Systems Analysis & Design Final Study Guide

7/23/2019 Systems Analysis & Design Final Study Guide

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CHAPTER 9USER INTERFACE

• Contains 3 fundamental parts:

o Naviation me!"anism• Provides t"e #a$ in #"i!" t"e user ives instru!tions to t"e s$stem and

tells it #"at to doo Input me!"anism

• %e&nes t"e #a$ in #"i!" t"e s$stem !aptures informationo 'utput me!"anism

• %e&nes t"e #a$ in #"i!" t"e s$stem provides information to t"e user

or to ot"er s$stems

(UI

• (rap"i!al user interfa!e

• User interfa!e t"e utili)es !olors and rap"i!s *as opposed to te+t onl$,

•Uses #indo#s- menus- i!ons- and a mouse

USA.I/IT0

• S$stem is eas$ to use and eas$ to learn

• 1"$ usa2ilit$o Tas4s are !ompleted more e5!ientl$ and #it" more a!!ura!$o 6ista4es #it" s$stem are redu!edo User satisfa!tion #it" ne# s$stem is in!reasedo Adoption of s$stem is more li4el$

HU6AN7C'6PUTER INTERACTI'N *HCI,

• Fo!uses on improvin t"e intera!tions 2et#een users and !omputers 2$ ma4in

!omputers more usa2le and re!eptive to t"e user8s needs

PRINCIP/ES 'F USER INTERFACE %ESI(N

Prin!iple %es!ription

/a$out T"e interfa!e s"ould a series of areas on t"e s!reen t"at are used!onsistentl$ for dierent purposes 77 a top area for !ommands andnaviation- a middle area for information to 2e input or output- and a2ottom area for status information

Contenta#areness

Users s"ould al#a$s 2e a#are of #"ere t"e$ are in t"e s$stem and #"atinformation is 2ein displa$ed

Aest"eti!s Interfa!e s"ould 2e fun!tional and invitin to users t"rou" !areful useof #"ite spa!e- !olors- and fonts T"ere is often a trade7o 2et#eenin!ludin enou" #"ite spa!e to ma4e t"e interfa!e loo4 pleasin andlosin so mu!" spa!e t"at important information does not &t on t"es!reen

Usere+perien!e

Alt"ou" ease of use and ease of learnin often lead to similar desinde!isions- t"ere is sometimes a trade7o 2et#een t"e t#o Novi!e usersor infre;uent users of soft#are #ill prefer ease of learnin- #"ereasfre;uent users #ill prefer ease of use

Consisten!$ Consisten!$ in interfa!e desin ena2les users to predi!t #"at #ill



"appen 2efore t"e$ perform a fun!tion It is one of t"e most importantelements in ease of learnin- ease of use- and aest"eti!s

6inimi)e usereort

T"e interfa!e s"ould 2e simple to use 6ost desiners plan on "avin nomore t"an t"ree mouse !li!4s from t"e startin menu until usersperform #or4

/A0'UT

• Refers to orani)in areas of t"e s!reen or do!ument for dierent purposes and usin

t"ose areas !onsistentl$ t"rou"out t"e user interfa!e

• %ivide t"e s!reen into 3 main areas:o Top area: provides naviation t"rou" t"e s$stemo 6iddle area: larest area< displa$ of t"e user8s #or4o .ottom area: status information

• Information !an 2e presented in multiple areas

• Ideall$- areas #ill remain !onsistent in si)e- s"ape- and pla!ement

• 6inimi)e user movement from one area to anot"er

C'NTENT A1ARENESS

• Refers to t"e a2ilit$ of an interfa!e to ma4e t"e user a#are of t"e information it

!ontains #it" t"e least amount of eort 2$ t"e user

• Titles

• 6enus s"ould s"o# #"ere t"e user is and #"ere t"e user !ame from to et t"ere

• Forms and reports:o All areas s"ould 2e !lear and #ell de&ned to redu!e t"e !"an!es t"at users

2e!ome !onfused a2out t"e information in an$ area

• Fields #it"in ea!" areao Fields 7 individual elements of data t"at are input or outputo Field la2els 7 identif$ t"e &elds on t"e interfa!e

• S"ould 2e s"ort and spe!i&!

