This document provides an analysis of the information requirements for a skills training provider called SSG. It includes a rich picture diagram that identifies the key stakeholders in SSG's operations, including employees, students, tutors, partners, funders, and managers. It also provides use case diagrams and descriptions of the current course management system used by one of SSG's partners, LFLG. The analysis identifies issues with the existing system and outlines requirements for a new integrated management system to address challenges in coordinating operations across multiple training centers.

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COURSE: COMP1645 – Information Requirements Analysis
TITLE: RICH PICTURE AND USE CASE
NAME: Owen Muzi M.
STUDENT NO.: BSC 13010
DUE DATE: 13th
November, 2014
CENTRE: ZCAS

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Introduction
The aim of the Information Requirement Analysis Coursework is to understand the concept of information within
the context of organisational culture and world views.
In this coursework will explore two tools Rich Picture and Use Cases Diagram to understand the user participation
approaches in the system development, the human impact on the success of an information system.
See the rich picture below as the soft approach. The rich picture is used to identify human issues in the
development of an information system.
Abstraction of case study
To draw a rich picture that is very rich an abstraction of the case study needs to be written, below is my abstraction
of the case study:
_SSG is a provider of skills training
_ Customers are employers to provide training for employees.
_SSG has 20 fully equipped centres
_SSG has developed the learning gate way.
_SSG invested in IT (e book)
_new Managing Director (Felicia Siregar) meaning new idea.
_KPIs are needed to evaluate courses on a three monthly basis
_Course trainers and the training centre managers were unhappy with the introduction of KPIs.
_SSG won a bid to implementing the government plan to improve the life skill.eg
_Adult literacy and numeracy
_Industry sector skills development
_SSG acquired five smalls training companies to help in implementing the government plan.
_LFLG is one of the companies acquired.
_there was a need to integrate the partners into SSG
_Johnny reported that the partners, all had limited I.T system in place

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_Hao also reported to the board that the I.T literacy of staff members in all five training companies was low and
rolling out SSG ebook will be a mistake.
_Hao recommended a simplified booking and course monitoring system be developed for partners
_SSG executive board agreed with Hao’s recommendation
_LFLG would be used as pilot.
_but Johnny disagreed with Hao, to him SSG ebook should be rolled out to all parters and all I.T issues should be
left the IT department
_Hao (I.T consultant) interviewed key staff at SSG head office and LFLG
Summary of the interviews see below.
_Johnny Golding (I.T manager –SSG) wanted ebook to be rolled out as soon as possible without wasting time and
money.
-Chris Paxton (Managing Director LFLG) had concerns about organisation culture changing.
_Ken Wong (Finance Director SSG) he needed partners to collect their KPIs to justify funders how the spending is
being done.
_Alison Marshall (Senior Administrator Head office LFLG) concerns are to feel like students. He hates Technology
because he does not know how to use it.
_Selina Ali (regional tutor _LFLG) wants all partners and regional to be like him and his region the way they do their
reporting the collecting of the KPIs.
_Patience Mbewe (tutor-adult literacy programme) to him he does not see what else needs to be done.
The Complete skill set gateway environment as represented by the Rich Picture.
The rich picture as the tool of communication between stakeholders, clearly shows here the skill set gateway
environment . When we look at this picture (below) we will see people involved conflicts, issues, cultures and many
more.

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Let us look at the people and the stakeholder involved first of all.
_employers
_employees
_saler staff
_managing director (Felicia siregar)
_Students
_course trainers
_training centre managers
_Government
_Partners’
_I.T manager (Jonny Golding)
_I.T consultant (Hao )
_SSGs Executive Board
_tutors (English /Math teacher)
_the regional coordinator
_LFLG manager director (Paxton Chris)
_local government
_Several charitable trust
_funders
_finance directer SSG(ken wong )
_senior administer LFLG (Alison Marshall)
Key people

