The document discusses stakeholder analysis for requirements engineering, including identifying stakeholders based on their position, decision-making role, expertise, and objectives. It explains that stakeholder analysis is important for developing a shared understanding of the problem, ensuring requirements are complete and realistic, and facilitating cooperative learning. The document then provides an example stakeholder analysis for a bank call center software system.
This document outlines an exercise on requirements elicitation through interviews. It discusses the importance of requirements analysis and interaction between analysts, developers and users. It provides guidance on conducting interviews, including types of questions, preparation, and practicing interview skills. The in-class assignment involves analyzing requirements for a kart racing track reservation system through roleplaying interviews between a user, analyst and observer.
This document summarizes Dr. Michel R.V. Chaudron's presentation on thesis projects for the ICT in Business master's program at Leiden University. The objectives are for students to execute a small research project to gain experience, explore potential thesis topics, and receive feedback. Students are responsible for creating their own project and finding a supervisor. Projects can involve a company but are not required to. Students should get approval and feedback throughout and present intermediate findings. Grading will consider the quality, originality, and scientific contribution of the work.
This document summarizes a session on requirements specification and documentation. It discusses business process modeling, including defining what a business process is, why modeling them is important, and how to create activity diagrams. It also contrasts Tayloristic and direct knowledge sharing, where Tayloristic knowledge sharing involves division of labor and errors in information transfer, while direct knowledge sharing in agile encourages continuous realignment of goals and direct social interaction. The document provides examples and an in-class exercise on business process modeling and a simulation exercise on knowledge sharing approaches.
This document proposes an e-learning software project to teach scientific decision making. The software would have modules to teach the fundamentals, methods, application and real-life examples of scientific decision making. It would also include assessments to help users evaluate their understanding. The project aims to help final year IT students and junior managers improve their decision making skills. If developed, the software would be made available online and on mobile platforms for easy access and self-paced learning. It would be evaluated by testing from target users and subject experts to ensure it meets learning objectives before final release.
Research methods for socio-technical systems analysis (LSCITS EngD 2012)Ian Sommerville
This document discusses research methods for studying socio-technical systems, with a focus on case studies and fieldwork. It describes case studies as an in-depth retrospective analysis of a single case using multiple data sources. Fieldwork involves directly observing work in real-world settings rather than relying on reports. Techniques discussed include ethnography, interviews, and concurrent or evaluative fieldwork combined with iterative development. The key is to understand human factors specific to a system by talking to users and observing work as it is performed.
This document discusses two methods for assessing creative and critical thinking skills:
1. Performance assessments using project rubrics to evaluate skills demonstrated in projects.
2. A formalized pre/mid/post assessment technique involving giving students prompts before and after a unit to demonstrate skills in different contexts, as well as a generalization prompt, followed by student reflection. This allows evaluating whether students can transfer skills independently across contexts more efficiently than performance assessments.
Key aspects of the techniques include deliberately defining the skills to be assessed, providing multiple contexts and opportunities for transfer, and incorporating student reflection. Both aim to measure application of skills like creativity, critical thinking, and design thinking beyond a single project.
The document discusses teaching model-driven engineering (MDE) to management science students. It presents the current situation where students struggle with programming and could benefit from MDE. The authors hypothesize that MDE could help students address key skills by allowing them to model an information system and produce a real system. They applied an MDE approach to a case study over two years with management students and found mostly positive results, though some models scored better than others. The authors conclude MDE shows promise for teaching students but needs adjustments to make it less complex and better integrated across models.
This document outlines a course on information technology concepts and systems analysis & design. The key objectives of the course are for students to learn to translate business requirements into systems models, design solutions, conduct systems analysis, and present proposed system designs. Over the course of the term, students will learn about systems development life cycles and methodologies, and conduct a systems development project to identify a project's feasibility and create an activity plan. Assessment methods include quizzes, assignments, presentations, and a portfolio project developing software.
This document outlines an exercise on requirements elicitation through interviews. It discusses the importance of requirements analysis and interaction between analysts, developers and users. It provides guidance on conducting interviews, including types of questions, preparation, and practicing interview skills. The in-class assignment involves analyzing requirements for a kart racing track reservation system through roleplaying interviews between a user, analyst and observer.
