Developing Architecting Competence; What and How, Hard and Soft · 2018-06-05 · Developing...

Developing Architecting Competence; What and How, Hardand Soft

by Gerrit Muller USN-NISE, TNO-ESIe-mail: [email protected]

www.gaudisite.nl

Abstract

When setting up programs to help architects in developing their competences,we need to know what competences they need and how to develop such compe-tences. Architects need a broad variety of competences from hard knowledgeand skills to soft skills and the ability to apply them properly. Finally, the mindsetand the ways of thinking are crucial for architects. Straight forward classroomteaching and online courses seem insufficient to achieve the desired competencedevelopment. How can organizations and education providers complement thesetraining formats to help architects in developing? What can individuals do todevelop themselves? What do various academic communities offer to help usfinding answers?

Distribution

This article or presentation is written as part of the Gaudí project. The Gaudí projectphilosophy is to improve by obtaining frequent feedback. Frequent feedback is pursued by anopen creation process. This document is published as intermediate or nearly mature versionto get feedback. Further distribution is allowed as long as the document remains completeand unchanged.

June 5, 2018status: preliminarydraftversion: 0

Architecting Skills

The Educational Challenges

Soft Skills

Context and Needs

Taxonomy and Capability Models

Architecting: The Playing Field

Figure of ContentsTM

Architecting Skills


Soft Skills

Context and Needs



2 Gerrit Mullerversion: 0June 5, 2018DACWHlogo

Context of Architecting Competence Development

Research

research projectresearch project

Industrial partners

· ASML

· FEI Company

· Océ

· NXP

· Philips Healthcare

· Philips Lighting

· Philips Research

· Thales

· Vanderlande

· and more ...

TNO-ESI

Key lines of innovation:

· System performance

· System quality & reliability

· Future-proof systems

· Systems in context

Areas of competence:

· System architecting

· System design

· System integration & test

research project

Competence Development

Architecting

Performance

Systems Integration

3 Gerrit Mullerversion: 0June 5, 2018

DACWHtnoESI

What are the Needs?

Companies looking for architecting competence development

often come with a wish list of skills and knowledge

Soft Skills

· seem to be lacking in

technical people

· seen as crucial for

effectiveness

This is valid for all

managers (and

engineers)

What specific needs have

architects?

Domain Knowledge

· tangible

· build up in the field

· sometimes perceived

as technical

knowledge

Domain knowledge is

much more than

technical.

Is a program or course an

appropriate form?

Architecting Skills

· yes, please, what are

they?

When explaining, they are

obvious.

When doing, most

organizations and

individuals fail


DACWHneeds


Architecting Skills


Soft Skills

Context and Needs




DACWHlogoTaxonomy

First Attempt as Manager Systems Engineering 1997

com

mun

icat

ion

team

wor

k do

cum

enta

tion

mul

titas

king

fle

xibl

e, o

pen

auth

ority

by

expe

rtise

sp

ecia

list

gene

ralis

t co

ncep

tual

pr

agm

atic

co

nstru

ctiv

e cr

itica

l fa

st a

bsor

ptio

n of

kno

wle

dge

crea

tivity

m

anua

l ski

lls

proc

ess

insi

ght

polit

ical

insi

ght

impr

ovem

ent

com

plet

enes

s

cust

omer

val

ue

sale

s fe

atur

es

com

mer

cial

insi

ght

coac

hing

se

lect

ion

appr

aisa

l m

otiv

atio

n

1

2

3

4

5

6

7

8

9

1

2

3

4

5

6

7

8

9

deci

sion

mak

ing mon

itor p

rogr

ess

sche

dule

initi

al c

ost


FPsystemArchitect

Frank’s Unification of 12 Cognitive Models

· understand the whole system and see the big picture; think broadly; have grand

visions; have a generalist’s perspective; have holistic view; think strategically;

· able to work consistently at an abstract level;

· understand interconnections; closed-loop thinking; recognize patterns;

· understand system synergy (emergent properties);

· understand the system from multiple perspectives;

· think creatively; think out of the box; able to make good associations of ideas; able to

seek multiple solutions; think laterally; think divergently;

· understand systems without getting stuck on details;

