EXPERIENTIAL SYSTEMS ANALYSIS Developments In Business Simulation & Experiential Exercises, Volume 20,1993 123 EXPERIENTIAL SYSTEMS ANALYSIS Frank G. Duserick, Alfred University Ernest L. Enke, Alfred University Amy Rummel, Alfred University Randall Rummel, Pacific Mountain Farms ABSTRACT There is a growing interest in experiential teaching approaches without the empirical evidence that it is a more viable approach than the traditional instructional methodology for systems analysis. The objectives of this research are to develop a model for comparing methodologies for the teaching of systems analysis, to utilize the model to test performance of the subjects and to identify and apply appropriate measures for assessing performance. This paper intends to utilize a research framework to compare experiential and traditional approaches to teaching Systems Analysis using a process oriented methodology for analysis. Research Methodology For students concentrating in Management Information Systems at the undergraduate level, a course in Systems Analysis is usually required as a foundation course to meet the Information Systems curriculum requirements. The purpose of this research is to compare user performance between the experiential and traditional approaches to the functional decomposition of existing systems in the Systems Development Life Cycle It is hypothesized that the experimental teaching approach, as compared to the traditional method, will lead to significantly better user performance in the analysis of existing systems. The independent, dependent and control variables are explained in the following paragraphs. The independent variable is the presentation methodology (Traditional or Experiential) utilized by the course instructor to provide the research subjects a basis for developing system requirements. Both methods utilize DeMarco’s (1 979) methodology for systems analysis. The traditional approach follows a highly structured syllabus with formal lectures by the instructor, scheduled presentations of an assigned systems project and scheduled examinations. The experientially oriented class has a very similar syllabus. However, there are no examinations or lectures. Grading will be based upon each student’s and team’s analysis, each individual’s contribution to the team and each individual’s participation in classroom discussion. The client is the same in both classes. The client’s system’s requests are similar in scope and content and are in the same industry. The class project dominates the semester. Task and human are the control variables in the experiment. Since the purpose of the research is to compare user performance between the traditional and experiential methods for teaching systems analysis, a scenario or case that requires the participants to understand user requests and to represent their analyses have been selected. The main performance variable, modeling correctness, is the degree to which a particular teaching approach provides the correct solution not only in terms of semantic richness, but also in terms of solution representation. Research Strategy The laboratory study requires each group of students to develop user specifications for similar cases using a process methodology similar to that formalized by DeMarco (1979). The process approach utilizes data flow diagrams as the primary vehicle to document the system under investigation. Both test groups utilize a CASE tool (Briefcase. EasyFlow or Visible Analyst Workbench) for data flow diagrams. The case problem is presented in oral form to the students. It is not biased in favor of either pedagogical approach. The problem is non-trivial and robust but simple. Undergraduate students in an elective Systems Analysis class are the test subjects. They have been asked to complete a questionnaire related to computer and modeling experience and to personal demographics. Each group has been trained in using the same methodology (process) for systems analysis. However, one group experiences the ‘normal” instructional method of lectures, examinations and project exposure. The other group is presented with a similar project to address but with no formal lectures or examinations. The syllabi in both groups is the same as they relate to assigned readings. The principle measure of the subjects’ analytical efforts focuses on intergroup comparison. Each subject’s outcome is measured against a “correct solution” for the system under investigation. Identification of the system to be investigated, the external entities, the major processes, the significant data stores and the appropriate data flows are the primary foci. Initial Findings The traditional instructional portion of this research was completed in December 1 991. The experiential component was completed in December 1 992, utilizing data from the FaIl 1 992 Systems Analysis class. Preliminary results indicate a higher level of student satisfaction with experiential learning. The initial resistance to a non-traditional pedagogical approach appears to have waned and a commitment to solving a “real” problem appears to have heightened. Final data will not be available until January 1 993 in order to complete the analysis. Contributions, Limitations & Future Directions The primary contribution of this research effort is to empirically assess whether or not an experiential approach is better than a traditional approach for teaching individuals how to analyze a system. However, since a convenience sample was utilized to compare and test the methodologies, generalizability across situations and subjects may not be appropriate. Consequently, the results of this proposed research will be constrained in applicability to design and sample issues utilized in the research project. A major concern of this research effort will be its link to the complete Systems Development Life Cycle (SDLC). Since the focus of the research is on only the Systems Analysis portion of the SDLC. linkage to the subsequent