The entire learning process at SkillZip is focused on inculcating in its participants the sensitivity to the real world issues and an ability to become leaders in their chosen fields. The programme design seeks to inculcate the right attitude, develop the appropriate skills and impart comprehensive and rigorous training for grooming the participants into effective professionals.
* Elite Professional Programme (EPP)
* Elite Expert Programme (EEP)
* Elite Visionary Programme (EVP)
* Elite EdLead Programme (EEDP)
* Scientific & Technical Writing Programme (STW)
The CDIO™ INITIATIVE is an innovative educational framework for producing the next generation of engineers. The framework provides students with an education stressing engineering fundamentals set in the context of Conceiving - Designing - Implementing - Operating (CDIO) real-world systems and products. Throughout the world, CDIO Initiative collaborators have adopted CDIO as the framework of their curricular planning and outcome-based assessment. CDIO collaborators recognize that an engineering education is acquired over a long period and in a variety of institutions, and that educators in all parts of this spectrum can learn from practice elsewhere. The CDIO network therefore welcomes members in a diverse range of institutions ranging from research-led internationally acclaimed universities to local colleges dedicated to providing students with their initial grounding in engineering. CDIO envisions an education that stresses the fundamentals, set in the context of Conceiving - Designing - Implementing - Operating systems and products, through a curriculum organized around mutually supporting courses but with CDIO activities highly interwoven. CDIO activities are rich with student design-build-test projects, integrate learning of professional skills such as teamwork and communication, feature active and experiential learning, and are constantly improved through quality assurance process with higher aims than accreditation.
Industry data indicates that untrained and inexperienced requirements authors commonly inject thirty to fifty major defects per page of text. With many requirements specifications reaching several hundred pages, potentially thousands of defects are injected into the software development process. John Terzakis says training and mentoring of authors by a requirements coach is effective in reducing defect densities by an order of magnitude—when each coach is assigned only a few authors, they are collocated and, most importantly, experienced requirements coaches are available. So what happens if there are dozens of authors spread across multiple geographical sites and there are no requirements coaches at those sites? The Requirements Authors Mentoring Program (RAMP) provides the solution. John shares how a network of site-based requirements apprentices were recruited, trained to be coaches, and then assigned to requirements authors in their geographic region. John provides details on the defect detection and removal training, key success factors, and results from an actual Intel project. Learn how your organization can establish RAMP, which is applicable to both waterfall and agile software development lifecycles.
Think future technologies – corporate presentation (public)Tft Us
Think Future Technologies is a leading provider of outsourcing software development, QA & Testing and related services. Based in India and serving clients worldwide, Think Future Technologies delivers a wide variety of comprehensive end-to-end services that combine power, functionality, and reliability with flexibility, agility, and usability.
Our broad portfolio of service offerings includes software development, user interface design, and architecture planning, as well as quality assurance, implementation, deployment, maintenance, and documentation support. Through the efficient execution of these services, we can create robust, cutting-edge custom technology applications that most effectively address the unique business needs of our customers.
How do we move from research to design to development without losing sight of the user experience. This session looks at specifying UX artifacts for team members to glean meaning from our work. How does experience design specify its output in a way that developers can code and business can understand how the UX relates to business requirements?
The entire learning process at SkillZip is focused on inculcating in its participants the sensitivity to the real world issues and an ability to become leaders in their chosen fields. The programme design seeks to inculcate the right attitude, develop the appropriate skills and impart comprehensive and rigorous training for grooming the participants into effective professionals.