This document summarizes Dr. Michel R.V. Chaudron's presentation on thesis projects for the ICT in Business master's program at Leiden University. The objectives are for students to execute a small research project to gain experience, explore potential thesis topics, and receive feedback. Students are responsible for creating their own project and finding a supervisor. Projects can involve a company but are not required to. Students should get approval and feedback throughout and present intermediate findings. Grading will consider the quality, originality, and scientific contribution of the work.
This document summarizes a session on requirements specification and documentation. It discusses business process modeling, including defining what a business process is, why modeling them is important, and how to create activity diagrams. It also contrasts Tayloristic and direct knowledge sharing, where Tayloristic knowledge sharing involves division of labor and errors in information transfer, while direct knowledge sharing in agile encourages continuous realignment of goals and direct social interaction. The document provides examples and an in-class exercise on business process modeling and a simulation exercise on knowledge sharing approaches.
This document proposes an e-learning software project to teach scientific decision making. The software would have modules to teach the fundamentals, methods, application and real-life examples of scientific decision making. It would also include assessments to help users evaluate their understanding. The project aims to help final year IT students and junior managers improve their decision making skills. If developed, the software would be made available online and on mobile platforms for easy access and self-paced learning. It would be evaluated by testing from target users and subject experts to ensure it meets learning objectives before final release.
Research methods for socio-technical systems analysis (LSCITS EngD 2012)Ian Sommerville
This document discusses research methods for studying socio-technical systems, with a focus on case studies and fieldwork. It describes case studies as an in-depth retrospective analysis of a single case using multiple data sources. Fieldwork involves directly observing work in real-world settings rather than relying on reports. Techniques discussed include ethnography, interviews, and concurrent or evaluative fieldwork combined with iterative development. The key is to understand human factors specific to a system by talking to users and observing work as it is performed.
This document discusses two methods for assessing creative and critical thinking skills:
1. Performance assessments using project rubrics to evaluate skills demonstrated in projects.
2. A formalized pre/mid/post assessment technique involving giving students prompts before and after a unit to demonstrate skills in different contexts, as well as a generalization prompt, followed by student reflection. This allows evaluating whether students can transfer skills independently across contexts more efficiently than performance assessments.
Key aspects of the techniques include deliberately defining the skills to be assessed, providing multiple contexts and opportunities for transfer, and incorporating student reflection. Both aim to measure application of skills like creativity, critical thinking, and design thinking beyond a single project.
The document discusses teaching model-driven engineering (MDE) to management science students. It presents the current situation where students struggle with programming and could benefit from MDE. The authors hypothesize that MDE could help students address key skills by allowing them to model an information system and produce a real system. They applied an MDE approach to a case study over two years with management students and found mostly positive results, though some models scored better than others. The authors conclude MDE shows promise for teaching students but needs adjustments to make it less complex and better integrated across models.
This document outlines a course on information technology concepts and systems analysis & design. The key objectives of the course are for students to learn to translate business requirements into systems models, design solutions, conduct systems analysis, and present proposed system designs. Over the course of the term, students will learn about systems development life cycles and methodologies, and conduct a systems development project to identify a project's feasibility and create an activity plan. Assessment methods include quizzes, assignments, presentations, and a portfolio project developing software.
An examination of the application scenarios of enterprise wikis.Dada_Lin
This document summarizes a presentation on enterprise wikis and knowledge management. It discusses research examining the application scenarios of enterprise wikis, with the goal of developing a typology of wiki usage and a theoretical model of user motivation. The research involved qualitative analysis of 170 wiki spaces and 10 employee interviews. Four main application scenarios were identified: presentation and communication, encyclopedia, project organization, and collaborative design. Analysis of interview data suggested that user motivation is mainly egoistic, to facilitate individual benefit rather than benefit to others. The presentation concludes by discussing opportunities to further explore usage motivation and conduct comparative case studies.
In requirements engineering, requirements elicitation is the practice of researching and discovering the requirements of a system from users, customers, and other stakeholders. ... Commonly used elicitation processes are the stakeholder meetings or interviews.
The document summarizes a session from the 2008 JISC Conference on identity management. It provides an overview of an identity management survey and audits conducted by the JISC Identity Project. It also discusses future work that JISC plans to do to raise awareness of identity management, build capacity in the sector through funding and communities, and provide resources like an identity management toolkit.
