems analyst from Information Systems Services (ISS). Your goal for this initial interview is to obtain facts about the problems and opportunities that have triggered the Equipment Check-Out project request, plus other general information that could help prepare the Problems, Opportunities, Objectives, and Constraints Matrix.

Scene: The Equipment Depot. You have scheduled to meet with the Equipment Depot staff just after the 3:00 PM shift change when Oscar Barrett finishes work and Janine Peck starts her shift. S.P. Marsh, the third shift employee has agreed to come in for the meeting. You are sitting on stools behind the counter.

Dan: Good morning!

You: Well it looks like everyone is here. I’m sorry to be delaying Oscar’s getting home for the day. I’m especially sorry S.P. had to make a special trip in.

S.P.: That’s OK. This is about when I wake up anyway. Oscar said he was going to buy me breakfast.

You: Well, thank you anyway. If anything, this underscores how important this proposed system is to you and to the company. I assume that Mr. Stantz has clued each of you in on the project that I am working on?

S.P.: Yes, Dan told us. (The others nod.) We certainly need the help.

You: I hope I can help you. I’ve been charged with developing a new system, probably computer-based, to help streamline equipment check-out. But clearly I can’t do anything until I understand how your current system operates. Mr. Stantz gave me an overview of the operations, but I need to learn more so that I truly understand what you are trying to do, the problems you face, and opportunities for making some improvements.

Oscar: I don’t know about the others, but I would be willing to stay here all night if that is what it takes to get things straightened out around here. I’m glad you showed up about a half hour early. Did you notice the long line of employees and how busy we get?

You: Yes, I did. I assume those employees were returning equipment they had checked out earlier in the day?

Oscar: Yes and no. Some were returning things they had checked out days, even months ago. And then some of them were checking out equipment they are going to need for tomorrow’s jobs.

Janine: And some were both checking in and checking out.

You: According to Mr. Stantz it sounds like you have the same rush of employees at the beginning of the shift.

Oscar: Yes. The first and last half hour of each shift we get overwhelmed with employees wanting to check in or check out equipment. That’s why we each generally get in early and clock out late – so we can help each other handle the load. It still is discouraging that it takes so long to process a check-in or check-out – anywhere from 2 to 5, maybe 10 minutes to process a check-out, and about 2 minutes to process a check-in. We get the feeling that the employees have come to really resent us and are unhappy with the service provided by the Equipment Depot.

S.P: But you should understand that we do a lot more than just check equipment in and out.

You: I’m sure you do. Perhaps first I should get a better understanding of your overall operations. Could you begin by identifying all the transactions that the Equipment Depot must handle? In other words, what events take place that trigger the need for you people to complete some type of task? I think we have identified the first two – equipment check-in, and a check-out.

S.P.: For one thing, I periodically receive an employee hiring notice from a supervisor.

(S.P. walks over to one of several black notebooks labeled Maintenance Employee Records and opens it up. It contains a simple one-page form labeled GB Manufacturing Maintenance Employee Registration.)

The notice looks like this. It has some general information about the employees such as their ID, name, skill classifications, building they are assigned to, supervisor, and other details. We must have one of these records before an employee is authorized to check out equipment. I would estimate there are more than 200 employee registrations that we maintain. The supervisor usually brings this notice to us and introduces the new employee. This is a simple task. I merely alphabetically insert the form into the notebook.

You: Could I get a photocopy of several of those. You can mark out the names if you want.

S.P.: Let me clear it with Dan first. But I don’t see why not.

Oscar: The supervisor may also send us a skill classification update notice, which requires me to update an employee’s registration form.

S.P.: And of course, the supervisor will provide us with employee termination notices. In fact, I received one this morning. These are difficult to process. If I’m lucky, I can process one in about 10 minutes. We have to go through and examine the check-in and out records for that employee to decide what equipment the employee has in his or her possession and communicate that to the supervisor. Employees who are quitting usually check in their equipment on their last day. But if they are fired, we rely upon the supervisor to get the equipment and check it in to us. They tend to not be very prompt and reliable in doing that.

Janine: Now S.P., let’s not do any finger pointing.

S.P.: Sorry, but it is true.

You: What else do you folks process?

Janine: When employees aren’t here turning in equipment, I am frequently busy with ordering new equipment.

