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Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall
Information Gathering:
Interactive Methods
Systems Analysis and Design, 8e
Kendall & Kendall
4
Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 4-2
Objectives
• Recognize the value of interactive methods for
information gathering.
• Construct interview questions to elicit human
information requirements.
• Structure interviews in a way that is meaningful to
users.
• 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 © 2011 Pearson Education, Inc. Publishing as Prentice Hall 4-3
Interactive Methods to Elicit
Human Information Requirements
• Interviewing
• Joint Application Design (JAD)
• Questionnaires
Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 4-4
Major Topics
• Interviewing
• Interview preparation
• Question types
• Arranging questions
• The interview report
• Joint Application Design (JAD)
• Involvement
• Location
• Questionnaires
• Writing questions
• Using scales
• Design
• Administering
Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 4-5
Interviewing
• Interviewing is an important method for
collecting data on human and system
information requirements.
• Interviews reveal information about:
• Interviewee opinions
• Interviewee feelings
• Goals
• Key HCI concerns
Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 4-6
Interview Preparation
• Reading background material
• Establishing interview objectives
• Deciding whom to interview
• Preparing the interviewee
• Deciding on question types and
structure
Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 4-7
Question Types
• Open-ended
• Closed
Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 4-8
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 © 2011 Pearson Education, Inc. Publishing as Prentice Hall 4-9
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 © 2011 Pearson Education, Inc. Publishing as Prentice Hall 4-10
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 © 2011 Pearson Education, Inc. Publishing as Prentice Hall 4-11
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 © 2011 Pearson Education, Inc. Publishing as Prentice Hall 4-12
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 © 2011 Pearson Education, Inc. Publishing as Prentice Hall 4-13
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 © 2011 Pearson Education, Inc. Publishing as Prentice Hall 4-14
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 © 2011 Pearson Education, Inc. Publishing as Prentice Hall 4-15
Attributes of Open-Ended and
Closed Questions (Figure 4.5)
Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 4-16
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 © 2011 Pearson Education, Inc. Publishing as Prentice Hall 4-17
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 © 2011 Pearson Education, Inc. Publishing as Prentice Hall 4-18
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 © 2011 Pearson Education, Inc. Publishing as Prentice Hall 4-19
Pyramid Structure
• Begins with very detailed, often 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 © 2011 Pearson Education, Inc. Publishing as Prentice Hall 4-20
Pyramid Structure for Interviewing Goes from
Specific to General Questions (Figure 4.7 )
Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 4-21
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 © 2011 Pearson Education, Inc. Publishing as Prentice Hall 4-22
Funnel Structure for Interviewing Begins with
Broad Questions then Funnels to Specific
Questions (Figure 4.8)
Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 4-23
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 © 2011 Pearson Education, Inc. Publishing as Prentice Hall 4-24
Diamond-Shaped Structure for Interviewing
Combines the Pyramid and Funnel Structures
(Figure 4.9)
Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 4-25
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 © 2011 Pearson Education, Inc. Publishing as Prentice Hall 4-26
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 © 2011 Pearson Education, Inc. Publishing as Prentice Hall 4-27
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 © 2011 Pearson Education, Inc. Publishing as Prentice Hall 4-28
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 © 2011 Pearson Education, Inc. Publishing as Prentice Hall 4-29
Who Is Involved
• Executive sponsor
• IS analyst
• Users
• Session leader
• Observers
• Scribe
Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 4-30
Where to Hold JAD Meetings
• Offsite
• Comfortable surroundings
• Minimize distractions
• Attendance
• Schedule when participants can attend
• Agenda
• Orientation meeting
Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 4-31
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 © 2011 Pearson Education, Inc. Publishing as Prentice Hall 4-32
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 © 2011 Pearson Education, Inc. Publishing as Prentice Hall 4-33
Questionnaires
Questionnaires are useful in gathering
information from key organization
members about:
• Attitudes
• Beliefs
• Behaviors
• Characteristics
Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 4-34
Planning for the Use of
Questionnaires
• Organization members are widely
dispersed.