· tolerance for ambiguity and uncertainty; adapt to change;

· understand the implications of proposed change;

· understand a new system/concept immediately upon presentation;

· understand analogies and parallelism between systems;

· understand limits to growth;

· ask good (the right) questions; know when to ask; maintain healthy skepticism

· are innovators, originators, promoters, initiators, curious;

· are able to define boundaries;

· are open minded; open to new ideas

· are able to take into consideration non-engineering factors;

· "see" the technical/engineering future (vision); have a sense of faith or vision; anticipate

problems; see future trends;

· think objectively

· think critically

Frank, M., 2014 Towards a 4-D Systems Engineering Cognitive Competency Model, INCOSE 2014 in Las Vegas, USA

Bold highlighting by Gerrit Muller


DACWHunifiedCognetiveFrank

IASA Capabilities Model

https://www.iasaglobal.org/itabok/capability-descriptions/iasas-5-pillars/

Specializations

· Business Architecture

· Information Architecture

· Infrastructure Architecture

· Software Architecture

7 to 10 skills/capabilites

per pillar

architecting

soft

domain

domain

architecting

domain

architecting


DACWHiasaModel


Architecting Skills


Soft Skills

Context and Needs




DACWHlogoPlayingField

Our Primary Interest

system of

interest

developing

organization

architect


SEMABcoreEntities

Context and Content; Zoom-out and Zoom-in

system of

interest

developing

organization

architect

super

system

customer

organization

subsystemssupplier

organization


SEMABsuperSubEntities

Adding the Time Dimension

system of

interest

developing

organization

architect

super

system

customer

organization

subsystems

past system

of interest

past super

system

past

subsystems

past current future

future system

of interest

future super

system

future

subsystems

based on TRIZ

knowledge innovation

supplier

organization


SEMABentitiesInTime

Architect, Architecture, Architecting

system of

interest

developing

organization

super

system

customer

organization

subsystems

past system

of interest

past super

system

past

subsystems

past current future

future system

of interest

future super

system

future

subsystems

based on TRIZ

knowledge innovation

supplier

organization

architecturearchitecting

architect


SEMABarchitecting

Architecting Skills

Architecting

Skills


Soft Skills

Context and Needs



· Main Views

· Static, parts

· Dynamic Behavior

· Quality Attributes

· Conceptual Modeling

& Visualizations

· Multiple Levels of

Abstraction


DACWHlogoArchitectingSkills

Parts, Dynamics, Quality Attributes

parts

characteristics

dynamics

interact

results in

prime interest

of organization

prime interest

of customer

prime system

responsibility

functionality


SPFpartsDynamicsCharacteristics

Partitioning is Applied Recursively

system

subsystem 1

subsystem 2

subsub

system A

subsub

system B

subsub

system A

subsub

system B

subsub

system N

subsub

system N

atomic

part

atomic

part

atomic

part

subsystem n

subsub

system A

subsub

system B

subsub

system N

16 Gerrit Mullerversion: 0June 5, 2018SPFrecursion

Dynamic Behavior Requires Many Visualizations

print

robot

prealign

clean

master

prefill

clean wafer

0 100b 200b

run

ED

P/L

RP

ho

ok u

p c

oile

d tu

bin

g/w

ire

line

fun

ctio

n a

nd

se

al te

st

run

co

iled

tu

bin

g/w

ire

line

asse

mb

ly a

nd

te

st

run

ris

ers

retr

ieve

co

iled

tu

bin

g/w

ire

line

ho

ok u

p S

FT

an

d T

F

retr

ieve S

FT

an

d T

F

retr

ieve

ris

ers

retr

ieve

ED

P/L

RP

actual workover operation

48 hrs

24 48 72 96

hours

dis

asse

mb

ly

preparation 36 hrs finishing 27 hrs

stop productionresume

productiondeferred operation 62 hrs

mo

ve

ab

ove

we

ll

mo

ve

aw

ay fro

m w

ell

RO

V a

ssis

ted

co

nn

ect

assembly,

functional test

run

EDP/LRP

run risers

hook up SFT

and TF

hook up coil

tubing and

wireline BOP

system function

and connection

seal test

run coil tubing

and wireline

retrieve coil

tubing and

wireline BOP

retrieve SFT and

TF

retrieve risers

retrieve

EDP/LRP

perform

workover

operations

move above wellmove away from

well

disassembly

3

2

1

4

5

7

6

unhook coil

tubing and

wireline BOP

12

11

10

9

7

8

ROV assisted

connect

ROV assisted

disconnect

Gz

Gx

Gy

RF

TETR

typical TE:

5..50ms

transmit receive

functional flow

9 101 2 3 4 5 6 7 8

call family doctor

visit family doctor

call neurology department

visit neurologist

call radiology department

examination itself

diagnosis by radiologist

report from radiologist to

neurologist

visit neurologist

19 2011 12 13 14 15 16 17 18 21 22 23 24 25

days

alarm mode

pre-alarm mode

operating

event reset

acknowledge

alarm handled

idle

start

Information Transformation Flow

Concrete “Cartoon” Workflow

Timeline of Workflow

Timeline and Functional

Flow

Swimming Lanes

Concurrency and Interaction

Signal Waveforms

State Diagram

Abstract

Workflow

get

sensor

data

transform

into image

get

sensor

data

transform

into image

fuse

sensor

images

detect

objects

classify

objects

update

world

model

get

external

data

analyze

situation

get goal

trajectory

get GPS

data

get v, a

calculate

GPS

location

estimate

location

update

location

world model

determine

next step

location

objects

vessel or

platform

rig

vessel or

platform

EDP

LRP

riser

XT

well

TF

SFT

well

head

WOCS

rig

vessel or

platform

EDP

LRP

riser

XT

well

TF

SFT

well

head

WOCS

rig

vessel or

platform

EDP

LRP

riser

XT

well

TF

SFT

well

head

WOCS

rig

vessel or

platform

EDP

LRP

TF

SFT

WOCS

XT

well

well

head

rig

vessel or

platform

EDP

LRP

riser

XT

well

TF

SFT

well

head

WOCS

ROV

ROV

rig

vessel or

platform

EDP

LRP

TF

SFT

WOCS

XT

well

well

head

rigTF

SFT

WOCS

XT

well

well

head

EDP

LRP

rig

vessel or

platform

TF

SFT

WOCS

XT

well

well

head

EDP

LRP

vessel or

platform

rigTF

SFT

WOCS

XT

well

well

head

EDP

LRP

vessel or

platform

rig

TF

SFT WOCS

XT

well

well

head

EDP

LRP

ROV

1 2 3 4 5 6

7 8 11 12

vessel or

platform

rig

TF

SFT WOCS

XT

well

well

head

LRP

9

EDP

vessel or

platform

rigTF

SFT

WOCS

XT

well

well

head

LRP

10

EDP

Information Centric Processing

Diagram

Flow of Light

illuminatorlaser

sensor

pulse-freq, bw,

wavelength, ..uniformity

lens

wafer

reticle

aerial image

NA

abberations

transmission

raw

image

resized

imageenhanced

image

grey-

value

image

view-

port

gfx

text

retrieve enhance inter-polate

lookup merge display

17 Gerrit Mullerversion: 0June 5, 2018VDBoverview

Question Generator

accuracy

scanner PIM finisher

throughput

memory footprint

response time

processing load

solving paper jam

copying

preparing

printing What is the a ccuracy of the f use

when printing paper path fuse

func

tions

component

char

acte

ristic

s when performing <function> ?

of the <component> How about the <characteristic>

example from a high volume printer


BS05questionGenerator

Example Technical Budget

process

overlay

80 nm

reticule

15 nm

matched

machine

60 nm

process

dependency

sensor

5 nm

matching

accuracy

5 nm

single

machine

30 nm

lens

matching

25 nm

global

alignment

accuracy

6 nm

stage

overlay

12 nm

stage grid

accuracy

5 nm

system

adjustment

accuracy

2 nm

stage Al.

pos. meas.

accuracy

4 nm

off axis pos.

meas.