You: What triggers or initiates the need to order new equipment?

Janine: Usually it is the supervisors. They may have a job that requires a special piece of equipment. If they or the employee tries to check out the needed equipment and we don’t carry it, the supervisor submits a new equipment request. Sometimes we initiate a request when an employee reports losing a tool.

You: Then that starts a Purchase Order cycle with the Accounts Payable department getting involved?

Janine: No, thank goodness. That’s the way we used to do it, and it took forever to scan through vendor catalogs and find the cheapest price. But about six months ago we signed a contract with equipmentdeals.com to be our exclusive supplier. The three of us are authorized to buy anything they have as long as we don’t go over budget. You: So this equipmentdeals.com is the cheapest?

S.P.: They may not be the lowest cost on every single item, but with the contract that was negotiated we have significant yearly savings. Plus we save a lot of labor for Accounts Payable and us.

You: So this new system doesn’t have to do anything with purchasing?

Janine: I wouldn’t say that. Once we place an order it will take a couple days to a couple weeks to come in. The supervisor or employee may call us several times to check the order status. When the order comes in, then need to notify the employee who wanted it so he or she can check it out. Right now we keep a log with information, but it doesn’t work very well.

You: Okay. I’ll see what I can do about that.

S.P.: Related to that, when we purchase equipment to replace something an employee lost, we record the cost on the original check-out sheet so we have a record of it.

Oscar: Then when an employee finds lost equipment, we try to take care of it. Let me emphasize the word “try.”

Janine: Right. Sometimes we can locate the owner of the equipment, update their checkout records, and notify them that the equipment has been found. More often than not the equipment that is returned cannot be identified. Going through our check-in and check-out forms to match them with the employee is too tedious.

You: Can’t you match them by serial number or something?

Oscar: I can on the big pieces that we track by serial number – things like air compressors and compound miter saws. But we have a lot of small things, such as specialize router bits, that don’t have a serial number and are to small to attach one to. We call those untracked equipment, because we don’t track them individually. That also applies to inexpensive pieces, such as drills, that just aren’t worth tracking individually. A drill is a drill.

You: So how do you match up a found drill with a lost drill?

Oscar: Sometimes I can make an educated guess though. I can locate any submitted reports of lost equipment and see if it appeared on the report. But I frequently find that there are multiple employees that reported a similar piece of equipment missing, such as a drill or router.

You: What else do you do?

S.P.: We also follow up on damaged equipment returns. Some can be repaired. I have to see to it that the equipment is sent out for repair and then make sure we get it back. We record the repair cost on the original check-out sheet so we have a record of the employee who caused the damage.

You: So you track repair costs and lost equipment costs by employee?

S.P.: I wish. The supervisors always want to identify the employees who seem to have the most damage and most lost equipment. There’s no way we could go through all those records that manually. Maybe you can build that into your system.

You: I’ll see what I can do. At some point I will need to learn the details about how each of you processes those transactions. For now let’s move on to some other items. I would now like to gain a little better understanding of the records or files you maintain. Can you tell me a little about them? I saw the employee notebooks. Are there others you can tell me about?

Janine: I can’t think of anything that wasn’t already mentioned.

Oscar: Me neither.

You: Okay then. That list of employees with damages or lost equipment leads us into the topic of reports. Do you generate any reports?

Oscar: Very few—and that’s the problem. I would like to generate all kinds of reports to help us do our job, but it is almost impossible to do so. For example, I would like to have a year-end inventory report.

Janine: Yeah, and a report of all checked-out equipment, by employee.

S.P.: I tell you what we could use, it would be nice to be able provide the employees with a periodic statement detailing what equipment they have checked out and are expected to have in their possession.

Oscar: All that is great, but if we really want to cut into our dollar losses on lost, stolen or damaged equipment, we need that report listing employees having a history of excessive equipment losses or damage.

Janine: The bottom line is that we seem to collect volumes of records, but we don’t have any ability to quickly obtain reports or information that we need to do our job.

You: I get the picture. I will certainly see what I can do about that. This was some really helpful information. I look forward to meeting with each of you over the next few weeks to learn even more details about your current checkout operations. But I see we are out of time. So thanks again for permitting me to meet with you.

