Training activity information
Details
Interview users and translate user requirements into a functional specification
Type
Entrustable training activity (ETA)
Evidence requirements
Evidence the activity has been undertaken by the trainee repeatedly, consistently, and effectively over time, in a range of situations. This may include occasions where the trainee has not successfully achieved the outcome of the activity themselves. For example, because it was not appropriate to undertake the task in the circumstances or the trainees recognised their own limitations and sought help or advice to ensure the activity reached an appropriate conclusion.
Reflection at multiple timepoints on the trainee learning journey for this activity.
Considerations
- Formal processes for gathering requirements
- Effective communication skills, including active listening and use of appropriate shared language
- Context of the project and how it will be used in the clinical environment
- Functional and non-functional requirements
- Appropriate systems modelling
Reflective practice guidance
The guidance below is provided to support reflection at different time points, providing you with questions to aid you to reflect for this training activity. They are provided for guidance and should not be considered as a mandatory checklist. Trainees should not be expected to provide answers to each of the guidance questions listed.
Before action
- What are the intended outcomes of interviewing users and translating user requirements into a functional specification? How will you know you have successfully gathered the necessary requirements and produced a clear, comprehensive functional specification?
- What is your prior experience with interviewing users to gather requirements or writing functional specifications? What do you already know about this task or activity? Consider similar previous experiences you may have had.
- What specific skills related to interviewing, requirement elicitation, technical writing or communication do you want to develop? What insights do you hope to gain about understanding user needs or the process of creating formal specifications?
- Will you research different techniques for user interviews or requirement gathering?
- Will you review examples of functional specifications or templates?
- Will you discuss the project context and user group with your training officer to gain clarity?
- Consider possible challenges you might face during the interviews or specification writing (e.g., ambiguous or conflicting user needs, technical jargon, defining scope) and think about how you might handle them.
In action
- As you interview users or translate requirements into a functional specification, does anything feel surprising or different from what you anticipate? For instance, does a user suddenly express entirely different needs than what was initially discussed, do two key stakeholders provide contradictory requirements for the same feature, or does translating a specific, seemingly simple user need into a technically sound and unambiguous functional specification prove unexpectedly complex?
- Consider how this experience compares with previous experiences of similar activities, such as other user interviews you’ve conducted or specification writing tasks you’ve completed.
- Identify how the unexpected developments impact upon your actions. Do you respond appropriately in the moment, perhaps by immediately asking clarifying questions when a user’s statement is ambiguous, or by pausing to identify the root cause of contradictory requirements? Do you adapt or change your approach to the interview, such as shifting your line of questioning, or modify your strategy for writing the specification, for example, by immediately researching alternative technical solutions? Does it affect your ability to undertake the activity independently, requiring you to seek immediate guidance from your Training Officer?
- Do you find it difficult to adapt your interviewing style or specification approach on the fly? Does it affect your confidence in eliciting accurate requirements or drafting a clear specification? Do you feel positive you can reach a successful conclusion, such as a comprehensive set of user requirements or a complete functional specification?
- Identify how you work within your scope of practice when dealing with the unexpected event during the interview or specification writing. Do you recognise when you might need to seek immediate advice or help, such as when a user’s request involves a highly specialised domain you’re unfamiliar with, or when a technical requirement is beyond your current understanding?
- Identify what you learn as a result of the unexpected development during the activity. For instance, do you learn a new questioning technique for ambiguous user statements, or a better way to structure a specific section of a functional specification?
On action
- Begin by summarising the key points of the experience, including the process of interviewing the users and translating their requirements into a functional specification.
- Consider specific events, actions, or interactions which felt important during the activity, such as particularly challenging interviews, difficulties in interpreting requirements, or breakthroughs in drafting the specification.
- Include any reflect-in-action moments you noted, where you adapted to the situation as it unfolded (e.g., changing your interview questions on the spot, revising your approach to documenting a complex requirement).
- Reflect on your own feelings during the experience, such as feeling confident during an interview, frustrated by ambiguity, or satisfied with a section of the specification.
- Identify what learning you can take from the experience. What strengths did you demonstrate during the interviews or specification writing? What skills and/or knowledge gaps were evident (e.g., specific interviewing techniques, understanding technical constraints, clarity in written documentation)?
- Compare this experience against previous engagement with similar activities, if any. Were any previously identified actions for development achieved? Has your practice improved?
- Identify any challenges you experienced and how you reacted to these (e.g., dealing with conflicting user needs, struggling to translate a non-technical requirement into a technical term). Did this affect your ability to deal with the situation? Were you able to overcome the challenges?
- Identify anything significant about the activity. Did you need to seek advice or clarification from your training officer or colleagues regarding user needs or technical details? Did you need to ensure you were working within your scope of practice?
- What will you do differently next time you interview users or write a functional specification?
- Has anything changed in terms of what you would do if you were faced with a similar situation again?
- Do you need to practise any aspect of the activity further, such as conducting specific types of interview questions, using specific tools for documenting requirements, or refining your technical writing style?
- How does this experience relate to successfully discussing and developing a specification of requirements and demonstrating effective communication skills?
Beyond action
- Have you reviewed your previous reflections (before, in, and on action) from undertaking this activity? What actions did you identify you would need to take to improve your practice in interviewing users or writing functional specifications? Have you completed these actions? Are you ready to demonstrate this new learning into practice?
- How does your understanding of interviewing users or translating requirements now compare to your earlier reflections?
- Did discussing the process of developing a specification of requirements or using communication skills with others provide new insights?
- Compare your experiences of undertaking this training activity with experiences from other similar training activities. How have you assimilated observable behaviours and practices related to requirements gathering, communication, or documentation into your own practice?
- How has repeatedly undertaking this activity influenced your approach to discussing and developing specifications of requirements and demonstrating effective communication skills?
- Consider how your learning from this activity will support you in preparing for assessments for the module, such as leading a requirements gathering exercise.
- How has your practice in this area developed and evolved over time? Do you now recognise more readily when a requirement discussion is complex or ambiguous, and when you need to seek advice or ensure you are working within your scope of practice?
- Identify the transferable skills you are developing through this activity, such as active listening, clear written communication, negotiation, and analytical skills. How have you applied these skills in other training activities or aspects of your work?
Relevant learning outcomes
| # | Outcome |
|---|---|
| # 1 |
Outcome
Discuss and develop a specification of requirements for a project with an end user. |
| # 13 |
Outcome
Demonstrate effective communication skills with the multidisciplinary team. |