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Felicia sinegar managing director for SSG is the first key actor of the SSG because he has the role to make
strategies and he is the one who has advocated for the integration of partners to e.book system.
Employers and government are key actors too without them giving SSG business the organisation cannot
survive.
Many employer enrol their employees for trainings so both employers and employees are actors this is where
business comes from for the SSG Ltd
Sales staffs are actors that pick up phone call from students (clients) booking for courses. Students book
courses, they are actors that need to be trained by the training provider these students can be employees and
adults who need literacy in reading writing and numbers. Course trainers and training centre Managers are the
tutors who training the student. The tutors are very important actors as they are the main actors in the training
environment. Partners are companies that were acquired by SSG. These partners are actors in the system as
they are part of ensuring that the government looking forward programme runs smoothly.
Funders e.g central government, local government and several charitable trusts are actors that are funding
and monitoring the usage of the funds.
I.T manager SSG (Johnny Golding) this actor is the manager of the system being I.T any issues to do with the
system or I.T Johnny Golding has to look at it. Managing director LFLG (chris Paxton) he is the managing
drector of LFLG one of the partners SSG acquired, he makes sure all decision made by SSG does not affect LFLG
participating in the looking forward programme as they should.
Finance director SSG (Ken Wong) as an actor he makes sure all KPIs are reported to top management and
share-holders. Funds are accounted for and reports are submitted to funders and top management as required.
Senior administrator head office LFLG (Alison marshall) this is the staff at LFLG head office all administrative
issues are managed and handled by him.
The second thing is to look at is the organisational structure. From the rich pitcher we can see clearly the
organisational structure of the SSG environment. We can see:
Managing director of SSG is the vision carrier the Head.
Part of the SSG Executive Board
Government gives SSG contract training
SSG acquired (5) five small training companies through which the training contract for the government would be
delivered

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SSG acquired even the staffs of the 5 centres
Each centre had a Managing Director, Course manager, Human resource, Finance and administrative, tutors,
regional coordinator
Each centre had funders
Each centre had monitors
What systems does SSG need to build now to integrate the all centres; this system should help report easily to
stakeholders and evaluate the performance of course.
IMS needs to be put in place the system should be very simplified for all the staff at new acquired centre to use.
The IMS should help with the collecting of data for KPIs.
The IMS should help with information to feed in the eBook.
After pilot system at LFLG all centres should be able to have the same system without difficulties.
The areas of conflicts are shown on this rich picture. LFLG is a local enterprise they interest is not making so much
money but to provide a service. SSG is a Ltd company and they interest is in making a good profit.
There are also issues raised by individuals. The concerns are very important they help to come up with a system
that all will use and benefit from the first issue we see is the need by the managing director Felicia siregar to
improve profits and raise the company profile.
Second the need to evaluate the performance indicators (KPIs) must be in introduced against each course. The
introducing of KPIs raised issues for example many tutors received the new with mixed feeding.
Cultures and sub cultures
With the Rich Picture cultures and sub cultures can be identified. The culture I see at LFLG the culture of improving
lives of people in the national is most important, the profits are reinvested in the business to improve the services
it provides.
At skill set gateway (SSG) Ltd we see a culture of working smart using of information system and strategising most
of the time high level processes.
There are so many processes that exist with the organisation the first one is without contracts and clients the
organisation can not do anything.
Making the profit for the organisation is the high level process which is the one of the strategy for SSG managing
director.

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Evaluate courses in a systematic way using the KPIs that have been set.
Make sure the looking forward programme is carried out because it is a big bid SSG won from the central
government.
Reporting to funders and stakeholder is one high level process.
The source of scrutiny within the environment.
Central government is one of the monitors because they have given a contract to SSG to improve life skills of those
adults who lack literacy, numeracy and industry sectors skills development.
Several charitable trusts and local government are also the sources of scrutiny these are funders who have been
funding LFLG .Reports to justify use of their money must be given to them.

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USE CASE DIAGRAM: KEY FOR THE USE CASE (UML)
Boundary of system
Use case
Connection between
actor and use case
Do something
Actor
Name
Include
Extend
<< Include>>
<< Include>>

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THE CURRENT LFLG COURSE MANAGEMENT SYSTEM
Patience
Mbewe
Tutor Selina Ali
Alison
Marshall
senior admin
Clients
Freddie at
H/O
Attend class
Receive clients’ names
that finished or not
finished
Produce
certificateUpdate register
Receive a
certificate
Gives
questionnaires
to clients
Sends clients
details to tutors
Record clients’
details
Send clients detail to
regional tutors
Receive clients’
details
Send answered
questionnaires
Receive calls for
bookings
See leaflets about
courses
Send questionnaires
from tutors to H/O
Make a booking
on phone
<<Include>>
<<Include>>
<<extend>>

