final project report.pdf

ONLINE ASSESSMENT TOOL

FOR

SAINSBURY’S SUPERMARKET LTD

CS3P22N: PROJECT REPORT ( DOUBLE)

BSc (HONS) COMPUTING

AKINLAWON JOLAOSO (06024337)

PROJECT SUPERVISOR: DR PETER ORIOGUN

DEPARTMENT OF COMPUTING, COMMUNICATIONS TECHNOLOGY AND MATHEMATICS

Final Year Project Report Online Assessment Tool

London Metropolitan University - 2 -

Table of Content

Table of Content - 2 -

Abstract - 8 -

Acknowledgment - 9 -

CHAPTER ONE: INCEPTION PHASE - 10 -

Project Proposal Report - 10 - Topic Area - 10 - Title - 10 - Project Background - 10 - Skills - 11 - Key Phrases - 12 - Features - 12 - Researching: - 13 - Required Resources - 14 - Planned Tasks For First Semester: - 14 -

Interim Assessment Report - 15 - Aim - 15 - Objectives - 15 - Functional Requirements - 16 - Key Issues - 16 - Project Justification - 17 - Research - 18 - Current Status and Summary of completed project deliverables - 18 -

CHAPTER 2: LITERATURE REVIEW OF ONLINE TRAINING, LEARNING AND SKILLS ASSESSMENT - 20 -

Abstract - 20 -

Introduction - 21 -

Online Assessment Background - 22 - Understanding Online Assessment and Online Testing - 22 -

Why Online Skills Assessment at Work? - 24 - Importance of Training and Testing in Retail - 24 - Types of Assessment - 25 - Assessment Methods and Techniques - 26 -

Applying Computer into Assessment - 27 - Impart of New Tools and Technologies on Assessment - 28 -



Understanding Online Teaching and Learning - 29 -

Learning Management Tools and Technologies - 30 -

Disadvantages and Issues Related To Online Assessment - 31 -

Technologies for Developing Online Applications - 33 -

Overview: Past Related Online Samples Products - 35 - Easycast - 35 - Easycast® - 35 - Health and Safety Smart - 36 - Discussion and Summary - 37 -

CHAPTER 3: ELABORATION PHASE - 38 -

Business Case for Sainsbury’s Supermarket Ltd - 38 - Introduction - 38 - Company Background - 38 - Business Objective - 38 -

Current Situation and Problem/Opportunity Statement - 40 - Current Situation - 40 - Problems - 40 -

Business Model and Stakeholders - 41 - Organisation Structure - 41 - Domain Chart - 42 -

Business Use Case: Convenience Store Level - 43 - Training and Development Use Case - 43 - Business USE CASE Model - 43 - Business Analysis Model - 45 - Business Object Model - 46 -

Business Glossary - 47 - Sainsbury’s Stakeholder and Their Roles - 47 -

CHAPTER 4: VISION STATEMENT - 49 -

Requirements: Facts Finding - 49 - Stakeholders Needs - 49 -

Requirement Gathering - 50 - Interviewing: - 50 - Observation: - 50 - Survey: - 50 -



Summary - 50 -

Requirement Definition - 51 - Functional Requirements - 51 - Non-Functional Requirements - 51 - Assumptions - 52 -

CHAPTER 5: ANALYSIS AND DESIGN - 53 - Initial USE CASE Model - 53 - Flow of Events - 54 - Use Case Scenario - 54 -

Implementation - 58 - Trainer Storyboard - 58 - Trainee Storyboard - 59 -

Project Management: Risk Assessment and Management Plan - 60 - Risk List - 60 - Problem Resolution Plan - 61 - Conclusion - 62 -

CHAPTER 6: CONSTRUCTION PHASE - 63 -

Development Environment - 63 - Development Process - 63 - Development Tool - 64 -

Project Management - 65 -

Introduction - 65 -

Project Team and Roles - 65 -

Project Planning - 66 - Work Breakdown Structure - 67 - Gantt chart - 67 - Pert Chart - 68 -

Project Outcome (Milestone) - 69 -

Risk Assessment - 72 - Risk Measurement - 72 - Problem Resolution Plan - 73 -

CHAPTER 7: BUSINESS MODEL - 75 -

Requirement Model - 75 -



Detailed and Stable Use case Model - 77 - Actors and Use Cases Description - 78 -

CHAPTER 8: DESIGN - 80 -

Introduction - 80 - Web Applications - 80 - Three-Tier Architecture - 81 - Architecture Description - 82 -

Session Management - 83 - Login (Interface) Management - 83 - Assessment Management - 85 - Trainee Management - 85 - Record Management - 85 -

Use Case Realization: Using Collaboration and Sequence Diagrams LOGIN USECASE - 86 -

FIND TRAINEE DETAILS USECASE - 87 - ADD NEW ASSESSMENT USECASE - 88 - DELETE ASSESSMENT USECASE - 89 - ADD NEW TRAINEE USECASE - 90 - MODIFY TRAINEE USECASE - 92 - DELETE TRAINEE USECASE - 93 - REGISTER NEW ASSESSMENT TO TRAINEE RECORD USECASE - 94 - VIEW TRAINEE ASSESSMENT RECORD USECASE - 96 - COMPLETE ASSESSMENT USECASE - 98 - Initial Class Diagram - 100 -

Initial Prototype Design - 101 - Developing Storyboard Samples - 101 -

CHAPTER 9: PRODUCT DEVELOPMENT PROCESS - 103 -

Design Model - 103 - Graphical User Interface (GUI) Technology - 103 - Web Server Technology - 104 - Database Technology - 105 - Organisation - 105 - Developmental Team - 105 -

Architecture Description - 106 - Service Package - 106 - User Interface - 107 - Web Server - 107 - Database - 108 -



Use Case Realization—Design - 109 - Class Diagrams - 109 -

Interaction Diagrams - 110 - Sequence Diagram: Trainer GUI - 110 - Sequence Diagram: Trainee GUI - 111 -

Implementation Requirements - 112 - Interface Prototype Design - 112 - Developing a Site Map - 112 - Human Computer Interaction and Usability - 113 - Interface Design Principles - 113 -

Developing Prototype Design - 115 - Login Prototype: - 115 - Trainer Homepage Prototype: - 115 - Trainee Homepage Prototype: - 116 -

Database Modelling and Design - 117 - Types of Database Management System - 117 - Conceptual Data Model - 118 - Logical Data Relational Model - 119 - Physical Data Model - 121 - Integrity Constraints - 121 - Physical Storage Objects - 122 - Normalization - 122 - Relationship Prototype - 123 - Deployment Model - 124 -

CHAPTER 10: IMPLEMENTATION - 125 -

Creating Database and Its Connection - 125 - Users Table: - 125 - Assessment Table: - 125 - Question Table: - 126 - Assessment Record Table: - 126 - Communicating with database - 127 -

Creating User Interface - 128 - Main page: - 128 - Error page: - 128 - Traînée User Interface - 129 - Assessment User Record View - 129 - Personal Record View - 130 -

Trainer User Interface - 132 -



Trainee Management Session - 133 - Search Trainee - 133 - Add Trainee - 133 - Delete Trainee - 134 - Delete Confirmation - 134 - Modify/Update Trainee Details - 135 - Update Confirmation - 135 - Log out/ End Section - 136 -

Assessment Management Session - 137 - Display/View Assessment - 137 - Add Assessment - 137 - Delete Assessment - 138 - Logout/ End Section - 139 -

Access Security and Validation - 140 -

CHAPTER 11: TRANSITION PHASE - 141 -

Testing - 141 - Introduction - 141 -

Creating a test plan - 142 - Unit Testing - 142 -

System Testing - 143 - Trainer: Trainee Management Section - 145 - Trainer: Assessment Management Section - 150 - White-Box Testing - 156 -

CHAPTER 12: PROJECT OVERVIEW AND CONCLUSION - 158 -

Problems Encountered - 158 -

Experience Gained - 160 -

APPENDIX 1 - 161 -

Installation Guide - 161 - Requirements - 161 - Installation Instructions - 161 - Notes after installing - 161 -

REFERENCES AND BIBLIOGRAPHY - 162 -



Abstract The project was develop as an online assessment tool for a retail company with

the aim of providing a convenient, effective and better way of assessing skills

competency after training in a working environment like Sainsbury’s

supermarkets.

This report analyse the improvement, impact, success and failures internet

technologies have had in an academic environment to delivering online learning

and assessing students on computer over the years likewise reviewed

technologies in developing one for a working company.

Therefore the project will develop a convenient way to test working skills online

where the users can access their portfolio to complete required assessment

within speculated time, like wise give the management users the ability to

manage the content of users at any time. The project will eliminate the paper

work situation currently used within the company.

The rational unified process (RUP) methodology was applied to structure the

development of the project.



Acknowledgment I would like to acknowledge and thank my supervisor Dr. Peter Oriogun for his

support and encouragement.

Special thanks also to management and staff of Sainsbury’s supermarket for

their understanding and help during my fact finding mission.

Thanks to all London Metropolitan University friends and classmate who have

one-way or the other been part of this project.

Special thanks also to Adenike Kotun-Jolaoso for your moral support

Thank you all.



CHAPTER ONE: INCEPTION PHASE

Project Proposal Report

Topic Area Learning Management System

Title Retail Online Learning, Testing (Assessment) and Training Record Management

Application.

Project Background Over the years large companies have seen the impart information technology can

have over there daily operation and most organizations are increasingly managing

work, and making decisions using electronic information [1]. This according to [2]

has lead United Kingdom largest companies investing an average of £1.5 m per year

on their staff training, but within Sainsbury’s Supermarket Ltd, staff compliance

training is still manually managed as an in-house program and is delivered in form of

workshop, course, conferencing and meeting. Some of the trainings require the

staffs having a paper test-your-knowledge (TYK) assessment at the end of the

training program for record and due diligence purpose.

This project therefore aim to develop an application that allow Sainsbury’s

Supermarket Ltd automate their staff testing technique after training.

J Sainsbury plc is a leading UK food retailer with interests in financial services. It

consists of Sainsbury's Supermarkets, Sainsbury's Local, Bells Stores, Jackson’s

Stores and JB Beaumont, Sainsbury's Online and Sainsbury's Bank. It employs

148,000 people [3].

With the provision of computer-based training and assessment, it will reduce cost on

training, progress for user can be at his or her pace and convenience, allow for

monitoring, reduce training time and final test will ensure materials have been

understood.



Skills During the development of this project I will be applying computing, information

technology technical and business skills acquired over the years in the

implementation of a standard final product.

Some of these will include;

Project Management: I will be using past experience and knowledge of project

management tool to organizing and managing resources in such a way that the

project is completed within defined scope, quality, time and cost constraints.

Database: The project will involve the use of database for collection of staff records

or data when required. I have worked and can query on both Oracle and Microsoft

access database system using SQL when need be.

Business and System Analysis: the use of business analysis technique will help to

understand Sainsbury’s’ supermarket need and align the online tool development to

need.

Software Engineering Methodology: With previous skills on software engineering, I

will be able to identify and apply software engineering methodology to the project

development from analysis, specification, design, coding, testing to quality

assurance stage.

Developmental Platform: The platform at which the application will be develop is

most important to allow it to cut across different operating platforms. The application

aims to be distributed along different stores of the company. I will be applying my

java experience in developing the application, based on a java platform using the

Java EE (Enterprise Edition) which as various APIs and useful for multi-tier client-

server enterprise applications.

Web (Script) Programming Language: Been an online package and its distribution

needs. I will need to apply knowledge of web scripting, some of which are, PHP,

Active Server Pages (ASP), hypertext mark-up language (HTML) and JavaScript.

Programming Language: The development of the application interface and backend

connection will involve some programming language skills; over the years I have

gained knowledge and understanding, and can program using Java. For this project I

hope to study and understand more about the programming language.

Others: Object Oriented Design using Unified Modelling Language (UML).



Key Phrases Project management, Database (Database Management System), Business system

analysis, Software engineering methodology (RUP), Development platform (J2EE

and Microsoft.NET), Web (Script) programming language and Java programming

language

Features The project is to develop a standard online testing and assessment tool for

Sainsbury’s Supermarket Ltd.

Proposed functionalities will include features like:

Trainee Users Functionalities 1. Members will be able to sign into the system by entering their username and

password

2. Members will be able to view their details

3. Members will be able to search for assessment within the system

4. Members will be able to complete assessment

Trainer Users Functionalities 1. Trainers will be able to sign into the system by providing their username and

password in order to perform tasks

2. Trainers will be able to add new members and their corresponding details into

the system

3. Trainers will be able to delete/update existing member’s records from the

system

4. Trainers will be able to generate reports on the system day-to-day routine

5. Trainers will have unrestricted access to view their own details as well as

trainee details

Application System Functionalities 1. The system will provide multiple functionalities for the users, where they can

login and access different functionalities within their system interface.

2. The system will provide stable, safe and secure environment, in which to

store and retrieve assessment information such as tests and grades.



3. The system will provide security features to control users’ views and

maintenance use’s rights.

4. The system will provide different types of questions -- supporting true-false,

multiple-choice, short-answer, and essay (extended answer) questions.

5. The system will restrict the ability to add, update, or delete certain data to

designated users (Trainer)

6. The system will provide the ability to construct simplified data views by hiding

unused fields

Researching: • To Review Sainsbury’s business model, understanding and analyse

Sainsbury’s business need

Activities: Research Sainsbury’s business model used by their

training team.

Deliverables: Section for report.

• To review user experience methodology

Activities: Research into methodologies and apply most

suitable


• To investigate and evaluate different application development technologies in

developing a reliable online tool

Activities: Read literature, manuals and surf the Internet for

various platforms for developing distributed application and

storing database.


• To design and implement the application

Activities: Analyse all the information collected and come up

with the requirement specification. Select appropriate method

and design. Implement an online testing and assessment

application.

Deliverables: Requirement specification, justification of the

chosen development technology, featured online service,

programming language, communication protocol, Requirement



Analysis documentation, Evaluation of design following testing

and implementation.

Required Resources The internet, libraries, Java development text book, Programming language text

books, database text book, Text Pads Editor, Java development kit (jdk1.5),

Database platform. Hardware will include a personal computer storage device

(USB).

Planned Tasks For First Semester:

Table 1: Planned Task

Project Coordinator: Dafna HardBattle...................................................................

Supervisor: Dr Peter Oriogun.........................................................................

Date: 29/10/2007

Week Project items

1 Oct. 07 Task from clients and details

2 Draft of preliminary project/business proposal

3 Research and relevant reading

4 Project proposal and review

5 Specification, literature review

6 Gather data on research and interview

7 User requirement

8 Functional and non-functional requirement review

9 Design and model the system

10 UML Diagram, Database design

11Dec. 07 Site and form design

BREAK Validate and reviewing

12 Jan. 07 Review and presentation (interim)



Interim Assessment Report

Aim The project aims to automate assessment technique for Sainsbury’s supermarket

Ltd by developing an online tool to improve ways of conducting assessment after

training. The proposed system will be a web-based application tool.