* Elite Professional Programme (EPP)
* Elite Expert Programme (EEP)
* Elite Visionary Programme (EVP)
* Elite EdLead Programme (EEDP)
* Scientific & Technical Writing Programme (STW)
The CDIO™ INITIATIVE is an innovative educational framework for producing the next generation of engineers. The framework provides students with an education stressing engineering fundamentals set in the context of Conceiving - Designing - Implementing - Operating (CDIO) real-world systems and products. Throughout the world, CDIO Initiative collaborators have adopted CDIO as the framework of their curricular planning and outcome-based assessment. CDIO collaborators recognize that an engineering education is acquired over a long period and in a variety of institutions, and that educators in all parts of this spectrum can learn from practice elsewhere. The CDIO network therefore welcomes members in a diverse range of institutions ranging from research-led internationally acclaimed universities to local colleges dedicated to providing students with their initial grounding in engineering. CDIO envisions an education that stresses the fundamentals, set in the context of Conceiving - Designing - Implementing - Operating systems and products, through a curriculum organized around mutually supporting courses but with CDIO activities highly interwoven. CDIO activities are rich with student design-build-test projects, integrate learning of professional skills such as teamwork and communication, feature active and experiential learning, and are constantly improved through quality assurance process with higher aims than accreditation.
Industry data indicates that untrained and inexperienced requirements authors commonly inject thirty to fifty major defects per page of text. With many requirements specifications reaching several hundred pages, potentially thousands of defects are injected into the software development process. John Terzakis says training and mentoring of authors by a requirements coach is effective in reducing defect densities by an order of magnitude—when each coach is assigned only a few authors, they are collocated and, most importantly, experienced requirements coaches are available. So what happens if there are dozens of authors spread across multiple geographical sites and there are no requirements coaches at those sites? The Requirements Authors Mentoring Program (RAMP) provides the solution. John shares how a network of site-based requirements apprentices were recruited, trained to be coaches, and then assigned to requirements authors in their geographic region. John provides details on the defect detection and removal training, key success factors, and results from an actual Intel project. Learn how your organization can establish RAMP, which is applicable to both waterfall and agile software development lifecycles.
Think future technologies – corporate presentation (public)Tft Us
Think Future Technologies is a leading provider of outsourcing software development, QA & Testing and related services. Based in India and serving clients worldwide, Think Future Technologies delivers a wide variety of comprehensive end-to-end services that combine power, functionality, and reliability with flexibility, agility, and usability.
Our broad portfolio of service offerings includes software development, user interface design, and architecture planning, as well as quality assurance, implementation, deployment, maintenance, and documentation support. Through the efficient execution of these services, we can create robust, cutting-edge custom technology applications that most effectively address the unique business needs of our customers.
How do we move from research to design to development without losing sight of the user experience. This session looks at specifying UX artifacts for team members to glean meaning from our work. How does experience design specify its output in a way that developers can code and business can understand how the UX relates to business requirements?
Agile methods and safety critical software - Peter GardnerAdaCore
This talk surveys Agile methods and formulates a list of features that occur in these methods, then considers whether each of the features can be applied in the field of safety-critical software development. The talk concludes that almost all of the features of Agile methods are applicable to safety-critical software but that existing standards are a problem for Agiles de-emphasis of design and documentation. The talk will also look for quantitative evidence in the published literature for the benefits of Agile methods in software development in general, and surveys various published opinions on Agiles application to safety-critical software development.
Scaling r&d org while maintaining qualityAviran Mordo
As a fast growing company Wix R&D doubles every year. In this talk I will describe how we structured our R&D division, what we are doing to build and keep an "A" team of developers and our dev centric and quality based culture that supports innovation.
OpenChain in Korea - LG and OpenChain - 23rd January 2019Shane Coughlan
These are materials presented during the first OpenChain Project Workshop in Korea. Please note that these materials are intended to provide a form of informal minutes of the topics. They are not intended to be conclusive.
In many projects, the learning curve for new project members is simply too steep. Following a high-level systems introduction (frequently laden with slews of somewhat meaningless presentation pictures), a new developer is assigned to a team and exposed to a large and unknown legacy code base.
The next ? frustrating ? phase taxes the patience of managers, colleagues, and newcomers alike: everyone wants to reduce the time before the newcomer can become productive. How can the code structure help achieve this?
