IMD07101 Week 5-6 – Making the Case

1. IMD07101 Week 5-6 – Making the Case • Continuing from last week’s lecture • What was the big usability story in the press last week? • IT is all about communication • Communication depends on credibility • Credibility is reinforced by perceived professionalism • Who defines IT Professionalism? • BCS – The Chartered Institute for IT • Break • Focus on Usability as profession • The skills in practice • The processes • Tutorial: Communications

2. So what solution would you have for the prince? How should we design TVs and remote controls? Now you are talking about the methods you will highlight for the coursework!

3. Design Principles (Benyon et al p.65-66) • Access, Learn and Remember • Visibility • Consistency • Familiarity • “Affordance” • A Sense of Control • Navigation • Control • Feedback • Safety and Security • Recovery • Constraints • Suitable • Flexibility • Style • Conviviality

4. Usability Professionalism • ISO standards since 1990s • Under revision eg ISO 9241-151 • “High-level design decisions and design strategy: What is the purpose of the site and how is this made clear to its users? Who are the users and what are their goals? • Content design: What is the site's conceptual model? How is content organised and how should the site deal with issues such as privacy and personalisation? • Navigation and search: How should the content be organised so that users can navigate the site easily? How will users search the content of the site? • Content presentation: How should individual pages be designed so that people can make use of the information? How should links be designed? • General design aspects: how should you design for an international audience? How should you provide help? What download times are acceptable?” • http://www.userfocus.co.uk/articles/ISO9241_update.html#Anchor-49575

5. A Sample of Global Usability • “Jag skrev tidigare ett inlägg om eye-trackning där jag funderade om vi verkligen har nytta av att mäta på detta sätt. • När jag förra veckan besökte NordiCHI fick jag möjligheten att se ett antal olika produkter som erbjuder eye-trackning. Jag fick även se en poster kring hur man ska placera etiketter i formulär, en studie baserat på eye-tracknig. "Using Eye-tracking to Evaluate Label Alignment in OnlineForms " skriven av Subhrajit Das, Tom McEwan och Donna Douglas. • Det som förvånade mig med denna undersökning var att det tog längst tid för personen att skanna igenom en sida där etiketterna placerats vänsterjusterat till vänster om inmatningsfältet. Medan etiketter placerade ovanför eller högerjusterat gick snabbast att läsa. ...” • Lif (2008) http://relaterat.blogspot.com/ (Nordichi) Top v Left Aligned Labels

6. 67.08 73.62 63.47 Usability Criteria • Das et al (2008) measured web form completion time for three different layouts • Speed was the client’s key indicator of usability • But the objective could equally have been • Minimise errors • Maximise completed forms • Increase return visits (stickiness) • What aspects of usability are critical to the success of your home information centre? • Response time, privacy?

7. BCS Presentation

8. What’s a Usability professional? • “The people who come in at the end of the project to tell you that you got it wrong”? • Someone who hangs around with developers? • http://www.useit.com/alertbox/20020722.html • “Knowledge of interaction theory and user-research methodologies, especially the principles of user testing; high brain power; ten years' experience …”

10. Skills Framework for the Information Age (SFIA) • Started by BCS in 1986 as “ISM”, • SFIA/3 in 2005, SFIA/4 Dec 2008 • From BCS, IET, IMIS and e-Skills (the Sector Skills Council for IT) • Skillset is the equivalent effort for the media industry • SFIA 3 had 7 Levels of expertise, in each of 77 Skills • Grouped into 6 Categories and 17 subcategories • Not many skills at levels 1 (entry-level) or 7 (senior) • Around 300 roles defined • Each described in 6-10 pages in SFIAPlus • Background, work activities, • Knowledge/skill elements, • Training activities, qualifications • Adopted in over 20 countries

11. Source: http://www.sfia.org.uk/ SFIA Level 1: follow • Autonomy • Works under close supervision. Uses little discretion. Expected to seek guidance in unexpected situations. • Influence • Interacts with department. • Complexity • Performs routine activities in a structured environment. Requires assistance in resolving unexpected problem. • Business skills • Uses basic IS functions, applications, and processes. Demonstrates an organised approach to work. Capable of learning new skills and applying newly acquired knowledge. Basic oral and written communication skills. Contributes to identifying own development opportunities.

