csqa study group guide 2009
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CSQA & CSTE
EXAMINATIONS
STUDY GROUPGUIDELINES
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Copyright
Copyright QAI Global Institute 2009 All Rights Reserved
No part of this publication, or translations of it, may be reproduced, stored ina retrieval system, or transmitted, in any form or by any means, electronic,
mechanical, photocopying, recording, or any other media embodiments now
known or hereafter to become known, without the prior written permission of
the QAI Global Institute.
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Contents
WhyJoinaStudyGroup? .................... .................... ................... .................... .................... .................... ... .... 5
Some of the advantages of study groups are: .................. .................... .................... .................... .......... 5
TipsforFormingaSucce ssfulStudyGroup...... .................... ................... .................... .................... .............. 6
What if My Study Group Frustrates Me? ................. .................... .................... .................... ................... 6
TheBasicsofCommunication....................................................................................................................... 8
Steps in the Communication Process .....................................................................................................8
Communication in Networks and Groups ................. .................... .................... .................... ................ 8
Communication Guidelines.................. .................... .................... .................... ................... .................... 8
GroupDynamics............................................................................................................................................9
Group Cohesiveness ..............................................................................................................................10
Group Think...........................................................................................................................................10
Group Decision Making .................. .................... .................... .................... .................... ................... .... 11
Promoting the Effectiveness of Group and Team Decision Making: .................................................12
TheNatureofConflict.................................................................................................................................12
Se ttingUpaStudyGroup............................................................................................................................13
GroundRule sforaStudyGroup .................. ................... .................... ................... .................... ................. 14
PullingItAllTogether..................................................................................................................................14
Sugge ste dStudyGroupTimeline................................................................................................................16
Cove ring
the
CSQA
Mate rial ....................................................................................................................... 18
CSQA Week 1..........................................................................................................................................19
CSQA Week 2..........................................................................................................................................20
CSQA Week 3..........................................................................................................................................21
CSQA Week 4..........................................................................................................................................22
CSQA Week 5..........................................................................................................................................23
CSQA Week 6..........................................................................................................................................24
CSQA Week 7..........................................................................................................................................25
CSQA Week 8..........................................................................................................................................26
CSQA Week 9..........................................................................................................................................28
CSQA Week 10 .......................................................................................................................................30
CSQA Week 11 .......................................................................................................................................31
Cove ringtheCSTEMate rial ........................................................................................................................ 32
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CSTE Week 1 ..........................................................................................................................................33
CSTE Week 2 ..........................................................................................................................................34
CSTE Week 3 ..........................................................................................................................................35
CSTE Week 4 ..........................................................................................................................................36
CSTE Week 5 ..........................................................................................................................................38
CSTE Week 6 ..........................................................................................................................................40
CSTE Week 7 ..........................................................................................................................................42
CSTE Week 8 ..........................................................................................................................................44
CSTE Week 9 ..........................................................................................................................................45
CSTE Week 10 ........................................................................................................................................47
CSTE Week 11 ........................................................................................................................................49
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Congratulationsonyourde cisiontopursueyourQAICSTE&CSQACe rtification. Ifthe reareothe r
me mbe rsinyourChapte rwhoaretakingtheCe rtificationExamsyoumightwanttoformastudygroup.
Thismanualcontainsguide line sworthconside ringwhe ntryingtose tupandge tthemostoutofagroup
studying
situation
and
sugge ste d
time line s
spe cific
to
pre paring
for
the
CSTE
&
CSQA
Ce rtification
Exams.
Why
Join
a
Study
Group?
ThemajorityofCSTEs&CSQAsusedaformofstudygrouptopreparefortheirexaminations!
While in colle ge , most of us found that studying with othe r stude nts in a particular class was a use ful
addition to our colle ction of study te chnique s. Some trie d study groups in re sponse to the fe e ling of
be ingunabletomakeprogre ssalone .Othe rskne wthatthe yarebe tte rabletostayontaskwhe nthe y
we reworkinginagroup.Whate ve rthere asonfortryingastudygroupforthefirsttime ,moststude nts
e ve ntually re alize that pooling two or thre e diffe re nt vie wpoints yie lde d a be tte r unde rstanding of a
topic
in
a
shorte r
pe riod
of
time
than
studying
e ntire ly
inde pe nde ntly.