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Primary scenario (normal case) for each use case of the current system for LFLG.
Use case: sees left lets about courses
Actors: clients
1. Clients go to libraries, community Centres or job shops.
2. Clients see the left lets from LFLG
3. Clients read through
4. Clients interested in a particular course.
5. Clients choose that course.
Use case: makes a booking on phone
Actor: clients;
1. Interested in a particular course
2. Pick a phone.
3. Checks for the number on the left let.
4. Call LFLG head office
5. gives his/her details.
Use case: receives calls for booking
Actor: Freddie (head office)
1. Come to the office every day
2. Picks calls
3. Ask for details
4. Check if course is avarable
5. Add to the spread sheet.
Use case: records clients details
Actor: freddies (head office)
1. Receives detail from client by phone or in person

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2. Records them to the spread sheets
Use case: attend class.
Actor: clients.
1. Receives location of the class
2. Receives tutor name
3. Goes to class
4. Receives lessons
5. Sing the attendance register
Use case: receiving clients
Actor: tutor (community centres)
1. Checks his email box
2. Find the email from head office
3. Down load the spread sheet attached.
4. Check the class location
5. Check number of clients
6. Check names of clients.
Use case: update the register
Actor: tutor (community centre)
1. Receives new clients if the class is not full.
2. Add to register
3. Check the attendance of clients by making the register.
Use case: give questioner to clients at the end of the course
Actor: tutor
1. Making questionnaires.
2. Print questioners
3. Give out questioners
4. Read the instruction about the questionnaires
5. Receive the answered question
Use case: receives a certificate
Actor: clients.
1. Finishes the course
2. Passed the exams
3. Receives the certificate.

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Use case: receives clients details after the end of the course
Actor: Alison (head office)
1. Checks his/her e-mails
2. Find the e-mil from regional tutors
3. Download the attached spread sheets
4. Reads through to check who finished, who did not, who passed e.t.c
5. Saves the details for making of certificate for people who finished and passed
Use case: production certificates
Actor: Alison (Head office)
1. Sort the clients detail who finished
2. Making certificates
3. Prints certificates
4. Send printed copy certificate to clients
Use case: receives a certificate
Actor: clients.
1. Checks their postal box.
2. Checks for the certificate from LFLG.
3. Shows employer or family
Use case: sends answered questionnaires to regional tutors
Actor: tutor (community centre)
1. Collects all answered questionnaires from clients
2. Read through
3. Sends them to regional tutor
Use case: sends client details to regional tutor
Actor: Alison (head office)
1. Finish updating the spread sheet.
2. Sends to all regional tutor
Use case: sends questionnaires from tutor to head office
Actor selina (regional tutor)
1. Summarizing things data from questionnaires
2. Send the summarized data to the head office

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Use case: sends clients details to community centre tutor
Actors: seliva (regional tutor)
1. Sorts the clients details to know which ones are for which canters
2. Send details of the client to their respective centres.
Using the use case diagram above to analyse the learn for life grid LFLG current system
There are five main actors.
The process in the system starts with the clients seeing the leaflets above the course offered at LFLG (lean for
life and the client is a primary actor with the client getting interested in any course at LFLG (learn for life grid)
there will be no need of LFLG so the clients have to be interested.
Freddien and Alison at the head office are very important actors at the as well .they are at the head office to
receive calls and visitors coming in person to make booking for course they are interested in Freddie and Alison
record details of the clients. They send these details to regional tutor who distribute them as per centre.
Alison is an actor that is very important because he is a senior administrator at LFLG certificate upon finishing
and passing of clients.
Selina (the regional tutor) regional tutors acts as link between head office and community tutor .the regional
tutor receive information from head office and pass it to community centre. If tutors have same thing for the
head office they have to go through the regional tutor. The regional tutor is the group leader for the tutor in
that particular.
Patience mbewe(tutor). The analysis of the system of the learning institution tutor are very important actors
because they are the ones who train the clients. They are front line people of the leaning organisation .they
check the perforce of all clients and how to help each client benefit from the programme.
Identifying key activity in the chosen scenario
Chosen scenario makes a booking there are 15 use cases. In the diagram above .all the 15 have been explained
but to give details about the activities under use cases the make a booking use case will be chosen. There are 5
activities under the make a booking use case, the make a booking use will be chosen.
There are 5 activities under the make a booking use case , after seeing the left lets showing courses , the client
will choose which one he/she is interesting in picks a phone or go in person to LFLG head office and gives
his/her details.
Why i chose these 5 activities is because with out them will be no LFLG clients should see course advertised,
clients should be interested and make a booking.
Without the clients getting interested the tutor will have no one to train and there will be no need of regional
tutor to act as a link.
At head office there will be on activities because they will be no clients to attend to.

