Case Study -AW-Q68

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Overview of Business Process Analysis and Functional Requirements for UMUC Haircuts
 
For your Case Study Stage 1 assignment, you performed a Five Forces Analysis and justified Myra’s chosenstrategy for competitive advantage and the business process that she would like to improve through the application of technology.
Those inputs, processing, and outputs form the functional (business) requirements for an IT system to improve the process.
 
The first step in identifying the functional or business requirements for an information system is to develop the high level requirements that establish the scope of the system. Myra has selected the Customer and Employee Scheduling Process for improvement using an IT solution, and together you have identified the following high level requirements. The system must
 
• Allow employees to enter their availability and desired days/times to work
• Allow Myra to review the employee requests and develop a schedule
 
• Make the schedule available to employees to review their final work schedule
• Make the employee schedule available for staff to enter customer appointments
 
• Allow Myra and the staff to enter customer appointments
• Keep track of customer appointments, including stylist and service performed
 
• Accommodate changes in the employee schedules and customer appointments, and update the schedule accordingly
• Accommodate changes in the customer information stored in the system
 
• Provide management reports to Myra showing employee workload, customers served, customer contact information, busy times/days, etc.
 
The high level requirements are not detailed enough to be used as the functional or business requirements. More detailed requirements are developed using a variety of tools and methods. One such tool is a process model. In a process model, rectangles are used to illustrate process steps and diamonds are used where decisions, or choices, are made. You need to be aware that there are other aspects of the process to be considered, as shown in the high level requirements above. The points at which these additional steps intersect with the customer appointment process are shown in the process model with a circle.
 
A process for entering the time needed and costs for the various styling services – here you’re building a database or table for reference in future transactions;and the payment process that collects customer payments and updates the database accordingly. For these two processes, you should also identify the input needed for the system, what the system is to do with that input (process) and what output the system will need to create or display either immediately or later.
 
The responses that you enter into the table for each requirement must be aligned to the specific business process to be improved and the data it uses, and it must be appropriate to the UMUC Haircuts business.
Input and output are data; not an action.
 
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Case Approach

Scientific Methodology

We use best scientific approach to solve case study as recommended and designed by best professors and experts in the World. The approach followed by our experts are given below:

Defining Problem

The first step in solving any case study analysis is to define its problem carefully. In order to do this step, our experts read the case two three times so as to define problem carefully and accurately. This step acts as a base and help in building the structure in next steps.

Structure Definition

The second step is to define structure to solve the case. Different cases has different requirements and so as the structure. Our experts understand this and follow student;s university guidelines to come out with best structure so that student will receive best mark for the same.

Research and Analysis

This is the most important step which actually defines the strength of any case analysis. In order to provide best case analysis, our experts not only refer case materials but also outside materials if required to come out with best analysis for the case.

Conclusion & Recommendations

A weak conclusion or recommendations spoil the entire case analysis. Our expert know this and always provide good chunks of volume for this part so that instructors will see the effort put by students in arriving at solution so as to provide best mark.

Related Services

 

Table of Functional (Business) Requirements

Steps in the Appointment Process

 

Process Step Step from Customer Appointment Process Model

(insert information from numbered step

Input

Information/data item(s) entered into the system as part of this step

Process

Processing or action the system must perform for this step

Output

Information/data item(s)/record created, or displayed, or printed out for the user in this step

1        
2        
3        
4        
5        
6        
7        
8        
9        

 

 

 

 

Using the Employee Scheduling Process
 

The example below demonstrates what is required for the assignment, using the Employee Scheduling Process, which is shown in a circle in the Customer Appointment Process Model. The process model for this example is separately provided as an Excel file named “Stage 2 Example – Scheduling Process Model.” The entries in the table correspond with the numbered process steps in the model.
 
Table of Functional (Business) Requirements
 

Table of Functional (Business) Requirements

Steps in the Employee Scheduling Process

 

Process Step Step from Customer Appointment Process Model

(insert information from numbered step

Input

Information/data item(s) entered into the system as part of this step

Process

Processing or action the system must perform for this step

Output

Information/ data item(s)/record created, or displayed, or printed out for the user in this step

1 Employee logs into the System

 

User ID and password Verify user id and password against security database “Welcome” screen or “Invalid User ID and Password” message
2 Employee reviews customer appointments

 

Employee name, dates Locate and present appointment dates for the employee Appointment dates for employee
3 Employee enter dates/times available for work

 

Dates and times available for work (employee name entered in step 2) Record dates and times employee is available for work Confirmation that dates and times have been saved

 

 

 

 

Formatting
 
For academic writing, the writer is expected to write in the third person. In third person, the writer avoids the pronouns I, we, my, and our. The third person is used to make the writing more objective by taking the individual, the “self,” out of the writing. This method is very helpful for academic writing, a form in which facts, not opinion, drive the tone of the text. Writing in the third person allows the writer to come across as unbiased and thus more informed.
 