• Many members are involved with the
project.
• Exploratory work is needed.
• Problem solving prior to interviews is
necessary.
Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 4-35
Question Types
Questions are designed as either:
• Open-ended
• Try to anticipate the response you will get.
• Well suited for getting opinions.
• Closed
• Use when all the options may be listed.
• When the options are mutually exclusive.
Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 4-36
Tradeoffs between the Use of Open-Ended and
Closed Questions on Questionnaires (Figure 4.12)
Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 4-37
Questionnaire Language
• Simple
• Specific
• Short
• Not patronizing
• Free of bias
• Addressed to those who are knowledgeable
• Technically accurate
• Appropriate for the reading level of the
respondent
Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 4-38
Measurement Scales
• The two different forms of measurement
scales are:
• Nominal
• Interval
Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 4-39
Nominal Scales
• Nominal scales are used to classify
things.
• It is the weakest form of measurement
• Data may be totaled
What type of software do you use the most?
1 = Word Processor
2 = Spreadsheet
3 = Database
4 = An Email Program
Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 4-40
Interval Scales
• An interval scale is used when the intervals
are equal.
• There is no absolute zero.
• Examples of interval scales include the
Fahrenheit or Centigrade scale
How useful is the support given by the Technical Support Group?
NOT USEFUL EXTREMELY
AT ALL USEFUL
1 2 3 4 5
Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 4-41
Validity And Reliability
• Reliability of scales refers to consistency in
response—getting the same results if the
same questionnaire was administered
again under the same conditions.
• Validity is the degree to which the question
measures what the analyst intends to
measure.
Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 4-42
Problems with Scales
• Leniency
• Central tendency
• Halo effect
Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 4-43
Leniency
• Caused by easy raters
• Solution is to move the “average” category
to the left or right of center
Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 4-44
Central Tendency
• Central tendency occurs when
respondents rate everything as
average.
• Improve by making the differences smaller
at the two ends.
• Adjust the strength of the descriptors.
• Create a scale with more points.
Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 4-45
Halo Effect
• When the impression formed in one
question carries into the next question
• Solution is to place one trait and several
items on each page
Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 4-46
Designing the Questionnaire
• Allow ample white space.
• Allow ample space to write or type in
responses.
• Make it easy for respondents to clearly
mark their answers.
• Be consistent in style.
Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 4-47
Order of Questions
• Place most important questions first.
• Cluster items of similar content
together.
• Introduce less controversial questions
first.
Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 4-48
When Designing a Web Survey, Keep in Mind
that There Are Different Ways to Capture
Responses (Figure 4.13)
Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 4-49
Methods of Administering the
Questionnaire
• Convening all concerned respondents
together at one time
• Personally administering the
questionnaire
• Allowing respondents to self-administer
the questionnaire
• Mailing questionnaires
• Administering over the Web or via email
Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 4-50
Electronically Submitting
Questionnaires
• Reduced costs
• Collecting and storing the results
electronically
Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 4-51
Summary
• Interviewing
• Interview preparation
• Question types
• Arranging questions
• The interview report
• Joint Application Design (JAD)
• Involvement and location
• Questionnaires
• Writing questions
• Using scales and overcoming problems
• Design and order
• Administering and submitting
4-52
All rights reserved. No part of this publication may be reproduced, stored in a
retrieval system, or transmitted, in any form or by any means, electronic,
mechanical, photocopying, recording, or otherwise, without the prior written
permission of the publisher. Printed in the United States of America.
Copyright © 2011 Pearson Education, Inc.  Copyright © 2011 Pearson Education, Inc.  