Objectives The objective of this project is to develop an online assessment tool that allow

• User to complete a training assessment online

• User to create and update a trainee record of assessment

• User to manage a training assessment record

The assessment tool will focus on training assessment. There are three (4) areas of

training and development within Sainsbury’s Supermarket Ltd which are

Training

1.Essentials Training

2.Legal & Compliance

Training

3.Role Specific Training

4.Personal Development

Training Fig 1: Sainsbury’s Training Requirements

1. Sainsbury Essentials Training:

2. Legal and Compliance Training:

3. Role specific Training:

4. Personal Development Training:

Not all of these training are assessed at the end of training activities while training

record for a particular staff depends on the position within the company. For example

a supervisor training record will include (1), (2), and more of (3) while an ordinary

colleague just joining the company will have to complete (1) and (2) only.



Functional Requirements 1. This tool should be an on-line application and should be user friendly

2. All trainee and trainer will have to login to the system using their unique

username and password. Should keep the trainee and trainer details secure

and confidential.

3. The portal should allow trainer and trainee into different applications

interface.

4. Trainers should have full access into the system to manage and organize the

question time, add new questions and update existing assessment records

frequently. The system should provide for multiple choice and descriptive

questions.

5. Trainers will be able to manage trainee records this will include adding a new

trainee, modify and delete trainee personal information on their records.

6. Trainers will be able to generate weekly and monthly trainee assessment

reports. This report will be trainee record to be completed (expired) and

records that have been completed.

7. Trainees will be able to access their personal record

8. Trainees will be able to complete an assessment: by displaying the question

and answer the questions in the assessment, save the assessment, should

be able to display the question and answer the questions in the assessment

and display results of assessments.

9. Trainee should see “Displayed” Results immediately

Key Issues The main issue for this project is to provide a convenient, effective and better way of

assessing (1) Legal and compliance training (2) job specific skills competency after

training in a working environment like Sainsbury’s supermarkets. This process of

training and assessment in the company has always been conducted and still based

on paper technique.

Sainsbury’s is a retail company with around 148,000 staffs across the country; the

company is mandatory to continuously train and retrain newly recruited and existing

staffs on different laws and regulations to conform with government set standard



within the retail industry in UK, likewise it is required to train and assess staffs

competency for job specific roles.

The constant change in government law in the retail business makes it most

important for the retail companies to constantly train, retraining and updating their

staffs training record. Some of this law include age-restricted product, fire training

that need to be completed twice in a year. While managers on their part are required

to undertake specific job training that includes Retail Law, Health and Safety, food

safety, licence to count and code checking. Most of the trainings are legal

requirements therefore they must be available for due diligence purpose and

auditing.

With this application, it will allow personalised training according to individual needs;

it will reduce issue of lost paper and save time and effort, update system as training

is completed and monitor training required by each colleague. Therefore with the

application of information technology process, this project aims to improve ways of

conducting assessment after training by automating the process.

Project Justification At present the assessment technique in Sainsbury’s is paper based, therefore this

project will develop a tool more efficient than their current assessment technique.

Advantages With the provision of computer-based training and assessment for Sainsbury’s

supermarket ltd, it will reduce cost and time on training/assessment, progress for

user can be at his or her pace and convenience, allow for monitoring each trainee,

reduce training time and final test will ensure materials have been understood as

required.

Concern • Considering the level of colleagues’ knowledge and Information Technology

skills and experience. The project aims to make the tool simple, which will

include, support for multiple choice questions and descriptive options where

required.



• Likewise I am at present contemplating on the best technologies to apply in

the development of the application at the implementation stage so as to meet

the core functional requirements of the system.

• Considering the time left for the submission of the final document, I hope I will

be able to complete all stages of the project development.

Research At present I have researched into the improvement, impact, success and failures in

which the Internet technologies have had in an academic environment to deliver an

online or computer technique in assessing students’ ability over the years.

I have identified specific types of job skills to be assessed after training at work

within Sainsbury’s, the importance of training in retail and how the computer or

Internet assessment techniques in academic environment can be applied into a

working environment. Also I have researched into types of training at work,

technologies in developing online based systems and understanding different

process models with rational unified process (RUP) in particular in developing online

applications. All these have been developed into a literature review report.

I have completed tasks to understanding Process Model (Methodology), Project

Management; Work Breakdown Structure, Gantt Chart, Pert Chart, Project Outcome

(Milestone) and Dates and Risk Management.

I have almost complete inception stage of the project that includes the project

management, requirement gathering (vision document) and business model.

Current Status and Summary of completed project deliverables Having just started the analysis model of the elaboration stage, I am currently

developing materials for the class diagram, interaction diagrams using the

collaboration and sequence diagram techniques. I have also been looking in the use

case realization at the analysis model. This will lead me to the design stage on

completing the analysis model.

Project management-related deliverables: • Business Case/Model Report

• Analysis Model and Analysis Architecture Report

• Vision Document



• Resources Management: WBS, Schedule, Gantt chart, Pert chart

• Initial Project Proposal

• Final Project Proposal

• Literature Review Research (Report)

• Understanding Process Model (Methodology)

• Risk Management



CHAPTER 2: LITERATURE REVIEW OF ONLINE TRAINING, LEARNING AND SKILLS ASSESSMENT

Abstract In the process of developing an online assessment tool for a retail company with the

aim of providing a convenient, effective and better ways of assessing skills

competency after training in a working environment like Sainsbury’s supermarkets.

The literature review report analyse the improvement, impact, success and failures

internet technologies have had in an academic environment to delivering learning

online and assessing students on computer over the years. At present the

assessment technique in Sainsbury’s is paper based, therefore the literature

reviewed and identified specific types of job skills to be assessed after training at

work, the importance of training in retail and how the computer or internet

assessment techniques in academic environment can be applied into a working

environment. These include types of training at work, technologies in developing

online based systems and understanding different process models with more

emphasis on rational unified process (RUP) in developing online applications.



Introduction This project literature review aims to define, identify and provide an overview of

different topics and trends related with online skill assessment at work. This will

include terms, benefit, issues and the concept of job specific skills and competency

testing after training at work.

• An overview of online assessment, related terms and it benefit to work place

• Issues on learning and training tools and developmental technologies

involved

• Concept/Impart of electronic learning environment at work; the implications

for company, learners and trainers

These literature will research to understand how skill assessment at work can be

measured and implemented, understanding difference in work skills testing and

academic testing, with the aim of delivering computer based online assessment tool

for Sainsbury supermarket Ltd, a working-learning environment that deals with Job

specific skills.



Online Assessment Background With the advent of the computer and the Internet, different online learning

technologies have been developed to streamline and speed up learning process.

Some of their uses in education are; online assessing, which is use for testing as it

provides feedback, electronic portfolio; which serve as records of learning, growth,

and change, as well as provide meaningful documentation of students' abilities and

electronic submission of written assignments.

In incorporating the online assessment techniques to a working environment like

Sainsbury’s supermarket Ltd, the company can benefit in using computers in

assessing it staffs by, monitoring staffs response, marking large numbers of test

quickly and accurately, offering assessment in an open access environment, storing

and reusing assessment, randomly selecting assessment questions to provide a

different paper to each staffs and immediately giving back feedback to staffs.

Sainsbury plc is a leading UK food retailer with interests in financial services. It

consists of Sainsbury's Supermarkets, Sainsbury's Local, Bells Stores, Jackson’s

Stores and JB Beaumont, Sainsbury's Online and Sainsbury's Bank. It employs

148,000 people [8].

Job specific skills within a company like Sainsbury’s or any other retail company are

skills necessary to do a specific job e.g. stock control needs to know how to count

and apply his or her numeric skills, code checking to identify products expiry date,

ability to load and unload products, ability merchandise products, checkout and first

aid skills. The skills are often gained from specialised training and education or

experience on the job [2]. This Job specific skill training within Sainsbury does

ensure colleagues know what they need to do to be effective within the job role they

are being asked to perform. This training will indicate an employee’s ability to do a

job, and each reveals different employee qualities. This skills are the skills needed to

some degree in every job—skills such as reading, writing and math [1].

Understanding Online Assessment and Online Testing Testing and assessment are words that will be interchange within the literature

review, both has a relatively same meaning. Assessment is the process of

documenting, usually in measurable terms, knowledge, skills, attitudes and beliefs

while testing is an examination (or "exam") often administered on paper or on the



computer, intended to measure the test-takers' or respondents' (often a student)

knowledge, skills, aptitudes or many other topics (e.g., beliefs).[4]

Online assessment is the use of information technology for any assessment-related

activity, used primarily to measure abilities, to demonstrate what has been learned

after a particular training event that have occurred at the end of an instructional unit

or chapter or when assessing practical abilities or to demonstrate learning that has

occurred over a longer period of time an online portfolio (or portfolio) is often used [3]

Skill testing has been in existence over a long time, as it has been use at work in

hiring and selection practices in the past such as such as police lieutenants’ exams

[1], while computer have been used to assess candidates for decades too. The

software for assessing candidates’ have been commercially available since the

1990s which was often referred to as computer-assisted assessment (CAA) [6]



Why Online Skills Assessment at Work? There are more benefits to using an online assessment tool at work than the

traditional paper testing technique that requires vast amounts of administrative time

and loads of paper work. According to Bobby Elliott (2007) assessment practice from

the beginning of the 20th century exhibited the characteristics of mostly paper-

based, within a classroom-setting, which is much formalised (in terms of

administration), likewise is highly synchronised (in terms of time and place) and

highly controlled (in terms of contents and marking). The growth in the Internet over

the last decade has been phenomenal. In the UK it has moved from being the

domain of academics and IT professionals to a medium accessed by over 71 per

cent of the working age population [19].

The move to on-line and computer based assessment in an academic environment

is not only a natural outcome from the increasing use of information and

communication technologies to enhance learning but also to allow for flexibility in the

administration and delivery of assessment to fit with the purpose at which it is

intended for. This for some reasons can be applied to a working environment where

the condition is not always stable, as training and development is a continuous

process thought-out the year round, due to changes in legislations and movement of

staffs (leaving and newly recruited). This can therefore allow online assessment

adapted to target individual need, where the organisation can create personal

records for documentation, decision and any other related activities.

Importance of Training and Testing in Retail Other area of training and skills assessment that the project aims to cover is the

legal and compliance/mandatory skills that are required within the UK law for all

staffs to be trained and assesses on. According to British Retail Consortium,

requirements of retailers and retail activities can change frequently, and there are

many areas of legislation affecting them. These areas of legislation that frequently

change, requires retailers to ensure they are fully up-to-date with the law, in order to

comply with the retail regulations. Some of these laws are health and safety issues

at work, age restricted sales, as it is illegal to sell certain products to people under a

specified age, dangerous machinery and many more.



The compliance or jobs specific are not taught in the traditional classroom, it involves

training incumbent or new employees into their jobs using different training

techniques. These include Mentoring with another employee, One-on-one with

trainer, workshops and seminars and sometimes Classroom courses, not very

popular because of cost of losing large number of staffs in a day to training. The end

of this training still requires paper testing the staff to show his or her knowledge of

skills training which is quite different from an academic learning environment.

Types of Assessment In a higher education, examinations and assignments are the two most commonly

used approaches, different methods of assessment provide the means of ensuring

that students are able to demonstrate the range of their abilities in different contexts.

An examination defines the conditions under which students abilities will be tested

while assignments are unsupervised pieces of work that often combine formative

and summative assessment tasks. They usually restrict the time and place where

the assessment task will be performed. Negotiated and computer-based

assessments are emerging approaches that are gaining popularity among some

disciplines. Negotiated assessment involves agreements between staff and students

on issues associated with learning and assessment [7]

There are different methods of assessing; these methods can come in different

forms. Stiggens (2005) groups methods of assessment into 4 main categories:

Selected Response; Essays; Performance Assessment and Personal

Communication. Each category has advantages in assessing different learning

outcomes.

Selected Response Multiple Choices Questions: Select the correct answers

Short Answer Question: Short, usually descriptive, qualitative, answers of between

words to over a page. Might include diagrams with explanation

Essays Essays: Written work in which students try out ideas and arguments supported by

evidence

Poster Presentation: Display of results from an investigative project



Written Report: Methodically written account of a project or investigation

Performance Assessment Case Studies: Describes a scenario and asks students to respond as the scene

changes

Practicum: Assessment of practical skills in an authentic setting

Projects: In-depth exploration of a topic or field

Reflective Journals: Develops an awareness of process

Personal Communication Class Presentations: Oral reports on projects or other investigative activities

Interview: Verbal interaction between assessor and assessed

Learning Contract: A structured method whereby the student designs and

implements manageable learning activities in consultation with a staff advisor

Assessment Methods and Techniques They are different assessment method and techniques used within a retail sector

that are used in understanding and assessing skills and knowledge learning

outcome of staffs in different training programmes. The criteria for assessing a

particular learning outcome need to be valid, reliable and impartial of learners and

training program [10]. The two most important methods in the retail industry are

Multiple-Choice Questions (MCQs) this is a subset of what are referred to as

"objective questions". Objective questions are questions, which have a correct

answer (usually only one). The term "objective" here means there is complete

objectivity in marking the test [7] and short answering question, these questions vary

in expected student response from one word or several lines to over a page, and

include forms such as complete the sentence, supply the missing line, problems and

exercises in science-based subjects, short descriptive or qualitative answers, essay

plans, diagrams with explanation, etc [7].



Applying Computer into Assessment The application of computer into assessment can be positive and negative

depending on how it is implemented. Technology, in the form of computer-based

testing, learning and knowledge management systems, helps by giving learning

professionals quicker analysis of skill gaps and training targets and by managing the

flow of information about company and employee needs, knowledge and

performance over time [1]. Technology offers an added dimension to the link

between testing and training, many companies use computer-based testing use

scores for hiring and selection, but those scores can also be reused to target training

with the help of a learning management system (LMS) or a knowledge management

system (KMS). Computer technology enables the effective use of test data and

efficient implementation of decisions based on the results. Technology tools exist to

help with all components: job analysis and skills profiling; test delivery, scoring and

reporting; and data management. A good job analysis and skills profiling tool can

help manage task lists, coordinate input from remotely located subject-matter

experts and handle the rating and ranking activities needed to establish sound

descriptions of job requirements—the first step in effectively using test results.

In the delivery of tests, automating the presentation of test items may or may not be

desirable depending on the organization’s security needs and logistical constraints.