This session presents some battle-proven recommendations for structuring projects and code to increase visibility and reduce the learning curve for old and new project members alike.
Lennart Jörelid, jGuru
Introduction to Software Engineering, Software Process, Perspective and Specialized Process Models – Introduction to Agility – Agile process – Extreme programming – XP process - Estimation-FP,LOC and COCOMO I and II,Risk Management, Project Scheduling.
Endava Career Days Jan 2012 Analysis and Architecture in Endava
CPRE and Software testing
1. Usage of a common terminology as well
as established techniques and methods
- key success factors of
Requirements Engineering
Stefan Sturm IREB GmbH
2. Requirements Engineering
Why should software testers care about it?
• Have you ever wondered….
• …. where the requirements for your test cases come from?
Kapitelname 1
• …. why the requirements for your test cases are of poor quality?
• …. why the requirements for your test cases are incomplete?
• …. why the requirements for your test cases are ambiguous?
• …. why the requirements for your test cases are contrary to
each other?
Because of poor Requirements Engineering!
International Requirements Engineering Board e. V. page 2
3. Requirements Engineering
Have you ever really applied it?
• Have you ever thought about….
Kapitelname 1
• …. clearly identifying the stakeholders of the system you
should test?
• …. using appropriate techniques for eliciting and documenting
requirements beyond interviews and Word documents?
• …. using appropriate techniques for requirements validation?
• ….
Have you ever thought about doing good
Requirements Engineering?
International Requirements Engineering Board e. V. page 3
4. Requirements Engineering and Software Testing
Two sides of the same coin
• Software Testers should care about Requirements Engineering
because it ….
Kapitelname 1
• …. bridges the gap between business needs and
Software Testing*
• …. delivers important input for Software Testing
• …. significantly improves the quality of
requirements documents
*Just forget this small part called software development.
That’s quite an easy job to do – just do it agile ;-)
International Requirements Engineering Board e. V. page 4
5. Common terminology, techniques and methods
Why do we need it?
• Different implementation of Requirements Engineering
Kapitelname 1
• at customers, suppliers, partners
• in distributed teams at different locations, offshore, near shore
• in different industrial sectors
• within different tools
• Different skill levels
• Many practitioners do not have an education in
systems/software engineering
• Many practitioners are involved in requirements engineering
by chance by getting “thrown” into a project
International Requirements Engineering Board e. V. page 5
6. Common terminology, techniques and methods
Why do we need it?
• Excerpt from in communication due the use of Agile delivery in central
Problems the report A snapshot of to
Kapitelname 1
• different languages
government of the National Audit Office a NGO in UK
• different cultures (ethnological and company specific)
“…..The requirements are elaborated on a just-in-time
basis, through face-to-face dialogue between the
development teams and business users. They are
• delivered rapidly of “agile”
Misunderstanding via a series of short iterations which
• Elicitation of requirements is underestimated
result in working functionality….”
• Documentation and traceability of requirements is
Healthneglected Care Information Centre
and Social
International Requirements Engineering Board e. V. page 6
7. Requirements Engineering Certification
How does it help?
• Creation of an international agreed basis for training
Kapitelname 1
• Training Providers align their trainings to a “standard” – the
syllabus of the certificate
• Common definition of terminology to improve communication
and Know-How transfer
• Companies invest in education
• as the certification fits into career paths
• as trainings are aligned to a common standard
International Requirements Engineering Board e. V. page 7
8. Certification
Goals of the IREB and the CPRE
Common foundation for the education
Kapitelname 1
in the field of RE - Worldwide
The CPRE
Improving the use of
Goals and implementation
of RE
Creation of an international understanding and
basis for communication about RE
International Requirements Engineering Board e. V. page 8
9. The certification model
Certification levels
CPRE Foundation Level
• Fundamental understanding of
Kapitelname 1
domain, methodology and available techniques
The CPRE
CPRE Advanced Level
• Mastering and using methods and techniques
• Specialization in one or more modules:
• Requirements Elicitation and Consolidation – released in 2011
• Requirements Modeling – released in 2011
• Requirements Management – in progress
• Business Analysis – in progress
……
CPRE Expert Level
International Requirements Engineering Board e. V. page 9
10. Success story
Examinee numbers since inception
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The CPRE
Over 12,000 Examinees in total – worldwide!