Publishing as Prentice HallPublishing as Prentice Hall

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Kendall sad8e ch04

  • 1. Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall Information Gathering: Interactive Methods Systems Analysis and Design, 8e Kendall & Kendall 4
  • 2. Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 4-2 Objectives • Recognize the value of interactive methods for information gathering. • Construct interview questions to elicit human information requirements. • Structure interviews in a way that is meaningful to users. • Understand the concept of JAD and when to use it. • Write effective questions to survey users about their work. • Design and administer effective questionnaires.
  • 3. Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 4-3 Interactive Methods to Elicit Human Information Requirements • Interviewing • Joint Application Design (JAD) • Questionnaires
  • 4. Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 4-4 Major Topics • Interviewing • Interview preparation • Question types • Arranging questions • The interview report • Joint Application Design (JAD) • Involvement • Location • Questionnaires • Writing questions • Using scales • Design • Administering
  • 5. Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 4-5 Interviewing • Interviewing is an important method for collecting data on human and system information requirements. • Interviews reveal information about: • Interviewee opinions • Interviewee feelings • Goals • Key HCI concerns
  • 6. Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 4-6 Interview Preparation • Reading background material • Establishing interview objectives • Deciding whom to interview • Preparing the interviewee • Deciding on question types and structure
  • 7. Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 4-7 Question Types • Open-ended • Closed
  • 8. Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 4-8 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.
  • 9. Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 4-9 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
  • 10. Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 4-10 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
  • 11. Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 4-11 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”
  • 12. Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 4-12 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.
  • 13. Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 4-13 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
  • 14. Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 4-14 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
  • 15. Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 4-15 Attributes of Open-Ended and Closed Questions (Figure 4.5)
  • 16. Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 4-16 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
  • 17. Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 4-17 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
  • 18. Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 4-18 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
  • 19. Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 4-19 Pyramid Structure • Begins with very detailed, often 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
  • 20. Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 4-20 Pyramid Structure for Interviewing Goes from Specific to General Questions (Figure 4.7 )
  • 21. Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 4-21 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
  • 22. Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 4-22 Funnel Structure for Interviewing Begins with Broad Questions then Funnels to Specific Questions (Figure 4.8)
  • 23. Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 4-23 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
  • 24. Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 4-24 Diamond-Shaped Structure for Interviewing Combines the Pyramid and Funnel Structures (Figure 4.9)
  • 25. Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 4-25 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.
  • 26. Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 4-26 Interview Report • Write as soon as possible after the interview. • Provide an initial summary, then more detail. • Review the report with the respondent.
  • 27. Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 4-27 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.
  • 28. Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 4-28 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.
  • 29. Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 4-29 Who Is Involved • Executive sponsor • IS analyst • Users • Session leader • Observers • Scribe
  • 30. Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 4-30 Where to Hold JAD Meetings • Offsite • Comfortable surroundings • Minimize distractions • Attendance • Schedule when participants can attend • Agenda • Orientation meeting
  • 31. Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 4-31 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
  • 32. Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 4-32 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.
  • 33. Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 4-33 Questionnaires Questionnaires are useful in gathering information from key organization members about: • Attitudes • Beliefs • Behaviors • Characteristics
  • 34. Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 4-34 Planning for the Use of Questionnaires • Organization members are widely dispersed. • Many members are involved with the project. • Exploratory work is needed. • Problem solving prior to interviews is necessary.
  • 35. Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 4-35 Question Types Questions are designed as either: • Open-ended • Try to anticipate the response you will get. • Well suited for getting opinions. • Closed • Use when all the options may be listed. • When the options are mutually exclusive.
  • 36. Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 4-36 Tradeoffs between the Use of Open-Ended and Closed Questions on Questionnaires (Figure 4.12)
  • 37. Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 4-37 Questionnaire Language • Simple • Specific • Short • Not patronizing • Free of bias • Addressed to those who are knowledgeable • Technically accurate • Appropriate for the reading level of the respondent
  • 38. Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 4-38 Measurement Scales • The two different forms of measurement scales are: • Nominal • Interval
  • 39. Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 4-39 Nominal Scales • Nominal scales are used to classify things. • It is the weakest form of measurement • Data may be totaled What type of software do you use the most? 1 = Word Processor 2 = Spreadsheet 3 = Database 4 = An Email Program
  • 40. Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 4-40 Interval Scales • An interval scale is used when the intervals are equal. • There is no absolute zero. • Examples of interval scales include the Fahrenheit or Centigrade scale How useful is the support given by the Technical Support Group? NOT USEFUL EXTREMELY AT ALL USEFUL 1 2 3 4 5
  • 41. Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 4-41 Validity And Reliability • Reliability of scales refers to consistency in response—getting the same results if the same questionnaire was administered again under the same conditions. • Validity is the degree to which the question measures what the analyst intends to measure.