But automated scoring (which avoids labour commitment and human-introduced

errors in checking answers and recording scores) and speedy reporting of results

are always preferable. Further, management of testing data, associated with

targeted training performance and job assignments, can be leveraged through an

LMS. [1]

From the beginning of this review online assessment and computer-assisted

assessment has been used in different forms. This section of the report will clarify

the difference, if any, in both terms. Online assessment is the use of information

technology for any assessment-related activity, used primarily to measure abilities,

to demonstrate what has been learned after a particular training event that have

occurred at the end of an instructional unit or chapter or when assessing practical

abilities or to demonstrate learning that has occurred over a longer period of time an

online portfolio (or portfolio) is often used [3]. Computer-assisted assessment (CAA)

refers to the use of computers to assess students’ progress. The assessments can



vary in format: either consisting of a pre-printed paper test on to which students mark

their responses, which are then processed automatically using an optical mark

reader; or involving the direct input of students’ responses into a computer terminal

[11]. The definition for both terms shows no difference in their meaning as I think the

words can be interchanged in their use.

Impart of New Tools and Technologies on Assessment There are other related terms involve in the application of technology in education,

some of these have been successful while some are still growing. With the advent of

web 2, newer technologies is making more products and services available to the

users, which is making education simpler and more assessable to all the people that

may have thought of not studying in there particular situation. Academic institutions,

students, educationist and companies have applied some of these technologies in

their daily management of training, learning and teaching. These technologies are

important in their own ways.

Web 2.0" hints at an improved form of the World Wide Web. Technologies such as

web-logs, social bookmaking, wikis, pod-casts, RSS feeds (and other forms of many-

to-many publishing), social software, web application programming interfaces (APIs),

and online web services such as eBay and Gmail provide a significant enhancement

over read-only websites [12]. The word web2 is still controversial as different people

have different perspectives about the word and the technologies involve. Social

networks tool e.g. blogs and social network sites e.g. my space and face book.

Social network services are primarily web based and provide a collection of various

ways for users to interact, such as chat, messaging, email, video, voice chat, file

sharing, blogging, discussion groups, and so on [13].

In recent years, significant work as been done in area of web 2.0 and its impart on

educational tools and materials. The power of the people where collective

intelligence that can be harnessed from large groups of people that will be using the

system at the same time. its generally not yet fully accepted by all at this point in

time but the future can bring certain themes into the educational world, where there

will be greater focus [18] on global education, emergence of new skills to better fit



the networked information economy, greater role for e-learning (including mobile

learning) and greater recognition of informal learning.

Understanding Online Teaching and Learning Electronic learning

Electronic learning or e learning is a general term used to refer to computer-

enhanced learning. It is used interchangeably in so many contexts that it is critical to

be clear what one means when one speaks of 'e-learning'. In many respects, it is

commonly associated with the field of advanced learning technology (ALT), which

deals with both the technologies and associated methodologies in learning using

networked and/or multimedia technologies [14]. The most vivid importance is that

learners can access learning without the cost, disruption, transportation and timing

problems involved in attending courses at a particular location.

Distance education Distance education or distance learning, is a field of education that focuses on the

pedagogy/andragogy, technology, and instructional systems design that aim to

deliver education to students who are not physically "on site". Rather than attending

courses in person, teachers and students may communicate at times of their own

choosing by exchanging printed or electronic media, or through technology that

allows them to communicate in real time [15].

Blend learning Blend learning is the combination of multiple approaches to learning it can be

accomplished through the use of 'blended' virtual and physical resources. the

process can involve combination of technology-based materials and face-to-face

sessions used together to deliver instruction.[17]



Learning Management Tools and Technologies

Online assessment tool at workplace will require some form of management, where

staff details, records and test data can be monitored, stored and reused. This brings

about the important learning environment that enabling the management, delivery

and tracking of online and blended learning. Learning management systems is a

software package that create virtual school environments, it enables the

management and delivery of online content to learners as most learning

management systems are web-based, it facilitate "anytime, any place, any pace"

access to learning content and administration [16]. There are loads of such platforms

available, ranging from commercial solutions offerings such as Blackboard, WebCT,

Saba Software, Apex Learning and Desire2Learn to open source solutions such as

Moodle, First Class, and Interact. According to Michael Winter, the question of which

LMS software to use has been a complex question to users in the past. In February

2006, Michael Winter report shows that blackboard and moodle share the largest

market which makes them the most popular learning management system in all that

is available. Wikipedia article on blackboard and moodle shows how blackboard is

a licenses software applications use in managing e-learning, processing transaction

and e-commerce, and online communities, it is said to be used by over 2200

education institutions in more than 60 countries while moodle is a free software e-

learning platform, it has a significant user base with 25,281 registered sites with

10,405,167 users in 1,023,914 courses. Moodle is designed to help educators create

online courses with opportunities for rich interaction. Its open source license and

modular design which means people can develop additional functionality and

development is undertaken by a globally diffused network of commercial and non-

commercial users.



Disadvantages and Issues Related To Online Assessment

One of the more pervasive issues in an online assessment tool is the old concern

about ethical practices in assessment which is cheating; the other one is that online

assessment tool cannot mark essay questions. Assessment-driven training can be

very productive when done right [1] Despite the widespread use of computers in

teaching and learning, their use for assessment have only been limited. There is a

tendency to associate computer-based assessment with automated multiple-choice

questions, possibly because it was one of the earliest uses of computer

technologies. Computer-based assessment not only automates routine tasks like

marking multiple-choice questions, but also can enrich student’s learning

experiences [7]. Other issues with online assessment as stipulated by Netskills

Quality Internet Training; are security issues involve with the products on internet,

disadvantaged people without IT skills, having less control of assessment condition,

incurring high development cost and trainers wiliness to develop questions and

computerise them. The content of online assessment will be required to be updated

regularly with a fast moving retail company, because of the rapid change in the law

and legislation. Also staffs can be too more familiar with the test content if standard

needs to be maintained.

The issues with online assessment will be elaborated more in the following

paragraph.

Security is a key concern in an online assessment; the security of test content can

be breached or compromised when it is copied without authorization. Wikipedia

article refers to Internet security as techniques for ensuring that data stored in a

computer cannot be read or compromised by any individuals without

authorization.other issue with security is the authenticity and identity of the individual

taking the assessment. It will require system understanding that the person sitting for

the test is the real person; this brings the discussion close to the control of fraud in

assessment tool. Cheating in online assessment can occur in different form, British

pathology society article shows that candidate can alter time and try to obtain

questions in advance.

Data Protection information held by staffs on the computer will be passed form one

location to another on Internet and will be viewed by the human recourses mangers



or the trainers. This therefore requires the company to protect the information of its

staffs, as the content of online assessment will involve the Internet. It is a legal

requirement in UK which as an act of parliament. The act defines a legal basis for

the handling of information relating to living people; it is the main piece of legislation

that governs protection of personal data in the UK. For the design of the high

security level online tool consideration will be given to develop a secure server, data

encryption and password protection.

Test Consistency: this is where the system guarantees that if the programmer

follows the rules, memory will be consistent and the results of memory operations

will be predictable. This will involve the consistency of data and interface, in

delivering such consistency it will be best to develop the application on a platform

that will allow for it to be consistent. Issues around consistency will include

consideration for hardware and the implementation of the software on different

operating system. Technology support and Interoperability: Microsoft defines

interoperability as systems that work together. Consideration should be given to

developing the application to allow it working with other components to create a

robust system. Issues to consider are that the application should be able to cope

with vast demand, it should be available when needed and required and should

download effectively.



Technologies for Developing Online Applications

Development of online assessment will involve different technologies to allow it meet

up with a standard online application. This will involve its implementation on

computer as basic requirement. Considering wikipideia article on products

development on online assessment related products like learning management

system, electronic portfolio, e-learning and online applications. The technologies

involve are similar and will be analysed for consideration in the implantation of online

assessment application as they can be related to online application.

Considering the number of people to use the application at a time from different

locations, the arithecture design will be of concern. It will involve delivering the

system from a remote or central location using the company Intranet or Internet (web

server). The other concern is the method and technologies required in the

development of the application requirements and the platform. Some of the

requirements to consider are, creating online quiz or questions, database to hold

questions and staff data and interactive interface design. Some of the technologies

that can be use in developing meeting these requirements will be analyse below.

The first part is considering the programming language; the development of the

application interface and backend connection will involve some programming

language skills. There are different programming languages available to use in the

development of applications. These programming languages according to wikipedia

article programming language are artificial language that can be used to control the

behaviours of a machine, particularly a computer. Programming languages, like

natural languages, are defined by syntactic and semantic rules, which describe their

structure and meaning respectively. Many programming languages have some form

of written specification of their syntax and semantics; some are defined only by an

official implementation. Examples of programming language are Java, C, C++,

Fortran, Pascal and Visual basic. Wikipedia article defines Visual Basic (VB) as a

third-generation event driven programming language and associated development

environment from Microsoft for its COM programming model. Visual Basic was

derived from BASIC and enables the rapid application development (RAD) of

graphical user interface (GUI) applications, access to databases using DAO, RDO,



or ADO, and creation of ActiveX controls and objects. Scripting languages such as

VBA and VBScript are syntactically similar to Visual Basic, but perform differently

while C++ is a general-purpose programming language with high-level and low-level

capabilities. It is a statically typed, free form, multi-paradigm, usually compiled

language supporting procedural programming, data abstraction, object-oriented

programming, and generic programming.

Java’s ability to compile to byte-code, which can run on any Java virtual machine

(JVM) regardless of computer architecture, makes it one of the suitable

programming languages in developing web applications. Wikipedia article defines

Java as a programming language originally developed by Sun Microsystems and

released in 1995 as a core component of Sun's Java platform. The language derives

much of its syntax from C and C++ but has a simpler object model and fewer low-

level facilities while JavaScript is a scripting language most often used for client-side

web development. It is a dynamic, weakly typed, prototype-based language with

first-class functions. it does not relate with java programming language but use the

same syntax.

Other Web (Script) programming languages are Active Server Pages, which is a

Microsoft’s server-side script engine, used for dynamically generated web pages.

HTML (hypertext mark-up language) is the predominant mark-up language for web

pages. It provides a means to describe the structure of text-based information in a

document — by denoting certain text as headings, paragraphs, lists, and so on —

and to supplement that text with interactive forms, embedded images, and other

objects.

This part is the graphic application or script that might be required in the

development of parts of the online assessment tool. Wikipedia article refers to

adobe flash, as Shockwave Flash or simply Flash, that means both the Adobe

Flash Player, and to the Adobe Flash Professional multimedia authoring

program. The adobe flash professional is used to create content for the Adobe

Engagement Platform (such as web applications, games and movies, and

content for mobile phones and other embedded devices), which can be important

for the web development of the assessment tool.



Overview: Past Related Online Samples Products This part of the report investigates the use and suitability of different online

assessment tool that have been developed in the past to support online assessment

activities. The report will create a literature on the features of three online software’s,

namely Easycast, Zoho challenge and Health and Safety Smart, identifying what

makes it most suitable to use for a particular purpose or group of people.

The three (3) tools offered similar features that allow it to be access from anywhere.

Easycast

Easycast® is built on robust web-based cutting edge technology, it is believed to

cuts down heavily on implementation and maintenance time and cost. it has an

intuitive interface and multi-tier reporting which it makes it have rich features that is

easily accessible to students, teachers or administrators. It has a detailed help

section that also provide it with walk-through video tutorials.[20]

Other features include:

• Easy Authoring

• Extensive Reporting

• Instant Feedback

• In-depth Progress Reports

• Summative and Formative Evaluation

Technical features include:

• Manages all the student data remotely through an application service provider

network (ASP.Net)

• Allows teachers and administrators get online authorized access to the data

repository

• Administrators can create their own assessments and control when students

can take them.

• Built to test multiple subjects.

• Robust platform; .NET technology.

Zoho Challenge

Zoho Challenge® is an online testing tool that smoothly tackles test requirements

with smart, friendly interfaces [21].

Features of Challenge include:



• Support for multiple choice questions and descriptive questions.

• Results displayed immediately. This is configurable by the administrator.

• Time limit can be specified for a question paper.

• Difficulty levels calculated automatically

• Online access to candidates' details

• Send emails to candidates

Technical features include:

• Creating multiple exams

• Adding candidates

• Scheduling tests up to years ahead

• Taking a quick peek on your candidates' performance

• Finding out who's cleared the test in just one glance

• Viewing a "report card"

• Viewing graphical representation of the overall results of your tests

Health and Safety Smart Health and Safety Smart® is a health and safety risk assessment tool, the system is

built using a unique engine that requires the user to respond either yes or no to a

series questions relating to the health and safety a work act 1974.

The system analyses the answers and produces a comprehensive health and safety

report. It generate health and safety action plan, which includes significant findings

relating to each area of the legislation which can be printed off once the user have

completed the online risk assessments [22].

the software website does not really focus on the technology involve in the

development of the application, but from my experience it features some

characteristics of adobe flash technology in its yes or no question development.

The use of the application will cost £349 (plus vat) for a twelve-month licence.



Discussion and Summary At the end of the research, I have come to the conclusion that the application is

viable as it has been applied in other fields and have serve the required purpose of

simplifying assessment process in an academic environment.

The application of computer into assessment has more of positives than negatives,

which therefore give confidence to apply the technology into a working environment

like Sainsbury supermarket Ltd.

But my concern for now is to understand the organization requirements needs, and

to develop most appropriate web application for the company.



CHAPTER 3: ELABORATION PHASE

Business Case for Sainsbury’s Supermarket Ltd

Introduction This document expresses the current situation in business language, not technical

terms. It demonstrates that the project team understands the current environment of

the stakeholders and the desired future state. It is important to document this in a

Business Opportunity statement so that members of the project team and all others

involved with the project have the same objectives as they move forward to the

solution design [1].

Company Background J Sainsbury’s PLC is a leading UK food retailer with interests in financial services

and property. John James and Mary Ann Sainsbury established Sainsbury’s in 1869

and is Britain’s longest standing major food retailing chain. The founders’ principles

and values guide us strongly today as they did at the outset – to be the customer’s

first choice for food shopping by providing high quality products, value for money and

excellent service.

Sainsbury’s Supermarkets employs over 138,000 people. Of these, 70% are part-

time and 30% are full time. 58% of employees are women.

A large Sainsbury’s Supermarket offers 23,000 products – 40% of these are

Sainsbury’s own brand. In addition to a wide range of quality food and grocery

products, many stores offer bread baked on the premises, delicatessen, meat and

fish counters, pharmacies, coffee shops, restaurants and petrol stations. Sainsbury’s

Supermarkets serves over 9.5 million customers a week. Nearly 60% of our stores

are in the town centre or edge of centre locations, many of these built on previously

derelict sites.