 

CIS 321 DeVry Week 3 Assignment Milestone 3

Process Modeling Part 1

Synopsis

The requirements analysis phase answers the question, “What does the user need and want from a new system?” The requirements analysis phase is critical to the success of any new information system! In this milestone we need to identify what information systems requirements need to be defined from the system users’ perspectives.

The Data flow diagram (DFD) has gained popularity as a technique for expressing system requirements for two reasons:

  • It facilitates development, which often leads to building systems that better satisfy user needs
  • Data flow diagrams and narratives are easy for users to understand.

In this milestone you will first uncover external agents, processes and data flows that define the requirements for the proposed system and document that information. You will use that to build the Context Data Flow Diagrams.

Objectives

After completing this milestone, you should be able to:

  • Understand and perform the techniques for requirements discovery.
  • Determine external agents (external entities) and their relationship with the System, identify data flows.
  • Construct the Context DFD using VISIO.

Prerequisites

Before starting this milestone, the following topics should be covered:

  • The problem analysis phase — Chapters 3 and 5
  • PIECES framework — Chapters 3 and 5
  • Problem analysis techniques — Chapter 6
  • Process modeling techniques — Chapter 9

Assignment

Now that we have studied the current system and analyzed some of its problems and opportunities, plus gained approval to proceed, we can now start to identify the business requirements for the system and model them. In this assignment we will use our results of the previous Milestone and transcripts of an interview with the Equipment Depot staff. The results of this activity will identify the system requirements for the proposed system.

Exhibit 3.1 is a copy of the transcript of the interview. Refer to the transcript, sample forms, and results from Milestones 1 and 2 for the information necessary to complete the activities.

Activities

  1. Identify External entities and relationship with system
  2. Identify data flows
  3. Prepare Context level Data FlowDiagram

Deliverable format and software to be used are according to your instructor’s specifications. Deliverables should be neatly packaged in a binder, separated with a tab divider labeled “Milestone 3”.

References

  • Transcripts of Interview – Exhibit 3.1 (see below)

Deliverables:

Context level DFD:

Due: __/__/__ Time: _______

ADVANCED OPTION

For the advanced option, compile the process description to note processes’ input and output.

Due: __/__/__ Time: _______

Milestone’s Point Value: _______

Exhibit 3.1

Use the following narrative to construct the Context Data Flow Diagram for the Equipment Check-out System (ECS).

The purpose of the Equipment Check-out System (ECS) is to provide maintenance employees with the equipment needed to complete their maintenance jobs.

Employees will occasionally request equipment check-outs.

The Equipment Depot staff will maintain records of those check-outs and provide the employees with the appropriate equipment and an equipment check-out receipt.

When employees have finished with the equipment, the employee must conduct an equipment check-in at the Equipment Depot. In response to the equipment check-in, the Equipment Depot staff will maintain records of the equipment check-in and provide the employee with an equipment check-in receipt.

Occasionally, supervisors will make request an equipment purchase that results in the Equipment Depot staff needing purchase equipment through equipmentdeals.com.

The supplier daily sends an electronic file showing the status of all orders, which will be imported into the system so that the Equipment Depot staff can field status requests from supervisors.

When the Equipment Depot staff receives ordered equipment, they will use the packing slip to verify the shipment and notify the requesting supervisor of their availability.

The Safety Committee will periodically submit a list of employee skill classifications that can safely check-out any piece of equipment.

Supervisors will submit the skill classifications for each employee.

Upon request the system will generate a report for supervisors listing employees having a history of excessive equipment losses or damage.

Upon request the system will generate for employees a statement detailing what equipment they have checked out and are expected to have in their possession.

 

CIS 321 DeVry Week 4 Assignment Milestone 4

Milestone 4 – Data Modeling – Part I (Logical ERD)

The requirements analysis phase answers the question, “What does the user need and want from a new system?” The requirements analysis phase is critical to the success of any new information system! In this milestone we need to identify what information systems requirements need to be defined from the system users’ perspectives and draw graphical, logical models to document the data requirements for a new and improved system.

Data modeling is a technique for organizing and documenting a system’s data. Data modeling is sometimes called database modeling because a data model is usually implemented as a database. Data is viewed as a resource to be shared by as many processes as possible. As a result, data must be organized in a way that is flexible and adaptable to unanticipated business requirements – and that is the purpose of data modeling.