Technology Integration in the Classroom - A case study in learning engagement...William Welder
This presentation, presented at the Houston Association of Talent Development (ATD) 2014 conference highlights two case studies in which training practitioners take a creative approach to leverage existing technologies for business results.
Session Objective:
* Dispel common concerns around technical training assessment.
* Repurpose existing learning resources for extended use in the organization.
* Identify methods to drive engagement in the classroom.
* List reporting and analytics critical for compliance management and continuous improvement.
* Outline considerations for systems integration projects.
* Overcome obstacles to training delivery and management.
Applying e-portfolios to design educationRoger Chou
1) The document discusses using e-portfolios to support reflective behaviors in a metalwork design course. Reflection is important for designers but difficult to identify; e-portfolios may help with reflection and apprenticeship.
2) Students created e-portfolios throughout the course to document processes and receive feedback. Questionnaires found e-portfolios helped learning and increased recognition of reflection's importance.
3) Challenges include workload for single courses and developing lifelong reflection habits; institutional strategies are needed to promote long-term e-portfolio use.
A lecture on evaluating AR interfaces, from the graduate course on Augmented Reality, taught by Mark Billinghurst from the HIT Lab NZ at the University of Canterbury.
The document describes a geomatics synthesis project at Delft University of Technology aimed at developing tools to measure and model climate in the university campus. The project involves setting up a framework to store 3D representations of the built environment and climate parameters. CityGML software is used to model the campus and test the application. Students conduct peer evaluations using an Excel sheet midway and the Scorion system for final reviews. Challenges identified with Scorion include the significant time needed for reviews, difficulty comparing scores, and limitations of average ratings. Comments are deemed more important than scores for providing feedback.
The document discusses engineering education and Bloom's taxonomy of learning domains. It reports on a study that examined what engineering students think they learn in class, what they learn based on exam questions, and what skills professional engineers think are important. The study found that while students reported learning lower-level skills, exams tested these to a lesser degree, and engineers valued higher-level skills like analysis and design. The study highlights a disconnect between what engineering education focuses on and what professional practice requires.
Scenario-Based Design
+Chapter 53. Human-Computer Interaction
Handbook: Fundamentals, Evolving Technologies and Emerging Applications. Lawrence Erlbaum Associates, 2002
-Mary Beth Rosson and John M. Carroll
/임하진
x 2013 summer
Career introduction of Engineering Student SSVIT rizwanRizwan Khan
This document provides career guidance for senior secondary students. It discusses why career guidance is important, current trends in career selection, who is responsible for career guidance, and an overview of the career cycle. It emphasizes the importance of selecting a career and planning for one's future. Students are advised to discover their interests and strengths, consider their education and career options, and prepare for obstacles through hard work and perseverance. Engineering is presented as a field that applies math and science to solve problems and improve life. Several types of engineering careers are outlined, including descriptions of the work and major employers.
The document describes several STEM education programs that aim to connect student design work to opportunities in STEM fields. It outlines programs in various states that partner schools with industry, involving thousands of students in engineering and biomedical projects. The document also lists high school STEM course pathways in areas like engineering, biomedical sciences, and technology. These courses guide students through the engineering design process and have them work on open-ended problems to design solutions.
The document summarizes research into how project managers deal with difficult stakeholders. It describes a study that involved interviews with project managers from different industries. The study identified common difficult situations like project governance issues and factors that can cause difficulties, such as unclear roles. It also examined the impact of these situations on projects and project managers personally. Finally, the study presented coping strategies identified, such as focusing on relationship building, that project managers use to address difficult situations and mitigate their impacts.
Ucc504 business research methods case study 220413Stephen Ong
This document provides an overview of case study methods. It defines a case study as an in-depth analysis of an individual, program, or event. Case studies allow researchers to collect extensive data on the subject of the investigation. The document discusses the benefits of case studies, including developing diagnostic skills, integrating different subjects, and facilitating deeper learning compared to other methods. It also outlines various types of case studies and techniques used, such as focus group interviews, depth interviews, observation, and secondary data research. The document provides guidance on writing, analyzing, and reporting case studies.
The document proposes a conceptual design for a visualization system to analyze a university's online presence and reputation using social media data. It discusses:
1) The changing nature of university reputation management in the digital age.
2) The system would collect social media comments and analyze them to extract aspects of a university's reputation in real-time, displaying results visually.