12. Source: http://www.sfia.org.uk/ SFIA level 2: assist • Autonomy • Works under routine supervision. Uses minor discretion in resolving problems or enquiries. Works without frequent reference to others. • Influence • Interacts with and may influence department. May have some external contact with customers and suppliers. May have more influence in own domain. • Complexity • Performs range of varied work activities in a variety of structured environments. • Business skills • Understands and uses appropriate methods tools and applications. Demonstrates a rational and organised approach to work. Awareness of health and safety issues. Identifies and negotiates own development opportunities. Sufficient communication skills for effective dialogue with colleagues. Able to work in a team. Able to plan, schedule and monitor own work within short time horizons. Can absorb technical information when it is presented systematically and apply it effectively.

13. Source: http://www.sfia.org.uk/ SFIA Level 3: apply • Autonomy • Works under general supervision. Usesdiscretion in identifying and resolving complex problems and assignments. Specific instruction is usually given and work is reviewed at frequent milestones. Determines when problems should be escalated to a higher level. • Influence • Interacts with and influences department/project team members. Frequent external contact with customers and suppliers. In predictable and structured areas may supervise others. Decisions may impact work assigned to individual/phases of project. • Complexity • Broad range of work, sometimes complex and non routine, in variety of environments. • Business skills • Understands and uses appropriate methods tools and applications. Demonstrates analytical and systematic approach to problem solving. Takes initiative in identifying and negotiating appropriate development opportunities. Demonstrates effective communication skills. Contributes fully to the work of teams. Can plan, schedule and monitor own work (and that of others where applicable) competently within limited time horizons and according to health and safety procedures. Is able to absorb and apply new technical information. Is able to work to required standards and to understand and use the appropriate methods, tools and applications. Appreciates wider field of IS, how own role relates to other IS roles and to the business of the employer or client.

14. SFIA Category 1. Strategy and architecture • Business/IT strategy and planning • Research RSCH • Innovation INOV • Business process improvement BPRE • Enterprise architecture STPL • Business risk management BURM • Technical strategy and planning • Solution architecture ARCH • Emerging technology monitoring EMRG • Continuity management COPL • Software development process improvement SPIM • Network planning NTPL • Methods and tools METL • Information strategy • Corporate governance of IT GOVN • Information management IRMG • Information systems co-ordination ISCO • Information policy formation DPRO • Information security SCTY • Information assurance INAS • Information analysis INAN • Information content publishing ICPM • Advice and guidance • Consultancy CNSL • Technical specialism TECH Source: http://www.sfia.org.uk/cdv4/usefulstuff/ChartFramework_SFIAv4.pdf

15. SFIA Category 2. Business change • Business change implementation • Portfolio management POMG • Programme management PGMG • Project management PRMG • Business change management • Business analysis BUAN • Business process testing BPTS • Change implementation planning & management CIPM • Organisation design and implementation ORDI • Benefits management BENM • Business modelling BSMO • Relationship management • Stakeholder relationship management RLMT Source: http://www.sfia.org.uk/cdv4/usefulstuff/ChartFramework_SFIAv4.pdf

16. SFIA Category 3. Solution development and implementation • Human factors • Systems ergonomics HCEV • Usability requirements analysis UNAN • Usability evaluation USEV • Human factors integration HFIN • Installation and integration • Systems integration SINT • Porting/software integration PORT • Systems installation/decommissioning HSIN • Systems development • Systems development management DLMG • Data analysis DTAN • Requirements definition and management REQM • System design DESN • Network design NTDS • Database/repository design DBDS • Programming/software development PROG • Safety engineering SFEN • Information content authoring INCA • Testing TEST Source: http://www.sfia.org.uk/cdv4/usefulstuff/ChartFramework_SFIAv4.pdf

17. SFIA Category 4. Service management • Service operation • System software SYSP • Security administration SCAD • Radio frequency engineering RFEN • Applications support ASUP • IT operations ITOP • Network control and operation NTOP • Database administration DBAD • Network support NTAS • Problem management PBMG • Service desk and incident management USUP • Service strategy • IT management ITMG • Financial management for IT FMIT • Service design • Capacity management CPMG • Availability management AVMT • Service level management SLMO • Service transition • Configuration management CFMG • Change management CHMG • Release management RELM Source: http://www.sfia.org.uk/cdv4/usefulstuff/ChartFramework_SFIAv4.pdf

18. SFIA Category 5. Procurement and management support • Resource management • Programme and project support office PROF • Asset management ASMG • Client services management CSMG • Professional development PDSV • Resourcing RESC • Learning and development • Learning and development management ETMG • Learning resources creation and maintenance TMCR • Education and training delivery ETDL • Supply management • Procurement PROC • Supplier relationship management SURE • Quality management • Quality management QUMG • Quality assurance QUAS • Quality standards QUST • Compliance review CORE • Safety assessment SFAS • Technology audit TAUD Source: http://www.sfia.org.uk/cdv4/usefulstuff/ChartFramework_SFIAv4.pdf