In this milestone, you will first discover those entities in the system that are or might be described by data. Then you will define each entity you identify in respect to the business in an Entity Definition Matrix. Then you will do the data model tutorial in doc sharing that will prepare you for doing the logical entity relational diagram (ERD).

Objectives

After completing this milestone, you should be able to:

  • Understand and perform the techniques for entity discovery.
  • Define each entity with respect to the business and complete an entity definition matrix.
  • Perform the necessary data modeling techniques to organize and document the data requirements for the proposed system.
  • Construct the Context data model (Logical ERD).

Prerequisites

Before starting this milestone, the following topics should be covered:

  • Data modeling — Chapters 8 and 14.
  • Milestone 1-3 Solutions (provided by your instructor)

Assignment

Now that we have studied the current system and analyzed some of its problems and opportunities, plus gained approval to proceed, we can now start to identify the business data requirements and graphically model them. In this assignment, we will use our results of the previous milestones, samples of forms we have collected, and a copy of a transcript of an interview with Dan Stantz’s staff. The results of this activity will identify the business data requirements for the proposed system.

Activities

  1. Complete an Entity Definition Matrix. Analyze each of the forms referenced by the user interview and make assumptions where necessary. (Note: While it is appropriate to make assumptions, you should document those assumptions and include them in your submission to your instructor.) If you create the matrix in Excel, paste it into a Word document prior to submission.
  2. Complete the Visio tutorial which walks you through how to create an Entity Relationship Diagram (ERD), located in Doc Sharing.

When you have completed the tutorial, paste the diagram you have created to the end of the Word document that already holds your Entity Definition Matrix.

  1. Prepare a Context Data Model.

Deliverable format and software to be used are according to your instructor’s specifications.

Deliverables should be neatly packaged in a binder, separated with a tab divider labeled “Milestone 4-Part I”.

References

  • Milestone 1-3 Solutions – provided by your instructor
  • Case Study Introduction
  • Transcripts of Interviews with Equipment Depot staff o Exhibit 4.1
  • Exhibit 4.2-4.4 (see below)

Deliverables:

Entity Definition Matrix:

Due: __/__/__ Time:_______

Context Data Model:

Due: __/__/__ Time:_______

ADVANCED OPTION

For the advanced option, assume that the proposed system must also handle the tracking accounts receivable and payments on customer statements. Your instructor will specify additional system requirements for this part of the system. Modify your initial Entity Definition Matrix to be able to handle this system requirement.

Entity Definition Matrix:

Due: __/__/__ Time:_______

Milestone’s Point Value: _______

Exhibit 4.1

The following is a copy of the transcript of an interview between you and Oscar Barrett. The goal of this interview was to obtain sample forms used for processing check-ins and check-outs and to be able to ask questions about them in order to discover data entities of the business system.

Scene: You have arranged to drop by the Equipment Depot to pick up samples of forms used to process check-ins and check-outs. Oscar Barrett was willing to collect them and answer any questions that you might have.

Oscar: Hi. I assume you are here to pick up the forms.

You: Yes. Is this a good time?

Oscar: Sure. Here are the forms. Any questions?

You: Let’s see . . . I see check-outs on this form (see Exhibit 4.2) but no return. Does that mean that equipment is still out?

Oscar: No. Each time an employee comes to the Equipment Depot counter to conduct business with us, we pull one of these forms out and record all the check-in and/or check-out activity they wish to perform during that visit. It is not intended to be reused when they come back. I’m not sure why we couldn’t use it that way, we just don’t.

You: I see. So the “date” refers to that day’s record of check-in and check-outs for the employee?

Oscar: Well, it is simply the date they are checking in or out the equipment. I know it is a little confusing. Let me give you an example. We would use one of these forms to record all the check-ins and check-outs an employee did in the morning. If that employee returned in the afternoon to return equipment, we would use a new form.

You: Just curious. Why wouldn’t you just pull the form when they come back in and update it?

Oscar: Time! It takes time to look up the form. We do file these, but sometimes they don’t get filed right away. We want to get the employees taken care of as quickly as possible. So it is easier to simply fill out a new one for each visit.

You: But if the new system made it easier to find those records and update them?

Oscar: Yeah, that might make the whole system work better.

You: OK. What is this “employee ID”? Does the Maintenance Department assign that?