Business Objective The group’s objective is to meet its customers’ needs effectively and thereby provide

the shareholders with good, sustainable financial returns. It aims to ensure all

employees have opportunities to develop their abilities and are well rewarded for

their contribution to the success of the business. Its policy is to work with all of its

suppliers fairly recognizing the mutual benefit of satisfying customers’ needs. It also



aims to fulfil its responsibilities to the communities and environments in which it

operates.



Current Situation and Problem/Opportunity Statement

Current Situation Training in Sainsbury’s takes many forms and in most cases is not workshop or

classroom based. We recognize that most of our managers learn best from actually

doing the job and from working alongside people with specialist knowledge and

experience. For this reason most of development will be made up of activities and

exercises which will help learner to learn a particular skill or understand a certain

procedure. The result of this will be that you will work with many people, both

managers and colleagues alike and that no two days will ever be the same. At every

stage we will provide you with the support guidance and tools you need.

Problems At present the assessment technique in Sainsbury’s is paper based, therefore the

online tool will create a fast and efficient way of monitoring and assessing staffs



Business Model and Stakeholders

Organisation Structure

J Sainsbury PLC

Sainsbury's Supermarkets

Shaw's Supermarkets

Sainsbury's Bank

JS Developments

Sainsbury's Property Company

Central Stores Local Stores Convenience Stores

Fig 2: Sainsbury’s Organisation Chart

J Sainsbury PLC is the parent organization controlling these operating companies:

Sainsbury's Supermarkets; Shaw's Supermarkets; Sainsbury's Bank; JS

Developments, and Sainsbury's Property Company.

These are classified according to three different formats:

1. Central Stores: These stores vary in size between 20000 and 48000 square

feet

2. Local Stores: They occupy in excess of 45 000 square feet area and focus on

a wider range of food products as well as more non-food items

3. Convenience stores: Ranging from between 2000 and 6000 square feet

area. These stores are located within the high street, urban and suburban

areas. They are specifically designed and operated to cater for the “grab and



go”, meals solutions, top up, distress and convenience customer. These

stores are typically the smallest in the estate.

Domain Chart Below is a typical Sainsbury’s store management structure, although structures vary

according to numbers of stores within an area, the store size and location.

A re a M a n a g e r A re a P e rs o n n e l M a n a g e r

S to re M a n a g e r

D u ty M a n a g e r /sP T M

(P e rs o n n e l & T ra in in g M a n a g e r )

R e g io n a l M a n a g e r

D e p a r tm e n t M a n a g e rs

C u s to m e r & T ra d in g s u p p o r t

C o l le a g u e s

Fig 3: Convenience Structure Chart

Sainsbury's believe that they have a range of employment policies to ensure that

their workforce is as representative of the wider community as possible.

Staffs often have a choice of work arrangements including: part-time, flexible

contracts for retail employees, job share and home working.



Business Use Case: Convenience Store Level

Training and Development Use Case Use cases � Training

� Assessment

� Update records

� File record

Actors � Managers (Trainer)

� PTM (Trainer)

� Colleagues (Trainee)

� Customer & Trading Support (Trainee)

Table 2: Users Table

Business USE CASE Model

Training

Assessment

Update Record

File Record

Training and Assessment Tracking Process

Trainer Trainee

Fig 4: Initial Training Use Case Model



Training

Assessment

File Record

Detailed Training and Assessment Tracking Process

TrainerTrainee

Managers PTM ColleaguesCTS

1.Essentials Training

Mutiple Questions

DescriptiveQuestion

Interview& Observation Review

Completed Date Expired Date

Update Record

2.Legal & Compliance

Training

3.Role Specific Training

4.Personal Development

Training

Fig 5: Detailed Training Use Case Model



Flow of Events

1. The use case begins when the trainee is trained by a trainer. The training can

take different forms e.g. workshop, class base and skill experience. The trainer

needs to be sure that the right trainee is selected and trained on the right

module.

2. The trainee knowledge is assessed by the trainer using the predefined

assessment booklet.

3. Trainee assessment is marked by the trainer. Scored are measured against

predetermined scores to pass the module.

4. If trainee scored is => to set scored, trainee as passed his assessment and can

be booked for other training by the trainer.

5. If trainee fails assessment, training will be rebooked by trainer.

6. Details of training and assessment outcome are recorded and updated into

trainee file by the trainer.

7. Trainee file are saved by trainer which ends the use case

Business Analysis Model Class Description

Trainer The person who conducts workshops, training sessions and

updates training records

Trainee The person who is being trained

Training Activity leading to skilled behaviour

Assessment Activity to measure process of the learning that has either

taken place. Usually measured against stated learning

outcomes:

Update Record A process of saving or storing modifications to a record

File Record A collection of trainee data stored in one unit, under a

trainee name.

Table 3: Users Description



Business Object Model

Training: Trainer

: Trainee

Assessment

Update Record Training Record

Assessment Record

File Record

Fig 6: Business Object Model



Business Glossary

Sainsbury’s Stakeholder and Their Roles � Managers

� Personal training managers

� Customer trade support

� Colleagues

Roles Responsibilities

Area Personnel

Manager

• Ensures store managers and their teams are fully aware of the

training program and their roles before a management trainee

joins the store

• Works with line managers and regional mentors to deliver the

training program

• Places management trainees in the right stores with supportive

store managers to ensure they gain the best experience and

coaching

• Organizes and attends the regional induction to meet with and

welcome management trainees

• Regularly monitors and reports the retention and progression of

management trainees within the area to the Human RP

Store Manager • Performance manages the management trainee using the

correct paperwork

• Delivers assessment centre feedback and supports the

management trainee to develop their personal development

plans from this

• Regularly reviews and discusses the management trainee’s

progress and performance using the ongoing coaching record

• Actively supports and develops the management trainee to work

at their maximum capability levels

• Briefs the management team on the trainee scheme and

encourages them to support the trainee and get involved with



their training program where appropriate

Duty Managers • Actively supports and develops the management trainee to work

at their maximum capability levels

• Encourages the management team to support the management

trainee and get involved with their training program where

appropriate

Store mentor

(ideally a Duty

Manager)

• Acts as a sounding board

• Acts as a role model and shares experiences

• Offers advice and support where appropriate

• Offers constructive feedback

• Encourages the management trainee to take responsibility for

their own development

• Helps to resolve problems and issues

• Maintains confidentiality

Regional mentor

(ideally a Store

Manager)

• Organizes and runs the regional induction

• Organizes and runs regular (every 4/6 weeks) regional meetings

for management trainees within the region to discuss training

and development, off job experiences and progression rates etc.

• Ensures the training is provided consistently across the region

• Deals with sensitive issues accordingly and maintains

confidentiality

Table 4: Stakeholders Roles and Responsibilities



CHAPTER 4: VISION STATEMENT

Requirements: Facts Finding Project’s vision statement forms the basis of further definition of project objectives

and investigation; it will identify and investigate the application requirements needed

for Sainsbury’s assessment tool. The information reveals the current situation of an

organization and requires a great deal of effort to decide what information to collect

and how to collect it.

Stakeholders Needs Having identified the stakeholders and their roles within Sainsbury’s documented in

the business case artefact; I will be investigating stakeholders need to state out what

the system will be required to meet all functional and non-functional requirements.



Requirement Gathering There are several popular survey methods that can be used while gathering

information. Some of which are:

• Interviewing (involves taking notes and/or tape recording)

• Observing an overview of an organization

• Using questioner and analyzing the responses

• Examining document usage

In gathering requirements I will be using three (3) of the many techniques available:

1. Interviewing

2. Observation

3. Survey

Interviewing: Interviews were conducted with the manager, staff and customers of the company.

After conducting interviews with stakeholders at different levels, different options

were gathered about how the system should evolve and work. Considering the

importance, trainer wants the best system functionalities while the trainee wants a

simple interface for their assessment as most of them are not fully computer literate.

Observation: This was conducted twice (2) different hours during the week. One in the morning

when the store was quiet, while the other was conducted during the store busy

hours.

Survey: Questionnaires were given out to employees of the company, and to the managers;

and in return completed questionnaires were received. The questionnaire used and

its results along with the interview made can be found in Appendix A.

Summary The overall conclusion is that an online assessment tool will add value to the current

operations



Requirement Definition

Functional Requirements The core requirements of the system are to:

1. This tool should be an on-line application and should be user friendly

2. All trainee and trainer will have to login to the system using their unique

username and password. Should keep the trainee and trainer details

secure and confidential.

3. The portal should allow trainer and trainee into different applications

interface.

4. Trainers should have full access into the system to manage and organize

the question time, add new questions and update existing assessment

records frequently. The system should provide for multiple choice and

descriptive questions.

5. Trainers will be able to manage trainee records this will include adding a

new trainee, modify and delete trainee personal information on their

records.

6. Trainers will be able to generate weekly and monthly trainee assessment

reports. This report will be trainee record to be completed (expired) and

records that have been completed.

7. Trainees will be able to access their personal record

8. Trainees will be able to complete an assessment: by displaying the

question and answer the questions in the assessment, save the

assessment, should be able to display the question and answer the

questions in the assessment and display results of assessments.

10. Trainee should see “Displayed” Results immediately

Non-Functional Requirements 1. The system design pattern should be compatible with the company current

systems and can integrate into the company network. This integration will

includes hardware platform and operating system.

o Microsoft 2000 at least

o Microsoft Windows NT

o Internet Explorer Browser



o CPU :Intel Pentium 4 processor

o RAM: 512 megabytes

o HARD DISK : 5-10 gigabytes for database

2. Flexible at the time of use to allow multiple users at a time.

3. Enable local and remote management of system administration

4. The system should be available all times and work high performance.

Assumptions • An assessment is made up of multiple questions.

• Each question should consist 2 parts the question and the answer.

• Different type of questions can be specified, i.e. Multiple choice, short answer

question and so on.

• Exam questions can be stored into persistent data.

• Exam questions could be displayed one at time.

• A student should be able to go back and forth through the exam questions.

• The answer of each question can be stored into persistent data.



CHAPTER 5: ANALYSIS AND DESIGN

Initial USE CASE Model

Trainer

Trainee

Login

Complete Assessment and Save

Manage Assessment

Display Result

Generate Report

«include»

«include»

«include»

«include»

«include»

TO BE SYSTEM USE CASE

Access Personal Record

Manage Trainee Records

«extend»

Print Report

«extend»

Fig 7: Initial To-be-Use Case Model



Flow of Events The development of the online assessment tool will involve the design of a system

that will help to manage the online technique to conduct assessment for store staffs

which will be managed my personal training mangers, duty and store managers. The

portal should allow trainer and trainee into different applications.

Use Case Scenario 1 The use begins when the trainer and the trainee log on through the

entry screen.

2 Depending on the user the interface display:

3 Trainer: Options to manage assessment, manage trainee record,

generate report and access personal record.

4 Trainee: Option to access personal record, complete assessment and

option to view result.

5 Each options allow for other options

6 The use case end

1. The use case begins with managing assessment.

Use Case Managing Assessment

Actors Trainer

Pre Condition Trainer already registered on the system

Main Scenario

Input Events From Actors: System Events and Responses

• Log on: Display a welcome message and request ID and password

• Enter trainer ID and Password: (1) authenticate trainee (2) authentication

succeed.

Have options to

• Add New Assessment

• Delete Assessment

Confirm option and save settings

Alternative Scenario: Trainer no confirming to save options

Exceptional Scenario: Trainee authentication fails: repeat the login

procedure

Table 5: Managing assessment flow of event



2. Manage Trainee Records

Use Case Manage Trainee Details

Actors Trainer


Main Scenario




succeed.

Have options to

• Add New Trainee Details

• Modify Trainee Details

• Delete Trainee Details

• Register New Assessment to Trainee Record

Confirm option and save settings

Alternative Scenario: Trainer no confirming to save options


procedure

Table 6: Managing Trainee flow of event

3. Generate Report

Use Case Report

Actors Trainer


Main Scenario




succeed.

Have options to

• Assessment completed by trainee: Show option of weekly or monthly

report



• Assessment to be completed (expired) by trainee : Show option of

weekly or monthly report

Print Option

Alternative Scenario:


procedure

Table 7: Generate report flow of event

4. Access personal record

Use Case Access personal record

Actors Trainer and Trainee

Pre Condition Trainer and trainee already registered on the

system

Main Scenario



• Enter trainer ID and Password: (1) authenticate trainee and trainer (2)

authentication succeed.

Have options to

• View trainee record: this will include name, address, etc.

Print Option



procedure

Table 8: Access personal record flow of event

5. Complete Assessment

Use Case Complete Assessment



Actors Trainee

Pre Condition Trainee already registered on the system

Main Scenario



• Enter Trainee ID and Password: (1) authenticate trainee (2) authentication

succeed.

Have options to

• Complete an assessment: this option allows trainee to complete an

assessment after training as set by the trainer.

• Save: this allows the trainee to save the assessment after completion.

• Display result: the system will allow for the past and current result be

displayed after assessment.

Print Option



procedure

Table 9: Complete assessment flow of event



Implementation

Trainer Storyboard

1.Entry screen:Display

-Enter Username

-Enter Password

Trainer

Trainer Storyboard

2. Interface:

Display

+Manage assessment+Manage trainee record+Generate report+Access personal record

2.4 Access Personal Record

Display -View Trainee Record

2.3 Generate ReportDisplay -Assessment Completed-Assessment to be completed (expired)

2.1 Manage Assessment

Display -Add New Assessment-Format Assessment Time-Update Assessment

2.2 Manage Trainee Record

Display -Add New Trainee-Modify New Trainee-Delete New Trainee

Fig 8: Trainer Storyboard



Trainee Storyboard

1.Entry screen:Display

-Enter Username

-Enter Password

Trainee

Trainee Storyboard

2.1 Access Personal Record

Display -View Trainee Record

2.2 Complete AssessmentDisplay +Assessment -Display Result

2. Interface:

Display

+Access Personal Record+Complete Assessment

2.2.1 AssessmentDisplay -Save -Submit -Display Result

Fig 9:Trainee Storyboard



Project Management: Risk Assessment and Management Plan

Risk List Type List Impart analysis Indicator

Direct

risk

Project

Structure/

requirements:

This will impart the timing and completion of

artefacts.

There is great risk in meeting the user

requirements for the Sainsbury assessment

tool project. Since the success of this project

will be determined by how well it is accepted

by the staffs it is important to meet the needs

of all potential users

High

Indirect

risk

Choosing the

right

technology:

If I choose the wrong technology the project

can be a nightmare to implement, and

maintain.