Inde e d,
No
one
is
smarte r
than
allofus.
Someoftheadvantagesofstudygroupsare:
Me e tothe rs
Makefrie nds
Le arnmore
Savetime
Workasate am
Expandyourthinking
Improve
your
le ade rship
Mixed bag of talent e ach pe rson in a group has some thing unique that the y bring to the table
(organization, discipline , me mory, an unde rstanding of mate rial). Along with your own pe rsonal
stre ngths,groupme mbe rscanfe e doffe achothe rtoformanide alstudyprofilee achpe rsoncanbe ne fit
from.
Supportive system Groups share common goals, in this case , profe ssional and le arning e xpe rie nce s.
Theworke achpe rsondoe scandire ctlyaffe cttheothe rgroupme mbe rs,whichmake sthegroupmore
supportiveofe achme mbe r.
Moreheadsbetterthanone Large proje cts can be comple te d quickly and e fficie ntly whe n the group
splitsuptocomple tetasksandsharingthe irre sultswithallgroupme mbe rs.
The primary be ne fit of studying with a group of pe e rs is the support you can re ce ive , particularly as
some one who has be e n out of the classroom se tting forsome time . Asyou worktoge the r, your group
may grow slightly large r or smalle r, but ove rall you can re ach a comfort le ve l that will allow group
me mbe rstohe lpe achothe rinare aswhe rethe yne e dsupport,suchasorganization,timemanage me nt,
studying,te sttaking,me morization,andunde rstandingthe ory.
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Tips
for
Forming
a
Successful
Study
Group
Groupstudyse ssionsshouldaugme ntindividualstudyingrathe rthansupplantingit.Allgroup
me mbe rsshouldagre etocometothegroupse ssionspre pare dwithspe cificque stionsabout
what
the y
could
not
de ciphe r
alone .
Avoid
the
pooling
of
ignorance
syndrome
that
is
common
ife ve ryonearrive sunpre pare d.
Individualpre parationalsode cre ase sthelike lihoodthatthegroupwillrunoutoftimebe fore
re achingthemoreinvolve dandsubtlepartsofthemate rialwhe remultiplepe rspe ctive sare
mostvaluable .
Groupstudyshouldstartthre etofourmonthspriortothee xaminationandbere lative ly
fre que nt notjustimmediatelypriortoexaminations.Aswithothe rsocialgroups,ittake stime
forme mbe rsofthegrouptoge ttoknowe achothe rsstre ngthsandwe akne sse s,andto
e stablishandre fineasyste mforworkingtoge the r.Onese ssionpe rwe e kisprobablya
re asonablestartingpoint.
Thesche dulefore achstudygroupshouldbefirmande stablishe de arly.Ifyouhavenotse tasidere gulartime sforthegroupitwillbeharde randharde rtofindcommontimeastime
progre sse s.Re gularlysche dule dtime sallowforsche dulingothe rcommitme ntsaroundthe
groupstudytime s.
Thesizeofstudygroupsvarie s,butinge ne ralshouldbere lative lysmall.Wesugge stfourtosix
stude nts. Asksomepe opleifthe ywanttome e tove rlunchorcoffe etodiscussformingastudy
group.Noonehastocommitatthispoint. Re me mbe r,ifyouareinagroupofthre eyoushould
bespe akingaboutathirdofthetimeonave rage .Inagroupofte n
Choosetheme mbe rsofyourgroupcare fully.Powe rstruggle s,pe ttyje alousie s,pe tpe e ve sand
thelikecande stroythee ffe ctive ne ssofagroup.Asonetutorputit,ithe lpstoknowthe
diffe re nce
be twe e n
a
study
partne r
and
a
frie nd.
Alltheme mbe rsofagroupne e dtobeACTIVELYinvolve dinthese ssions.Ifthisisnotthecase ,
theuninvolve dpe rsoniswastingtimeandtheothe rsarelosingthebe ne fitofthatpe rsons
pe rspe ctiveonthemate rial.