Oscar: That is the GB Manufacturing employee ID. All maintenance employees wear an employee ID badge that has their ID and photo. We started that two years ago. It makes things go more quickly. We don’t have to wait for them to pull out their wallets and look up their ID. We can just read it.

You: Do you have to record both the “equip ID” and the “description”?

Oscar: If it is tracked equipment we record the serial number. Those are the equipment we want to specifically track and know who has it.

You: I remember. You have tracked and untracked equipment. Some pieces are too small for an equipment ID and some are too inexpensive to be worth tracking.

Oscar: Exactly. Let’s say we have a particular air compressor and its serial number, 123456789, is stamped on the side. That is an expensive item. We want to track it. We want to know that John Doe has checked out that particular air compressor. We want to know where that particular air compressor is at all times.

You: OK. And you call that tracked equipment?

Oscar: Right. That nailer on the second line is tracked.

You: So what is the “equip id” on the router and bits?

Oscar: We still give everything a numeric ID. It helps us identify them when we are sorting through all these forms. But if we have 10 router and bits sets, they all have the same ID. 1425 means a router and bit set.

You: But if that number isn’t stamped on the equipment as a serial number is, how do you know its number for the form?

Oscar: Oh, we just know most of them. You’d be surprised what sticks in your head over time. But those numbers are also printed on each bin.

You: Bin?

Oscar: Storage bin. All the untracked equipment is organized and stored in numbered storage bins. Bin A48, I think, holds all the router and bit sets, and right on the front of the bin is a card that says Equip ID 1425.

You: Is the tracked equipment also stored in bins?

Oscar: No. Most of them are too large to fit in bins. They are stored in a particular aisle.

You: And you keep all this storage information in your head?

Oscar: We know where all the most popular equipment is stored. But for uncommon requests we refer to this storage list. (see Exhibit 4.3) It shows the aisle or bin location of each kind of equipment. This is just part of it. You can have that.

You: Does some information system generate this list?

Oscar: Just a word processor.

You: What is this “type” column?

Oscar: We categorize the equipment –carpentry, welding, plumbing, machine tools, etc. We have so machine pieces of equipment that those type codes really help us when we’re searching for a particular piece.

You: OK. One more time, let me make sure I understand tracked versus untracked. On this check-out form you know that this employee checked out a router and bit set. But you don’t know which router and bit set.

Oscar: Right. We know which nailer but not which router. Here’s another example and this might clear things up for you. Let’s say that an employee wants checks out a wrench. A wrench is relatively inexpensive. Also, it is virtually impossible to track. A particular wrench does not have a serial number on it! But since it is relatively inexpensive and virtually impossible to track, we don’t even attempt to do so. We simply want to keep track of the fact that the employee checked out a wrench. We don’t care which wrench. We only care that we get the wrench back.

You: OK. Two kinds of equipment and slightly different information kept for each. But everything has an Equip ID.

Oscar: Right. For tracked equipment we only have one piece with that Equip ID. With untracked we could have several.

You: Do you need the system to track the quantity you have of each kind of equipment?

Oscar: Good question. We haven’t until now. If someone calls us up see if we have something in stock we just put him or her on hold and go look. But it would be nice if the computer had a total and could subtract the outstanding loans. Sometimes I’ve suspected people of sneaking in here and raiding our inventory. And maybe your system could even allow people in another plant to check our inventory online before they trudge over here.

You: We’re still working out the system requirements. I’ll write that down. Let’s finish the check-out form. I assume “qty in” and “qty out” for large equipment is always one?

Oscar: That’s correct . . . in fact sometimes we don’t even enter a quantity, since it can’t possibly be more than one.

You: Is “damage” recorded for check-ins or for check-outs or for both?

Oscar: Just for check-ins. If something is damaged enough to not work properly we fix it before it goes out again. Minor damage we just ignore. We don’t care what it looks like as long as it works.

You: OK. Now this employee registration…(see Exhibit 4.4) looks pretty understandable. I see you track supervisor.

Oscar: Right. If someone isn’t returning something we go to the supervisor.

You: Are supervisors also employees?

Oscar: Yes. All the maintenance supervisors have to work with their hands, too. So they often check-out equipment. They each have supervisors, but that is one of the maintenance managers.

You: And the supervisor of the maintenance managers is Mr. Venkman.