High

Indirect

risk

Familiarity with

Technology or

Application

Area

If I am not familiar with it, then time will be

lost learning the new technology. If I pick a

web server that is non standard the code

may not be portable to work on other web

servers

High

Indirect

risk

Having the

right tools:

RUP tools not available for my use. It would

have helped tailored RUP configuration to

project need and goals. Likewise save time

Low

Schedule Rational unified process (RUP) has been

processes that have roles for different team

members. I am at this point conscious and

skeptical about time in delivering quality

product. Rational unified process (RUP)

process expects all processes to start early

in the product development. This is a big

problem, as the system should go live at the

end of the semester. With only one semester

High



to graduate.

Table 10: Risk List

Problem Resolution Plan Type List Management Strategies; How to cope

Direct

risk

Project

Structure/

requirements:

Work breakdown structure needs to be completed

before starting the project and followed

Indirect

risk

Choosing the

right

technology:

� I must decide what web technologies I am familiar

with and should to use

� I must decide what web server to run on

� I must decide what back end database to use

I need to be familiar with each one.

Indirect

risk

Familiarity with

Technology or

Application

Area

Mitigate Risks: To minimize my risks I have chosen to

use HTML/ASP and Access. The reason for

this is that all most every web server out there

supports HTML/ASP, and Access is a very common

DBMS that is widely available.

Indirect

risk

Having the

right tools:

At present most of the right tools are available for me

to use.

Direct Schedule I plan to control these risks through good

communication with my supervisor and completing

each task on time following the project task

breakdown.

Table 11: Problem Resolution Plan



Conclusion At the end of this stage an initial use-case model (10% -20%) has been completed

give a chance to establish a vision document. An initial project plan was defined.

The highest risk at this point in time is to understand the mile wide and inch deep of

the use case diagram to develop a robust system that will capture the entire defined

requirement. at this point in time the initial use case will require refinement so as to

develop a use-case model that is at least 80% completed — with all use cases and

actors been identified, and most use case descriptions already developed. These

objectives will be accomplished at the end of the elaboration stage of the software

development.



CHAPTER 6: CONSTRUCTION PHASE

Development Environment

Development Process The development process aim to focus on the processes, techniques, tools and

methods that were required to support the activities and content of the project.

The use of Rational Unified Process (RUP), Unified Modeling Language (UML),

iterative techniques and Architecture Patterns to develop a web application tool will

best describe the development environment that are needed to support the

development team.

Rational Unified Process (RUP) as a software methodology was used in guiding the

project development activities from iteratively to creating artifacts that model system

requirements, analysis, designs, and implementations.

Essential structures were developed from the architectural design to create a clear

picture of the system.

Unified Modeling Language (UML) is the industry-standard language for the

specification, visualization, construction, and documentation of the components of

software systems. UML helps to simplify the process of software design, making a

model for construction with a number of different views. One of the great merits of

UML is the way it helps open up the development process with what are called use

cases. These serve to identify principal roles (actors) in the system, boundaries,

actions, and so on [1]. Pacestar UML diagrammer® was used as the development

Kit that will provide UML templates and tools necessary to customize and develop

the graphical process.

Iteration process in rational unified process involves the breaking down of phase into

different development loop, resulting in a release of an executable artifact, which is

subset of the final product to be developed, which grows incrementally from iteration

to iteration to become the final system [2].



Development Tool Range of software and development tools have been used from the initial stage to

the implementation stage of this project. Some key software and development tools

that have been used and necessary to implement the online assessment tool are:

1. Pacestar ® UML diagrammer - Pacestar UML Diagrammer, according to the

company that developed the product is a tool used for creating and maintaining

Unified Modeling Language diagrams. Create all kinds of UML diagrams

including Activity Diagrams, Class and Object Diagrams, Use-Case Diagrams,

Sequence Diagrams, State Charts, Package Diagrams, and Deployment

Diagrams, plus custom design diagrams [3].

2. Microsoft ® Word - It is a word processing application which is part of Microsoft

Office developed my Microsoft Corporation since 1981. It is use in creating

documents by combining a comprehensive set of writing tools with an easy-to-

use interface [4].

3. Microsoft ® Project Management – Microsoft Project (or MSP) is a project

management software program developed and sold by Microsoft which is

designed to assist project managers in developing plans, assigning resources to

tasks, tracking progress, managing budgets and analyzing workloads [5].

4. Microsoft ® Visio – It is diagramming software for Microsoft Windows. It uses

vector graphics to create diagrams, in visualizing, explore and communicate

complex information, systems and processes [6].

5. Macromedia ® Dreamweaver- This is a web editor which is an environment for

designing web applications that combines the power of dynamic sites with the

dreamweaver point-and-click interface [7].

6. Microsoft Access -- Microsoft Access is a relational database management

system available for purchase as a stand-alone product or as part of Microsoft

Office. Its inclusion in Office and its presence everywhere has made it one of the

most popular database development tools in use by organizations today.



Project Management

Introduction Project management has come a long way from its origins in engineering and

construction; it is now used for a wide range of applications and is one of the most

highly valued management tools [1]. The project management aim at this stage to

prioritize task schedule and manage risk.

Project Team and Roles Akinlawon Jolaoso

Roles:

• My role will be to develop and execute tasks to produce deliverables as

outlined in work break down structure (WBS) in the project management.

• This will require acting all required role for each process of RUP. This will

include analyst, designer, developer , tester roles

While

Dr. Peter Oriogun will act on a supporting role to will include:

• Supervising and make sure everything is done well

• Coordinator and monitor the project progress.



Project Planning

Fig 10: Initial Work Breakdown Structure chart



Work Breakdown Structure

Table 12: Work Breakdown Structure

Gantt chart

Table 13: Gantt Chart



Pert Chart

Fig 11: Pert Chart



Project Outcome (Milestone) In the development of the project task, this part represents the static part of the

process in terms of workflow, activities, outcome and artefacts.

Workflow Activities Artefacts Outcome

Inception

Project

Management

Plan work

break down

structure

and set

baseline on

Microsoft

project

• WBS

• Gant chart

• Pert chart

• Risk

management

• Project plan

Business model Find actors

and develop

use case

• Company profile,

goals e.t.c.

• Use case model

• Business

case

Requirement Find actors

and develop

use case

• Scope statement

• Statement of

work

• Stakeholder

identification

• Vision

documen

t

Environment Review

different

applicable

technology

• Software and

hardware

components

• Develop

ment tool

Elaboration

Project

management

Review initial

project plan

• Detailed project

plan

Detailed

Software



review Developmental

plan

Analysis Identify use

case and

actors

• Use case model

• Use case

description

• Non-function

requirements

Software

Architecture

Document

Design Review and

Develop

design model

• Class model

• Subsystem

model

• Objects of design

classes

(collaborate

diagram)

• Interface

Prototype

• Architect

ural

prototype

and

description

• Design

model

• User

manual

Construction

Implementation To implement

classes and

objects

• Source code Product

development

report

Test Execute,

Verify

integration,

interactions

and

requirements

are meets

• Quality dimensions

reliability

• Application

performance and

system performance

Product test

report

Transition



Test Execute to

Identify and

resolve

defects

• Functionality Beta testing

Deployment Defend

product

• Deployment plan Viva

Table 14: Project Milestone



Risk Assessment Risk is a measure of the probability and consequence of not achieving a defined

project goal. Risk involves the notion of uncertainty but managing it is the act or

practice of dealing with it. Therefore, identifying, assessing, and then prioritizing the

possible risks that may affect the project, is very essential for this project success.

During the risk assessment, if a potential risk is identified, a solution or plan of action

should be developed.

Risk Measurement I must decide what are highest risk is so I can focus the bulk of my attention toward

that area of the project development. Identifying high, medium and low risks will

serve to facilitate the project development by allowing me to manage my time more

efficiently.

Below are some lists of possible project risks, these risks will be reviewed

throughout the project life cycle.

Type List Impart Analysis Indicator

Direct

Risk

Project

Structure/

requirements:

The results found from interviews and

questionnaires have to be review, checked

carefully and redefine the requirement

specifications at ever stage.

High

Indirect

Risk

Choosing the

right

technology:

It is possible that server systems may not be

applicable to the application to be developed,

so choosing the right technology for the

system development is most essential.

High

Indirect

Risk

Familiarity with

Technology or

Application

Area

Not understanding the technology can be

risky situation at the middle of an application

development.

Medium

Indirect

Risk

Having the

right tools:

RUP tools not available for my use. It would

have helped tailored RUP configuration to

project need and goals. Likewise save time

Medium



Direct

Risk

Schedule Rational Unified Process (RUP) has

processes that have roles for different team

members. I am at this point conscious and

sceptical about time in delivering quality

product. Rational Unified Process (RUP)

process expects all processes to start early

in the product development. This is a big

problem, as the system should go live at the

end of the semester. With only one semester

to graduate.

High

Table 15: Risk Assessment

Problem Resolution Plan The probability on indicator occurrence of each possible project risks have been

analysed in terms of Low, Medium, or High risk, where Low applies for unlikely that

the type of risk will occur during the life of the software, Medium represents for a risk

where there is a 50% chance that the risk will occur, and High is for a risk that will be

a great deal of chance that it will occur. Each risk that receives a High score will

have a corresponding plan to manage and control of that risk.

Here is break down of how I am going to attack each risk.

Type List Management Strategies; How to cope

Direct

Risk

Project

Structure/

requirements:

Flexible architecture. Analyse before adding the new

requirements if it is very important to change the

architecture.

Indirect

Risk

Choosing the

right

technology:

Careful research and consideration of possible

technologies, during design stage.

Indirect

Risk

Schedule and

having the right

tools:

Follow the project plan and use the right software

modelling process to complete project on time.



Direct

Risk

Insufficient

testing

Use thorough testing plan to satisfy requirements

measurement.

Table 16: Problem Resolution Plan



CHAPTER 7: BUSINESS MODEL

Requirement Model This part of the system development aim to analyse, design and describe various

aspects of the business needs according to the company training strategy and

process.

Add New Assessment

Delete Assessment

Manage Assessment

Fig 12: Decomposed Manage Assessment Use case

Add New Trainee Details

Modify Trainee Details

Register New Assessment to Trainee Record

Manage Trainee Details

Delete Trainee Details

Fig 13: Decomposed Manage Trainee Use case



Print Generated

Report

View Trainee Assessment

Record

Generate Trainees'Assessment

Record

«extend»«extend»

Fig 14: Redefined Check Trainee Record Use case



Detailed and Stable Use case Model

Trainer

Trainee

Complete Assessment and Save

Add New Assessment

«extend»

DeleteAssessment

Add New Trainee

Display Result

Print Generated

Report

RegisterNew Assessment

to Trainee Record


DeleteTrainee Details


Record

Generate Trainees'Assessment

Record

«extend»«extend»

Find TraineeDetails

«include»

«include»

Login

Fig 15: Detailed Use-case Model



Actors and Use Cases Description Actors Description

Trainer The trainer can be the store manger or

human resources managers, who are

responsible for the day-to-day

management of training and

development within a particular store.

Trainee These are any member of staff within

Sainsbury’s supermarket limited

Table 17: Users use case description

Use cases Description

Login This will allow any the system users to

login using there username and

password.

Find Trainee Details Allows the user to search for trainee

details.

Add New Assessment There will be occasions where all or

some staffs will need to be assessed

on some new training. This new

assessment will be required to be

available on the system. This will also

include the completion set time.

Delete Assessment This will allow the trainer to delete an

assessment.

Add New Trainee When new staffs join Sainsbury’s, his

or her details will require to be recorded

on the system. These will include

unique ID and start date. Later the

assessment assigned to the staff will

be added it his record.



Modify Trainee Occasionally the position of a staff

might change and will require to be

changed on the system. This will be

related to promotion (position), new

promotion date is included.

Delete Trainee This allow the trainer to delete staffs

that are no more working for the

company and will be required to take

them off the system.

Register New Assessment to Trainee

Record

Trainer will be able to add assessment

to a trainee’s record. This assessment

would have not been completed by the

trainee in the past.

View Trainee Assessment Record This use case allows the trainee to

view the current state of his/her

assessment record. This can be printed

by the trainee.

Generate Trainee Assessment Record This use case allows the trainer to view

list of trainee assessment records and

allow the trainer to print the generated

information

Complete Assessment This will include date assessment

completed and the scores.

Table 18: Process Use case Description



CHAPTER 8: DESIGN

Introduction This artefact aim to document the concept of three-tie architecture view that will be

applied in the development of this web application tool, the approach is to divide the

use cases between the packages of the proposed three (3) tier architecture. The

package will reflect similar grouping to elaborate the system use case and place it in

a logical architectural view.

The architecture aims to meet the requirement and realize the business use case

model of the web application. This part will provide the terminologies of web

applications and three-tie architecture as it will still be applied later in the chapters.

Web Applications Web application was describe as an application that is accessed via Web over a

network such as the Internet or an intranet [1]. They are dynamic websites that use

the browser as a user interface to a server-resident application, useful for internet-

based applications. Most popular web application is the e-commerce sites. It allows

the most minimal client configuration, all business logics are executed on the server

during the fulfilment of page request for the client browser [2].

The development of this type of application requires most appropriate technologies

to make the application content dynamic. There are different enabling technologies

that can be applied but most varied by the developer. The most important factor to

consider is to have a dynamic system that can respond to users input.

The user input in a web application system is managed by a standard protocol

(Common Gateway Interface) for interfacing external application software with an

information server, commonly a web server [3].

A server is a free standing computer program that is typically multi-user and in its

most simplistic definition, accepts one or more inputs and produces one or more

outputs. This capability could be implemented completely by software on the server

machine or require access to one or more (super)computers, databases or other

information resources such (seismic) instruments [4].



Three-Tier Architecture As the name suggest, three-(3)-tier architecture is a design pattern that allows the

modelling of a system onto three (3) different layers or views. These three views are:

Fig 16: Three (3) Tier Architecture. Source [4]

Client View This represents the top part as the presentation layer of the system and it serve

the purpose of the user interface, where the user can input to communicate and

request functions from the system. The interface will also act to display results

from the system applications. It includes the desktop hardware which display the

graphical user interface (screen layout and navigation) of the system application.

Business Logic Tier This part of the system represent the dynamics of core system operations, it is

the linking point between itself and other layers of the system, as it controls all

application’s functionality by performing detailed processing. Some of its

functions include performing queries against a Database, and calculating the

business process.

Database Layer This part represents the data storage logic layer where information can be stored

and retrieved.



Architecture Description

Service Packages

Assessment

Delete Assessment

Add New Assessment

Record

Register New Assessment to Trainee

Record


Record

GenerateTrainees'

Assessment Record

Trainee


Delete Trainee Details

Add New Trainee Details

FindTrainee Details

Complete Assessment

Interface

Login

TraineeLogin

TrainerLogin

Fig. 17: Architecture Diagram



Session Management

Login (Interface) Management This package represents the client view of the system to be developed, the graphical

user interface (GUI) will handle login to get input from the user into the system and

display the login results. The package does not concern itself with how the

information will be obtained where it is coming from.