3) An analysis of Twitter data identified frequently discussed topics and university-specific terms for several Japanese universities.
4) Manual analysis of tweets categorized them and identified characteristics like activeness, popularity that could represent a university's online reputation.
This document summarizes a study that investigated how students perceive risk in software projects. Students participated in an experiment where they assessed risks related to two project scenarios. Their responses were analyzed to determine if their risk assessment followed a linear, convex, or concave utility function. The study found differences in perceived risk between students and also investigated whether risk perception differed based on their project role or the criticality of the project. The results provide insight into how individuals evaluate and make decisions regarding project risks.
The stakeholder wants to experience the job of an architect because they do not know the required skills. Some ideas presented to address this include:
1) Doing internships in architect offices for the entire period of study to learn directly from practitioners while working on real projects.
2) Using role-playing games instead of traditional lectures, where students take on roles like architect, investor, and inhabitant to learn through a gamified process focused on peer reviews and real factors that influence architects.
3) Spending the first year observing how people interact with buildings and taking notes, to learn design thinking methods.
This document discusses estimating and planning in requirements engineering. It introduces estimating, which involves planning the resources, time, and size required to develop user stories or requirements. Planning involves formulating a project plan and schedule based on the estimates. The document covers estimating techniques like planning poker, where teams assign story points to user stories to estimate their size. It emphasizes that estimating is an important interface between requirements and software development planning.
The document discusses stakeholder analysis for requirements engineering, including identifying stakeholders based on their position, decision-making role, expertise, and objectives. It explains that stakeholder analysis is important for developing a shared understanding of the problem, ensuring requirements are complete and realistic, and facilitating cooperative learning. The document then provides an example stakeholder analysis for a bank call center software system.
An examination of the application scenarios of enterprise wikis.Dada_Lin
This document summarizes a presentation on enterprise wikis and knowledge management. It discusses research examining the application scenarios of enterprise wikis, with the goal of developing a typology of wiki usage and a theoretical model of user motivation. The research involved qualitative analysis of 170 wiki spaces and 10 employee interviews. Four main application scenarios were identified: presentation and communication, encyclopedia, project organization, and collaborative design. Analysis of interview data suggested that user motivation is mainly egoistic, to facilitate individual benefit rather than benefit to others. The presentation concludes by discussing opportunities to further explore usage motivation and conduct comparative case studies.
In requirements engineering, requirements elicitation is the practice of researching and discovering the requirements of a system from users, customers, and other stakeholders. ... Commonly used elicitation processes are the stakeholder meetings or interviews.
The document summarizes a session from the 2008 JISC Conference on identity management. It provides an overview of an identity management survey and audits conducted by the JISC Identity Project. It also discusses future work that JISC plans to do to raise awareness of identity management, build capacity in the sector through funding and communities, and provide resources like an identity management toolkit.
Technology Integration in the Classroom - A case study in learning engagement...William Welder
This presentation, presented at the Houston Association of Talent Development (ATD) 2014 conference highlights two case studies in which training practitioners take a creative approach to leverage existing technologies for business results.
Session Objective:
* Dispel common concerns around technical training assessment.
* Repurpose existing learning resources for extended use in the organization.
* Identify methods to drive engagement in the classroom.
* List reporting and analytics critical for compliance management and continuous improvement.
* Outline considerations for systems integration projects.
* Overcome obstacles to training delivery and management.
Applying e-portfolios to design educationRoger Chou
1) The document discusses using e-portfolios to support reflective behaviors in a metalwork design course. Reflection is important for designers but difficult to identify; e-portfolios may help with reflection and apprenticeship.
2) Students created e-portfolios throughout the course to document processes and receive feedback. Questionnaires found e-portfolios helped learning and increased recognition of reflection's importance.
3) Challenges include workload for single courses and developing lifelong reflection habits; institutional strategies are needed to promote long-term e-portfolio use.
A lecture on evaluating AR interfaces, from the graduate course on Augmented Reality, taught by Mark Billinghurst from the HIT Lab NZ at the University of Canterbury.
The document describes a geomatics synthesis project at Delft University of Technology aimed at developing tools to measure and model climate in the university campus. The project involves setting up a framework to store 3D representations of the built environment and climate parameters. CityGML software is used to model the campus and test the application. Students conduct peer evaluations using an Excel sheet midway and the Scorion system for final reviews. Challenges identified with Scorion include the significant time needed for reviews, difficulty comparing scores, and limitations of average ratings. Comments are deemed more important than scores for providing feedback.