• Use dates and version num2ers to aid s$stem users

AESTHETICS

• Refers to desinin interfa!es t"at are pleasin to t"e e$e

• Use #"ite spa!e as neededo Hi" densit$ 77= "as too mu!" information pa!4ed into too small a spa!e #it"

too little #"ite spa!e

• Novi!e or infre;uent users 77= prefer lo# densit$- less t"an >?@ *less t"an >?@ of t"e

interfa!e is o!!upied 2$ information,

• E+perien!es users 77= prefer "i" densities

• %esin of te+t is e;uall$ importanto /arer font si)e for titles- se!tion "eadins- et!o Smaller font for t"e report or form !ontent *at least pt< minimum or B? pt if

older users,o Serif 7 most reada2le for printed reports- parti!ularl$ for small letterso Sans serif 7 most reada2le for !omputer s!reens- and are often used for

"eadins in printed reportso Avoid usin all !aps

• Color and patternso S"ould 2e used !arefull$ and sparinl$o 'nl$ #"en t"e$ serve a purposeo Colors #it" "i" !ontrast s"ould 2e used *2la!4 and #"ite,



USA(E /EE/DUSER EPERIENCE

• User e+perien!e refers to desin t"e user interfa!e #it" t"e users8 level of !omputer

e+perien!e in mind

• S$stems t"at #ill end up 2ein used 2$ man$ ppl on a dail$ 2asis "ave a maorit$ of

e+pert userso

Users s"ould 2e a2le to a!!ess t"e !ommonl$ emplo$ed fun!tions ;ui!4l$-#it" fe# 4e$ stro4es or a small num2er of menu sel!tions

• Some people #ill 2e fre;uent- "eav$ users of t"e s$stemo Fre;uent users desire ease of use *;ui!4 and eas$ !ompletion of o2 tas4s,o In!lude #a$s to perform tas4s dire!tl$ *s"ort7!ut 4e$s,

• 't"er people ma$ use t"e s$stem infre;uentl$o Infre;uent users desire ease of learnin *;ui!4 and eas$ #a$s to &ure out

#"at to do,o In!lude !areful menu desins- tool tips- and e+tensive "elp s$stems

• 6o2ile devi!es: use standardi)ed esture intera!tions to en"an!e t"e user8s ease of

learnin and ease of use

C'NSISTENC0

• Sinle most important fa!tor in ma4in a s$stem simple to use

• Considers elements #it"in an appli!ation and a!ross appli!ations

• Elements are t"e same t"rou"out t"e appli!ationo Redu!es learnin !urveo Ena2les users to predi!t #"at #ill "appen

• Refers to t"e interfa!e #it"in one !omputer s$stem- so t"at all parts of t"e same

s$stem #or4 in t"e same #a$

• Pertains to man$ dierent levelso Naviation !ontrols 77= "o# a!tions in t"e s$stem s"ould 2e performedo Terminolo$ 77= usin t"e same #ords for elements on forms and reportso Report and form desin 77= ma4e t"em similar- 2ut ive t"em some distin!tive

elements t"at ena2le users to immediatel$ dete!t dieren!e

6INI6IGE USER EFF'RT

• Usin t"e fe#est possi2le mouse !li!4s or 4e$stro4es to move from one part of t"e

s$stem to anot"er

• T"ree7!li!4s ruleo Users s"ould 2e a2le to o from t"e start menu to t"e information or a!tion

t"e$ #ant in no more t"an t"ree mouse !li!4s or t"ree 4e$stro4es

• 1"en possi2le- provide sele!tion tools instead of re;uirin t$pin

USER INTERFACE %ESI(N PR'CESS

B UN%ERSTAN% THE USERS

a Users li4el$ #ill "ave ver$ dierent oals and intentions #"en usin t"e s$stem2 Plan a user interfa!e t"at #ill 2e satisf$in for t"at parti!ular user roup! Use s!enario

i An outline of t"e steps t"at t"e users perform to a!!omplis" some part oft"eir #or4

i Presented in a simple narrative des!ription t"at is tied to t"e %F%ii (oal: des!ri2e t"e "andful of most !ommonl$ o!!urrin use s!enarios

'R(ANIGE THE INTERFACE



a %e&ne t"e 2asi! !omponents of t"e interfa!e and "o# t"e$ #or4 toet"er toprovide fun!tionalit$ to users

2 Use Interfa!e Stru!ture %iaram *IS%,i %e&nes t"e 2asi! !omponents of t"e interfa!e and "o# t"e$ #or4 toet"er

to provide fun!tionalit$ to usersi S"o#s "o# all s!reens- forms- and reports are related

ii S"o#s "o# user moves from one to anot"eriii (enerall$- t"ere is one IS% for ea!" pro!ess on t"e /evel ? %F%



%EF INE STAN%AR%S

a Clarif$ de!isions on all 4e$ interfa!e elements to ensure !onsisten!$2 Tips:

i Standard interfa!e i!ons *pi!tures, representin status or a!tionsii Use interfa!e metap"ors #"en appropriate

