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Group of Software EngineeringU N I V E R S I D A D D E C U E N C A , E C U A D O R

Lessons Learned on the use of i*by Non‐Technical Users

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Outline

• Motivation. Purpose of this work

• The case study

• The lessons learned

• Conclusions

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Motivation (1/2)• Early phases of the enterprise engineering process are oriented to model the enterprise context

• Enterprise context models include environmental actors and their relationships. Help understanding: the purpose of enterprises in their environment what is required from them how they generate value

Enterprise context models may be difficult to build:• communicational gaps among technical and administrative personnel

• limited knowledge of the enterprise structure, operations and strategy

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Motivation (2/2)To deal with these problems, we have used i* as:• communicational means between stakeholders• framework to discover business architectures• language to define enterprise context patterns

In this paper, we focus on the first aspect

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Purpose of this workWe planned and conducted an empirical validation case:• intended to measure the ability of non‐technical stakeholders to learn and use the i* notation in an industrial setting

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Background – DHARMA method4‐phase method for constructing EAs with i*

DD

1. Enterprise context

model (CM)

2. Introdu‐cing thesystem

3. Impactanalysis

4. Architec‐ting a solution

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The case study• Medium size (10K students) private Ecuadorian univ. DHARMA method used to define the IT strategic plan and project portfolio

• First step was the construction of the i*‐based CM.  13 Organizational Areas (OA) contributed All stakeholders from them were non‐technical: 

• operational, mid‐management and management staff

• lawyers, business administrators, psychologists, librarians, economists, accountants and communicators

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The case study in numbers

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Lessons learnedCategorized in three phases:

Induction(3 lessons)

Execution(5 lessons)

Consolidation(2 lessons)

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Lessons learned: Induction (1/3)

Provide a road-map to perform the work

Provide a road-map to perform the work

Provide basic training1

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Provide guide-lines to improve quality

Provide guide-lines to improve quality33

Focused sessionsNot too ambitious

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Lessons learned: Induction (2/3)Provide a road-map to perform the work2Provide basic

trainingProvide basic training11

Clear outcomesPrecise timeline

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Lessons learned: Induction (3/3)Provide basic trainingProvide basic training11 Provide guide-

lines to improve quality

3Provide a road-map to perform the work

Provide a road-map to perform the work22

methodology

execution notation

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Lessons learned: Execution (1/5)Help users to manage size4

Break the modelAllow non-graphical representations

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Lessons learned: Execution (2/5)Avoid the use of specialized tools

Help users to manage sizeHelp users to manage size44 5

Time-consuming and rewardlessLet them draw and excel-ise!

ActorDependency 

TypeDependency Direction

Goal Agreements signed →Resource Agreement Documents ←Goal Technical formation provided ←Resource Teachers ←Resource Infrastructure ←Goal Syllabus Prepared ←Resource Curricula & Contents ←Goal Curricula Approved →Goal Contents Approved →Goal Grades and assistance registered →Resource Grades and assistance records →Resource Grades and assistance formats →Goal Enrollment/Inscription recorded →Goal Admission exams taken →Resource Regulations and Certificates →

01.03 Institutes

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Lessons learned: Execution (3/5)Help users to manage sizeHelp users to manage size44 55 Do not over-

constrain user’s imagination6Avoid the use

of specialized tools

Avoid the use of specialized tools

Methods, notation, …

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Lessons learned: Execution (4/5)55 Do not over-

constrain user’s imagination

Do not over-constrain user’s imagination66 Do not expect

excellence7Avoid the use of specialized tools

Avoid the use of specialized tools

Help users to manage sizeHelp users to manage size44

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They have not become experts!Flaws are easy to identify and correct

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Lessons learned: Execution (5/5)55 Do not over-

constrain user’s imagination

Do not over-constrain user’s imagination66

Avoid the use of specialized tools

Avoid the use of specialized tools

Help users to manage sizeHelp users to manage size44 Do not expect

excellenceDo not expect excellence77

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8Review & pro-vide feedback continuosly

Stakeholders will require continuous but decreasing feedback. Operational profiles require less corrections than managerial

Dependencies Operational Area (OA) Nb. of Participants Job Position

Nb. Correct26 30%Treasury 1 Operational 91 28%Research Deanship 1 Operational 52 27%Libraries 1 Operational

39 26%Administrative Coordination 1 Mid-manager

184 20%Faculties 6 Mid-manager

94 15%Communications Department 2 Manager / operational

84 14%Students Welfare 3 Manager / operational56 13%Financial Direction 1 Manager68 12%Graduate school 1 Mid-manager

54 6%Professional / ContinuingEducation 1 Manager

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Lessons learned: Consolidation (1/2)Plan for validation activities9

Reconcile different styles i*-compliantManage large scale

External 

(ECA

)

Internal 

(ICA)

Total

Goal

Soft‐Goal

Task

Resources

800 550 61 22 167Type 179 155 3 6 15Description 448 372 19 8 49Direction 217 155 17 7 38Deleted 20 13 1 3 3

Correct 221 90 35 6 90239 65 45 15 114

Area

Actors Dependencies

Included in CMs by                           

Total 69 53

Incuded in non‐technical stakeholders CMs

Incorrect

Added by consultant

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Lessons learned: Consolidation (2/2)Be aware of consolidation activities10Plan for

validation activities

Plan for validation activities99

Putting together 13 different models

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Conclusions

Positive side:• Set of lessons learned identified• Stakeholders agreed that the actions described in this work helped in the successful conduction of the case

Negative side:• Still the use of i* without an i* expert remains a challenge

Group of Software EngineeringU N I V E R S I D A D D E C U E N C A , E C U A D O R

Thanks for your attention!


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