The document discusses engineering education and Bloom's taxonomy of learning domains. It reports on a study that examined what engineering students think they learn in class, what they learn based on exam questions, and what skills professional engineers think are important. The study found that while students reported learning lower-level skills, exams tested these to a lesser degree, and engineers valued higher-level skills like analysis and design. The study highlights a disconnect between what engineering education focuses on and what professional practice requires.
Scenario-Based Design
+Chapter 53. Human-Computer Interaction
Handbook: Fundamentals, Evolving Technologies and Emerging Applications. Lawrence Erlbaum Associates, 2002
-Mary Beth Rosson and John M. Carroll
/임하진
x 2013 summer
Career introduction of Engineering Student SSVIT rizwanRizwan Khan
This document provides career guidance for senior secondary students. It discusses why career guidance is important, current trends in career selection, who is responsible for career guidance, and an overview of the career cycle. It emphasizes the importance of selecting a career and planning for one's future. Students are advised to discover their interests and strengths, consider their education and career options, and prepare for obstacles through hard work and perseverance. Engineering is presented as a field that applies math and science to solve problems and improve life. Several types of engineering careers are outlined, including descriptions of the work and major employers.
The document describes several STEM education programs that aim to connect student design work to opportunities in STEM fields. It outlines programs in various states that partner schools with industry, involving thousands of students in engineering and biomedical projects. The document also lists high school STEM course pathways in areas like engineering, biomedical sciences, and technology. These courses guide students through the engineering design process and have them work on open-ended problems to design solutions.
The document summarizes research into how project managers deal with difficult stakeholders. It describes a study that involved interviews with project managers from different industries. The study identified common difficult situations like project governance issues and factors that can cause difficulties, such as unclear roles. It also examined the impact of these situations on projects and project managers personally. Finally, the study presented coping strategies identified, such as focusing on relationship building, that project managers use to address difficult situations and mitigate their impacts.
Ucc504 business research methods case study 220413Stephen Ong
This document provides an overview of case study methods. It defines a case study as an in-depth analysis of an individual, program, or event. Case studies allow researchers to collect extensive data on the subject of the investigation. The document discusses the benefits of case studies, including developing diagnostic skills, integrating different subjects, and facilitating deeper learning compared to other methods. It also outlines various types of case studies and techniques used, such as focus group interviews, depth interviews, observation, and secondary data research. The document provides guidance on writing, analyzing, and reporting case studies.
The document proposes a conceptual design for a visualization system to analyze a university's online presence and reputation using social media data. It discusses:
1) The changing nature of university reputation management in the digital age.
2) The system would collect social media comments and analyze them to extract aspects of a university's reputation in real-time, displaying results visually.
3) An analysis of Twitter data identified frequently discussed topics and university-specific terms for several Japanese universities.
4) Manual analysis of tweets categorized them and identified characteristics like activeness, popularity that could represent a university's online reputation.
This document summarizes a study that investigated how students perceive risk in software projects. Students participated in an experiment where they assessed risks related to two project scenarios. Their responses were analyzed to determine if their risk assessment followed a linear, convex, or concave utility function. The study found differences in perceived risk between students and also investigated whether risk perception differed based on their project role or the criticality of the project. The results provide insight into how individuals evaluate and make decisions regarding project risks.
The stakeholder wants to experience the job of an architect because they do not know the required skills. Some ideas presented to address this include:
1) Doing internships in architect offices for the entire period of study to learn directly from practitioners while working on real projects.
2) Using role-playing games instead of traditional lectures, where students take on roles like architect, investor, and inhabitant to learn through a gamified process focused on peer reviews and real factors that influence architects.
3) Spending the first year observing how people interact with buildings and taking notes, to learn design thinking methods.
This document discusses estimating and planning in requirements engineering. It introduces estimating, which involves planning the resources, time, and size required to develop user stories or requirements. Planning involves formulating a project plan and schedule based on the estimates. The document covers estimating techniques like planning poker, where teams assign story points to user stories to estimate their size. It emphasizes that estimating is an important interface between requirements and software development planning.