19. SFIA Category 6. Client interface • Sales and marketing • Marketing MKTG • Selling SALE • Client support • Account management ACMG • Sales support SSUP Source: http://www.sfia.org.uk/cdv4/usefulstuff/ChartFramework_SFIAv4.pdf

20. SFIA – Usability Requirements Analysis UNAN 3-5 • The establishment, clarification and communication of non-functional requirements for usability (for example, screen design/layout/consistency, response times, capacity). The analysis of the characteristics of users and their tasks, and the technical, organisational and physical environment in which products or systems will operate. • 3: Applies tools and methods to identify the non-functional requirements of users, their characteristics and tasks, and the technical, organisational and physical environment in which the product or system will operate. • 4: Selects and uses tools and methods to establish, clarify and communicate the non-functional requirements of system users, their characteristics and tasks, and identifies the technical, organisational and physical environment in which a complex products or systems will operate. • 5: Advises on tools and methods to be used and clarifies and communicates the non-functional requirements of system users, their characteristics and tasks, and the technical, organisational and physical environment in which products or systems will operate. Source: http://www.sfia.org.uk/cgi-bin/go.pl/sfia/pdf-access.html

21. SFIAPlus expands on SFIA definition • Task Description • Background requirements • Educational Background • Previous Experience • Prior Knowledge and Skills • Work Activities (4-5) • Knowledge and Skills (10-15 maximum in total) • Behavioural Skills (chosen from 29 covering “Understanding, Orientation, Impact, Interpersonal, and Management and Leadership”) • Technical Knowledge and Skills, chosen from 82 at each of 4 depths (Aware, Familiar, Proficient, Expert) • Other Knowledge and Skills (chosen from around 50 at each of 4 depths) • Training Requirements (approx 10 from ~100) • Professional Development Activities (PDA - from around 30 each aligned to 2-6 of the 7 levels) • Relevant Qualifications (typically 2-4 from 200 listed)

22. SFIAPlus - UNAN Overview • This multidisciplinary skill has emerged for the following reasons:- • The perception that systems and business analysis was too focused on the functional requirements for the computer system and business • The lack of emphasis on non-functional requirements when analysing IT system requirements • The need to specifically address all factors that contribute to the effective, efficient, safe and satisfying use of IT systems by the widest range of users. • There is a standard approach to Usability requirements analysis, which is included within the ‘Availability Management’ process of IT Service Management (see ITIL framework and also BS15000/ ISO2000 standard). The basis is to understand the business criticality / strategic importance of the system (service) to be developed, and the service levels it will need to meet for all of its users and stakeholders. The Service Level Management discipline of IT Service Management describes in depth the attributes that any system (service) has, and what level of service might be delivered including aspects related to through life cost and value for money. Availability Management is about making sure that any new service is developed to meet service levels which are right for the business, at a cost of ownership which the business can afford and which represents good value. While it is usually true that the better the service level the higher the ongoing cost, it is always true that the cost will be a lot higher if the service levels have to be re-engineered once the service is implemented. • The techniques listed below may also be useful when used to focus on non-functional needs:- • Context diagrams/ mind maps/ rich pictures – to investigate and document the range and extent of the issues involved with the business issue • Stakeholder analysis/ business perspective analysis – to consider the different constituencies with viewpoints about the situation • Business activity modelling – to consider areas of activity relevant to the situation • Service Level Agreements • Gap analysis – investigating the difference between the proposed system and the current situation • Business process modelling, swim lane diagrams and Business Process Modelling Notation (BPMN) – to examine possible process solutions and identify areas for change • Business event/scenario modelling – to examine typical business scenarios, their triggers, goals and alternative process flows • Co-operative and participative design – to elicit the needs of all users and to engender buy-in to the solution and change management process • Context of use analysis and Ethnography- to understand the physical, organisational and cultural context in which a system will be operated. • Usability analysis is focused on defining requirements related to system usability, utility and accessibility at all levels in the system hierarchy and for all users and stakeholders. To elicit and represent these requirements in system design the following approaches are helpful: • or usability, interpersonal skills are required (facilitation, interviewing, negotiation, written communication and presentation) to both identify and document needs • for utility relevant tools and techniques to assess and test load, performance and stress, security, storage, instability, documentation and recovery • for accessibility, the need to take an holistic approach including wherever possible the individual and their environment/culture. • Such analysis also requires extensive business domain knowledge and the ability to work with senior management. • One of the best ways to pass on knowledge about usability analysis, as with other skills, is to use patterns and pattern languages to encaspsulation past experience. There are a number of these specifically concerned with usability. Source: https://sfiaplus.bcs.org/Start/Report.ashx