Oscar: Right.

You: And the classification?

Oscar: That is the employee’s skill classification. Right now we just eyeball that and make sure the equipment being checked out is appropriate for that skill classification.

You: But Mr. Stantz said he wants the new system to track a skill class for each type of equipment and restrict check-outs to employees having that class.

Oscar: Sounds good. But remember that many pieces of equipment could be safely used by employees with any of several skill classifications.

You: That would be a really important point. OK, one last thing. We don’t have a form for the purchases, do we?

Oscar: No. Thankfully, that is all paperless. The only problem with is that the Item IDs used by equipmentdeals.com are not the same as our Equip IDs. That makes tracking orders a pain.

You: I have some good news on that. Equipmentdeals.com has a way to build us a custom web store with our equipment IDs. Plus they can put our order status info into XML that we can use to update our own internal database.

Oscar: I didn’t understand all that. But if you’re saying this solves my order tracking problem, I’m all for it.

You: I think it will solve your problem. You’ll be able to view outstanding orders right within our system.

Oscar: Great!

You: Well, believe it or not, that’s all my questions for now. Thanks for your time.

Oscar: Anytime. I’m excited about this new system.

Exhibit 4.2 .png”>

Exhibit4.3 .png”>

Exhibit 4.4 .png”>

 

 

CIS 321 DeVry Week 5 Assignment Milestone 4

Milestone 4 – Data Modeling – Part II (Physical ERD)

Data Modeling and Analysis (continued)

This week you are building on the previous week’s activity. Please make sure to review the Milestone 4, Part I Solution (located in Doc Sharing) before continuing with the Milestone 4, Part II activity. The synopsis below is the same as the synopsis for Week 4. It is shown below for your convenience.

The requirements analysis phase answers the question, “What does the user need and want from a new system?” The requirements analysis phase is critical to the success of any new information system! In this milestone we need to identify what information systems requirements need to be defined from the system users’ perspectives and draw graphical, logical models to document the data requirements for a new and improved system.

Data modeling is a technique for organizing and documenting a system’s data. Data modeling is sometimes called database modeling because a data model is usually implemented as a database. Data is viewed as a resource to be shared by as many processes as possible. As a result, data must be organized in a way that is flexible and adaptable to unanticipated business requirements – and that is the purpose of data modeling.

In this milestone, you will first discover those entities in the system that are or might be described by data. Then you will define each entity you identify in respect to the business in an Entity Definition Matrix. Then you will do the data model tutorial in doc sharing that will prepare you for doing the Fully-Attributed data model (Physical ERD) for ECS.

Objectives

After completing this milestone, you should be able to:

  • Understand and perform the techniques for entity discovery.
  • Define each entity with respect to the business and complete an entity definition matrix.
  • Perform the necessary data modeling techniques to organize and document the data requirements for the proposed system.
  • Construct the Fully Attributed data model.

Prerequisites

Before starting this milestone, the following topics should be covered:

  • Data modeling – Chapters 8 and 14.
  • Milestone 1-3 Solution – provided by your instructor
  • Milestone 4, Part I Solution – provided by your instructor

Assignment

Now that we have studied the current system and analyzed some of its problems and opportunities, plus gained approval to proceed, we can now start to identify the business data requirements and graphically model them. In this assignment, we will use our results of the previous milestones, samples of forms we have collected, and a copy of a transcript of an interview with Dan Stantz’s staff. The results of this activity will identify the business data requirements for the proposed system.

Activities

Create a Physical ERD (Fully-Attributed data model) for the ECS case.

Deliverable format and software to be used are according to your instructor’s specifications. Deliverables should be neatly packaged in a binder, separated with a tab divider labeled “Milestone 4-Part II”.

References

  • Transcripts of Interviews with Equipment Depot staff o Exhibit 4.1 (see Milestone 4, Part I Description)
  • Exhibit 4.5 (see below)

Deliverables:

Fully-Attributed ERD:

Due: __/__/__ Time:__________

Exhibit 4.5

Below are the attributes for all the tables to the Milestone 4, Part I Solution. Your job is to identify which attributes belong to which entities. Remember that you must specify in your tables when creating them, each entity’s primary key. When you link two tables, Visio will create the foreign key automatically for you in the child table. Be sure to review the Fully-Attributed ERD tutorial before you begin. Remember that foreign keys go always in the child table (crows feet side).