The document discusses stakeholder analysis for requirements engineering, including identifying stakeholders based on their position, decision-making role, expertise, and objectives. It explains that stakeholder analysis is important for developing a shared understanding of the problem, ensuring requirements are complete and realistic, and facilitating cooperative learning. The document then provides an example stakeholder analysis for a bank call center software system.
This lesson introduces requirements elicitation and modeling techniques for software engineering projects. Three initial research questions are defined to guide the elicitation process. Requirements elicitation involves discovering what users want through activities like interviews and workshops. Domain modeling adds visual and textual representations to help document decisions. The strengths and weaknesses of system-as-is and requirements engineering are discussed to understand different perspectives.
The document discusses innovation governance and three models: hierarchy/bureaucracy, new public management/market, and network. It presents examples of how governments have approached innovation funding and regulation using these different models. The text also examines a shift from government to multi-level governance and the case study of electronic health record innovation.
This document provides an overview of a session on innovation systems. It includes an agenda, mini-test, and discussions of national and regional innovation systems. For national innovation systems, it discusses concepts, the rise of research and development, and factors influencing innovation. For regional innovation systems, it uses Silicon Valley as a case study, examining its characteristics and key success factors. It also discusses an innovation cluster for Galileo and satellite navigation, including the role of key actors and status in the Netherlands.
Managing Innovation_entrepreneurship and transformation OpenLearningLab
This document provides an overview of a session on entrepreneurship and transformation. It includes a presentation outline on transforming organizations, capturing value from technical innovation, and entrepreneurship in the open innovation era. It also discusses theories of entrepreneurship research, dynamic capabilities, learning routines, and examples of how organizations have transformed. The session will involve a quick test, introductory discussion on views of entrepreneurship, and examples of transforming organizations. Readings are also assigned on innovation systems and industrial clustering.
Managing Innovation_organization of innovationOpenLearningLab
This document outlines the agenda and content for Session 3 of a course on the Organization of Innovation. The session covers challenges organizations face with innovation, understanding different organization structures, and organizing for innovation. It includes mini-tests, discussions of functional vs organic structures, architecture, growth models, culture and innovation, and examples from IBM and virtual organizations. Readings on dynamic capabilities and new ventures are assigned for the next session.
This document provides an overview of a session on basic innovation concepts and the history of innovation theory. It discusses early thinkers like Schumpeter who viewed entrepreneurs as the drivers of innovation through "creative destruction". It also outlines models of technology cycles and dominant design. Later sections describe the rise of dedicated R&D departments in the 1950s and innovation diffusion research in the 1960s which examined how new ideas spread through social systems over time. The document is intended to give context on the major themes and theorists that have shaped the field of innovation management.
Managing Innovation_Introduction to InnovationOpenLearningLab
This document provides an overview and syllabus for a course on innovation management taught by Prof. Dr. Bernhard Katzy. The course aims to cover basic innovation concepts, innovation theory, transformation and entrepreneurship. It will examine the organization of innovation, innovation governance and systems. Grading will be based on class participation and a final paper. The next session will cover basic innovation concepts and assigned readings are from the book "Managing Strategic Innovation and Change" which provides background on architectural innovation and standards wars.
The document discusses various considerations for outsourcing IT projects and acquiring software from external suppliers. It covers benefits and risks of outsourcing, strategies for offshore outsourcing, methods for payment including time and materials contracts and fixed price contracts, and processes for requirements documentation, tendering, and proposal evaluation.
SDPM - Lecture 9 - Managing people and organizing teamsOpenLearningLab
This document outlines a series of lectures on systems development and project management at the Leiden Institute of Advanced Computer Science. It includes topics such as project planning approaches, software development methods, effort estimation, risk management, and people management. Theories of organizational behavior and stages of team development are also discussed. Myers-Briggs personality types and Belbin's team roles are presented as frameworks for understanding individuals' behaviors and ensuring effective team composition.
The document outlines a series of lectures on software quality assurance given at the Leiden Institute of Advanced Computer Science. It includes:
1) A schedule of lecture dates and times on topics like project planning, risk management, and quality assurance.
2) An overview of the STEP WISE approach to project planning.
3) A discussion of ISO 9126 software quality standards, including definitions of quality characteristics like functionality, reliability and maintainability, as well as related sub-characteristics.