International Requirements Engineering Board e. V. page 10
11. Success story
IREB worldwide in 36 countries
Kapitelname 1
The CPRE
Australia, Austria, Belarus, Belgium, Brazil, Bulgaria, Columbia, Denmark, Ecuador,
Egypt, Finland, France, Jordan, Germany, Great Britain, Hong
Kong, Hungary, India, Luxembourg, Malaysia, Mexico, New
Zealand, Poland, Romania, Russia, Singapore, South Africa, South
Korea, Spain, Sudan, Sweden, Switzerland, The
Netherlands, Ukraine, USA, Venezuela
International Requirements Engineering Board e. V. page 11
12. International Requirements Engineering
Board (IREB) e. V.
Members of the board
• Personal board members:
Kapitelname 1
Renown experts from industry,
The CPRE
research, consulting and
education
• Supporting Members: Committed
persons in the field of
Requirements Engineering
Activities of the board
• Elaboration of the curriculum, glossary and exams for the
„Certified Professional for Requirements Engineering“
• Translations of the artifacts:
English, French, German, Spanish, Portuguese (Brazil)
• Publishing of articles, textbooks and references
International Requirements Engineering Board e. V. page 12
13. IREB e. V. – the personal members
Experts from industry, research, consulting and education
1st Chairperson: Prof. Dr. Klaus Pohl
Colin Hood
Chris Rupp University of
Kapitelname 1
Free Consultant
SOPHIST GmbH Duisburg-Essen
2nd Chairperson: Dr. Peter Hruschka
Prof. Dr. Barbara Paech
Rainer Grau The Atlantic Systems
University of Heidelberg
Zühlke Engineering AG Guild
Suzanne Robertson
Treasurer:
Dr. Frank Houdek The Atlantic Systems
Karol Frühauf
Daimler AG Guild
INFOGEM AG
Prof. Dr. Martin Glinz Emmerich Fuchs Dr. Camille Salinesi
Unversity of Zurich Fuchs Informatik AG Université Paris 1
International Requirements Engineering Board e. V. page 13
14. Workgroups and Supporting Members
The work of the IREB
Elaboration of the Elaboration of the
Advanced Level Foundation Level
Kapitelname 1
The CPRE
curriculi curriculum
Workgroups /
Supporting Members
Marketing Internationalization
Translation of glossary, syllabi
and exams
Exam and exam questions for
Foundation and Advanced Level
…
International Requirements Engineering Board e. V. page 14
15. The parties involved with CPRE
Certification bodies and training providers
IREB GmbH Training Providers
Kapitelname 1
The CPRE
International
Requirements IREB GmbH
Trainees /
Engineering Examinees
Board (IREB)
IREB GmbH
Certification Bodies
Allocation of tasks to clearly separated and independent organizations
ensures fairness and neutrality!
International Requirements Engineering Board e. V. page 15
16. IREB GmbH
The operating company of IREB e.V.
• Facts
– Starting on April, 1st 2011
Kapitelname 1
– All shares hold by IREB e.V.
– Located in Karlsruhe (Germany)
• Activities
– Organizational support for the board, workgroups and
supporting members
– Coordination of IREB tasks like
• Elaboration of the curriculum and the exam questions for the
„Certified Professional for Requirements Engineering“
• Coordination and organization of training providers and
certification bodies
• Marketing of the CPRE certificate
• Press and media releases
• Publishing of articles
International Requirements Engineering Board e. V. page 16
17. Responsibilities of the involved
IREB e.V. – the board
Responsibilities of the
IREB e.V.
