- 1. 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
2. ML 5: Optimizing ML 5: Quantitatively Managed ML 3: Defined
ML 2: Managed Four categories of processes RequiremensDefinition
RequiremensManagement A CMMI-styled maturity model is much more
than only a set of process names in a table 3. 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 4. The Teaching CMM
(TCMM) is a very unofficial and very small maturity model,
developed just for this presentationCourse is `unitof analysis'
Courses have`learning objectives' Link to VIST printout 5.
(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) hasthree process areas
in one (unnamed) category 6. In the continuous representation, each
process area gets a capability level Link to appraisal result
Grouped incategories Description usually includeslist of typical
work products 7. 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
8. 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
9. 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
10. 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 fromC MMI isC yan 11. GG 2 (Institutionalize a Managed
Process) has 10 `generic practices'
- GP 2.1 Establish an Organizational PolicyGP 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 StakeholdersGP 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' 12.
- 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
organizations processes and process assets.
GG 3 (Institutionalize a Defined Process) has 2 `generic
practices' 13. 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 ...
14. 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?
- 15. AD: is an exam scheduled?
16. 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
17. AD, GG 2, SP 2.1 (Policy): is there an assessment policy?
Almost: currently being implemented in MB 18. LOD, GG 3, SP 3.1
(Describe process): ... 19. 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 20. 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 andin maturity levels 21. 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 22. 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 RequirementsSP 1.2
Obtain Commitment to RequirementsSP 1.3 Manage Requirements
ChangesSP 1.4 Maintain Bidirectional Traceability of RequirementsSP
1.5 Identify Inconsistencies Between Project Work and
Requirements
ID and AD are each analogous to this process area 23. 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 NeedsSP 1.2
Develop the Customer Requirements SG 2 Develop Product Requirements
SG 3 Analyze and Validate Requirements ...
LOD is analogousto this process area 24. 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? 25.
Actually, CMMI-DEV v1.2 suggests many relations between process
areas, not just causal order 26. 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, CMMIdoesenforce some order In summary, the real
content of a CMMI-styled MM is represented by the goal
specifications, not by a grid