accuracy

4nm

metrology

stability

5 nm

alignment

repro

5 nm

position

accuracy

7 nm

frame

stability

2.5 nm

tracking

error phi

75 nrad

tracking

error X, Y

2.5 nm

interferometer

stability

1 nm

blue align

sensor

repro

3 nm

off axis

Sensor

repro

3 nm

tracking

error WS

2 nm

tracking

error RS

1 nm


ASMLoverlayBudget

Conceptual Modeling and Visualizations

mathematical formulas

schematic graphs

measurement graph

quantificationtimeline, concurrencyfunctional

physical

elevator4

0m

building

top floor

a0t2

St = S0 + v0t + 1

2

s

t

v

tta tatv

functional model

undock

elevator

move

elevator

close doors

dock

elevator

open doors

elevator

ttop floor ~= 2 + 1 + 18 + 2 + 2

ttop floor ~= 25s

ttop floor = tclose + tundock + tmove + tdock + topen

-1.5

-1.0

-0.5

0.0

0.5

1.0

1.5

5 10 15 20 25

m/s2

s

graph reproduced from:

http://www.sensor123.com/vm_eva625.htm

CEP Instruments Pte Ltd Singapore

dockopendoors u

nd

ock

closedoors

walkin

selectfloor

wait

for

leavin

g

peopl

e

minimal waiting time

dockopendoors

walkoutwait for elevator

press

button

ttravel

time

other

people

entering

move

0 5 sec

scale

rails

cage

vm

ax

1st order model

elevator

docking and

doors

3+1s

7s

human related10s

waiting timetwait

4s

11s

21s

21s + twait

2nd

order correction

Example Conceptual Models

for an elevator

Conceptual Models support communication, facilitate reasoning, support

decision making, and create and maintain understanding, insight, and overview


DACWHconceptualModeling

Level of Abstraction Single System

100

101

106

105

104

103

102

107

static system definition

monodisciplinary

nu

mb

er o

fd

etai

ls

system

requirements

multidisciplinary

design

21 Gerrit Mullerversion: 0June 5, 2018RAPpyramid

From system to Product Family or Portfolio

nu

mb

er

of

de

tails

system

multidisciplinary

monodisciplinary

100

101

106

105

104

103

102

107

100

101

106

105

104

103

102

107

108

109

systems

multidisciplinary

monodisciplinary

system portfolio

increase


DRALpyramidGrowth

Product Family in Context

100

106

103

109

systems

multidisciplinary design

parts, connections, lines of code

103

109

106

stakeholders

enterprise

enterprise contextn

um

be

r o

f

de

tails

23 Gerrit Mullerversion: 0June 5, 2018RAPdiabolo

Engineering

100

101

106

105

104

103

102

107


mono-disciplinary

nu

mb

er o

fd

etai

ls

system

requirements

multi-disciplinary

design

En

gin

ee

rin

g

Capturing all information that is required for:

logistics, manufacturing, legislation,

maintenance, life cycle support,


LAWFengineering

Design

100

101

106

105

104

103

102

107


mono-disciplinary

nu

mb

er o

fd

etai

ls

system

requirements

multi-disciplinary

design

De

sig

n

from needs and requirements to design:

decomposition, interface definition, allocation,

concept selection, technology choices

anticipating engineering

needs and constraints

25 Gerrit Mullerversion: 0June 5, 2018LAWFdesign

Architecting

100

106

103

109

systems

multidisciplinary design

parts, connections, lines of code

103

109

106

stakeholders

enterprise

enterprise context

nu

mb

er

of

de

tails

Architecting:

realization and

design choices

in context

some context

details are

essential

some technical

details are

essential

26 Gerrit Mullerversion: 0June 5, 2018LAWFdiabolo

Frequently observed gaps

10 0

10 6

10 3

10 9

systems

multidisciplinary

monodisciplinary

10 3

10 9

10 6

stakeholders

enterprise

enterprise context

num

ber o

f de

tails

multidisciplinary

gap

context gap

marketing gap


DRALgaps

Architect Coverage of Problem and Solution Space

covered or touched by architects

covered by engineers and experts

leve

l of

det

ailsubjects


BWMAcoverage

Soft Skills

Architecting Skills


Soft Skills

Context and Needs




DACWHlogoSoftSkills

What Soft Skills?