SDPM - Lecture 7 - Project monitoring and controlOpenLearningLab
This document outlines a series of lectures on systems development and project management at the Leiden Institute of Advanced Computer Science. It details the dates, times and topics that will be covered in the lectures, including project planning, risk management, software quality assurance and project monitoring and control. The focus of the document is on project control and monitoring, outlining the project control life cycle, responsibilities, key areas that need controlling such as costs and quality, methods for collecting control data like time sheets and risk reporting, and common challenges like scope creep.
SDPM - Lecture 6 - Risk management and project escalationOpenLearningLab
This document provides an overview of a course on system development and project management offered by the Leiden Institute of Advanced Computer Science. The course covers topics such as risk management, project escalation, software quality assurance, and managing people and contracts. It lists the dates, times, and topics to be covered for each class session. Deliverables include assignments such as a project proposal, project plan, and reflection paper that are due on specified dates. The course aims to teach students the STEP WISE approach to project planning and techniques for evaluating and managing risks in projects.
The document outlines a course on system development and project management with a focus on software effort estimation. It provides the dates and times of the course sessions, which will cover topics like project planning, risk management, and software quality assurance. It also discusses challenges with software effort estimation and different taxonomy of estimation methods like function points, COCOMO II, expert estimation, and analogy-based approaches.
SDPM - Lecture 4a - MS Project – High Level IntroductionOpenLearningLab
This document provides a high-level introduction to Microsoft Project, including screenshots of the project screen showing two tasks, the information that can be entered for each task such as predecessors, resources, and notes, and different views of the project including calendar, activity network, and resource utilization views. It concludes by assigning users to play with MS Project in the computer room to become familiar with the software.
SDPM - Lecture 4 - Activity planning and resource allocationOpenLearningLab
This document contains details about a course on system development and project management taught by Prof. Dr. Thomas Bäck at the Leiden Institute of Advanced Computer Science. It lists the dates, times, and topics for the course sessions, which cover project planning, software development approaches, activity planning, risk management, and other topics related to managing software projects. The document also provides overviews and examples of techniques for sequencing and scheduling project activities, such as precedence networks and calculating earliest and latest start and finish dates.
SDPM - Lecture 3 - Selecting an appropriate software development approach.pdfOpenLearningLab
The document discusses selecting appropriate software development approaches. It describes several lifecycle models including one-shot or waterfall approaches, incremental approaches, and evolutionary approaches. General guidelines are provided for choosing between these based on factors like project uncertainties, complexity, and schedule. Specific one-shot models like waterfall and V-process models are outlined. The document aims to help readers analyze project characteristics and select a development approach.
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The document discusses methods for evaluating projects, including cost-benefit analysis, cash flow forecasting, net present value analysis, and internal rate of return. It provides examples of calculating net present value and internal rate of return for sample projects. Key project evaluation factors include development costs, operational costs, direct benefits, indirect benefits, payback period, return on investment, net present value, and internal rate of return.
The document discusses a series of lectures on project management given at the Leiden Institute of Advanced Computer Science. It provides an overview of the topics to be covered, including the STEP WISE approach to project planning, selecting a software development approach, risk management, and managing stakeholders. A class schedule is given that lists the dates, times, and topics for each lecture.
1. Requirements
Engineering
Werkcollege
Spring
2012
Session
2:
Stakeholders
Christoph J. Stettina (stettina@liacs.nl)
Enrique Larios (elarios@liacs.nl)
Leiden
University.
The
university
to
discover.
2. Session
2:
Stakeholder
Analysis
IdenDfying
Stakeholders:
How?
• Relevant
posi-on
in
the
organiza-on
• Effec-ve
role
in
making
decisions
about
the
system-‐to-‐be
• Level
of
domain
exper-se
• Influence
in
system
acceptance
• Personal
objec-ves
and
conflicts
of
interest
(van
Lamsweerde,
2009;
p.
62)
Leiden
University.
The
university
to
discover.
3. Session
2:
Stakeholder
Analysis
Why
is
it
important?
• Essen-al
for
a
shared
problem
understanding
• Complete,
adequate
and
realis-c
requirements
• Coopera-ve
learning
(van
Lamsweerde,
2009;
p.
62)
Leiden
University.
The
university
to
discover.
4.
Exercise
1
-‐
Stakeholder
Analysis
Bank
Call
Center
Leiden
University.