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How to identify secondary sceneries
No system will complete without having errors .when even we identify primary sceneries alternative paths
should be thought of also. The issues that can disturb the primary scenario include:
_what if the some courses are never chosen?
_what if clients are not finishing the course?
_what if there is no tutors available?
_what if there is no one to answer call at the head office?
By trying to find out solution for there questions we are imagine secondary scenario for make a booking use
case so by finding solution to above questions that is how are identification of a secondary scenarios. Some
assumption about the system and which questions shout be asked and to whom. while drawing use case
diagram for LFLG assumption were made the reasons for making assumption made are:
_the billing system was not part of the course management system because LFLG was funded by government
and (NGO) life charity.
_no period when there was no client LFLG assume always have clients.
_no need of financial report.
_no need of reporting to the managing director.
Instead of making assumption like these there questions that I would like certain people at LFLG to give
answers to.
_who pays for the clients to be trained at LFLG? This question is for the finance at LFLG.
_LFLG received funding from central government, local government and from several charitable trust how to
account for these monies? How do you report to funders? There 2 question are for managing director Chris
Paxton. Advertising how also can institution LFLG advertise they course to clients apart from placing left lets in
libraries and community centres? I am directing this question to Alison marshall the senior administrator at
LFLG. Head office
Comparing the two approaches for requirements analysis, the rich picture and the use case.
Every time the development of system is being done, analysis of the current system needs to be done.
In analysing the current system facts finding is the first process.

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After facts finding we need to document the requirements and communicate to users. For this reason tools like
use case diagram and rich picture are helpful.
We will look at two tools, use case and rich picture as we analyse the skill set gateway and LFLG system.
Both tools rich picture and use case are graphical tools and we can see from the skill set gateway and LFLG
system diagrams above.
Use case specifies are aspect of the behaviour of a system without specifying the structure of the system above
we see that no structures are shown it is oriented toward satisfying a user case goal only. The rich picture
above shown clearly the environment in which the skill set gateway is. All factors such as interfaces,
boundaries , subsystems (THE LFLG) the control of resources, organizational , structure ,roles of personnel
organization goals, employs (tutors) concerns are shown if concerns from the managing director SSG are
ignored, or any concerns by any one in the environment the system has a high percentage of failure. Using rice
picture to analyse the SSG system I come to understand that rice picture can be used as a personal device ,so
you so used my own understanding ,I chose the symbols I liked to draw the rich picture .I put some structure on
the problem situation from my own personal perspective. With use case symbols are chosen from UML
(standardised symbols) put together the symbols in user perspectives
The absence of standard symbols and formal technique make reading a rich picture by someone else more
difficult compared to use case diagram. Use cases show clearly the activities for analyzing requirements. In use
case each use case requirements. In use case each use case represents activities which are activated by actors
or actor, in my analyzing the LFLG current system we can see the interested clients. The training is done by the
community centre tutor e.g. but for rich picture activities are difficult to see from the rich picture only. all the
actors depicted in the SSG rich picture are stakeholder since the nature of rich picture shows the organization
structure e.g. managing director,Felicia sineager, employers government tutor e.t.c but use case diagram is a
technical solution all actors in our diagram are end users who use the system for example selina regional tutor
patience member tutor ,Alison adms e.t.c
A rice picture is a tool for showing some tasks for SSG it is helpful for in prechctable and uncontrolled soft
factors and can be used to evaluate what people wants and are thing in their mid but use case are tools to
abstract key functional requirements for development LFLG system this makes use case clear than rich picture
Conclusion
In conclusion I have leant that the rich picture and the use cases diagram are very helpful tools in system
requirements analysis. They are both graphical tools but used differently. The rich picture is a soft system
approach which considers human factors for example, the mixed feeling about the system by the tutor can
seen from the rich picture ,while use cases diagram is a hard system approach which is assigned to technical
factor for example in the LFLG current system users roles are defined.

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Reference
1. Avison, D. and Fitzgerald, G. (1988) Information Systems Developments: Methodologies, Techniques and
Tools. Blackwell Scientific Publishers, Oxford.
2. Gemino, A., Parker, D. (2009) ‘Use case diagrams in support of use case modelling: Deriving understanding
from the picture’.