IASA Human Dynamics 1

· Managing the Culture

· Customer Relations

· Leadership and Management

· Peer Interaction

· Collaboration and Negotiation

· Presentation Skills

· Writing Skills

Specific Architecting Human

Aspects (Gerrit Muller) 3

· Self Awareness, Confidence

· Communication

· Body Language / non-

verbal Communication

· Active Listening

· Empathy, Coping with

Emotions

· Group Dynamics

· Conflicts

· Politics

· and much and much more...

DoD Competency Model (DAU

2013) Professional 2

24. Professional Ethics

25. Leading High-Performance

Teams

26. Communication

27. Coaching and Mentoring

28. Managing Stakeholders

29. Mission and Results Focus

30. Personal Effectiveness/Peer

Interaction

new INCOSE framework

proposes a similar set: Communications, Ethics and

Professionalism, Technical

Leadership, Negotiation, Team

Dynamics, Facilitation, Emotional

Intelligence, Coaching and Mentoring

1 http://www.iasaglobal.org/itabok/capability-descriptions/

2 http://sebokwiki.org/wiki/Roles_and_Competencies#INCOSE_SE_Competency_Model

3 collected from www.gaudisite.nl from various papers and presentations


DACWHsoftSkills


Architecting Skills


Soft Skills

Context and Needs


Architecting: The Playing Field· What is Competence?

· Higher Order Thinking

Skills

· Learning, Reflection, and

Experience

· Integrating Soft, Hard, and

Domain


DACWHlogoEducation

Competence Requires Various Learning Styles

Knowledge

Skills

Ability

Attitude

assig

nm

en

ts

pra

ctice

teacher/coach

participant

lectu

rin

g

exe

rcis

es

co

ach

ing

refle

ctio

n

what how who


AACLcompetenceProgram

Bloom’s Taxonomy and Higher Order Thinking Skills

remembering

understanding

applying

analyzing

evaluating

creating Higher Order Thinking Skills

more difficult to teach

more valuable

takes time to develop

Lower Order Thinking Skills

people can acquire them fast

must be mastered before,

however when missing

can be acquired fast


ASPCDbloomsTaxonomy

Problem-Based Learning Using Reflection

experiencing

reflecting

generalizing

applying

source: Kolb's learning cyclehttp://www.infed.org/biblio/b-explrn.htm

analyzing

interpreting

explaining

observing

conceptualizing

testing


RASAcycle

Role of Experience in Learning

10: Education

70: Experience

20: Exposure

70:20:10 learning model

Modeling

Coaching

Scaffolding

Articulation

Reflection

Exploration

https://en.wikipedia.org/wiki/

Cognitive_apprenticeship


ASPCD702010

Education Model

10: Education

Books

Videos

Papers

eLearning

Classroom lectures

70: Experience

Work, work, work

Reflection

Intervision

20: Exposure

Classroom case

In-company case

Coaching

repeat

time

2..5 days

face-to-face3..6 weeks

between3..5 blocks


DACWHeducationModel

Challenge: Integrating Skills

Teachers with their specific expertise teach their own topic

Soft Skills

human science teachers,

e.g. psychologist

focus on individual,

personal development,

bilateral interaction, and

group dynamics

starting point: 360o scan

What are specific

architecting needs and

pitfalls?

How to apply in

architecting practice

Domain Knowledge

domain experts

passionate

expertise focus

content, depth, practical

no teaching background

broadcasting, passive

cross links may be

missing

Architecting Skills

practitioners

autodidact as teacher

experience, war stories

amateurs in soft skills

lack background in many

domains

risk of falling back to

methods and techniques

How can we integrate these skills and knowledge areas?


DACWHskillIntegration

Summary. Questions? Or Discussion!

Architecting

Skills


Soft Skills

Context and Needs



Soft Skills Domain Knowledge Architecting Skills

Companies ask for:

PlentySE, a.o.: Frank, INCOSE UK, NASA

IASA

Architect, Architecture, Architecting

Views, Conceptual Modeling, Abstraction levels

Too many to learn in a life time ...

Higher Order Thinking Skills

Learning, Reflection, and Experience

Integrating Soft, Hard, and Domain


DACWHsummary

Developing Architecting Competence; What and How, Hard and Soft · 2018-06-05 · Developing...

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