The
university
to
discover.
5. Stakeholder
Analysis:
Bank
Call
Center
Scenario:
Call
Center
-‐
Abandoned
Call
The
call
center
manager
has
a
problem
with
unbalanced
resources
and
would
like
to
support
monitoring
and
alloca6on
of
agents
to
a
specific
hotline
via
so:ware.
An
external
IT
company
has
been
hired
to
adapt
/
write
the
so:ware
module
and
conducts
a
stakeholder
analysis.
Leiden
University.
The
university
to
discover.
6. Stakeholder
Analysis:
Roleplay
Bank
Call
Center:
Roles
• Customer
• Agent
• Supervisor
• Manager
• Helpdesk
/
IT
Department
Leiden
University.
The
university
to
discover.
7. Stakeholder
Analysis
Sun
…
Who… Stakeholders expects
What?
Participants
Expectations
Leiden
University.
The
university
to
discover.
8. Stakeholder
Analysis
-‐
Template
INSIDE
Stakeholder
Objec-ves
Concerns
OUTSIDE
Stakeholder
Objec-ves
Concerns
Leiden
University.
The
university
to
discover.
9.
Exercise
2
–
Use
Case
Diagrams
Bank:
Call
Center
Leiden
University.
The
university
to
discover.
10. What
is
a
use
case?
“A
use
case
is
a
sequence
of
ac-ons
performed
by
an
actor”
Use
Case
Diagram:
Textual
descripDon:
Basic sequence of actions:
1. A student wants to register to a course
2. The student provides his name &
student number to the registrar
3. The registrar verifies the student's
eligibility
4. The student chooses a course from a
list of available courses
5. ....
6. ....
7. ....
Can
be:
Few
sentences,
few
paragraphs,
formal
document
Leiden
University.
The
university
to
discover.
11. What
is
a
use
case?
-‐
Use
case
types
1.
EssenDal
Use
Case
(Business
Use
Case)
-‐
Capture
the
essence
of
problems
-‐
Technology
independent
view
of
behavior
req.
-‐
High
level
of
abstrac-on
-‐
More
flexible
and
resilient
to
changes
2.
System
Use
Case
(Concrete
Use
Case)
-‐
A
detailed
analysis
of
behavioral
requirements
-‐
Describing
how
the
system
works
Leiden
University.
The
university
to
discover.
12. EssenDal
in
creaDng
UC
diagrams
1.
IdenDfying
Actors
-‐
People,
external
systems,
other
organiza-ons
-‐
Actors
are
always
external
to
the
system
2.
IdenDfying
use
cases
-‐
Actors'
main
tasks
(things
they
try
to
achieve)?
-‐
Actors'
input
to
the
system?
-‐
Actors'
needs
from
the
system
(e.g.,
informa-on)?
Leiden
University.
The
university
to
discover.
15. Use
Case
Diagram:
In-‐class
assignment
Bank
Call
Center
Roles
to
consider
• Customer,
Agent,
Call
Center
Supervisor,
CC
Manager,
Helpdesk
/
IT
Department
Use
cases
to
consider
1. Checking
Account
Balance
2. Checking
Last
Transac-ons
Leiden
University.
The
university
to
discover.
16. Use
Case
Diagram:
In-‐class
assignment
1. Iden-fy
the
solu-on.
1. Elicit,
analyze,
nego-ate
the
requirements.
1. Make
a
use
case
diagram
to
get
an
overview
of
the
solu-on.
Leiden
University.
The
university
to
discover.
17. Bibliography
• Brooks,
F.
(1995)
Mythical
man-‐month:
essays
on
so`ware
engineering,
20th
anniversary
edi-on.
Addison-‐Wesley
Professional.
Gause,
D.,
and
G.
Weinberg.
1989.
Exploring
requirements,
quality
before
design.
New
York:
Dorset
House
Publishing.
• Fowler,
M.
(2004)
UML
Dis-lled:
A
Brief
Guide
to
the
Standard
Object
Modeling
Language
(3rd
ed.
ed.).
Addison-‐
Wesley
• van
Lamsweerde,
A.
(2009)
Requirements
Engineering:
From
System
Goals
to
UML
Models
to
So`ware
Specifica-ons.
Wiley,
March
2009.
Leiden
University.
The
university
to
discover.