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Data Collection-L5

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12 views31 pages

Data Collection-L5

Uploaded by

malakmohamed55677
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We take content rights seriously. If you suspect this is your content, claim it here.
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4

Kendall & Kendall


Systems Analysis and Design, 9e

Information
Gathering:
Interactive Methods

Kendall & Kendall Copyright © 2014 Pearson Education, Inc. Publishing as Prentice Hall
Objectives

• Recognize the value of interactive methods for


information gathering.
• Construct interview questions to elicit human
information requirements and structure them in
a way that is meaningful to users.
• Understand the purpose of stories and why they
are useful in systems analysis.
• Understand the concept of JAD and when to use
it.
• Write effective questions to survey users about
their work.
• Design and administer effective questionnaires.
Kendall & Kendall Copyright © 2014 Pearson Education, Inc. Publishing as Prentice Hall 4-2
Interactive Methods to Elicit
Human Information
Requirements
• Interviewing
• Joint Application Design (JAD)
• Questionnaires

Kendall & Kendall Copyright © 2014 Pearson Education, Inc. Publishing as Prentice Hall 4-3
Major Topics

• Interviewing
• Interview preparation
• Question types
• Arranging questions
• The interview report
• User Stories
• Joint Application Design (JAD)
• Involvement
• Location
• Questionnaires
• Writing questions
• Using scales
• Design
• Administering

Kendall & Kendall Copyright © 2014 Pearson Education, Inc. Publishing as Prentice Hall 4-4
Interviewing

• Interviewing is an important
method for collecting data on
human and system information
requirements
• Interviews reveal information
about:
• Interviewee opinions
• Interviewee feelings
• Goals

Kendall & Kendall Copyright © 2014 Pearson Education, Inc. Publishing as Prentice Hall 4-5
Interview Preparation

• Reading background material


• Establishing interview objectives
• Deciding whom to interview
• Preparing the interviewee
• Deciding on question types and
structure

Kendall & Kendall Copyright © 2014 Pearson Education, Inc. Publishing as Prentice Hall 4-6
Question Types

• Open-ended
• Closed

Kendall & Kendall Copyright © 2014 Pearson Education, Inc. Publishing as Prentice Hall 4-7
Open-Ended Questions

• Open-ended interview questions


allow interviewees to respond how
they wish, and to what length they
wish
• Open-ended interview questions
are appropriate when the analyst
is interested in breadth and depth
of reply
Kendall & Kendall Copyright © 2014 Pearson Education, Inc. Publishing as Prentice Hall 4-8
Advantages of Open-Ended
Questions
• Puts the interviewee at ease
• Allows the interviewer to pick up
on the interviewee’s vocabulary
• Provides richness of detail
• Reveals avenues of further
questioning that may have gone
untapped
Kendall & Kendall Copyright © 2014 Pearson Education, Inc. Publishing as Prentice Hall 4-9
Advantages of Open-Ended
Questions (continued)
• Provides more interest for the
interviewee
• Allows more spontaneity
• Makes phrasing easier for the
interviewer
• Useful if the interviewer is
unprepared

Kendall & Kendall Copyright © 2014 Pearson Education, Inc. Publishing as Prentice Hall 4-10
Disadvantages of Open-
Ended Questions
• May result in too much irrelevant detail
• Possibly losing control of the interview
• May take too much time for the amount
of useful information gained
• Potentially seeming that the interviewer
is unprepared
• Possibly giving the impression that the
interviewer is on a “fishing expedition”

Kendall & Kendall Copyright © 2014 Pearson Education, Inc. Publishing as Prentice Hall 4-11
Closed Interview Questions

• Closed interview questions limit


the number of possible responses
• Closed interview questions are
appropriate for generating precise,
reliable data that is easy to
analyze
• The methodology is efficient, and it
requires little skill for interviewers
to administer
Kendall & Kendall Copyright © 2014 Pearson Education, Inc. Publishing as Prentice Hall 4-12
Benefits of Closed
Interview Questions
• Saving interview time
• Easily comparing interviews
• Getting to the point
• Keeping control of the
interview
• Covering a large area quickly
• Getting to relevant data
Kendall & Kendall Copyright © 2014 Pearson Education, Inc. Publishing as Prentice Hall 4-13
Disadvantages of Closed
Interview Questions
• Boring for the interviewee
• Failure to obtain rich
detailing
• Missing main ideas
• Failing to build rapport
between interviewer and
interviewee
Kendall & Kendall Copyright © 2014 Pearson Education, Inc. Publishing as Prentice Hall 4-14
Attributes of Open-Ended and
Closed Questions (Figure 4.5)

Kendall & Kendall Copyright © 2014 Pearson Education, Inc. Publishing as Prentice Hall 4-15
Bipolar Questions

