IMS1805 Systems Analysis

1. IMS1805Systems Analysis Topic 1(b): The elements of analysis

2. Recap of previous lecture • Fundamental importance of analysis • Types of analysis – instinctive, informal, formal • Analysis in human behaviour

3. Agenda • Aim: To extend our understanding of analysis and its key elements • Analytical environments • Analytical elements • (Note: a transition from Monday’s 50,000 ft view down to a 5,000 ft view)

4. 1. Analytical environments • Types of situations requiring formal analysis – see newspapers for examples • Need/purpose/objective of formal analysis – problem-solving/opportunities/comprehension/ persuasion/etc? • Types of formal analysis – numerical, logical, historical, textual, visual, philosophical, etc • Content/structure/techniques of analysis • Consider case studies covered in tutes

5. Implications of analytical environments • Understanding the range of possible options for purpose/content/structure for analysis • Choosing the ‘right’ objective for analysis • Choosing the ‘right’ person to do the analysis • Choosing the ‘right’ objects for analysis • Choosing the ‘right’ technique for analysis

6. Analytical environments for systems analysis in IS • Situations: • Creating new systems vs fixing old ones • Solving problems vs taking opportunities • Short-term/urgent vs long-term/strategic • etc • Place of analyst – employee vs external consultant • Place in development process • Role/tasks/skills required of analyst?

7. 2. Key elements of analysis (from Monday) • 1. Observation/perception: Gathering information about the object/situation • 2. Discrimination/selection: Choosing what is important and what isn’t; focussing on the key factors within context • 3. Identification/Comprehension (Explanation): Identifying relationships and patterns; establishing causal relationships and connections • 4. Representation: Describing and modelling the object of analysis

8. 2(a) Observation/perception • Perception is the process of using our senses to gather information about the world • Sight • Sound • Touch • Smell • Taste • These senses are used in different ways and to different extents in different types of analysis • People’s sense are similar, but not the same; within a given area of analysis, experts develop their senses to different levels

9. Problems of perception • Is there a world out there independent of my perceptions of it …. ? • …. Or is all meaning entirely subjective? • Is my perception the ‘right’ one? How does it match with the perceptions of others? • Analysts may seek objective facts but have to accept that they may be stuck with subjective perceptions • Good analysts are aware of the possibility of different ways of perceiving, and try to see things in different ways

10. 2(b) Explanation (identification and comprehension) • Explanation is the process of making sense of what our senses have perceived • Any set of observations (perceptions) may be capable of many different possible explanations • Analysis involves seeking explanations of what has been perceived in a way which brings a satisfactory understanding and meaning

11. Steps in developing explanations • Select which of the perceived information we will focus on (we usually perceive far more than we can manage): • Apparent importance • Relevance to our interests/problem • Similarity with what we have seen before • Identify possible relationships - cause and effect, influences, etc • Test and determine which relationships seem to work best as explanations of what has been perceived

12. Problems in explanation • How do we generate alternative explanations for the things we have perceived? • How do we decide which possible explanation is ‘best’? • How can we be sure our explanation is understood in the same way by everyone? • Mis-use of explanation - “spin” and propaganda

13. Examples of problems of explanation • Maxwell Smart and the Rorshach test • Umpires and football matches • The invasion of Iraq

14. 2(c) Representation • Find the ‘language’ to express the explanation in a way which conveys meaning to others • ‘Language’ may include a whole variety of methods – not just descriptive words, metaphor, analogy, visual images, demonstrations, etc • Finding imaginative and powerful ways to convey meaning and explanation is an important analytical skill

15. Problems with representation • People respond differently to different forms of representation • Different communities of people use different specialised ‘languages’ • How can I be sure that the method of representation I am using will convey the meaning I want it to convey to my audience?

16. 2(d) Discrimination/selection • People differ in the way they select things for analysis • This occurs in all phases of analysis: • Selective perception • Selective explanation • Selective representation • Can ALL things be seen/explained/represented in more than one way? • (Is there ANYTHING which can be seen in only one way?!) • Whose way is the ‘right’ way?

18. Problems with selection/discrimination in analysis • Do we see what we expect (or have learned) to see? • Do we use ‘old’ or familiar explanations to save us the effort of thinking about possible new interpretations? • Do we use standardised methods of representing things without regard for how well they represent the situation?

19. An example of the problems of selective analysis • A practical problem: Should the company close a business unit down? • Analyst A: Sociologist • Analyst B: Accountant • Analyst C, D, E, etc ?! • Are they all valid ways of seeing the situation? • Are they equally valid and relevant? • How do we decide which one(s) to use? • (Homelessness problem)

20. Selection/discrimination in analysis • Selection is an inevitable and necessary part of all aspects of analysis • It not a ‘bad’ thing (although it can lead to ‘bad’ analysis) • Good analysts try to be aware of: • how they have selected; • what other ways of selection are possible; • what effects this has on the outcome of the analysis

21. 3. Summary (to simplify) and final thoughts (just to confuse you!) • Analysis is about perception, selection, explanation and representation to bring shared meaning • In all these areas, development of a shared view can be difficult • Good analysis is aware of and sensitive to these problems • We need to use a range of analytical techniques to provide different perspectives

22. Putting it in the context of IS • What are the things we need to perceive in IS? • To whom do we have to explain them? • What are the best analytical techniques to use? • IE groups and analysis • To be the discussed in more detail next week

23. Confusing thought (1): Should you believe me? • Is the analytical approach I have taken to understanding and explaining analysis the only possible one? • If I took a different approach, might analysis be viewed as a different sort of activity? • How do I know whether the approach I am taking here is the ‘right’/‘best’ one? • Butterflies and dreams; The Matrix/Total Recall

24. Confusing thought (2): A paradox of expertise? • Argument 1 • To be a good analyst, I need to be good at applying analytical techniques • The more I focus on a technique, and use it, the more I will know about it and the better I will become at using it • Therefore, the more I know about a specific technique, the better I will become as an analyst • Argument 2 • To be a good analyst, I need to be flexible and adaptable in choosing the right analytical technique for the situation • The more I know about a particular technique and the better I am at using it, the more I will tend to favour it • Therefore, the more I know about a specific technique, the worse I will become as an analyst • How do we get this balance right?