Kapitelname 1
• Elaboration of the curriculum
The CPRE
• Design of the exam questions
Responsibilities of the IREB GmbH
on behalf of IREB e.V.
• Contracting training providers and certifying bodies
• Contact for
o Contents of the curriculum
o The internationalization of the CPRE
o Validity of certificates
o Training providers and certifying bodies
International Requirements Engineering Board e. V. page 17
18. Responsibilities of the involved
Certification bodies
Responsibilities of certifying bodies
• Organization of certifications
Kapitelname 1
• Carrying out certifications
The CPRE
• Evaluation of certifications
• Mailing certificates
Contact for questions about
• Certification dates
• Details about the exam
• Testing locations
• Exam results
International Requirements Engineering Board e. V. page 18
19. Responsibilities of the involved
Training providers
Responsibilities of training providers
• Hold trainings
Kapitelname 1
• If necessary, negotiate the exam dates with
The CPRE
certifying bodies
Contact for questions about
• Details about trainings
• Content of trainings
• Training dates
International Requirements Engineering Board e. V. page 19
21. The syllabi of the CPRE
Foundation Level
Fundamentals
Kapitelname 1
Scope and system context
The CPRE
Eliciting requirements
Documenting requirements in natural language
Model-based requirements documentation
Requirements negotiation and consolidation
Managing requirements
Tool support
International Requirements Engineering Board e. V. page 21
22. The syllabi of the CPRE
Advanced Level
Released Modules
• Requirements Elicitation & Consolidation, March 1St 2011
Kapitelname 1
• Requirements Modeling, March 1St 2011
The CPRE
Modules in work
• Requirements Management, planned for 2013
• Business Analysis
Languages
• Currently German only, English after approx. 100 exams
o Requirements Elicitation & Consolidation will be released
before end of 2012
International Requirements Engineering Board e. V. page 22
23. The exams of the CPRE
Foundation level
Kapitelname 1
• Multiple choice questionnaire
The CPRE
Advanced level
• Multiple choice questionnaire
• Written assignment, 2-3 days of effort
International Requirements Engineering Board e. V. page 23
24. The exams of the CPRE
Foundation Level
Duration: 75 minutes – 15 minutes extension for
non native speakers
Kapitelname 1
45 Multiple Choice questions
The CPRE
Each question yields 1 to 3 points
60% of the points needed to pass
Three different types of questions:
• Pick one correct answer
• Pick two or more correct answers
• Decide for each answer whether it is true/false,
correct/incorrect…..
Incorrect checked answers lead to a deduction of
points! Not all choices need to be taken!
International Requirements Engineering Board e. V. page 24
25. The exams of the CPRE
Advanced Level
Step one: MC exam as in
Step two: Elaboration of a written assignment
Kapitelname 1
• Description of a complex project according to the
The CPRE
context of the syllabus.
• Detailed justification of the chosen techniques and
documentation forms
• Size and format of deliverables depending on AL
module
• Estimated effort: Two days
• Submission 90 days after registration
International Requirements Engineering Board e. V. page 25
26. The book for the CPRE
Covering the essentials
The textbook to go with the
Foundation Level CPRE
certificate
Kapitelname 1
The CPRE
Goal-oriented preparation
for the certification exam
Equates CPRE (FL)
Syllabus 2.1
Klaus Pohl / Chris Rupp
1st edition, Rocky Nook
192 pages, 30 April 2011
ISBN 978-1933952819
International Requirements Engineering Board e. V. page 26
27. Discussion
Thank you for your attention!
www.ireb.org
Stefan.Sturm@ireb.org
twitter.com/IREBinternat
LinkedIn group “IREB Certified Professional
for Requirements Engineering (CPRE)”
International Requirements Engineering Board e. V. page 27
28. Picture credits
By iStockphoto.com
• Job Review by matzaball
• adult education: addressing the issue by Track5
• team award by sturti
• Business Team Meeting by jhorrocks
• Successful business team working by Skynesher
International Requirements Engineering Board e. V.