2 Interfa!e Standardsi T"e 2asi! desin elements t"at are !ommon a!ross t"e individual s!reens-forms- and reports #it"in t"e s$stem

i Ensures t"at t"e interfa!es are !onsistent a!ross t"e s$stem2 Interfa!e metap"ors

i %e&ne "o# t"e interfa!e #ill #or4i A !on!ept from t"e real #orld t"at is used as a model for t"e !omputer

s$stemii Helps t"e user understand t"e s$stem and ena2les t"e user to predi!t #"at

features t"e interfa!e mi"t provideB E+: 6an$ 1indo#s s$stems use t"e paper form or ta2le as a metap"or

2 Interfa!e templatesi %e&nes t"e eneral appearan!e of all s!reens in t"e information s$stems

and t"e paper72ased forms and reports t"at are used2 Interfa!e o2e!tsi T"e fundamental 2uildin 2lo!4s of t"e s$stem- su!" as t"e entities and

data stores2 Interfa!e a!tions

i E+: 2u$ vs pur!"ase- e+it vs ;uit *4eepin it similar t"rou"out,2 Interfa!e i!ons

i .est approa!" is to adopt i!ons developed 2$ ot"ersii E+: t"e opp$ dis4 as a JsaveJ i!on

%EE/'P PR'T'T0PES

a A mo!47up or simulation of s!reens- forms- or reportsa T"e most !ommon met"ods in!lude:

i Paper s4et!"es *stor$2oard,B S"o#s "and dra#n pi!tures of #"at t"e s!reens #ill loo4 li4e and "o#

t"e$ #ill o# from one s!reen to anot"eri 1ireframe diarams: s"o#in a 2o+ outline #"ere elements #ill 2e pla!edii HT6/ protot$pe: a protot$pe usin 1e2 toolsiii /anuae protot$pe: a protot$pe usin t"e prorammin lanuae t"e &nal

produ!t #ill 2e !oded in

EA/UATI'NDTESTIN(

S'URCE %ATA AUT'6ATI'N

• Redu!ed dupli!ate #or4 and pro!essin time

• %e!reases !ost and pro2a2ilit$ of error

• Can 2e o2tained 2$ usin t"e follo#in te!"noloieso .ar !ode readersDs!annerso 'pti!al !"ara!ter re!onitiono 6aneti! stripe readerso Smart !ardso RFI *Radio Fre;uen!$ Identi&!ation, tas



CHAPTER B? STRUCTURE CHARTS

• %epi!ts a proram at a "i" level in rap"i! form

• S"o#s all !omponents of !ode in "ierar!"i!al format• Illustrates t"e orani)ation and intera!tions of t"e dierent proram modules

PR'(RA6 SPECIFICATI'NS

• Contains a set of #ritten instru!tions in more detail

PR'(RA6 %ESI(N

• Creatin instru!tions for t"e prorammers at a "i" level to proram t"e

s$stem< no standard approa!"

• In!lude proram information- events and triers- inputs and outputs-

pseudo!ode *!odin7t$pe lanuae t"at !ould 2e easil$ implemented in an$

lanuae,- and additional notes and !omments T'P7%'1N- 6'%U/AR APPR'ACH

• .ein #it" t"e J2i pi!tureJ and 2rea4 it apart into modules- raduall$ addin

detail

THE PH0SICA/ PR'CESS 6'%E/

• S"o# t"e implementation details and e+plain "o# t"e s$stem #ill #or4-

in!ludino A!tual- spe!i&! te!"nolo$o Format of informationo Human intera!tion #it" s$stem

THE PH0SICA/ %F%

• Similarities:o Contains t"e same !omponents as t"e loi!al %F%o T"e same rules pertainin to 2alan!e and de!omposition appl$

• %ieren!es:o /oi!al %F%s do not !ontain an$ indi!ation of "o# t"e s$stem #ill

a!tuall$ 2e implemented #"en t"e information s$stem is 2uilt< t"e$ simpl$state #"at t"e ne# s$stem #ill do

o P"$si!al %F%s Contains additional details des!ri2in "o# t"e s$stem#ill 2e 2uilt

o

P"$si!al %F%s s"o# implementation de!isions

TRANSF'R6IN( THE /'(ICA/ %ATA 6'%E/

• T"e loi!al entit$ relations"ip diaram *ER%, depi!ts t"e J2usiness vie#J of

data< omits implementation details

• Havin determined t"e data storae format- p"$si!al data models are !reated

to s"o# implementation and to e+plain more a2out t"e J"o#J of t"e &nals$stem



STEPS T' CREATE THE PH0SICA/ %F%

• %ra# a "uman7ma!"ine 2oundar$

• Add implementation referen!es

• Add s$stem7related data stores- data o#s and pro!esseso E+: 2a!4ups- e+!eptions- audit trails- et!

