Information System Development(ISD) ISD as a change process taken with respect to object systems in a set of environments by a development group

using tools and an organized collection of techniques collectively referred to as a method to achieve or maintain some objectives (Welke 1981, Lyytinen 1987). ISD is understood to include development of both manual and computerized parts of an object system. By a technique we mean a set of steps and a set of rules which define how a representation of an IS is derived and handled using some conceptual structure and related notation (Smolander et al. 1990). Olle et al. (1991) and Wijers (1991) call this knowledge a way of modeling. By a tool we generally mean a computer-based application which supports the use of a modeling technique. Tool-supported modeling functionality includes abstraction of the object system into models, checking that models are consistent, converting results from one form of model and representation to another, and providing specifications for review (Olle et al. 1991). A methodology is a formalized approach to implementing the SDLC (i.e., it is a list of steps and deliverables). There are many different systems development methodologies, and each one is unique based on the order and focus it places on each SDLC phase. Some methodologies are formal standards used by government agencies, while others have been developed by consulting rms to sell to clients.Many organizations have internal methodologies that have been honed over the years, and they explain exactly how each phase of the SDLC is to be performed in that company. There are many ways to categorize methodologies. 1. One way is by looking at whether they focus on business processes or the data that support the business. I. II. Methodologies are process-centered if they emphasize process models as the core of the system concept. Methodologies are data-centered if theyemphasize data models as the core of the system concept. By contrast, object-oriented methodologies attempt to balance the focus between process and data by incorporating both into one model.

2. Another important factor in categorizing methodologies is the sequencing of the SDLC phases and the amount of time and effort devoted to each. Programmers tended to move directly from a very simple planning phase right into the construction step of the implementation phase. In other words, they moved directly from a very fuzzy, not well-thought-out system request into writing code.

This is the same approach that you sometimes use when writing programs for a programming class. It can work for small programs that require only one programmer, but if the requirements are complex or unclear, you may miss important aspects of the problem and have to start all over again, throwing away part of the program (and the time and effort spent writing it). This approach also makes teamwork difficult because members have little idea about what needs to be accomplished and how to work together to produce a final product.

Examples of well-known ISDMs Examples of methods include Structured Analysis and Design (SA/SD, Yourdon 1989a), and the object-oriented methods of Booch (1991) and Rumbaugh et al. (1991).

A short example of method knowledge is in order. The method knowledge of SA/SD can be discussed in terms of the techniques (e.g. data flow diagram, entity-relationship diagram) and their interrelations. In SA/SD the overall view of the object system is perceived through a hierarchical structure of the processes that the system includes. This overall topology is completed by data transformations; how data is used and produced by different processes, how it is transformed between processes, and where it is stored. Moreover, the data used in the system needs to be defined in a data-dictionary and interrelations between data need to be specified with entity-relationship diagrams. Thus, methods describe not only how models are developed but also how they are organized and structured. Furthermore, since ISD methods aim to carry out the change process from a current to a desired state they should also include knowledge for creating alternative design solutions and provide guidelines to select among them (Tolvanen and Lyytinen 1994).

Figure 1: The role of methods in ISD (based on Lyytinen et al. 1989). Questions a)Benefits of adopting a recognized ISDM to: I. II. Users Technical team

b) Possible disadvantages of using as ISDM in an information systems project c) Potential hazards of failing to employ an ISDM throughout the development cycle

d) Typical components methodology (ISDM)

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