SADM 5/ed - CASE STUDY 2 TCS - Milestone 2: Problem Analysis

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MILESTONE 2 PROBLEM ANALYSIS Synopsis Theres 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 Tool Crib System (TCS) 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 Cause-Effect Analysis to be able to thoroughly understand a systems problems, opportunities, and/or directives that triggered the project.

Prepared by {Lonnie D. Bentley} for Systems Analysis & Design Methods 5ed by J. L. Whitten, L. D. Bentley, & K. C. Dittman

Copyright Irwin/McGraw-Hill 2001

SADM 5/ed - CASE STUDY 2 TCS - Milestone 2: Problem Analysis

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Use and understand the PIECES framework for classifying problems, opportunities, and directives. Complete the Problems, Opportunities, Objectives, and Constraints Matrix. Prerequisites Before starting this milestone the following topics should be covered: 1. 2. 3. 4. The problem analysis phase Chapters 3 and 5. Problem analysis techniques Chapter 6. PIECES framework Chapters 3 and 5. 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, use the interview or facts presented in this milestone. Use the PIECES framework as a model to classify the problems, opportunities, and directives. Your instructor will specify deliverable format and software to be used. Deliverables should be neatly packaged in a binder, separated with a tab divider labeled Milestone 2, and optionally accompanied with a Milestone Evaluation Sheet. References: Milestone 1 Solution Provided by your instructor. Case Background Case Study Introduction Transcripts of Interviews with Tool Crib staff Exhibit 1.1 Exhibit 2.1 Templates See the online learning center website for the textbook.

Prepared by {Lonnie D. Bentley} for Systems Analysis & Design Methods 5ed by J. L. Whitten, L. D. Bentley, & K. C. Dittman

Copyright Irwin/McGraw-Hill 2001

SADM 5/ed - CASE STUDY 2 TCS - Milestone 2: Problem Analysis Deliverables: Problems, Opportunities, Objectives, and Constraints Matrix: Due: __/__/__ Time:_______ ADVANCED OPTIONS

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Write a detailed study report for the phase. This deliverable was not discussed in the narrative because students need to be exposed to modeling (data, process, and 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. Study Report: Fishbone Diagrams: Due: __/__/__ Time:_______ Due: __/__/__ Time:_______ ____

Milestones Point Value:

Prepared by {Lonnie D. Bentley} for Systems Analysis & Design Methods 5ed by J. L. Whitten, L. D. Bentley, & K. C. Dittman

Copyright Irwin/McGraw-Hill 2001

SADM 5/ed - CASE STUDY 2 TCS - Milestone 2: Problem Analysis

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The following is a copy of the transcripts of an interview between Al Borlands staff and <your name>, a computer information systems student. This initial interview is conducted with a goal of obtaining facts about the problems and opportunities that have triggered the Tool Crib project request, plus other general information that could be used to prepare the Problem Statement Matrix. Exhibit 2.1 Scene: You have scheduled a meeting to discuss the Tool Crib project with Alvin Borlands staff. You have scheduled to meet immediately after the Tool Crib closes at 5:00 PM. You are meeting jointly with Holly Dunning, Wilson Hindman, and J.T. Thomas. You: Well it looks like everyone is here. I know you are looking forward to going home after a hard days work. So lets go ahead and get started. I assume that Mr. Borland has clued each of you in on the project that I am working on? (Everyone acknowledged his or her awareness) Good. I hope I can help you get things under control here. Ive been charged to develop a new system, possibly computer-based, to help streamline the Tool Crib system. But clearly I cant do anything until I have a better understanding of how your current system operates. Al agreed that the three of you were the most knowledgeable and that I should begin learning by talking with each of you. He did give 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 are faced with, and opportunities for making some improvements. Wilson: I dont 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. Im glad
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you showed up about a half hour early. Did you notice the long line of employees and how busy we get? You: I certainly did. I assume those employees were returning tools that they had checked out earlier in the day?

Wilson: Yes and no. Some were returning tools that they had checked out days, even months ago. And then some of them were actually checking out tools that they are going to need for tomorrows jobs. Holly: You: And some were both checking in and checking out tools. According to Al it sounds like you have the same rush of employees during the early morning.

Wilson: Yes. The last half hour of the day and the first half hour of the morning we get overwhelmed with employees wanting to check in or check out tools. But you should understand that we do a lot more than just check tools in or out. And, even though things slow down after those rush periods, it still is discouraging that it takes so long to process a check-in or check-out. It takes 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 Tool Crib. You: I understand.

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SADM 5/ed - CASE STUDY 2 TCS - Milestone 2: Problem Analysis You made a good point. I assumed that you did do more than just checking tools in and out. I would like to learn about your operations and specifically how you go about processing a tool check-in and a tool check-out. But first perhaps I should get a better understanding of your overall operations. Could you begin by identifying all the transactions that the Tool Crib must handle? In other words, what events take place that trigger the need for you people to complete some type of tasks? I think we have identified the first twoa tool check-in, and a tool check-out. J.T.: I can identify a few things that I do beyond tool check-ins and check-outs. Periodically I receive an employee hiring notice from a foreman. (J.T. walks over to one of several black notebooks labeled Physical Plant Employee Records and opens it up. It contains a simple one-page form labeled Eudrup Tool Crib Employee Registration.) The notice looks like this. It has some general information about the employees such as their ID, name, skill classification, zone they are assigned to, foreman, and other details. We must have one of these records before an employee is authorized to check out a tool. I would estimate there are more than 2,000 employee registrations that we maintain. The foreman 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. The foreman may also send us a skill classification update notice, which requires me to update an employees registration form.