• Submit a document that includes the Table of Functional Requirements.
• Table entries should be single spaced.
 
• Use APA formatted citations and references for any external sources used.
• Include a title page, and a reference page if references are included.
 
• Compare your final work to the rubric to be sure you have met content and quality criteria.
• Submit your paper as a Word document, or a document that can be read in Word.
 

• Your submission should include your last name first in the filename: Lastname_firstname_Stage _2
 

GRADING RUBRIC

 
The “right” and “wrong” answers have to do with whether or not you correctly incorporated the course vocabulary and concepts to support your choices, and that you address all parts of the assignment. Be sure to review the grading rubric below before submitting your assignment:

 

 

ISFM-300 Case Study, Stage 2 Rubric:  FunctionalRequirements

Criteria

90-100%

Far Above Standards

80-89%

Above Standards

70-79%

Meets Standards

60-69%

Below Standards

< 60%

Well Below Standards

 

Possible Points

 

 

 

 

Inputs

27-30 Points

All inputs listed demonstrate a strong understanding of course concepts, analysis and critical thinking; and are appropriate for the business in the case study and the process. Avoids the use of action words.

24-26 Points

Most inputs listed demonstrate an understanding of course concepts, analysis and critical thinking; and are appropriate for the business in the case study and the process. Limited use of action words.

21-23 Points

Inputs listed are designated and demonstrate a basic understanding of course concepts or analysis.  May include some action words.

18-20 Points

Inputs are provided but selection may be lacking in demonstration of understanding of course concepts or analysis.  May overuse action words.

0-17 Points

Few, if any inputs are provided or inputs are not appropriate for the process step and/or the case study.

30

 

 

Processing 27-30 Points

All processing listed demonstrates a strong understanding of course concepts, analysis and critical thinking; and are appropriate for the business in the case study and the process.

24-26 Points

Most processing listed demonstrates an understanding of course concepts, analysis and critical thinking; and are appropriate for the business in the case study and the process.

21-23 Points

Processing is listed and demonstrates a basic understanding of course concepts or analysis.

18-20 Points

Processing is provided but may be lacking in demonstration of understanding of course concepts or analysis.

0-17 Points

Processing shown is not appropriate for the process step and/or the case study.

30

 

 

 

 

 

Outputs

 

 

 

27-30 Points

All outputs listed demonstrate a strong understanding of course concepts, analysis and critical thinking; and are appropriate for the business in the case study and the process.  Avoids the use of action words.

24-26 Points

Most outputs listed demonstrate an understanding of course concepts, analysis and critical thinking; and are appropriate for the business in the case study and the process.  Limited use of action words.

21-23 Points

Outputs listed are designated and demonstrate a basic understanding of course concepts or analysis.  May include some action words.

18-20 Points

Outputs are provided but selection may be lacking in demonstration of understanding of course concepts or analysis.  May overuse action words.

0-17 Points

Few, if any outputs are provided or outputs are not appropriate for the process step and/or the case study.

30

 

 

 

 

 

 

Table Format

9-10 Points

Information is professionally presented, clear and easily understood; is written in third person and uses course vocabulary, correct sentence structure, grammar, and spelling. Any references used are listed and cited using APA style.

8 Points

Information is presented well; is clear, and uses correct sentence structure; written in third person, and has few grammar and spelling errors.  Any references used are listed and cited using APA style.

7 Points

Information is presented with some grammar and/or spelling errors.  Any references used are listed and cited using APA style.

6 Points

Information is not professionally presented, may not be clearly written, and/or contains several grammar and/or spelling errors, or errors in use of APA style for references/ citations.

 

0-5 Points

Information is extremely poorly written; has many grammar and/or spelling errors; and/or does not convey the information adequately.

10
        TOTAL Points Possible 100

 
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Summary