• Update data des!riptions and metadata in t"e CASE repositor$

STEPS T' CREATE THE PH0SICA/ %ATA.ASE %ESI(N

• Add primar$ 4e$s *often same as identi&ers,

• Add interse!tion ta2les to repla!e N:6 relations"ips #it" t#o B:N

• Add forein 4e$s to represent relations"ipso B:B 77= t"e primar$ 4e$ in *eit"er, one of t"e ta2les *2ut not 2ot",

2e!omes a forein 4e$ in ot"er ta2leo B:N 77= t"e primar$ 4e$ in t"e JBJ ta2le 2e!omes t"e forein 4e$ in t"e

JNJ ta2le

• Add data t$pes for all &elds *formerl$ attri2utes,



CHAPTER BI6P/E6ENTATI'N

• T"e 2uildin of all parts of t"e s$stem: t"e soft#are itself- do!umentation-

and ne# operatin pro!edures• Consists of developin and testin t"e s$stem8s soft#are- do!umentation-

and ne# operatin pro!edures

6ANA(IN( THE PR'(RA66IN( PR'CESS

ASSI(NIN( PR'(RA66IN( TASKS

o Proe!t manaer must assin proram modules to t"e proramminsta

o Ea!" prorammin module s"ould 2e as separate and distin!tive aspossi2le from t"e ot"er modules

• Assinin Prorammerso 6inimi)e t"e num2er of prorammerso Proe!ts re;uirin a lare team s"ould 2e 2ro4en into a series of

independent- smaller partso 6at!" prorammin tas4s #it" prorammer !apa2ilitieso 1"en s4ills are de&!ient- appl$ mentorin and trainin

C''R%INATIN( ACTIITIES

o 1ee4l$ *"opefull$ 2rief, meetinso Create and follo# standardso 'rani)e prorammers8 #or4 areas

• %evelopment area

• Testin area• Produ!tion area

o Implement !"ane !ontrol me!"anismso Use proram lo to monitor proram !"anes

6ANA(IN( THE SCHE%U/E

o S!ope !reep 77= o!!urs #"en ne# re;uirements are added to t"eproe!t after t"e s$stem desin "as 2een &nali)ed

TESTIN( PHI/'S'PH0

• Testin "elps ensure t"at t"e s$stem performs as outlined in t"e

spe!i&!ations

• It is un#ise to test spontaneousl$ #it"out an overall testin plan

• Testin must 2e done s$stemati!all$ and results do!umented !arefull$

CATE('RIES 'F TESTIN(

UNIT TESTIN(

o Tests ea!" module 7 does it perform its fun!tion



o .la!4 2o+ testin 77= fo!uses on #"et"er t"e unit meets re;uirementsstated in spe!i&!ation

o 1"ite72o+ testin 77= loo4s inside t"e module at a!tual !odeo Five !ommon fun!tions to test durin unit testin

• Create ne# item

•

C"ane item• %elete item

• %ispla$ item

• Find item

INTE(RATI'N TESTIN(

o Tests t"e intera!tion of modules 7 do t"e$ #or4 toet"er

S0STE6 TESTIN(

o Tests to assure t"at t"e soft#are #or4s #ell as part of t"e overalls$stem- in!ludin nonfun!tional re;uirements

ACCEPTANCE TESTIN(

o Tests to assure t"at t"e s$stem serves orani)ational needso Alp"a Testin

• Performed 2$ users to assure t"e$ a!!ept t"e s$stem< fre;uentl$

repeats earlier testso .eta Testin

• Uses real data- not test data A!tual users monitor for errors or

needed improvementso User sin7o follo#in A!!eptan!e Testin indi!ates t"e s$stem is

read$ to 2e pla!ed into produ!tion

%'CU6ENTATI'N

• Provides information to ma4e t"e s$stem easier to use and repair

• S$stem do!umentationo Intended to "elp prorammers and anal$sts understand and maintain

t"e s$stem after it is installed

• User do!umentationo Intended to "elp users operate t"e s$stemo T$pes of user do!umentation:

• Referen!e do!uments *perform s$stem fun!tions,

• Pro!edures manuals *perform 2usiness tas4s 7 in!ludes manual

pro!edures,

• Tutorials *"o# to use s$stem !omponents,

> T0PES 'F %'CU6ENT NAI(ATI'N

• Ta2le of !ontents

• Inde+

• Te+t sear!"

