Case Study -AW-Q68 Online Services
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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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 | ||||||
Product Code-Case Study-AW-Q68
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