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Leiden University. The university to discover.
Christoph Johann Stettina ([email protected])
Requirements Engineering Werkcollege Spring 2012 Session 3: ElicitaCon: Requirements
Leiden University. The university to discover.
Session 3: Requirements ElicitaCon
Today. ElicitaCon through: • Interviews • User-‐Stories
Why is it important? • Faulty requirements analysis major cause for
IS issues (Brooks, 1995) • InteracAon analysts, developers and users
crucial for determinaAon (HoltzblaG & Beyer, 1995).
Leiden University. The university to discover.
Exercise 1 – Requirements Interview KarAng Racing Track
Leiden University. The university to discover.
ElicitaCon -‐ Interview Exercise
IntroducCon
Following Behavioral Modeling Method (Taylor, 1999)
1. IntroducAon into interviewing 2. ObservaAon of an example (video) 3. Skill pracAce: Employee, Analyst and Observer 4. Group feedback session 5. Skill applicaAon in real-‐life seYng:
Kart racing track
Leiden University. The university to discover.
Interviews: IntroducCon
Stakeholder Interview Process
1. Select a stakeholder with regard to the target informaAon we want to acquire
2. Organize a meeAng and conduct an interview
3. Write a report on interview transcript 4. Submit the report to the interviewee for
validaAon and refinement (van Lamsweerde, 2009; p. 77)
Leiden University. The university to discover.
Interviews: Example Video
http://www.youtube.com/watch?v=GR1ClCjlAKQ
Leiden University. The university to discover.
Interviews: IntroducCon -‐ Types
Structured • Fixed set and order of quesAons
Semi-‐Structured • Pre-‐defined quesAons, but flexible order
and expandable Unstructured
• Not repeatable, more flexible but difficult to conduct and compare, invesAgaAve
Leiden University. The university to discover.
Interviews: IntroducCon -‐ QuesCons
Examples
1. What “points of pain” are we trying to alleviate with this project?
2. What would happen if we don’t go through with this project?
3. How would you define success for the project?
4. Who is going to benefit most from the improvements implemented in the project?
5. Is there anything else you think I should know that we haven’t covered during this discussion?
Jonathan Babcock, hGp://pracAcalanalyst.com/2009/05/28/requirements-‐elicitaAon-‐most-‐valuable-‐quesAons/
Leiden University. The university to discover.
Interviews: PracCce -‐ Process
IntroducCon
1. Thank the interviewee for her Ame 2. Confirm the duraAon of the interview 3. Overview what you are hoping to learn 4. Provide list of other interviewees if able
During Interview
1. Listen acAvely (Repeat, don’t interrupt) 2. Take notes 3. Draw diagrams 4. Seek clarificaAon (quanAfiable answers)
Leiden University. The university to discover.
Interviews: PracCce -‐ PreparaCon
In addiCon
1. Mimic difficult character aspects (e.g. taciturn, vague, in a hurry) 1. Improvise answers to detailed quesAons (confusion and contradicAons are common)
(Taylor, 1999)
Leiden University. The university to discover.
Interviews: Skill PracCce
Short Interview PracCce
1. Case study: Teaching Website 2. Form groups of 3, Time: 5 min / interview 3. Each student has to play each role below
Student
• User of the somware Analyst
• Has to collect requirements Observer
• Observes, takes notes and provides feedback
Leiden University. The university to discover.
Interviews: In-‐class assignment
Kart Racking Track
• Appointments sAll recorded manually on paper • SomeAmes stored incorrectly or get lost
KarCng 2012 -‐ Project proposal • IT for informaAon exchange on karAng
appointments Can you create a working reserva3on system for my kart-‐racing track within 7 weeks?
Leiden University. The university to discover.
Interviews: In-‐class assignment
Kart Racking Track -‐ Roles
• Counter employee • Customer representaAve • Owner • Instructor • Steering commiGee leader
Process
1. Form groups of 10: • 5 Stakeholders -‐ 5 Consultants
2. Each consultant performs an interview 3. Stakeholders & consultants switch
Leiden University. The university to discover.
Exercise 2 – User Stories KarAng Racing Track
Leiden University. The university to discover.
User Stories: IntroducCon
Story Cards and Project Wall (Sharp et al., 2009)
1. Support development process 2. Easy to use representaAon
Leiden University. The university to discover.
User Stories: IntroducCon
User Stories
1. “Who”, “What” and “Why” of a requirement 2. Capture requirements in a concise way
Template: As a <role>, I want <behavior> so that <benefit>
Example: As a RE student, I want to learn about user stories so that I can collect requirements.
Leiden University. The university to discover.
User Stories: In-‐class assignment
Kart Racking Track -‐ Assignment
1. Create a user story for the Kart Track roles: Employee, Customer, Owner, Board Member
2. Provide: Story, Customer IniAals, Date, EsAmate, Status
3. PrioriAze your stories
Leiden University. The university to discover.
Assignment: Interview & User Stories Develop a small IT project case on your own. Deliverables: • Short project descripAon including 3-‐4 stakeholder roles • For each role addiAonally create 1-‐2 user stories • All in one textual PDF document Use this naming convenAon for the file: stnumber_lastname.pdf. Hand in via email: Subject: RE assignment – Assignment 3 – Interviews+UserStories.pdf One soluAon per person.
- Send to: [email protected] - Deadline: April 5, 2012
Leiden University. The university to discover.
Bibliography • Brooks Jr, F. P. (1995). The mythical man-‐month: Essays on somware
engineering. (Anniversary ed.). Reading, CA: Addison-‐Wesley
• HoltzblaG, K., & Beyer, H. R. (1995). Requirements gathering: The human factor. CommunicaAons of the ACM, 38(5), 30-‐32.
• van Lamsweerde, A. (2009) Requirements Engineering: From System Goals to UML Models to Somware SpecificaAons. Wiley, March 2009.
• Taylor H. (1999) Role-‐play cases for teaching interviewing skills in informaAon systems analysis. HERDSA Annual InternaAonal Conference, Melbourne, 12-‐15 July 1999
• Sharp,H., Robinson,H., Petre,M., (2009) The role of physical artefacts in agile somware development: Two complementary perspecAves, InteracAng with Computers, 2009, pp.108–116