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From SLIS to Our Careers

From SLIS to Our Careers. April 30, 2012 SLIS S-511. Group Members. Katherine Harmeyer – Database Analyst Patrick Heisel – Technical Lead Stephanie Pike – Documentation Alan Rhoda – Documentation and Team Lead. Project Description. Our client : SLIS Career Services Office (CSO)

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From SLIS to Our Careers

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  1. From SLIS to Our Careers April 30, 2012 SLIS S-511

  2. Group Members Katherine Harmeyer– Database Analyst Patrick Heisel– Technical Lead Stephanie Pike – Documentation Alan Rhoda – Documentation and Team Lead

  3. Project Description • Our client: SLIS Career Services Office (CSO) • Focus: SLIS online jobs database (http://www.slis.indiana.edu/careers/students.html) • Current database limitations: • Limited search functionality • Poor recall on keyword searches • Limited usefulness for career prep

  4. Project Description We think we can do better. Our proposed solution requires: • Additional tables for career types (positions), skill sets (skills), and SLIS courses • Controlled vocabularyfor positions and skills Our solution will provide: • Better recall • Filtering by career type (position) • Career prep guidance All with only minimal additional requirements for data entry.

  5. Database Flow Diagram The revised database will affect information flow in two ways: Job entry Search and browsing of job postings We’ll diagram these processes separately.

  6. Job Entry BEFORE BEFORE AFTERaddition shown in grey

  7. Search / Browse BEFORE

  8. Search / Browse AFTER additions / changes shown in grey

  9. Preliminary Functionality Goals Minimally, the system should enable users to: • Browse all recent job listings • From a single job posting, find similar job postings and identify its associated career type (position), skills associated with that career type, and which SLIS courses provide training in those skills • From a career type, find all job postings of that type, associated skills, and related SLIS courses

  10. Preliminary Functionality Goals

  11. Full Functionality Goals Eventually, we would like a database interface that enables users to: • Discover, from a SLIS course, the skills taught in that course, careers that emphasize those skills, and recent job postings related to those careers • Discover, from a given skill, which SLIS courses provide training in that skill, which careers emphasize it, and recent job postings related to those careers

  12. Full Functionality Goals

  13. User-Centered Design Decisions • Keep the appearance of the interfacesimilar to the familiar current SLIS interface • Keep data entry requirements similar to current • CSO staff do not have time for elaborate data entry • Hence, we only require the one additional step of associating each job posting with a position type • Enhance search functionality by enabling filtering by position type • Display related job, position, skill, and course information on the same page for easy cross-referencing.

  14. Business Rules The database requires four main entities (job, position, skill, and course) and three bridge tables (job_position, position_skill, and course_skill). • Each job has at least one job_position.Each job_positionbelongs to exactly one job. • Each position can belong to any number of job_positions.Each job_position belongs to exactly one position. • Each position has at least one position_skill.Each position_skill belongs to exactly one position. • Each skill has at least one position_skill.Each position_skill belongs to exactly one skill. • Each skill belongs to at least one course_skill.Each course_skill belongs to exactly one skill. • Each course has at least one course_skill.Each course_skill belongs to exactly one course.

  15. E-R Diagram

  16. Full Schema

  17. Data Definition Table

  18. Assessment • Validation of database against objectives • Database allows the user to view all recent job listings • Users can find similar job postings using a fuzzy search and/or position search • Users can find information on generic position types • Users can use the database to determine what courses to take and what skills each course develops • The database centralizes the storage of SLIS job postings

  19. Assessment • Weaknesses & limitations • Certain data about job postings is not stored in individual columns • Skills are linked to jobs through courses through positions. • International jobs are listed as “international” in the state (hold over from current SLIS database)

  20. Assessment • Possible future changes and upgrades • Add columns to the job table to accommodate additional data (e.g., employer contact information) • Implement columns and queries to sort jobs by type:full time, part time, internship, etc. • Add field for country to address international jobs issue

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