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S556 Systems Analysis & Design. Week 3. Announcement. Problem Definitions will be posted on Oncourse (Forum) for potential group projects Express your interests in one or two projects by Noon, Wednesday, September 17. Project teams will be determined in class on Thursday, September 18.
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Announcement • Problem Definitions will be posted on Oncourse (Forum) for potential group projects • Express your interestsin one or two projects by Noon, Wednesday, September 17. Project teams will be determined in class on Thursday, September 18. • Add your profile in Oncourse SLIS S556
PM Main Processes • Decision-making • Communication • Coordination • …all support controlling the: Performance (quality) SLIS S556 Scope Time (schedule) Cost
Lewis Method of PM 1. Concept (need) 2. Develop a problem statement, vision, & mission statement Problem definition of damaged goods 3. Generate alternative project strategies 4. For each selected strategy: a. Are all P, C, T, S recruitments met? b. Are SWOT and risks acceptable? c. Are consequences acceptable? d. Is force-field analysis OK? SLIS S556 Each factor OK? don’t over analyze NO YES
Lewis Method of PM 6. Develop an implementation plan YES NO 7a. Strategy OK? NO 7. Is plan OK to all stakeholders? YES 13. Plan OK? YES 8. Sign off project plan and set up project notebook YES SLIS S556 12. Strategy OK? 9. Execute the plan NO YES 11. Definition OK? 10. Is progress acceptable? NO NO YES
Lewis Method of PM 14. All work Completed? NO YES 15. Conduct final project review SLIS S556 16. Close out the project
Lewis Method of PM 14. All work Completed? NO YES 15. Conduct final project review SLIS S556 16. Close out the project
Contextual Inquiry SLIS S556
The Core Premise of Contextual Inquiry • Core Premise: • Go where the user works, observe the user as he or she works, and talk to the user about the work • Four Key Concepts(Holtzblatt, Wendell, Wood, P. 80): • Context • Partnership • Interpretation • Focus SLIS S556
Contextual Inquiry: Context • As close to the real work situation as possible • Observing or discussing real work practice • Summary vs. ongoing experience (see HWW, p. 96—dos & don’ts) • Abstract vs. concrete data (ask for specific instances; use the real artifacts) SLIS S556
Relationship Models • What kinds of relationship do you want with the user? • Scientist/subject • Parent/child • Expert/novice • Guest/host • Master/apprentice • A master teaches by doing the work and talking about it while working • Make tacit knowledge explicit (see Nonaka, 1994) SLIS S556
Contextual Inquiry: Partnership • Collaborate with the user on understanding his work • Users are experts; we (analysts) provide tools to analyze the work situation • Get feedback on design ideas • Goals: articulating work structure & revising design ideas SLIS S556
4 Principles of Contextual Inquiry: Interpretation • We need to verify our interpretations with users User Facts Your Hypothesis The Design SLIS S556
Example of Possible Interpretations • How would you interpret the following? • A user of an accounting package kept a list of account names and account #s next to her screen SLIS S556
Contextual Inquiry: Focus • What aspects of work matter and what don’t • Project focus gives the team a shared starting point • How to expand focus • Surprises and contradictions • User nods • Admit ignorance – you are there to learn • (the master/apprenticeship model) SLIS S556
Pitfall for Design • “The success rate is only 20% when technical engineers design what they think other people want” says the Intel’s chairman, Andrew S. Grove (Takahashi, 1998) SLIS S556 Takahashi, D. (1998). Doing fieldwork in the high-tech jungle. Wall Street Journal, Tuesday, October 28.
Success for Design • What can we learn from Toyota’s design strategies described in Gertner (2007)? SLIS S556
Design Ethnographer • A social scientist who works for a technology company and studies user environments to suggest product improvements SLIS S556
Design Ethnographer • Design ethnographer at • IBM & Intel (c.f., Ante, 2006) • Intel Healthcare Ethnography: http://www.youtube.com/watch?v=bXfFyGRx59o&playnext=1&list=PL27A6FDBD8DEE8A04&feature=results_main • Kelly Goto (http://www.gotomedia.com/) SLIS S556
Contextual Interview Structure: 4 steps • Conventional interview (introduction) • Introduce yourself, get to know each other as people • Get opinions about the tools, and an overview of the job and the work (summary data) • Transition (set the rules) SLIS S556
Contextual Interview Structure: 4 steps • Contextual interview proper • The customer do her work task • You (the apprentice) observe, ask Qs, suggest interpretations of behaviors • Be nosy • Follow the user around • Remember: context, partnership, interpretation, & focus • Wrap-up • Summarize what you learned • User’s last chance to correct and elaborate on your understanding SLIS S556
Example of an Interview • A case of interviewing an employer SLIS S556
Designing the Interviewing Situation (HWW, p. 71) • Resistance • Confidentiality and security (do NOT store data in Google Drive, Dropbox, or other cloud computing) • Time commitment (Make appointment for 2 hours???) • Cultural issues • Dress • Interviewing style • Spacing of interviews • Coordinating with interpretation sessions (within 48 hours) • Lost interviews SLIS S556
Who to Interview—how many? • 1-2 people in each role you identified as important to the focus • Collect data from 5-15 people in total SLIS S556
Who to Interview? (HWW, p. 68-69) • Diversity is an important aspect: look for • cultural differences • different physical situations (e.g., single-location vs. distributed locations) • differences of scale (a small business vs. a large corporation) SLIS S556
Interview Key Points • Ask the users not to clean up before you visit • Tape-recording interviews? • Introduction—keep it simple, but be personal • Write-up a note within 24 hours • Write a thank-you note SLIS S556