Attributes:

EquipRepairCost, EmployeeID, DateOrdered, EmployeeLastName, CheckOutID, DateCheckedOut, PurchaseRequestDate, PurchaseRequestReason, ExpectRtnDate, EquipName,BuildingName, PurchaseOrderNum, EquipVendor, EquipDamage, QtyOrdered, PurchaseRequestEquipID,DateReceived, CostPerUnit, EquipID, EquipSerialNum, EquipAisle, ClassID, ClassDescription, EquipRepairID, EquipRepairDate, EmployeeFirstName, PurchaseRequestID, CheckOutID, EquipmentID, EquipmentDescription, QtyCheckedOut, EmployeeOfficePhone, EquipBin, BuildingID

 

 

CIS 321 DeVry Week 6 Assignment Milestone 5

Milestone 5 – Process Modeling – Part II (Exploded DFD)

Part 1 Synopsis

  1. Level 0 Data flow Diagram

The requirements analysis phase answers the question, ‘What does the user need and want from a new system?’ The requirements analysis phase is critical to the success of any new information system! In this milestone we need to identify what information systems requirements need to be defined from the system users’ perspectives.

The Data Flow Diagram (DFD) is a graphical representation of system which shows systems structure and components. The DFD shows how the data transforms in the system, what the source of the input is and what is the destination. Also, the DFD presents data structure and how it’s stored.

In this milestone you will explode the Context level DFD to Level 0 DFD to show sub-systems (processes). The Level 0 DFD shows internal data stores and how data flows through the processes.

  1. Child diagram definition

Child level diagrams show details and are built till needed level of details is reached. First, we show the information system as a single process on the Context diagram. Then, we decompose and show more details until all processes are functional primitives. Not all processes are exploded to the same number of levels- it’s not required to explode all processes to the same level. The main target is to reach the functional primitive which will be translated into units of program code.

Objectives

After completing this milestone, you should be able to:

  1. Create a Level 0 (System) Data Flow Diagram
  2. Create a Child Data Flow Diagram

Prerequisites

Before starting this milestone, the following topics should be covered:

  • Process Modeling – Chapter 9

Assignment

As a systems analyst or knowledgeable end-user, you must learn how to draw data flow diagrams to model business process requirements. The preliminary investigation and problem analysis phases of the methodology have been completed and you understand the current system’s strengths, weaknesses, limitations, problems, opportunities, and constraints. You have already built the Context models (Milestone 3) to document business requirements for the new system. You now need to build the Level 0 (System) DFD and corresponding process models.

Activities

  1. Develop Level 0 DFD. Make assumptions where necessary.
  2. Draw one Child Diagram using the Level 0 diagram.
  3. Continue decomposition of one process up to primitive processes (Level 2, Level 3, etc.)

Deliverable format and software to be used are according to your instructor’s specifications. Deliverables should be neatly packaged in a binder, separated with a tab divider labeled “Milestone 5-Part II”.

References

  • Context Data Flow Diagram Narrative – Exhibit 5.1

Deliverables:

Level 0 Data flow Diagram

Due:__/__/__ Time:______

Child level diagrams:

Due: __/__/__ Time:_______

ADVANCED OPTIONS

Advanced option is to develop Child diagrams for all processes in Level 0 DFD.

Child level diagrams:

Due: __/__/__ Time: _______

Milestone’s Point Value: ____

Exhibit 5.1

The following is a copy of the transcript of an interview you, a systems analyst from Information Systems Services (ISS), conducted with Oscar Barrett, Janine Peck, and S.P. Marsh of the Equipment Depot. The goal of this interview was to determine requirements for the proposed system.

Scene: The Equipment Depot. You have scheduled to meet with the Equipment Depot staff just after the 3:00 PM shift change when Oscar Barrett finishes work and Janine Peck starts her shift. S.P. Marsh, the third shift employee has agreed to come in for the meeting.

You: Well, here we all are again. I promise you I won’t be meeting with you to death.

Oscar: That’s OK. We want to help make sure the system does what we need.

You: Good. That is really my goal for this meeting. I want to get consensus on everything the Equipment Check-Out System needs to do and who will be using each parts of that functionality. I already know the basic functions for the