The package development will require building to standard a forms-capable

Hypertext Mark-up Language capable (HTML) interface that will be rendered on a

browser. The system interface uses the browser to request Hypertext Mark-up

Language capable (HTML) and web server pages.

Content Diagram

Username:

Password:

Login as:

Trainee

Enter

Enter

Trainer

TRAINEE HOMEPAGE

Ccomplete AssessmentUI

ComAssUI

View Trainee AssessmentRecordUI

VTAssUI

TRAINER HOMEPAGE

Add New AssessmentUI

LabelDelete

AssessmentUI

Genrate Trainee

Assessment Record UI

Modify Trainee DetailsUI

Register NewAssessmentto Trainee

RecordUI

Delete Trainee

DetailsUI

Add New Trainee

DetailsUI



Fig 18: Login Diagram

Package Flow of Event � The package will allow users to login as users (trainer or trainee) on the same

webpage

� This login will lead to two different interface, one for the trainer webpage

while the other will leads to the trainee webpage



Assessment Management This package handles assessment to include “Adding New Assessment” and

“Deleting Assessment” from the system database. This package interfaces with the

record, it mostly represent the business logic of the assessment part of the system

as it models the data and behaviour behind the business process of adding new

staffs and deleting staffs that are no more working for the company: AddAssHandler

and: DelAssHandler.

Trainee Management This package handles the trainee to include “Adding New Trainee”, “Deleting

Trainee” from the database, “Modify Trainee Details”, and “Register New

Assessment to Trainee Record”. This package interfaces with the assessment and

record, it mostly represent the business logic of the assessment part of the system

as it models the data and behaviour behind the business process of adding new

trainee, deleting trainee, modifying trainee and registering assessment to trainee

details.

Record Management This package contains data that need to be stored for the system; it will interface

with the assessment and trainee packages. This will hold trainer and trainee record

for login purposes, trainee record for assessment scores and other purposes,

assessment record for the trainee completion. Data in the database will be available

to the users of the system. Users will be able to view trainee records and generate

trainee records for printing.



Use Case Realization: Using Collaboration and Sequence

Diagrams

LOGIN USECASE

User

Loginhandler

Logon (Username and Password)

Valid Message

Authenticate(Username and Password)

Fig 19: Login Sequence Diagram

Use Case Login

Brief Description User log onto the system

Actors (1) Trainee and (2)Trainer

Pre Condition User not already logged in onto the system

Main Scenario


1. Use case starts when user aims to use the system for any purpose

2. The system asks user for username and password

3. User enters a username and password

4. The system accept the username and password as valid

Post Condition: The user is logged onto the system

Alternative Scenario: 1. Invalid username and password

2. User already logged on.

Table 19: Login Use Case Description



FIND TRAINEE DETAILS USECASE

Trainer

:Trainee

TraineeID( )

TraineeDetails( )

Fig 20: Sequence diagram for the use case find Trainee

Use Case Find Trainee Details

Brief Description The trainer finds trainee details

Actors Trainer

Pre Condition The trainer is logged on to the system

Main Scenario


1. The trainer enters trainee ID

2. The system find the trainee details

Post Condition: The system found the trainee details

Alternative Scenario: None

Table 20: Search Use Case Description



ADD NEW ASSESSMENT USECASE

TrainerAddAssUI

AddAss Handler

Assessment

Fig 21: Collaboration diagram for the use case Add New Assessment

Trainer

:AddassUI :AddAssHandler

:Assessment

ClickAddAss( )AddAss( )

Create( )

Confirmed( )DisplayConfirmation( )

Fig 22: Sequence diagram for the use case Add New Assessment

Use Case Add New Assessment

Brief Description Add details of new assessment to the system

Actors Trainer

Pre Condition Trainer have logged on to the system

Main Scenario


1. The trainer select ‘Add Assessment’

2. Trainer enters details of new assessment

3. System creates new assessment

Post Condition: New assessment have been added to the system

Alternative Scenario: Assessment already exist



DELETE ASSESSMENT USECASE

TrainerDelAUI

DelA Handler

Assessment

Fig 23: Collaboration diagram for the use case Delete Assessment

Trainer

:DelAUI :DelAHandler :Assessment

ClickDelAss( )


ListAssessment( )

«destroy»DeleteAss()

Fig 24: Sequence diagram for the use case Delete Assessment

Use Case Delete Assessment

Brief Description Trainer deletes assessment from the system

Actors Trainer

Pre Condition Trainer already logged in on the system

Main Scenario


1. The trainer select ‘Delete Assessment’

2. System list assessments on record

3. Trainer click to delete appropriate assessment record

4. System delete assessment from record

Post Condition: Assessment have been deleted from the system




ADD NEW TRAINEE USECASE

Trainer

AddNTUIAddNT Handler

Trainee

Fig 25: Collaboration diagram for the use case Add New Trainee

Trainer

:AddNTUI :AddNTHandler

:Trainee

ClickAddNT( )AddNT( )

Create( )


Fig 26: Sequence diagram for the use case Add New Trainee

Use Case Add New Trainee

Brief Description A system create a new account for trainee

Actors (1) Trainer and (2) Trainee

Pre Condition Trainer already logged in

Main Scenario


1. The user begins when trainer select ‘Add Trainer’

2. The system requires trainee to enter his or her details: name, email, password

and password for confirmation.

3. System validates trainee details

4. System add trainee and create an account.

Post Condition: A new trainee account is created



Alternative Scenario: 1. Invalid email address

2. Invalid password

3. Cancel

Use Case Add New Trainee: Invalid email address

Brief Description System informs the trainee that he/she enters an

invalid email address

Actors (1) Trainer and (2) Trainee

Pre Condition 1. Trainer already logged in

2. Trainee has enter an invalid email address

Main Scenario


Post Condition: A new trainee account is created

Alternative Scenario: Alternative flow begins at step 2 of the main flow.

Table 23: Add New Trainer Use Case Description



MODIFY TRAINEE USECASE

TrainerModTUI

ModT Handler

Trainee

Fig 27: Collaboration diagram for the use case Modify Trainee

Trainer

:ModTUI :ModTHandler :Trainee

ClickModTUI( )

DisplayTraineeDetails( )

FindTraineeDetails( )GetTraineeDetails( )

ConfirnChanges( )

Fig 28: Sequence diagram for the use case Modify Trainee

Use Case Modify Trainee

Brief Description Trainer changes trainee details

Actors Trainer


Main Scenario


1. Include (Find Trainee Details)

2. The system displays the employee details

3. Trainer changes trainee details

4. ---------

Post Condition: Trainee details have been changed


Table 24: Modify Trainee Use Case Description



DELETE TRAINEE USECASE

Trainer

DelTUIDelT

HandlerTrainee

Fig 29: Collaboration diagram for the use case Delete Trainee

Trainer

:DelTUI :DelTHandler :Trainee

ClickDelTUI( )

DisplayTraineeDetails( )

FindTraineeDetails( )GetTraineeDetails( )

ConfirnDelete( )

Fig 30: Sequence diagram for the use case Delete Trainee

Use Case Delete Trainee

Brief Description Trainer delete trainee details

Actors Trainer


Main Scenario



2. The system displays the trainee details

3. Trainer delete trainee details

4. ---------

Post Condition: Trainee details have been deleted


Table 25: Delete Trainee Use Case Description



REGISTER NEW ASSESSMENT TO TRAINEE RECORD USECASE

AssignAssUITrainer

AssignAss

Trainee Assessment AssRecord Fig 31: Collaboration diagram for the use case Register New Assessment to Trainee

Trainer

:AssignAssUI :AssignAssHandler :AssRecord

ClickAssAss( )FindTrainee( )

FindAssessment( )

RegistrationConfirmed( )

:Trainee :Assessment

ClickRegister( )

SaveRegistration( )Register( )

Fig 32: sequence diagram for the use case Register New Assessment to Trainee

Use Case Register New Assessment to Trainee

Brief Description Trainer add new assessment to trainee record

Actors Trainer


Main Scenario





2. Include (Find Assessment)

3. The system displays the trainee assessment details

4. Trainer input assessment name into trainee details

5. ---------

Post Condition: Trainee has been assigned a new assessment to

complete.


Table 26: Assign Trainee Use Case Description



VIEW TRAINEE ASSESSMENT RECORD USECASE

TraineeViewTRUI

AssRecord

ViewTR

Trainee

ViewTRP

Fig 33: Collaboration diagram for the use case View Trainee Assessment Record

Trainee

:ViewTUI :ViewTHandler :AssRecord

ClickViewTUI( )

DisplayTraineeAssDetails( )

FindTraineeAssDetails( )GetTraineeAssDetails( )

Print( )

Fig 34: Sequence diagram for the use case Check Trainee Record

Use Case View Trainee Assessment Record

Brief Description Trainee retrieves assessment record form the

system to view his or her record and print the

details.

Actors Trainee

Pre Condition Trainee already logged in on the system



Main Scenario


1. The trainee select ‘View Assessment Record’

2. System display trainee details

3. System list assessments completed

4. System list assessment to be completed

5. Trainer click to print record

Post Condition: System display trainee assessment record.

Alternative Scenario: Cancel print

Table 27: View Trainee Use Case Description



COMPLETE ASSESSMENT USECASE

TraineeInterface

AssRecord Assessment

CompleteAssessment

Fig 35: Collaboration diagram for the use case Complete Assessment

Trainee

:ComAssUI :ComAssHandler :AssRecord

ClickComAss( )ListAss( )

GetQ( )

DisplayResult( )

:Assessment

ClickSave( )

SaveAssGrade( )Save( )

ClickOpenQ( )

GetAss( )

Fig 36: Sequence diagram for the use case Complete Assessment

Use Case Complete Assessment

Brief Description This use case allows the trainee to complete an

outstanding assessment

Actors Trainee

Pre Condition Trainee already logged in on the system

Main Scenario


1. The trainee select ‘Complete Assessment’



2. System list assessments to complete

3. Trainee select required assessment to complete

4. System display questions for trainee to complete.

5. Trainee click save after completion

6. System display assessment grade.

Post Condition: System display assessment grade


Table 28: Complete Assessment Use Case Description



Initial Class Diagram

Staff

StaffIDStaffNamePosition

Assessment

AssIDAssTitileInputDateUpdateDateAssStartDateAssExpDateQuestion

Trainer

Trainee

TraineeStartDateTraineEndDate

AssRecord

AssAddDate AssComDateGrade

Fig 37: Initial Assignment of Class Attributes



Initial Prototype Design

This part of the project elaboration aims to develop web page storyboard samples.

Developing Storyboard Samples

Trainer Storyboard Draft 1:

Trainee Draft Homepage

Trainee Storyboard Draft 2:

Trainee Draft Homepage



CHAPTER 9: PRODUCT DEVELOPMENT PROCESS

Design Model This part of the design stage aims to document the technologies that are

available to implement the users’ requirements.

In any software application development there are currently vast numbers of

technologies that can be applied in the development of a web application

depending on the type of application to be developed or the

experience/preference of the application developers towards a particular

technology, other consideration is the organisation needs.

Considering the type of application from the architectural analysis, it will require

technologies for a three (3) tier architectural platform of development. These will

include client interface development using graphical user interface (GUI)

technologies for client- system interaction e.g. Hyper Text Mark-up Language,

(HTML) and visual basic, web server technologies e.g. Java Server Pages, code

fusion, Active Server Page, PHP (Hypertext Pre-processor) and Active Server

Page.NET. The third tier in the development of the application will require the

storage of records and data; this will be made possible by the database technology

e.g. Microsoft Access and Oracle.

Graphical User Interface (GUI) Technology � Hyper Text Mark-up Language (HTML) – The document content of

any web or internet is managed by the browser, HTML is the web standard

that used in developing the document and visual content of the internet. It

define the how text is to de formatted and display by the browser, this will

include the web page background colour, font size, colour and many more.

HTML can include embedded scripting language code which can affect the

behaviour of web browsers and other HTML processors, this property allows

it to include other technologies into it usability e.g. JavaScript can be

embedded into HTML to make its functionality and presentation more

dynamic. HTML defines a set of tags that can be used either to tell the

browser how to render something or to define a link to another web pages [1].



� Java Script – It is a scripting language that is often used for user interaction

in a dynamic web page.

� Visual Basic (VB) – Is a tool for productively building type-safe and object-

oriented applications. It allows developers to create a wide range of Windows,

Web, mobile, and Office applications built on the .NET Framework [2]. It is a

third-generation event driven programming language developed by Microsoft

Corporation. The name was derived from its old programming language

version “BASIC” and enables the rapid development of graphical user

interface (GUI) applications, prototypes; it can access databases using

different technologies e.g. DAO, RDO, or ADO, and creation of ActiveX

controls and objects [3].

Web Server Technology � Active Server Pages (ASP) – These are pages files located on the web

servers with the extension ASP [4]. Active Server Pages (ASP) is Microsoft's

first server-side script engine for dynamically-generated web pages. It is

marketed as an add-on to Internet Information Services (IIS). Programming

ASP websites is made easier by various built-in objects. Each object

corresponds to a group of frequently-used functionality useful for creating

dynamic web pages. In ASP 2.0 there are six such built-in objects:

Application, ASPError, Request, Response, Server, and Session. Session, for

example, is a cookie-based session object that maintains variables from page

to page [5].

� Java Server Pages (JSP) – This is a Java technology that enables Web

developers and designers to rapidly develop dynamic web pages, generate

HTML, XML or other types of documents in response to a Web client request.

The technology allows Java code and certain pre-defined actions to be

embedded into static content. As part of the Java technology family, JSP

technology enables rapid development of Web-based applications that are

platform independent [6].

� Hypertext Pre-processor (PHP) –It is used mainly in server-side

scripting, but can be used from a command line interface or in standalone



graphical applications. PHP is a widely-used general-purpose scripting

language that is especially suited for Web development and can be

embedded into HTML.[7]

Database Technology � Access Database – This is a database product that was developed by

Microsoft Corporation. According to the manufacturer access database will

allow more effectively tracking of stored data and order information [4]. It is a

desktop database, most suitable for low traffic website or prototyping unlike

the SQL Server which can handle more traffic and concurrent users.

� Microsoft SQL Server – This is another database by Microsoft

Corporation. The features of the database allow it to support more concurrent

users compared to the access database. It is a terabyte size database that is

most applicable to very large sizes of online applications [4].

� Oracle Database – This is a relational database management system

(RDBMS) software product released by Oracle Corporation. Oracle Database

have different versions of the database with the oracle 11g being the latest

with more ability to deliver the benefits of grid computing including more self-

management and automation [8].

