Tài liệu Instructor Notes Module 4: Business - Solution Conceptual Design ppt

Instructor Notes Module 4: Business Solution Conceptual Design Introduction In this module, students will learn about the basics of conceptual design, where it fits in the Microsoft ® Solutions Framework (MSF) Process Model, its purpose and value in solution design, its steps and tasks, and its outputs and deliverables. Students learn how the process of developing a conceptual design will enable them to deliver solutions that match their customer’s requirements. After completing this module, students will be able to: ! Explain the need for conceptual design in the process of designing a business solution. ! Describe the role of conceptual design in the MSF Design Process Model. ! Describe the steps of conceptual design. ! Develop a future-state description of a business solution created through the conceptual design process. ! Develop a conceptual design for a business solution from the gathered and analyzed information. Materials and Preparation This section provides you with the materials and preparation needed to teach this module. Materials To teach this module, you need the following materials: ! Microsoft PowerPoint ® file P04_1608a.ppt ! Module 4, “Business Solution Conceptual Design” ! Activity 4.1, “Risks of Skipping Conceptual Design” ! Activity 4.2, “Inputs to Conceptual Design” ! Activity 4.3, “Value of Information Models” ! Activity 4.4, “Creating a Future-State Usage Scenario” Presentation: 125 Minutes Activity: 100 Minutes 2 Instructor Notes Module 4: Business Solution Conceptual Design 2 Instructor Notes Module 4: Business Solution Conceptual Design Preparation To prepare for this module, you should: ! Read all the materials for this module. ! Complete the activities. Instructor Notes Module 4: Business Solution Conceptual Design 3 Instructor Notes Module 4: Business Solution Conceptual Design 3 Activities Activity 4.1: Risks of Skipping Conceptual Design In this activity, students participate in a class discussion to identify the possible risks of not doing conceptual design. After completing this activity, students will be able to: ! Articulate the value of conceptual design and the risks of not completing a conceptual design. ! To prepare for the activity 1. Complete the activity yourself. 2. Prepare examples from you experience. 3. Prepare some questions to foster a class discussion. Activity 4.2: Inputs to Conceptual Design In this activity, students will participate in a class discussion to identify the possible inputs into the conceptual design process. After completing this activity, students will be able to: ! Identify the types of information and their sources that feed into the conceptual design process. ! To prepare for the activity 1. Complete the activity yourself. 2. Prepare examples from you experience. 3. Prepare some questions to foster a class discussion. Activity 4.3: Value of Information Models In this activity, students will participate in a class discussion to identify the value of modeling as a way of analyzing information. After completing this activity, students will be able to: ! Articulate the role of information models in the analysis step of conceptual design and the value of using those models. ! To prepare for the activity 1. Complete the activity yourself. 2. Prepare examples from you experience. 3. Prepare some questions to foster a class discussion. 4 Instructor Notes Module 4: Business Solution Conceptual Design 4 Instructor Notes Module 4: Business Solution Conceptual Design Activity 4.4: Creating a Future-State Usage Scenario In this activity, students will use the provided use cases and usage scenarios for the client billing process, along with the Ferguson and Bardell, Inc. case study, to create future-state use cases and usage scenarios. First, students will create future-state use cases for the client billing process. This process begins with the consultant creating a timesheet and ends with the customer receiving an invoice. Next, students will create future-state usage scenarios for the solution required by Ferguson and Bardell, Inc. ! After completing this activity, students will be able to create a future-state usage scenario. ! To prepare for the activity 1. Prepare extra copies of the case study, the current-state use cases, and the usage scenarios for any students who may not have their own copies. 2. Complete the activity yourself. 3. Review the suggested solution. 4. Prepare some questions to foster a class discussion. Instructor Notes Module 4: Business Solution Conceptual Design 5 Instructor Notes Module 4: Business Solution Conceptual Design 5 Module Strategy Use the following strategy to present this module: ! Conceptual Design Basics This provides an overview of the conceptual design phase. Spend the time necessary to cover all of the points thoroughly, and be sure that by the time you finish, your students have a clear grasp on the purpose, inputs, and outputs of conceptual design. Providing a solid foundation in this section will make the other sections go much more smoothly. ! Activity 4.1: Risks of Skipping Conceptual Design This discussion should help students understand the benefits of having a conceptual design phase in the design of the solution, as well as the potential risks of not having a conceptual design phase. ! Conceptual Design Process This section ties the conceptual design phase to the process model and outlines the steps in the conceptual design phase. Students should grasp the relationship to the process model fairly quickly, but might not attain the same quick familiarity with the steps and deliverables. Do not get bogged down in the steps and deliverables — they will be covered more thoroughly in the upcoming sections. Simply introduce them in the context of a project life cycle. Refer students to the research (gathering) and analysis steps that were performed in Course 1585: Gathering and Analyzing Business Requirements. ! Conceptual Design Research This section outlines the research step of the conceptual design phase. You may need to spend some time on the concept of enterprise architecture because some of the class may not be familiar with it. Also, emphasize the expanded meaning of “user” discussed in the text so that students realize that, during the research step, they identify all the stakeholders in the solution. Finally, explore the concept of constraints as not only technological, but also business based. You may want to prepare additional examples of business constraints and requirements so that students begin to develop the ability to “see” such constraints and requirements when doing research. Emphasize that constraints are not necessarily negative; they only help define the boundary of the solution space. ! Activity 4.2: Inputs to Conceptual Design This discussion will enable students to think about the inputs to the conceptual design phase. You should be prepared to provide examples based on your own experience. 6 Instructor Notes Module 4: Business Solution Conceptual Design 6 Instructor Notes Module 4: Business Solution Conceptual Design ! Conceptual Design Analysis This section introduces the analysis step of conceptual design. Walk through the process carefully and thoroughly, making sure that students understand the validate-identify-model-create workflow for this step. They should also completely grasp the concepts of a use case, a usage scenario, and a workflow model. When you are comfortable that they understand the analysis step, you should move to the last topic of documenting the current state. Emphasize that documenting the current state is beneficial, and that understanding the current state is never optional. Explain that the ability to execute each step of the design process is important. The necessity and depth of coverage should be determined by the size of the project and the team’s experience level. ! Activity 4.3: Value of Information Models This discussion provides you with the opportunity to confirm that the students understand the analysis step of conceptual design. ! Conceptual Design Optimization This section introduces the optimization step of conceptual design. (If there were a clear line, and there really is not, between the Envisioning Phase of the MSF Process Model and the Design Phase of the MSF Process Model, it would be at this step.) The text accompanying the slides makes a number of points, all of which need to be emphasized and understood. Point out that many projects should be cancelled at the end of the optimization step if it is discovered that the future state’s expected return on investment does not justify the cost of the project. Take your time working through this section and help students grasp the value of optimization. This is also the point in the project when the team shifts from working primarily with the current state of the business environment and begins designing the future-state solution. ! Activity 4.4: Creating a Future-State Usage Scenario This activity presumes that students know how to create current-state usage scenarios. However, there is an example in the activity for those students who have not attended Course 1585: Gathering and Analyzing Business Requirements. The suggested solution for this exercise is not the only one possible. Build a class consensus on the future-state usage scenario. . 4 Instructor Notes Module 4: Business Solution Conceptual Design 4 Instructor Notes Module 4: Business Solution Conceptual Design Activity 4 .4:. experience. 6 Instructor Notes Module 4: Business Solution Conceptual Design 6 Instructor Notes Module 4: Business Solution Conceptual Design ! Conceptual