What's really in a CMMI-styled maturity model?
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What's really in a CMMI-styled maturity model?

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This presentation explains the structure of a CMMI-styled maturity model using a toy example: a small maturity model developed especially for this presentation called the Teaching CMM. This toy ...

This presentation explains the structure of a CMMI-styled maturity model using a toy example: a small maturity model developed especially for this presentation called the Teaching CMM. This toy example models typical university teaching (lectures, exams) and should therefore be recognisable for academic audiences.

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  • This slide template is for the title slide of a presentation. Consider repeating a key image from one of the slides later in the presentation. The image helps orient the audience to the key words in the title. This image also gives you the opportunity to say a few things about your work — perhaps addressing the work’s importance or providing key background information. Forcing yourself to spend more time with this slide is good because a common mistake in presentations is not to leave the title slide on long enough. Because of this mistake, many in the audience do not have the chance to comprehend the key details of the title. See pages 66, 69-71, and 177 of The Craft of Scientific Presentations ( CSP ). This template shows one layout for the slide. You might want to rearrange the placement of the body’s wording to accommodate a different sized image.

What's really in a CMMI-styled maturity model? What's really in a CMMI-styled maturity model? Presentation Transcript

  • CMMI overview taken from “Agile/lean development and CMMI”, SEPG'06 presentation by Jeffrey L. Dutton and Richard S. McCabe www.sei.cmu.edu/cmmi/adoption/pdf/dutton.pdf Pascal van Eck Information Systems University of Twente IS Seminar June 9, 2009 What's really in a CMMI-styled maturity model? The “Teaching CMM” as an example
  • ML 5: Optimizing ML 5: Quantitatively Managed ML 3: Defined ML 2: Managed Four categories of processes Requiremens Definition Requiremens Management A CMMI-styled maturity model is much more than only a set of process names in a table
  • The toy example: The Teaching CMM (TCMM) TCMM: continuous representation TCMM: staged representation This presentation explains the structure of a CMMI-styled maturity model using a toy example
  • The Teaching CMM (TCMM) is a very unofficial and very small maturity model, developed just for this presentation Course is `unit of analysis' Courses have `learning objectives' Link to VIST printout
  • (unnamed) ML 5 ML 4 ML 3 LOD ML 2 ID AD Instruction Delivery (ID) Assessment Delivery (AD) Learning Objective Development (LOD) The `Teaching Capability Maturity Model' (TCMM) has three process areas in one (unnamed) category
  • In the continuous representation, each process area gets a capability level Link to appraisal result Grouped in categories Description usually includes list of typical work products
  • Process area `Instruction Delivery (ID)' has 1 specific goal with 3 specific practices
      SG 1 Knowledge and skills delivery Knowledge and skills described by a set of learning objectives for the course are delivered to course participants . SP 1.1 Provide teaching material SP 1.2 Deliver lectures SP 1.3 Perform training activities
  • Process area `Assessment Delivery (AD)' has 1 specific goal with 1 specific practices
      SG 1 Knowledge and skills delivery For each course participant, the extent to which teaching objectives are met is assessed . SP 1.1 Take a written or oral exam
  • Process area `Learning Objective Development (LOD)' has 1 specific goal with 1 specific practice
      SG 1 Knowledge and skills delivery Learning objectives are collected from stakeholders and international reference curricula and bodies-of-knowledge, analyzed, and transformed into validated learning objectives per course. SP 1.1 Identify relevant reference curricula
  • Generic goals model extent to which processes are predictable (this is copy-pasted from CMMI-DEV 1.2)
      GG 1 Achieve Specific Goals The process supports and enables achievement of the specific goals of the process area by transforming identifiable input work products to produce identifiable output work products. GG 2 Institutionalize a Managed Process The process is institutionalized as a managed process. GG 3 Institutionalize a Defined Process The process is institutionalized as a defined process. GG 4 Institutionalize a Quantitatively Managed Process The process is institutionalized as a quantitatively managed process. GG 5 Institutionalize an Optimizing Process The process is institutionalized as an optimizing process.
    All text from C MMI is C yan
  • GG 2 (Institutionalize a Managed Process) has 10 `generic practices'