23. SFIAPlus – UNAN Level 3 Task Description • Demonstrates a concern and aptitude for considering the user's perspective in IT development. Has good interpersonal skills and is confident in dealing with clients/users. Is aware of the software engineering life-cycle and the concepts and practices required to operate effective information systems. Possesses general understanding of the user aspects of business and business skills. Is aware of the methods and techniques for eliciting the context of use, user needs and generating user requirements. Is aware of tools for representing system requirements. Shows a systematic, analytical approach to problem solving. Understands the processes and methods of service management and ensures that requirements embrace the issues and risks associated with operational service. Understands broadly the issues of usability and the psychological principles that underpin it. Source: https://sfiaplus.bcs.org/Start/Report.ashx

24. SFIAPlus – UNAN level 3Work Activities • Working with analysts, designers, service level management and clients/users, applies tools and methods to identify the non-functional requirements of users, their characteristics and tasks. Identifies security, capacity, operational, technical and support issues, and tests feasibility and likely cost of meeting perceived requirements. • Works with colleagues and clients/users to identify the technical, organisational and physical environment in which the product or system will operate. • Documents work using the required standards, methods and tools. • Takes part in client/user meetings and assists in presenting issues and solutions both orally and in writing. • Assists colleagues and clients/users in defining acceptance tests for automated systems, focussing on testing non-functional aspects of the system. Source: https://sfiaplus.bcs.org/Start/Report.ashx

25. Skillset – IM5 Design User Interfaces For Interactive Media Products - Overview • Overview • This unit is about your ability to design the overall ‘look and feel’ of the product, following instructions that may be provided: • Verbally; • In writing; • Via drawings, wire-frames, storyboards • or diagrams. • You may need to: • Produce visuals for user interfaces and/ or environments; • Specify sound effects and/or background music; • Design static and/or animated interface components; • How interface elements should respond to user interaction. • Some examples of industry-standard software you might use are: • Adobe Photoshop • Adobe Illustrator • Macromedia Freehand Source: http://www.skillset.org/uploads/pdf/asset_6565.pdf?1

26. Skillset - IM5 Knowledge and Understanding • This is what you must know a. How to interpret and follow a design brief or other instructions; b. The constraints and parameters within which you must design; c. The types of constraints and issues applying to the work of colleagues who will implement your designs, or whose work may be affected by them; d. Relevant standards and conventions relating to user-interface design; e. Principles of interaction design, especially regarding usability and accessibility; f. Colour theory; g. Principles of typography; h. How sound, animation or other devices can be used to give users feedback on their interactions; i. How to provide designs in appropriate formats so that they can be easily implemented. Source: http://www.skillset.org/uploads/pdf/asset_6565.pdf?1

27. Skillset IM5 - Awareness • This is what you must be aware of i. The principles of design in relation to the overall interactive product as well as the component disciplines; ii. The product’s purpose and target users; iii. The expectations and requirements of target users; iv. The impact on your work of technical parameters such as the target device’s processing power, memory, bandwidth, screen size, resolution, colour depth, input device etc.; v. The technical processes that will be used to realise your designs. Source: http://www.skillset.org/uploads/pdf/asset_6565.pdf?1

28. Skillset IM5 - Performance Statements • This is what you must be able to do 1. Design within specified style guidelines; 2. Design within specified parameters and constraints relating to the target platform and medium; 3. Design end user features to facilitate the use of interactive products; 4. Select and agree the visual style and interactive character of products; 5. Design interfaces or environments that are attractive, easy to use and fit for purpose; 6. Liaise with colleagues to ensure your designs can be implemented within the available resources and project parameters; 7. Liaise with the relevant authority to obtain approval for your designs; 8. Deliver your designs in appropriate formats so that they can be easily implemented; 9 Specify where and when additional assets, such as sounds and animations should be incorporated into the interface; 10. Provide documentation or instructions as required to ensure that others have the necessary information to implement your designs correctly. Source: http://www.skillset.org/uploads/pdf/asset_6565.pdf?1

29. Write down a personal experience • What was the most recent time that technology annoyed you? • Which of the 12 principles did it break? • What processes would make sure this didn’t happen in future? • 7. Feedback • 8. Recovery • 9. Constraints • 10. Flexibility • 11. Style • 12. Conviviality • 1. Visibility • 2. Consistency • 3. Familiarity • 4. Affordance • 5. Navigation • 6. Control