• Aent sear!"

• /in4s 2et#een do!uments



CHAPTER B3

THREE STEPS

• Unfree)ino /oosenin up peoples8 "a2its and norms

• 6ovino Transition from old to ne# s$stems

• Refree)ino Institutionali)e and ma4e e5!ient t"e #a$ of doin t"ins

C'NERSI'N ST0/ES

• %ire!t !onversiono T"e ne# s$stem instantl$ repla!es t"e old

• Parallel !onversiono For a time- 2ot" old and ne# s$stems are usedo T"e old is a2andoned #"en t"e ne# is proven full$ !apa2le

C'NERSI'N /'CATI'N

• Pilot !onversiono 'ne or more lo!ations are !onverted to #or4 out 2us 2efore

e+tendin to ot"er lo!ations

• P"ased !onversiono /o!ations are !onverted in sets

• Simultaneous !onversiono All lo!ations are !onverted at t"e same time



C'NERSI'N 6'%U/ES

• 1"ole s$stem !onversiono All modules !onverted in one step

• 6odular !onversiono 1"en modules are loosel$ asso!iated- t"e$ !an 2e !onverted one at a

time

KE0 FACT'RS IN SE/ECTIN( A C'NERSI'N STRATE(0

RISK

o Seriousness of !onse;uen!es of remainin 2uso To minimi)e ris4:

• Parallel !onversion st$le

• Pilot !onversion lo!ation

• Conversion moduleso Ris4iest !onversion strate$:

•

%ire!t !onversion st$le• Simultaneous !onversion lo!ation

• Conversion of #"ole s$stem

C'ST

o Parallel re;uires pa$in for t#o s$stems for some timeo Simultaneous re;uires more sta to support all lo!ationso To minimi)e !ost:

• %ire!t !onversion st$le

• Pilot or p"ased !onversion lo!ation

• Conversion of #"ole s$stemo

Hi"est !ost !onversion strate$:• Parallel !onversion st$le

• Simultaneous !onversion lo!ation

• Conversion of modules

TI6E

o Parallel p"ased- and modular re;uire more timeo To minimi)e time

• %ire!t !onversion st$le

• Simultaneous !onversion lo!ation

• Conversion of #"ole s$stemo /onest time !onversion strate$

• Parallel !onversion st$le

• P"ased !onversion lo!ation

• Conversion of modules

.USINESS C'NTIN(ENC0 P/AN

• Keeps small te!"nolo$ lit!"es in t"e ne# s$stem from turnin into maor

2usiness disasters



• Helps t"e 2usiness #it"stand relativel$ small pro2lems #it" t"e ne# s$stem

so t"at maor 2usiness disruptions are prevented

STEPS IN CHAN(E 6ANA(E6ENT

B REISE 6ANA(E6ENT P'/ICIES

a No !omputer s$stem #ill 2e su!!essfull$ adopted unless manaementpoli!ies support its adoption

2 6anaement tools for support adoption

B ASSESS C'STS AN% .ENEFITS 6'%E/S 'F P'TENTIA/ A%'PTERS

6'TIATE A%'PTI'N

a Informationali Aims to !onvin!e adopters t"at !"ane is ne!essar$- t"rou" !lear

and !onvin!in eviden!e2 Politi!al

i Uses orani)ational po#er to motivate !"ane

2 Potential adopters enerall$ arei ?73?@ read$ adoptersii ?@ resistant adoptersiii L?7M?@ relu!tant adoptersiv Strateies s"ould fo!us on supportin and en!ourain read$

adopters and "elpin t"em #in over t"e relu!tant adopters

ENA./E PE'P/E T' A%'PT *TRAININ(,

a %ont assume users #ill J&ure it outJ2 Fo!us on "elpin users a!!omplis" t"eir tas4s- not on s$stem features! 6at!" t$pes of trainin to resour!es and learners

i Classroom- one7on7one- !omputer72ased *C.T,

P'ST7I6P/E6ENTATI'N

• Provide supporto Assistan!e in usin t"e s$stem

• Provide maintenan!eo Repair or &+ dis!overed 2us or errorso Add minor en"an!ements to provide added value

• Assess t"e proe!to Anal$)e #"at #as done #ello %is!over #"at a!tivities need improvement in t"e future

/EE/ B SUPP'RT

• .road 4no#lede

/EE/ SUPP'RT

• Spe!ialists in t"e appli!ation s$stem

• Unresolved issues are passed to level support

Systems Analysis & Design Final Study Guide

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