      GP 2.1 Establish an Organizational Policy GP 2.2 Plan the Process GP 2.3 Provide Resources GP 2.4 Assign Responsibility GP 2.5 Train People GP 2.6 Manage Configurations GP 2.7 Identify and Involve Relevant Stakeholders GP 2.8 Monitor and Control the Process GP 2.9 Objectively Evaluate Adherence GP 2.10 Review Status with Higher Level Management
    GG 2 (Institutionalize a Managed Process) has 10 `generic practices'
    • GP 3.1 Establish a Defined Process Establish and maintain the description of a defined process. GP 3.2 Collect Improvement Information Collect work products, measures, measurement results, and improvement information derived from planning and performing the process to support the future use and improvement of the organization’s processes and process assets.
    GG 3 (Institutionalize a Defined Process) has 2 `generic practices'
  • Capability levels in the continuous representation are linked to generic goals 1-5
      CL 0 (incomplete) A process area is at CL 0 if the specific goals of the process area are not met. CL 1 (performed) A process area is at CL 1 if the specific goals of that area are met (= GG 1 is met). CL 2 (managed) A process area is at CL 2 if the specific goals of that area are met and GG 2 is met. CL 3 (defined) A process area is at CL 3 if the specific goals of that area are met and GG 3 is met. CL 4 (quant. Mngd) A process area is at CL 4 if … CL 5 (optimizing) A process area is at CL 5 if ...
  • Appraisal is about finding evidence that goals are met and that practices (or alternatives for them) are performed
      When applying TCMM, for each course under assessment, and for each process area:
      • Are the specific goals met? Examples:
        • ID: is teaching material provided? E.g. on TeleTOP?
        • AD: is an exam scheduled?
        • LOD: are learning objectives collected from stakeholders and reference curriculae
      • Are the generic goals met? Examples:
        • I D, GG 2, SP 2.5 (Train People): are professors trained for instruction delivery? Yes: DUIT/BKO
        • AD, GG 2, SP 2.1 (Policy): is there an assessment policy? Almost: currently being implemented in MB
        • LOD, GG 3, SP 3.1 (Describe process): ...
  • CL ID 2 AD 2 LOD 1 Instruction Delivery (ID): CL 2 Assessment Delivery (AD): CL 2 Learning Objective Dev. (LOD): CL 1 Appraisal results of typical UT courses: capability level 2 for ID and AD, but capability level 1 for LOD
  • The staged representation groups process areas in maturity levels: we get a 2D grid (with the grouping in categories) Link to appraisal result Grouped in categories and in maturity levels
  • Maturity levels in the TCMM
      ML 1 (initial) No requirements. ML 2 (managed) Specific goals and GG 2 are met for: Instruction Delivery (ID) Assessment Delivery (AD) ML 3 (defined) - Specific goals of PAs in ML 2 have been met. - Specific goals of the following additional PAs have been met: LOD - GG 3 has been met for all three PAs. ML 4 (quant. mngd) (Not developed for the TCMM.) ML 5 (optimizing) (Not developed for the TCMM.)
    UT is at ML 2
  • TCMM is modelled after Requirements Development (RD) and Requirements Management (REQM) in CMMI-DEV
      Requirements Management An Engineering Process Area at Maturity Level 2 SG 1 Manage Requirements Requirements are managed and inconsistencies with project plans and work products are identified. SP 1.1 Obtain an Understanding of Requirements SP 1.2 Obtain Commitment to Requirements SP 1.3 Manage Requirements Changes SP 1.4 Maintain Bidirectional Traceability of Requirements SP 1.5 Identify Inconsistencies Between Project Work and Requirements
    ID and AD are each analogous to this process area
  • TCMM is modelled after Requirements Development (RD) and Requirements Management (REQM) in CMMI-DEV
      Requirements Development An Engineering Process Area at Maturity Level 3 SG 1 Develop Customer Requirements Stakeholder needs, expectations, constraints, and interfaces are collected and translated into customer requirements. SP 1.1 Elicit Needs SP 1.2 Develop the Customer Requirements SG 2 Develop Product Requirements … SG 3 Analyze and Validate Requirements ...
    LOD is analogous to this process area
  • TCMM: where do the learning objectives come from? They are only developed at level 3! CMMI-DEV v1.2: where do the requirements come from that are managed at level 2? They are only developed at level 3! In the continuous representation, process areas are not `at a level' -> no implied order See UT example: ID and AD (ML 2 process area) are performed at a higher level than LOD (ML 3 process area) The staged representation does enforce order: all goals of PAs at ML 2 have to be met to be at ML 3 Does CMMI enforce any order on activities?
  • Actually, CMMI-DEV v1.2 suggests many relations between process areas, not just causal order
  • Do not attach too much semantics to the names of the process areas only (it is just the name for a handful of goals) In principle, in the continuous representation, CMMI does not enforce any order of processes In the staged representation, CMMI does enforce some order In summary, the real content of a CMMI-styled MM is represented by the goal specifications, not by a grid