  • 42. Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 4-42 Problems with Scales • Leniency • Central tendency • Halo effect
  • 43. Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 4-43 Leniency • Caused by easy raters • Solution is to move the “average” category to the left or right of center
  • 44. Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 4-44 Central Tendency • Central tendency occurs when respondents rate everything as average. • Improve by making the differences smaller at the two ends. • Adjust the strength of the descriptors. • Create a scale with more points.
  • 45. Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 4-45 Halo Effect • When the impression formed in one question carries into the next question • Solution is to place one trait and several items on each page
  • 46. Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 4-46 Designing the Questionnaire • Allow ample white space. • Allow ample space to write or type in responses. • Make it easy for respondents to clearly mark their answers. • Be consistent in style.
  • 47. Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 4-47 Order of Questions • Place most important questions first. • Cluster items of similar content together. • Introduce less controversial questions first.
  • 48. Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 4-48 When Designing a Web Survey, Keep in Mind that There Are Different Ways to Capture Responses (Figure 4.13)
  • 49. Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 4-49 Methods of Administering the Questionnaire • Convening all concerned respondents together at one time • Personally administering the questionnaire • Allowing respondents to self-administer the questionnaire • Mailing questionnaires • Administering over the Web or via email
  • 50. Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 4-50 Electronically Submitting Questionnaires • Reduced costs • Collecting and storing the results electronically
  • 51. Kendall & Kendall Copyright © 2011 Pearson Education, Inc. Publishing as Prentice Hall 4-51 Summary • Interviewing • Interview preparation • Question types • Arranging questions • The interview report • Joint Application Design (JAD) • Involvement and location • Questionnaires • Writing questions • Using scales and overcoming problems • Design and order • Administering and submitting
  • 52. 4-52 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher. Printed in the United States of America. Copyright © 2011 Pearson Education, Inc.  Copyright © 2011 Pearson Education, Inc.   Publishing as Prentice HallPublishing as Prentice Hall

Editor's Notes

  1. The commonality of these methods is talking with and listening to people in the organization in order to understand their interactions with technology through a series of carefully composed questions.
  2. Opinions – may be more revealing and more important then facts. By seeking opinion rather then fact you can discover key problems. Feelings – You can understand the organization’s culture more fully by listening to the feelings of the respondent. Goals – project the organization’s future. You may not be able to determine goals through any other method. HCI – the ergonomic aspects, the system usability, how pleasing and enjoyable the system is, and how useful it is in supporting individual tasks.
  3. Reading background material – read and understand as much background information about the interviewees and their organization as possible. Corporate Web site Current annual report Corporate news letter Any publication sent out to explain the organization to the public Standard and Poor’s Trying to build a common vocabulary to phrase interview questions and to maximize the interview time. Establishing interview objectives – four to six key areas concerning HCI, information processing and decision-making behavior Deciding whom to interview – Strive for balance so that as many users’ needs are addressed as possible. Preparing the interviewee – Call ahead; keep to 45 minutes to an hour at the most. Deciding on question types and structure – write questions to cover the key areas of decision making that you discovered when you ascertained interview objectives.
  4. Each question type can accomplish something a little different from the other, and each has benefits and drawbacks.
  5. “Open” actually describes the interviewee’s options for responding. They are open.