Organisation Sainsbury’s as the main organisation in focus, developed its intranet application

using Java Server Pages.

Developmental Team Counting on my personal experience as the developer and the resources available

for the project development, at the moment, applying past experience of HTML and

ASP in the development of the application will be most appropriate considering the

time to learn new and other technologies.



Architecture Description

Service Package This artefact aims to document the separation of services into different parts of the

three (3) tier architecture and describing the ways the system as a whole is divided

into sub system and how they communicate with one another.

« s u b s y s te m »D A T A B A S E

T ra in er R ec ord

A s s e s s m en t R e c o rd L o g in R e c o rd

S ta f f R ec o rd

T ra in e e R e c ord

« s u b s ys tem »W E B S E R V E R

A s s es s m en t S e rve r

D e lA s s H an d lerA d d A s s H a n d ler

L o g in S erv er

L og in H an d le r

T ra in e e S erv er

V iew A s s H an d lerC o m A s s H an d ler

T ra in er S e rv er

M od T H a n d lerD e lT H an d le r

A d d N T H a n d lerF in d T H a n d ler

A s s ig n A s s H an d le rG H an d le r

« s u b s y s te m »G U I

L og in G U I

L og in U I

T ra in er G U I

F in d T U IA d d A s s U ID e lA s s U IA d d N T U IM od T U ID e lT U I

A s s ig n A s s U I

T ra in e e G U I

V iew T U IC om A s s U I

Fig 38: Architecture package



User Interface

This package represents the client tier of the system. It will allow users interact with

the system in some way either by pressing a button or entering details using forms.

Typical input fields include: Selection list, Text input, Checkbox, Submit input. The

form is a part of the web page that accepts user input, it can be rendered by clicking

buttons. When a button is clicked by the user, the content will be submitted to the

web server to execute it or updating it in a way appropriate to the user’s action and

return a result to the browser. I hope the interface will provide services, such as

authentication, authorization, login, error handling, will act as a state machine or an

event dispatcher to decide upon the appropriate logic to handle the user’s request.

In summary, it client will handle the following

� It creates database requests and transmits them to server

� Accepts and checks syntax of user input

� Handles request from the user interface

� Deliver response back to the user

� Is in charge of processing the application logic

Web Server

This part of the system act to manage specific actions related to authenticate data,

communicate with database and logical connection between the user's interaction

and the business services, calculation and any code specific to the user

requirements of the system.

In summary, server will handle the following

� Maintains system questions

� Performs query/update processing and transmits response to client.

� Checks for authorization

� Accepts and processes database requests from clients

� Provides recovery control

� Ensures integrity constraints not violated

� Provides concurrent database access



Database This part of the system will hold information regarding the login details of the users of

the system. It will archive the assessment details of the trainers; scores after

training, date of assessment etc, and also store the assessment details. This will

determine how the requirements of storage will be met by the system



Use Case Realization—Design

Class Diagrams U s er

U s er ID :S tr in gP as s w ord :S tr in gE m a il:S t r in gF N am e:S tr in gL N am e:S tr in gA d d res s :S t r in g

L og in ( )A d d U s er( )F in d U s er( )M od U s er( )D e lU s er ( )V iew U s er ( )

T ra in e r

P os it ion :S t r in g

L og in ( )A d d U s er ( )F in d U s er ( )M od U s er ( )D e lU s er ( )

T ra in ee

S ta r tD ate :D ateE n d D ate :D a te

L og in ( )V iew U s er ( )

A s s es s m en t

A s s ID :S tr in gA s s N am e:S tr in gN o .ofQ 's : In teg erIn p u tD a te :D a te

D e lA s s ( )A d d A s s ()

A s s R ec ord

U s er ID :S tr in gA s s ID :S tr in gA s s T it le :S tr in gA d d D ate:D a teC om D ate :D a teG rad e :In teg er

A s s ig n A s s ( )V iew ( )C om A s s ( )P r in t( )

Q u es tion s

Q ID :In teg erA s s ID :S tr in gS ta r tT :T im eE n d T :T im e

A d d Q ( )U p d a te ( )

M an ag eM

1

11

1

1

Fig 39: Class diagram



Interaction Diagrams

Sequence Diagram: Trainer GUI

«GUI SUBSYSTEM»Trainer

Trainer

:Browser

Login

FindTUI

LoginUI Validaterequest( )

Valied Message

Authenticate user

Accept

AddAssUI

ListOptions

DelAssUI

AddNTUI

ModTUI

DelTUI

AssignAssUI

Choice

User's Choice() RequestValidation()

Valid( )or Denied()

«SUBSYSTEM»:Server

«SUBSYSTEM»:Database

Fig 40: Trainer GUI sequence diagram

Flow of Events—Design Name: Trainer Package.

Description: This sequence starts when the trainer is ready to login and implement

required task. The GUI package handles all aspects of the initial login and

authorisation and path directing, and it ends when the trainer completes a session

and logout. The package will allow trainer to login through the browser

Actor(s): Trainer

Precondition(s): Trainer has logged into the system.

Post condition(s): Task Completed



Sequence Diagram: Trainee GUI

«GUI SUBSYSTEM»Trainee

Trainee

:Browser

Login

ViewTUI

LoginUI Loginrequest( ) Validaterequest( )

Valied Message

Authenticate user

Accept

ComAssUI

ListOptions

Choice

User's Choice() RequestValidation()

Valid( )or Denied()

«SUBSYSTEM»:server

«SUBSYSTEM»:Database

Fig 41: Trainee GUI sequence diagram

Flow of Events—Design Name: Trainee Package.

Description: This sequence starts when the trainee is ready to login and implement

required task. The GUI package handles all aspects of the initial login and

authorisation and path directing, and it ends when the trainee completes a session

and logout. The package will allow trainer to login through the browser.

Actor(s): Trainee

Precondition(s): Trainee has logged into the system.

Post condition(s): Task Completed



Implementation Requirements

Interface Prototype Design This part of the project implementation requires developing site map and web page

prototypes samples, also the database been designed and provided with a partly

functioning prototype which has all the possible functions in mind.

Developing a Site Map This online assessment tool site map will consist of links to the home page and

users pages that will include direct links to detail pages. This will assist in planning

Web page navigation control. Navigation control refers to the application of access

policy to the users of the system [9]. The access will dictate the possible navigation

path for specific users, which will prevent the malicious use of restricted web pages

by unauthorised users. E.g. trainee will never have an access to the trainer web

pages.

LoginH om ePage

Tra inee(H om epage)

S earch T rainee

M od ifyT raineeD etails

AddTrainee

D eleteTraineeD etails

D eleteA ssessm ent

A ddAssessm ent

Ass ignAssessm entTo T rainee

C om pleteA ssessm ent

V iew Assessm ent

Tra iner(H om epage)

Fig 42: Site Map



Human Computer Interaction and Usability HCI is a socio-technological discipline that brings the power of computers and

communications systems to people in ways that are both accessible and useful in

our day-to-day lives. HCI is socio-technological because it concerns on how people

use and are affected by computers and communication systems. Therefore, HCI

draws actions to make computer and communication systems ever more usable in

carrying out tasks.

HCI can also be defined as “a discipline that is concerned with the design,

implementation, and evaluation of interactive computing systems for human use and

with the study of major phenomena surrounding them [11].

Interface Design Principles These rules for interface principles are: -

1. Strive for consistency: - Consistent colour, layout, text fonts, and so on should be

used throughout the application and consistent sequences of actions should be

required in similar situations. In addition to these, identical endings should be used in

menus, prompts, and help screens. This will reduce user learning time.

2. Enable frequent users to use shortcuts: - Using abbreviations, special keys,

hidden commands, and macros helps to increase the pace of interaction.

3. Offer informative feedback: - For user action, the system should respond in some

way.

4. Design dialogs to yield closure: - Sequences of actions should be organized into

groups with a beginning, middle, and end. The informative feedback at the

completion of a group of actions shows the user their activity has completed

successfully.

5. Offer error prevention and simple error handling: - The form should be designed

as the users cannot make a serious error; and if they do, simple and specific error

messages should be provided in order to recover from the error.

6. Permit easy reversal of actions: - It relieves anxiety, since the user knows that

errors can be undone; it thus encourages exploration of unfamiliar options. The units

of reversibility may be a single action, a data entry, or a complete group of actions.

7. Support internal focus of control: - In most cases, users with experienced

knowledge wants to be in charge. Tedious sequences of data entries, difficulty in



obtaining necessary information, and inability to produce the action desired all leads

to anxiety and dissatisfaction.

8. Reduce short term memory load: - Physical and mental limitations of humans who

use the system must be taken into account at the designing stage of the system. The

limitation of human information processing in short-term memory requires that

displays be kept simple by designing the system screens where options are clearly

visible using pull down menus and icons [13].



Developing Prototype Design

Login Prototype:

Login Interface Prototype

Trainer Homepage Prototype:

Trainer Homepage



Trainee Homepage Prototype:

Trainee Homepage



Database Modelling and Design Data analysis activities need to be undertaken to understand the data required to

support business activities and form the data model. Developing the data model is

an integral part of the wider database design process and helps confirm the

information requirements for the system to be developed. Whereas process models

describe the functional requirements of a system, the data model is used to

represent the information required by the system to carry out its functions [14]

To produce a system application that is acceptable by the end-users and that will

satisfy the client’s objectives needs a good database design. A poorly designed

database will generate errors that may lead to bad decisions being made, which may

have serious consequences for the client. On the other hand, a well-designed

database produces a system that provides the correct data in an efficient way.

The major aims of database design are to: -

� Represent the data and the relationships between data required by all major

application areas and user groups.

� Provide a data model that supports any transactions required on the data.

� Specify a minimal design that is appropriately structured to achieve the stated

performance requirements for the system.

Types of Database Management System There are over four (4) different types of database management system, namely File

system-based, Hierarchical, Network, Relational and Object-oriented. Each one of

the DBMS has their advantages and disadvantages, but this project will be concern

itself with the file system-based, relational and object-oriented.

� File system-based DBMS: This type of database are simple, inefficient

and have few capabilities to support this type of project. some of the features

of a file system-based is that it is Hard to control redundancy, Not fast

enough, Data consistency issues, Security, Disk crashes and many more

� Relational DBMS: It is most widely-used, mature, table-oriented, restricted

range of structures. Relational DBMS arose from theoretical considerations of

data structures in IBM by Dr Codd. True Relational DBMS use the Structured

Query Language (SQL) to extract and update data and conform as closely as



possible to the theoretical relational rules of normalization. Oracle, Sybase,

Informix etc are examples of Relational DBMS. Relational DBMS (RDBMS)

work best when the data structures have already been normalized in order to

remove data and field duplication. SQL is now the industry standard for data

querying and updating of databases [15]

� Object-Oriented DBMS: It is developing with few commercial

implementations, diverse structures, extensible. The object orientation means

the capability of storing and retrieving objects in addition to simple data.

Objects are complex and not well handled by standard RDBMS. Object

Oriented DBMS have been emerging over the last few years and established

products like Oracle.

Conceptual Data Model A conceptual schema or conceptual data model is a map of concepts and their

relationships. This describes the semantics of an organization and represents a

series of assertions about its nature. Specifically, it describes the things of

significance to an organization (entity classes), about which it is inclined to collect

information, and characteristics of (attributes) and associations between pairs of

those things of significance (relationships) [10]. Its aim is to establish the main

objects about which data need to be captured and stored.

Entities: A trainee can register in different assessment made available by the trainer. Each

assessment contains multiple questions which are handled by the trainer. The main

entities in Online Assessment Tool are Trainee, Assessment, Assessment Record,

Questions and Trainer. The main attributes are Trainee Number, Trainee Name,

Address and Date-of-Entry. Similarly, Trainers have attributes like Trainer Name and

Trainer ID. Entity Assessment Record contains the Unique Number of the Trainee

and Unique ID of Assessment completed or to be completed. Assessment statues

and Grades are the other attributes. Entity Assessment is recognized by a unique ID,

Title and contains the list of the questions.



Logical Data Relational Model This is a graphical representation of the information requirement of the business

area.

Trainer

Trainee

Assign

Have CompleteAssessment

Register

1

1

1M

Questions

1

1

AssessmentRecord

1

1

Fig 43: Relationship Diagram

Entity-Primary keys: Entity Primary key

Trainer Trainer ID

Trainer Trainee ID

Assessment Ass_ID

AssRecord ARec_ID

Questions Que_ID

Relationship:

Entity Relationship

User

Trainer User_ID



Trainer User_ID

Assessment

AssRecord Trainee_ID, Ass_ID,

Que_ID

Questions Ass_ID, Que_ID

Entity Attributes: The attributes for each entity are listed in the following table. The primary keys

(unique identifiers) of each entity are asterisked whereas the foreign keys are

underlined.

Entity Attributes

User User_ID, FirstName, LastName, Address, City, Post Code,

Contact Phone, Email_ID

Trainer Trainer_ID, Position, User_ID

Trainee Trainee_ID, StartDate,EndDate, User_ID

Assessment Ass_ID, Ass_Name (Category)

AssRecord ARec_ID, D_Planned, D_Completed, Grade, Statues,

Que_ID, Ass_ID, Trainee_ID

Questions Que_ID, No_Q, Q_Name, Input_Date, Questions, Ass_ID

Table 30: Entity-Attributes



Physical Data Model This part specify the actual physical implementation of the database management

system, it will take account of the type of database software and the database

structure.

Integrity Constraints

Entity integrity: Trainer:

� A trainer should have a trainer ID which is unique and not null.

Trainee:

� Searching for Trainee Information, there should be a registered trainee in the

database.

� Trainee has a Unique ID to identify and avoid duplicate values.

Assessment Record:

� Grades and date completed should be available for assessment completed.

� Status should indicate completed and uncompleted assessment.

� Create an answer key database that will grade the answers submitted by a

user and gather all completed assessments in a database.

Referential Integrity:

1. Entity “Assessment” contains a “Ass_ID” as primary key

2. Unique ID “Trainee_ID” is created as the Primary Key of the Entity “Trainee”.

3. Note: Assessments for a Trainee exist only if the Trainee exists.



Physical Storage Objects This project will require the following database to be developed for the system.

1. Login Database: This will hold information regarding the names of users that

will be allowed to access the system e.g. username and password.

2. User (Trainee and Trainer) Database: This will hold information on all

registered users of the system. Mainly the trainee and the trainer details e.g.

First and Last Names, Address and Email information.

3. Trainee Assessment Record Database: This will hold information of

assessment record of the trainees. These will include Trainee ID, Questions

and their Assessment ID likewise showing the Assessment status and Grade

when completed.

4. Assessment Database: This will hold information of assessment that the

trainee needs to complete. Information will include question ID, completed

date, input date and more. It will act as the category in which questions will be

attached to.