stages of design, implementation and installation may be an appropriate future research effort. REFERENCES DeMarco, T. (1979). Structured analysis and system specification. Englewood Cliffs, NJ: Prentice Hall. Rogers, E. (1962) Diffusion of Innovation New York: The Free Press. Table of Contents Volume 20, 1993 Dominant Personality Types and Total Enterprise Simulation Performance Shelf Wars: A Grocery Channel Simulation Shared Cultural Perspectives: An Experiential Exercise Utilizing International Students to Globalize the Classroom An Instrument for Investigating the Effectiveness of Teaching Methods in the Business Policy and Strategy Formulation Course Providing Better Trained Graduates for Accounting Employers The Ambition Gradient Approach to Evaluation of Computer Simulation Game Team Performance Alphatec: A Negotiation Exercise with Logrolling and Bridging Potential Using the Ideafisher Idea Generation System as a Decision Support System in Marketing Strategy Courses A Dynamic Market Share Allocation Model For Computerized Business Simulations Multi-Cultural Adaptability Using Experiential Learning in a Graduate Course Development of Experiential Applications in HRM: Practicing What Preach and Preaching for Practice Linking Students and Business Leaders Through Portfolios Debriefing International Experiential Learning Exercises: Road Signs for Effectiveness Sales Manager: A Simulation Modeling Interactive Effects in Mathematical Functions for Business Simulations: A Critique of Goosen's Interpolation Reducing the Complexity of Interactive Variable Modeling in Business Simulations Through Interpolation Antecedent Biases of Experiential Learners: Trainee Occupation and Subgroup Diversity Pax in Terra Sancta: Simulating the Middle East Peace Negotiations A Multiple Regression Case In Experiential Learning Changes in Ethnocentric/Geocentric Orientation by Business Students after Exposure to a One Summer Course in International Marketing's A Systematic Approach to the Development and Evaluation of Experiential Exercises Entrepreneurs Evaluate Experiential Education A Linear Programming Approach to Open System Total Enterprise Simulations Reflecting Leader Behavior from the Looking Glass, Inc. Simulation Linking Cognitive Styles, Teaching Methods, Educational Objectives and Assessment: A Decision Tree Approach Restructuring Management Education in Post-Communist Countries: How Western Experts Can Help Managerial and Cultural Pre-Conditions for Superior Performance in a Global Setting: An Experimental Study with the Aid of Business Games Multiple Industries in Computerized Business Gaming Simulations Content or Process? - Content and Process! Some Observations and Reflections About Management Education in Central Europe Out-of-Class Experiences to Promote Volunteerism Enacting the Linguistic Consciousness of the Modern Managerial Mind: Post-Modernism and Experiential Learning Intergrating Experiential Exercises into the College Curriculum: The Case of Internationalizing the Business Curriculum Simulation Marketing Oversights Incorporating Advertising Creative Strategy into Computer-Based Business Simulations The Dynamics of a Partnership Between Business and Education Collaborative Education Done Globally Experiential Systems Analysis CADPLAN: A Simulation for Comparative Advertising A Doctoral Symposium: Preparing Students for Conference Behavior Comparing the Simulation with the Case Approach: Again! Total Quality Management: A Model for Continuous Quality Improvement The Quality Audit: An Experiential Exercise for Business Students Extending the Reach of Simulations: DECIDE Heads for the Inner City Lessons Learned from a Customized Management Development Simulation The Foreign Exchange Spot Trading Simulation Using Lotus 1-2-3 to complete a Triple Play in a Simulated Competition International Business Education: Is Enough Being Done? Matching of Student-Teacher Cognitive Style as a Factor in Student Success in an Introduction to Information Systems Course Breathing (More) Life into the Case Approach Lord of the Flies: A Live Case Approach to Leadership Cooperative Case Studies: Experiential Tools for Teaching Business Problem Solving Tools Strategy Simulations in Context: An Evaluation of Key Dimensions The Distribution Channel Game Evaluation of a Simulation Game as an Education Tool for Utility Professionals The Relationship Between Total Enterprise Simulation Performance and Learning Total Quality Management does not Happen by Magic, but it can be Taught Using a Pedagogical Methodology that Utilizes Magic Effectively Preparing Students for Careers in a Global Environment by Integrating Total Quality Management Thoughout the Business Curriculum An Empirical Investigation of Cognitive and Performance Consistency in a Marketing Simulation Game Environment Using MARSGAP with LAPTOP: (A Marketing Simulation Game Analysis Program) with LAPTOP: A Marketing Simulation Adapting TQM Implementation to Organizational Level An MBA Business Simulation: Executive Interaction Experiential Exercises and Pedagogy Track Workshop: Experiencing Cultural Diversity in the Classroom (and the Hotel Meeting Room) Closing the Gap between Corporate and National Culture The Dynamic Manufacturing Company The Use of Experiential Techniques in Corporate Training The State of Simulation Gaming in Easter European Countries- Principally Russia An Experiential Exercise in Cross-Cultural Training Valuing Differences: A Conceptual Framework Demonstration of an Experiential Exercise Effectively Using Experiential Learning to Impart TQM Concepts in a High Technology Environment The Older Worker Questionnaire: An Exercise Concerning Older Worker Stereotypes and Behaviors The Crime Fighting Task Force: An Exercise in Organizational Politics Welcome to the Party! An Expression of Vocational Preference Experiential Exercise for Imparting Cross-Cultural Appreciation Six Swift Simulations on Globalization Overview of BASF Delegate Program