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And of course, the foreman will provide us with employee termination notices. In fact, I received two this morning. These are difficult to process. If Im lucky, I can process one in about 10 minutes. Its difficult to do. We must go through and examine the tool check-in and out records for that employee to decide what tools the employee has in his or her possession and communicate that to the foreman. Employees who are quitting usually check in their tools on their last day. But if they are fired, we rely upon the foreman to obtain those tools and check them in to us. They tend to not be very prompt and reliable in doing that. Holly: J.T.: You: Now J.T., lets not do any finger pointing. Sorry, but it is true. Thanks J.T. That was some good information. What else do you folks process? When employees arent here turning in tools, I am frequently busy with ordering new tools. What triggers or initiates the need to order a new tool? Usually it is the foremen. They may have a job that requires a special tool. If they or the employee tries to check out the needed tool and we dont carry that tool, the foreman must submit a new tool request. I will then generate a Purchase Order that I send to the vendor (supplier) and Accounts Payable. Accounts Payable will pay the vendor whenever I let them know that weve received the shipment. Okay. That sounds simple enough. Oh, no way is it simple! It is very time consuming and difficult sometimes to identify where we can order the tool.

Holly:

You: Holly:

You: Holly:

Prepared by {Lonnie D. Bentley} for Systems Analysis & Design Methods 5ed by J. L. Whitten, L. D. Bentley, & K. C. Dittman

Copyright Irwin/McGraw-Hill 2001

SADM 5/ed - CASE STUDY 2 TCS - Milestone 2: Problem Analysis And it is almost impossible for me to determine from which vendor we can get the tool at the cheapest price. Look at these vendor catalogs (Holly points to an entire bookshelf of vendor catalogs). There are times that I spend a half day trying to order a specific tool. If I am lucky, I can find and order most tools in about 10 minutes. But there again, Im never satisfied that I have made the best purchasing decision. Everything is just taking too long anymore. We have outgrown ourselves. Too many employees, too many tools, and too many vendors! You: Okay. I will make a point to focus on the purchasing operations as well.

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missing, such as a hammer, screwdriver, drill, and the like. Oh yes, I also spend much of my time following up on damaged tool returns. Some can be repaired. I have to see to it that the tool is sent out for repair and then make sure we get it back. You: Thanks everyone. That was some good information. I will need to talk with each of you to learn the details about how each of you processes those transactions. I will try to focus my learning efforts on those processes that you feel are problem areasbut it sounds like that includes most all of them. Lets move on to some other items. I would now like to gain a little better understanding of the records or files that you maintain. Can you tell me a little about them? I saw the employee notebooks and the vendor catalogs. Are there others you can tell me about? I guess I could have mentioned that I also keep records of on our foremen, not just their employees. I keep those records in a Rolodex file. I cant think of anything that wasnt already mentioned. Okay then. Lets talk about reports. Do you generate any reports?

Wilson: Well I guess I should offer my two cents. First of all, let me point out that we all share the work around here. Any one of us can do any job that needs to be done. Its just that we each tend to assume an informal responsibility for seeing to it that certain jobs get done. I spend a lot of my time trying to do the seemingly impossible. When an employee reports a lost tool or returns a lost tool, I try to take care of it. I emphasize, try. Oftentimes I can locate the owner of the tool, update their check-out records, and notify them that the tool has been found. More often than not the tool that is returned cannot be identified and I cannot match the owner. Going through our check-in and check-out forms is to match them with the employee is too tedious. Sometimes I can make an educated guess though. I can locate any submitted reports of lost tools and see if that tool appeared on the report. But I frequently find that there are multiple employees that reported a similar tool
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J.T.:

Holly:

Wilson: Me either. You:

Wilson: Very fewand thats 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 yearend inventory report. Holly: J.T.: Yeah, and a report of all checked-out tools, by employee. I tell you what we could use, it would be nice to be able provide the employees with a periodic statement

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SADM 5/ed - CASE STUDY 2 TCS - Milestone 2: Problem Analysis detailing what tools they have checked out and are expected to have in their possession. Wilson: All that is great, but if we really want to cut into our dollar losses on lost, stolen or damaged tools, we need a report that lists employees having a history of excessive tool losses or damage. The bottom line is that we seem to collect volumes of records, but we dont 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 Tool Crib operations. But I see we are out of time and I know you have had a long day. So thanks again for permitting me to meet with you.

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Prepared by {Lonnie D. Bentley} for Systems Analysis & Design Methods 5ed by J. L. Whitten, L. D. Bentley, & K. C. Dittman

Copyright Irwin/McGraw-Hill 2001