5. Questions Database: This will hold questions to an assessment record. Each

Question is associated with one assessment. Any quantity of questions

maybe added to the categories already available

Normalization • Unique ID in trainee table, ID in assessment, questions and in trainers table

acts as unique key thereby avoiding the repeating groups.

Second Normal Form:

• Table Assessment is in Second Normal Form (2NF) since none of its non-

prime attributes are functionally dependent on a part (proper subset) of a

candidate key.

• Assessment Record Table contain list of Trainees recognized by their unique

ID and also contain a list of Assessment list in which the Trainees are

assigned in.

• Given any candidate key (Trainee unique ID) and any attribute that is not a

constituent of a candidate key; the non-key attribute depends upon the whole

of the candidate key rather than just a part of it.



Relationship Prototype

Access relationship diagram



Deployment Model 1. Hardware, Software and Server Requirements

� Dreamweaver (MX & 8)

� Windows server 2003 running Microsoft Internet Information Server (IIS 6)

� Active server pages (ASP)

� Microsoft Access 2003 (recommended), or

� Microsoft Access 2002

2. Processor with more than 400 MHz 256 MB RAM Giga Hard Disk Space.

3. Operating system with a web browser



CHAPTER 10: IMPLEMENTATION

Creating Database and Its Connection At this stage of the implementation is creating a data in access database based on

the Entity-Relationship and class diagrams. The following tables were created in

database system used in the project backend. Here’s what data looks like in

Microsoft Access.

Users Table:

Table 31: Access User Table

Assessment Table:



Question Table:

Table 33: Access Question Table

The question field will contain links to the question folder; this folder is where all

assessment will be held.

Assessment Record Table:

Table 34: Access Assessment Record Table



Communicating with database For the application to communicates with access database, it does so through the

Open Database Connectivity (ODBC) which creates a common communication

interface that let the application link with databases using data source names

(DSNs) for the Active Serverpages (ASP) connections (DSN=akinlawon0408).

The content of the connection

This data source names (DSN) connection can only run perfectly well on the

university computer, reason been that it was created on the school machine.



Creating User Interface This development will act as a manual for the users which will also provide an

overview of the online application system and requirement of the users at ever stage

of the development.

Main page:

Main page

The tool main page is the first page of contact in the application. It acts as the index

page on the server. the trainee and the trainer links allow the type of user to their

respective main page.

Error page: This page will allow the user the opportunity to link back to the login in screen where

they can try again. Depending on the type of user, the application allows for the

trainee to re-login without any warning while the trainee error page displays access

restriction messages.

Trainer Error Page



Traînée User Interface This page allows for the trainee to login using a registered username and password.

Trainee Login Page

Assessment User Record View The next page if login is successful displays the users assessment completed

details. This page shows all assessment completed by the current login user

(trainee).

Assessment Record View



Personal Record View This is made possible with the application of session variable technique. Session

variables are used to store information about one single user, and are available to all

pages in one application [1]. Some of the information stored in session variables are

name and ID.

Personal View

Recordset Structured Query Language (SQL) was used to define recordsets, the recordset is a

subset of records extracted from a database. This allows for data to be transferred

into web pages.

Complete Assessment Interface



Clicking on the link in the assessment name would open a new question window for

the completion on the assessment.

Question Page



Trainer User Interface This part of the development is divided into two parts for better management

1. The trainee management

2. The assessment management

Trainee Homepage



Trainee Management Session This part allows the trainer to manage the details of the trainee. This will include

adding a new trainee, deleting old trainee, modifying the login details of trainee and

viewing all trainee within the system. It contains dedicated pages to manage the

details.

Search Trainee From the trainer homepage of the trainer, the user is directed to the search page.

This allows the user to search for the details of the trainer.

Trainer (Search) Homepage

Add Trainee

This part of the system allows the user (trainer) to add new trainee into the

database.

Adding new trainee



Delete Trainee This part of the system allows the user (trainer) to delete the details of the trainee.

These are staffs that have left the company for a period of time and require their

details to delete from the system.

Trainee details delete page

Delete Confirmation This page will allow the user (trainer) to confirm the deletion of the trainee from the

database. This is most important so as to allow the user avoid any mistake of

deleting trainee form the system.

Trainee delete confirmation page



Modify/Update Trainee Details The modify page allows the trainer to update of change the details of the trainee.

Trainee data update/modify page

Update Confirmation This page will allow the user (trainer) to confirm the update of trainee details in the

database. This is most important so as to allow the user avoid any mistake of

updating wrong trainee record from the system

Trainée update confirmation page



Log out/ End Section The trainee management section ends when the user (trainer) logout from the

system, by clicking on the logout button. this page directs the user to the trainer login

page.



Assessment Management Session This page allows for the trainer to manage details regarding the assessment and

questions within the system. This will include adding assessment and deleting

assessment.

Display/View Assessment From the trainer home page the assessment link directs the user to the view all

assessments within the system.

Trainer Assessment View Homepage

Add Assessment This page allows the trainer to add more assessment details into the system, on

completion of the task the page directs the user to add minimum of four (4)

questions to the assessment.

Add Assessment Page



Inserting questions for assessment into database

Delete Assessment This page allows the trainer to delete assessment details from the database. The

building process involves the system displaying all the assessment details within the

database. Final delete operation will be completed when the user press the deleted

button for a particular assessment.

Delete Assessment from Database



Delete Confirmation Page

Logout/ End Section The assessment management section ends when the user (trainer) logout from the

system, by clicking on the logout button. This page directs the user to the trainer

login page.



Access Security and Validation The online application tool requires high level of security to achieve part of its

requirements of restricting the level of users into the system.

• Using user-level security for database access: This involves the

use of password and permissions to restrict the access of individuals, or

groups of individuals, to the objects. This permission is a set of attributes that

specifies what kind of access a user has to data or objects in a database.

Some of the features included within the project implementation is the use of

login page, where the user will be required for their username and password.

Trainee and Trainer Required Login

• Using form validation technique: As the system requires the users to

enter information at one point or the other, the application was developed to

meet up with required data type and need of the database. This include using

the right signs e.g. @ in email address, numbers for telephone numbers and

required data for some important fields or columns. The form setup allows for

the collection of information and trimming the information and setting the

length required using the ASP code trim() and len() respectively.



CHAPTER 11: TRANSITION PHASE

Testing

Introduction According to Rational Unified Process, testing is an important part of system

development. The principal states that all development activities and artefacts

need to be checked for quality through continuous testing and review [1]. This

implies that testing isn't merely a phase after software building, it is part of

software development. The Rational Unified Process acknowledges four levels

of testing which are unit testing, integration testing, system testing, and

acceptance testing.

This process will help to identify the defects of the application while giving room

to correct the major task during the testing phase. Testing will be conducted

around security, quality and functionalities.



Creating a test plan This activity will allow planning and document the test result from the test

activities conducted during this stage of application development. Testing will be

conducted using the USE CASES form the design stage. The objectives will

include testing for functionalities, quality, security and interface.

Unit Testing This will be completed as link testing expected to display the appropriate page.

Result will be based on the functionality of each links from one page to another.

Link Functionality Test User Test

Description

Page Link Result

General

user

Display

Main page

http://cctmdev2.londonmet.ac.uk/akinlawon0

408/index.asp

As Expected

General

user

Display

Trainee

Login page


408/Traineeindex.asp

As Expected

General

user

Display

Trainer

login page


408/Trainerindex.asp

As Expected



System Testing

This part of testing is to understand the functionalities of the whole system

as a package. If it meets up with the user requirements, it will based on

black-box testing. Black-Box testing is testing an application without having

the prior knowledge of the internal data requirement of the system. It will

involve testing forms for validation and verification.

Login / Logout Test

ID

User Test Description Flow: As

expected

Result

Log1 Trainee Allow user to test the

trainee section using

the right username

and password

key in username

and password.

If login

successful, page

to display first

name and last

name of the user,

and all user

assessment

record.

As

expected,

but

assessment

content

where

repeating

for the user

as at the

time of this

text.

Log 2 Trainer Allow the user to test

the trainer section

using the right

username and

password.

To key in

username and

password. if login

successful,

system to display

trainer homepage

where the user

can have the

option of

As

Expected



managing

assessment

record of trainee

record.

Log 3 Trainee/Trainer Using wrong

username and

password.

Redirect user to

try again

As

expected

Log1 (Trainee Login Test Page)

Log1 Test Result



Log 2 (Trainer Login Test Page)

Log 2 Test Result

Log 3 Test Result

Trainer: Trainee Management Section

Search Trainee



Test ID User Test Description Flow: As

expected

Result

Search1 Trainer Allow the trainer

to search trainee

record

The system

gets the user

from system

and display

the result if

available.

As Expected

Search 1 Search Page

Search 1 Search Result



The search page returns information if it is available on the system.

Update Trainee Test ID User Test Description Flow: As

expected

Result

UpdT 1 Trainer Allow the trainer

to update trainee

record details.

User clicking

on update

button,

system

displaying

trainers

details, and

user make

changes and

update the

record

As Expected

UpdT 1 (Trainee Update Test Page)



UpdT 1 Test Result The confirmation of the update redirects the user to the view the all trainee

details including the one updated

Add Trainee Test ID User Test Description Flow: As

expected

Result

AddT1 Trainer Allow the trainer

to add trainee

record into the

system.

User clicking

on add button,

system

displaying

trainers

details field for

user to input,

user click on

add button to

add user

Not As

Expected.

currently the

system is

displaying

data type

mismatch

error

message.



AddT 1 Test Result

Delete Trainee Test ID User Test Description Flow: As

expected

Result

DelT 1 Trainer Allow the trainer

to delete trainee

record details.

User clicking

on delete

button,

system

displaying

trainers

details, and

user can

delete trainee

record from a

confirmation

page.

As Expected



DelT 1 (Trainee Delete Test Page)

DelT 1 Test Result

Trainer: Assessment Management Section

Delete Assessment Test ID User Test Description Flow: As Result



expected

DelAss 1 Trainer Allow the trainer

to delete

assessment

record details.

User clicking

on delete

button,

system

displaying

assessment

details, and

user can

delete

assessment

record from a

confirmation

page.

As Expected

DelAss1 Test Page



DelAss1 Test Confirmation Page

The delete confirmation button delete the assessment from the database and

redirects the user to view all remaining assessment.

DelAss1 Test View Page



Add Assessment Test ID User Test Description Flow: As

expected

Result

AddAss1 Trainer Allow the trainer

to add

assessment

record into the

system.

User clicking

on add button,

system to

display

details field for

user to input,

user click on

add button to

add

assessment

while the page

redirects to

the question

add page

As Expected

Addass1 Test Page

The success of the adding assessment leads to the question page , where the

user is expected to add questions the assessment details just included.



Addass1 Test Result

Add Question Test ID User Test Description Flow: As

expected

Result

AddQue1 Trainer Allow the trainer

to add question

record after

assessment into

the system.

The system

redirects the

user to the

question page

to add

questions into

details field,

user click on

add button to

add question

while the page

continue until

user leaves

the page

As Expected



AddQue1 Test Page



White-Box Testing This test based on my knowledge of the system and will be used mainly to

validate some input operations

Search Box

Search box validation test

Search Box Validation Result

At present the validation process is functional only if the required details are

entered into the text field. Inputting any other charter will show the dialogue box

and the error message that is displayed which is not acceptable for the

requirements.



Add Assessment Form Test

Add Assessment Validation Result

This page will not work only if the required field is completed, therefore the validation

process is working.

Add Trainee Form Test

Add Trainee Validation Result



CHAPTER 12: PROJECT OVERVIEW AND CONCLUSION

Problems Encountered During the months of my project development, from the inception stage to the

transition stage. I had encountered one problem or the other in meeting up with

the artefact requirement of the process methodology (RUP).

Firstly is the issue of tools, RUP as a methodology developed by IBM requires

some specialised tools in the development of their process specification. some of

this have already discuss in chapter 8 (development area), I believe the project

would have been more robust if all process tool kit are available for use. my

constrain come from the fact that the component is very expensive and would

have been more cost effective if is for a more bigger project.

Second issue of constrain was time. The project plan and development went

according to plan but the main issue was the implementation and testing of the

application system. At the later stage of development, the project requirements

where no completely meet. This is as a result my limited time during

implementation stage.

Thirdly is the technical problems encountered during the implementation stage,

these are problems that are resulting from the malfunctioning of the code

generated from development.

Some of the technical problems are:

Overdue Assessment The trainer should complete an assessment within a deadline. The system at this

point does not provide for sanctions against trainees that does not complete

assessment within the speculated time frame. Hopefully the trainee details will then

be recorded into the “late completion file” for future reference.

Complete Assessment This occurred in the assessment section for the trainer. the required data were not

updating in the user area. I was able to resolving the issue before the submission of

the project.



Complete Assessment Problem

Question

The question completion part of the project is at an intermediate stage of its

development. the user can .



Experience Gained The project experience most cherished during this project development is the

project management task, learning the fundamentals of RUP project

development and improving on my contact and communication skills.

The project management allowed time to schedules tasks into sections where

and assigning a completion date. though I lost track at some stage but I was able

to go back to reanalyse each task.

The fundamentals of RUP and its goal of using graphical representation in the

development of artefacts as greatly helped in the understanding the requirements

of the project from the initial stage to the latter stage. Different tool were applied

and learnt some of which have been mentioned in chapter 8 (developmental

tools).

Communication with my supervisor was an opportunity to learn ways of problem

solving using different communication media. I had the opportunity of verbally

defending my project during the interim assessment report, emailing of current

and outstanding task to complete and many more.

I hope to apply all the good I have learnt to a more wider user and likewise

improve on my shortcomings.



Appendix 1

Installation Guide How to install online assessment tool and notes after installation

Requirements

• A properly configured web server (Windows Server 2003 with ASP.NET

framework version 2.0 and running IIS 6 supporting ASP ASP.NET and PHP-

(http://www.windows-server.com )

• ASP classic (http://www.asp.net)

• Access database server (http://www.microsftaccess.com)

Installation Instructions

1. Unzip all files to a folder you want. (The default initial page is index.asp

leading to the login page)

2. You can copy your files over into your account using a FTP program such as

Exceed or Dreamweaver.

3. Follow the instructions step by step.

4. After setup, go to the admin page and make sure that the password you've

set is working properly, and start managing the system

Notes after installing Issues can occur with the database connection from the server. This can be resolve

by installing extension BEFORE creating a connection file. This will be done using

Macromedia Extension Manager (SP2DBFix1.0.2.mxp and click 'Install')



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Chapter Seven (7) References



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Jersey. 2000.



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1. ASP Variables < http://www.w3schools.com/asp/asp_variables.asp >

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2. Tim koomen

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html> viewed 2nd of may, 2008.

final project report.pdf

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