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IMS5024 Week 8 1
IMS 5024
Human Activity modelling
IMS5024 Week 8 2
Content
Group assignment presentations Group Assignment Rich pictures Root definitions Conceptual models SSM, Others (Multiview, Ethics) Place in ISD Evaluation of Human Activity modelling
IMS5024 Week 8 3
Group assignment presentations
Time slot Group name
1 16h05 – 16h20
2 16h25 – 16h40
3 16h45 – 17h00
4 17h05 – 17h20
5 17h25 – 17h40
6 17h45 – 18h00
IMS5024 Week 8 4
Why human behaviour?
Started with participation History of participation - refer back to
Hirschheim et al. Early ISD payed lip service to
participation System technically viable – fail
because?
IMS5024 Week 8 5
History of ISD methodologiesGeneration Principle management and
organisational issues
Formal life-cycle approaches
Control of SDLC; guidance through standardization
Structured approaches
Productivity, better maintainable systems, control over analyst/programmer
Prototyping and evolutionary approaches
Speed and Flexibility, overcome communication gap, right kind of system instead of getting system right
IMS5024 Week 8 6
History of ISD methodologies(2)
Generation Principle management and organisational issues
Socio-technical, participatory approaches
Control of ISD by users through participation; conflict management; joint optimisation
Sense-making and problem formulation approaches
Multiple perspectives in problem framing; software development as social reality construction
IMS5024 Week 8 7
History of ISD methodologies(3)
Generation Principle management and organisational issues
Trade-Union led approaches
Labour/ management conflict; workers rights; industrial democracy
Emancipator
approaches
Improve communication; furthering emancipatory effects of ISD
IMS5024 Week 8 8
Answers to these problems:
More than interviews
HCI
End user computing
JAD and JRP
Prototyping
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Three levels of participation:
Consultative – lowest level Representative – design group, equal
say Consensus- involve all user department
staff, user driven
IMS5024 Week 8 10
Human Activity modelling view of ISD:Conventional
Human-oriented
IMS5024 Week 8 11
Techniques used in human activity modelling
Rich pictures
Root definitions
Conceptual models
IMS5024 Week 8 12
Rich pictures
Informal drawing that represents the illustrator’s understanding of a situation. (Mathiassen et al)
Drawing or diagram of interfaces, boundaries, subsystems, organisation goals, issues, problems, concerns ect
Represent the problem situation Express relationships, value judgments, ‘feel’
for the situation
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Rich pictures
Should be self explanatory Approach:
– Elements of structure– Elements of process (what is going on)
What system can be described in this system? (system is a perceived grouping of people, objects and activities which is meaningful)
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SEIDET Center
Steering committeeTutors
StudentsAdministration
Business
Community
Stakeholders
IMS5024 Week 8 15
Another example of a rich picture
IMS5024 Week 8 16
Symbols for rich pictures
ABC….
123…
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Advantages of Rich pictures
Picture is worth a thousand words Sort out the fundamentals of the
situation Summary of a situation Help move thinking from ‘thinking about
the problem situation’ to ‘thinking about what can be done about the problem situation’
IMS5024 Week 8 18
Disadvantages of rich pictures
Not well-used as DFD, ERD ect.
Might be regarded as a joke
IMS5024 Week 8 19
Root definitions
Identify two things: problems and systems
Plain language Has 6 characteristics
IMS5024 Week 8 20
Characteristics:
Client – Whom (beneficiary, or victim, affected by the activities)
Actor – Who (carries out the transformation) Transformation – what (the change taking
place) Weltanschauung – world view (outlook that
makes the root definition meaningful) Owner – (sponsor or controller) Environment – (wider system the problem
situation is part)
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Example
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Why root definitions:
Clarify the the situation Exposing different views Core purpose of the system Root definition elaborate the core
transformation
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Describe the transformation
TransformationProcessInput Output
An entity Entity is transformed in
Primary SchoolKids educated kidsNeed for education education needs
metTeachers efforts retired teachersGovernment funding Funding used for
teaching purposes
IMS5024 Week 8 24
The role of the computer lab at SEIDET
Computer lab at SEIDET
Compute literate community
CreateCreate
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Aspects of the role of the computer lab at Siyabuswa Client: Community of Siyabuswa Actors: Tutors of the SEIDET Center Transformation: Illiterate community Literate community Worldview: A belief that computer literacy will
create a better standard of living Owners: SEIDET Center Environment: Need of computer knowledge in
the community; appreciation of the needs of the community; appreciation of expectations and believes of the community
IMS5024 Week 8 26
Definition
An SEIDET Center owned system to create a better standard of living by delivering literate users in the Siyabuswa community by using the tutors at the SEIDET Center. The training should be tailored to the needs and the expectations of the community.
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Conceptual models
After the rich picture and the root definition need to build a model which shows how the various activities are related to each other
Two levels: Real world and systems thinking about the real world.
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Objective of the conceptual model What ought to happen to achieve the
goal in the specified root definition Compare with reality and try to identify
the changes needed (ito SSM)
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Create funds for lab maintenance
and setup 1
Set lab up for training purposes
3
Determine needsof tutors 5
Determine needsof community 4
Train tutors to becomputer literate
6Present computerliteracy courses to
community 7
Maintain lab2
Monitor1-7
Definecriteria
Take controlaction
Criteria:Efficacy: Creating computer literate communityEfficiency: Outcome/ resources usedEffectiveness: Creating a better standard of living
IMS5024 Week 8 30
Hard vs soft systems thinking
Well defined problem with a well know list of tasks
Little social interaction SDLC (failure!) Example: build a bridge Problems are real and
solvable System objectives is
easily reachable and defined
Real world seen as systematic
Different perceptions on reality
Human aspects Different solutions Problems not so real
and solvable Objectives can not be
accomplished so easily and is not so definable
IMS5024 Week 8 31
Principles of SSM
A process of learning
Cultural feasibility
Participation
Two modes of thought
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SSM technique/ methodology
It should not be conceived of as a linear progression from on stage to another
A seven stage process of enquiry
MODE I and MODE II
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Phases or stages of SSM
1
2
7 6
3 4
5
IMS5024 Week 8 34
Thinking in Human Activity modelling Hard Vs Soft ?? Perspective
– Objective vs Subjective– Nature of the organisation
IMS5024 Week 8 35
Evaluation of Human Activity modelling
Problem oriented Product oriented
Concep-tual
Structured analysis
Entity relationship modelling
Logical construction of systems
Modern structured analysis
Object oriented analysis
Structured design
Object oriented design
Formal PSL/PSA
JSD
VDM
Levels of abstraction
Stepwise refinement
Proof of correctness
Data abstraction
JSP
Object oriented programming
IMS5024 Week 8 36
Advantages/ Benefits of Human Activity modelling Include different perspectives to a
problem situation Compare reality with the conceptual
model Participation a must Change is an central element of the
process Others??
IMS5024 Week 8 37
Disadvantages of Human Activity modelling Only useable in soft problems Can take a long time to reach
consensus Some managers see this as silly Not well used Others??
IMS5024 Week 8 38
Human Activity modelling view of ISD
Development group
Objectives
Environment
Object system
ObjectsystemChange
process
Hirschheim et al see reading list
IMS5024 Week 8 39
Reading for next week
No reading for next week