• Bipolar questions are those that


may be answered with a “yes” or
“no” or “agree” or “disagree”
• Bipolar questions should be used
sparingly
• A special kind of closed question

Kendall & Kendall Copyright © 2014 Pearson Education, Inc. Publishing as Prentice Hall 4-16
Probes

• Probing questions elicit more detail


about previous questions
• The purpose of probing questions is:
• To get more meaning
• To clarify
• To draw out and expand on the
interviewee’s point
• May be either open-ended or closed

Kendall & Kendall Copyright © 2014 Pearson Education, Inc. Publishing as Prentice Hall 4-17
Arranging Questions

• Pyramid
• Starting with closed questions and working
toward open-ended questions
• Funnel
• Starting with open-ended questions and
working toward closed questions
• Diamond
• Starting with closed, moving toward open-
ended, and ending with closed questions

Kendall & Kendall Copyright © 2014 Pearson Education, Inc. Publishing as Prentice Hall 4-18
Pyramid Structure

• Begins with closed questions


• Expands by allowing open-ended
questions and more generalized
responses
• Is useful if interviewees need to be
warmed up to the topic or seem
reluctant to address the topic

Kendall & Kendall Copyright © 2014 Pearson Education, Inc. Publishing as Prentice Hall 4-19
Pyramid Structure for Interviewing Goes
from Specific to General Questions (Figure
4.7 )

Kendall & Kendall Copyright © 2014 Pearson Education, Inc. Publishing as Prentice Hall 4-20
Funnel Structure

• Begins with generalized, open-


ended questions
• Concludes by narrowing the
possible responses using closed
questions
• Provides an easy, nonthreatening
way to begin an interview
• Is useful when the interviewee feels
emotionally about the topic
Kendall & Kendall Copyright © 2014 Pearson Education, Inc. Publishing as Prentice Hall 4-21
Funnel Structure for Interviewing Begins
with Broad Questions then Funnels to
Specific Questions (Figure 4.8)

Kendall & Kendall Copyright © 2014 Pearson Education, Inc. Publishing as Prentice Hall 4-22
Diamond Structure

• A diamond-shaped structure begins in


a very specific way
• Then more general issues are
examined
• Concludes with specific questions
• Combines the strength of both the
pyramid and funnel structures
• Takes longer than the other structures
Kendall & Kendall Copyright © 2014 Pearson Education, Inc. Publishing as Prentice Hall 4-23
Diamond-Shaped Structure for
Interviewing Combines the Pyramid and
Funnel Structures (Figure 4.9)

Kendall & Kendall Copyright © 2014 Pearson Education, Inc. Publishing as Prentice Hall 4-24
Closing the Interview

• Always ask “Is there anything else


that you would like to add?”
• Summarize and provide feedback on
your impressions
• Ask whom you should talk with next
• Set up any future appointments
• Thank them for their time and shake
hands.

Kendall & Kendall Copyright © 2014 Pearson Education, Inc. Publishing as Prentice Hall 4-25
Interview Report

• Write as soon as possible after the


interview
• Provide an initial summary, then
more detail
• Review the report with the
respondent

Kendall & Kendall Copyright © 2014 Pearson Education, Inc. Publishing as Prentice Hall 4-26
Joint Application Design
(JAD)
• Joint Application Design (JAD) can
replace a series of interviews with
the user community
• JAD is a technique that allows the
analyst to accomplish
requirements analysis and design
the user interface with the users in
a group setting
Kendall & Kendall Copyright © 2014 Pearson Education, Inc. Publishing as Prentice Hall 4-27
Conditions That Support the
Use of JAD
• Users are restless and want
something new
• The organizational culture supports
joint problem-solving behaviors
• Analysts forecast an increase in the
number of ideas using JAD
• Personnel may be absent from their
jobs for the length of time required

Kendall & Kendall Copyright © 2014 Pearson Education, Inc. Publishing as Prentice Hall 4-28
Who Is Involved

• Executive sponsor
• IS analyst
• Users
• Session leader
• Observers
• Scribe
Kendall & Kendall Copyright © 2014 Pearson Education, Inc. Publishing as Prentice Hall 4-29
Benefits of JAD

• Time is saved, compared with


traditional interviewing
• Rapid development of systems
• Improved user ownership of the
system
• Creative idea production is
improved
Kendall & Kendall Copyright © 2014 Pearson Education, Inc. Publishing as Prentice Hall 4-30
Drawbacks of Using JAD

• JAD requires a large block of time to be


available for all session participants
• If preparation or the follow-up report is
incomplete, the session may not be
successful
• The organizational skills and culture
may not be conducive to a JAD session

Kendall & Kendall Copyright © 2014 Pearson Education, Inc. Publishing as Prentice Hall 4-31

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