  6. The analyst needs to carefully consider the implications of using open-ended questions for interviewing.
  7. The alternative to open-ended questions.
  8. As the interviewer you must think carefully about the question types you will use.
  9. Choosing one question type over the other involves a trade-off; although an open-ended question affords breath and depth of reply, responses to open-ended questions are difficult to analyze.
  10. This type of closed question limits the interviewee even further by allowing a choice on either “pole”, such as yes or no, true or false, agree or disagree.
  11. Used as a follow-up question. The strongest probe is simply - Why? It is essential to probe so that we don’t accept superficial answers.
  12. There are two ways of organizing interviews – Pyramid and Funnel, the diamond approach combines both.
  13. Inductive organization of interview questions. Also useful if you want an ending determination about the topic.
  14. Deductive organization of interview questions.
  15. The diamond structure combines the strengths of the pyramid and funnel approach but has the disadvantage of taking longer.
  16. “Is there anything else that you would like to add?” – considered a formula question the response will often be “No.” In form the interviewee about the next steps to take. Always remember to thank the interviewee for their time.
  17. The longer you wait to write your report, the more suspect your data becomes. Review the report with the respondent – this helps clarify the meaning the interviewee had in mind and lets the interviewee know that you care.
  18. An alternative approach to interviewing users one by one. Developed by IBM. The motivation was to cut the time and hence the cost required by interviews. It also create more use identification with new systems as a result of the participative process.
  19. All project team members must be committed to the JAD approach and become involved. Executive sponsor – a senior person who will introduce and conclude the JAD session. IS Analyst – gives an expert opinion about any disproportionate costs of solutions proposed Users – try to select users that can articulate what information they need to perform their jobs as well as what they desire in anew or improved computer system. Session leader – someone who has excellent communication skills to facilitate appropriate interactions. Observers – analysts or technical experts from other functional areas to offer technical explanations and advice. Scribe – formally write down everything that is done.
  20. Hold offsite to minimize the daily distractions and responsibilities of the participants’ regular work. Do not hold the session unless everyone can attend. An agenda should be giving out before the meeting so the participants know what to expect. If possible an orientation meeting can be given.
  21. Some organizations have estimated a 15-percent time savings over traditional. Helps users become involved early in systems projects and treats their feedback seriously. Much like brainstorming which allows for creative idea production.
  22. It is not possible to do other activities concurrently or to time-shift any activities, as is typically done in one-to-one interviewing. It is a judgmental decision if the organization is truly committed to, and prepared for , this approach.
  23. Attributes – what people in the organization say they want. Beliefs – what people think is actually true. Behavior – what organizational members do. Characteristics – properties of people or things.
  24. Even when you write an open-ended question, it must be narrow enough to guide respondents to answer in a specific way. Use open-ended questions when it is impossible to list effectively all possible responses to a question.
  25. Write questionnaires in the respondents own language usage. Simple – Use the language of the respondents whenever possible. Specific – work at being specific rather then vague in wording. Short – keep questions short Not patronizing – do not talk down to participants through low-level language choices. Free of bias – also means avoiding objectionable questions. Addressed to those who are knowledgeable – target questions to correct respondents.
  26. Scaling is the process of assigning numbers or other symbols to an attribute or characteristic for the purpose of measuring that attribute or characteristic.
  27. More complete analysis can be performed on interval scales.
  28. Questionnaires must be valid and reliable.
  29. Construction of scales is a serious task which must consider the problems associated with their construction.
  30. A well designed, relevant questionnaire can help overcome some of this resistance to respond.
  31. You want respondents to feel as unthreatened by and interested in the questions being asked as possible, without getting overwrought about a particular issue.
  32. When you design questionnaires for the Web, apply the same rules you use when designing paper questionnaires.
  33. The choice of administering the questionnaire may be determined by the existing business situation. Both email and Web surveys are Self–administered; response are a little lower then other methods, but may result in less guarded answers.
  34. Reminders can be sent.