Structurethegroupstimeinsuchawaythatitiscle artoe ve ryonewhe nthegroupistobe
focuse donstudyandwhe nitisappropriatetosocialize .Efficie ncyande ffe ctive ne ssintheuse
ofgroupstudytimeisjustasimportantasitiswithpe rsonalstudytime .
WhatifMyStudyGroupFrustratesMe?
Participating
in
study
groups
can
be
both
e xhilarating
and
frustrating
be cause
of
diffe re nce s
in
le arning
andcommunicationstyle s.Somestude ntsmayne e dquie t.Somestude ntsmayne e dtosoundoutthe ir
ide aswithothe rs.Othe rsmaybemorecomfortableliste ningandoffe ringoccasionalsugge stions.
Itshe lpfultore cognizethate ve ryonebringsvaluetoagroupandtobeawareofmakingassumptionsor
judgme nts.Whatyoumayinitiallype rce ivetobesome one swe akne sscouldactuallybeastre ngth,
be causethebe stgroupsarethosewiththemostdive rsityamongthe irparticipants.Eve ryoneposse sse s
diffe re nt:
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Organizationalskills
Knowle dgebase
Que stionaskingability
Note
taking
ability
Pe rsonalattribute s(age ,ge nde r,appe arance ,e thnicity)
Culturalpe rspe ctive
Pe rsonale xpe rie nceandbackground
Pointsofvie w
Lifeandschoole xpe rie nce
Classparticipationle ve landstyle
Pre parationthoroughne ss
Ve rbalandwritte nskills
Trytobeinastudygroupwithpe oplewhohavediffe re ntstre ngthsfromyours.Beacce ptingof
diffe re ntstudying/le arningapproache s.Some time sthemostcomfortable groupsaretheone sthat
dontmoveforward.
Itise quallyimportanttounde rstandhowgroupsform,thenormalstage sthatne arlyallgroupsprogre ss
throughandhowtobothcommunicateandhandleconflictwithinyourgroup.Unde rstandinggroup
dynamicswillassistyouinformingbothprofe ssionalandpe rsonalre lationships.
Research
Ouranalysisofsmallgrouple arningproce dure ssugge ststhatgre ate rtimespe ntworkingingroups
le ads
to
more
favorable
attitude s
among
stude nts
in
ge ne ral
and
that
e ve n
minimal
group
work
can
havepositivee ffe ctsonstude ntachie ve me nt.Springe r,L.,Stanne ,M.E.,Donovan,S.S.,Effe ctsof
SmallGroupLe arningonUnde rgraduate sinScie nce ,Mathe matics,Engine e ring,andTe chnology:A
Me taAnalysis,Re vie wofEducationalRe se arch,Spring1999,Vol69,No.1,pp.2151.
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The
Basics
of
Communication
Communication
is
the
process
of
transmitting
information
from
one
person
to
another.
Effectivecommunicationistheprocessofsendingamessagesothatthemessagereceivedisas
closeinmeaningaspossibletothemessageintended. Thisdoesnotalwayshappen
automatically!
StepsintheCommunicationProcess
De cidingtotransmitafact,ide a,opinion,orothe rinformationtothere ce ive r.
Encodingtheme aningintoaformappropriatetothesituation.
Transmittingthroughtheappropriatechanne lorme dium.
De codingtheme ssagebackintoaformthathasme aningtothere ce ive r.
Fe e dbackthere ce ive rbe come sthese nde randthese nde rbe come sthere ce ive r. Thisisre quire d
tove rifyme aningandcomple tethee ffe ctivecommunicationproce ss
Communication
in
Networks
and
Groups
Communicationne tworkthepatte rnthroughwhichtheme mbe rsofagrouporte am
communicate .
Re se archsugge sts:Whe nthegroupstaskissimpleandroutine ,ce ntralize dne tworkspe rform
withthegre ate ste fficie ncyandaccuracy.
Whe n
the
groups
task
is
comple x
and
non
routine ,
de ce ntralize d
ne tworks
with
ope n
communicationsthatfoste rinte ractionande xchangeofre le vantinformationte ndtobemost
e ffe ctive .
CommunicationGuidelines
Communication is absolute ly ne ce ssary in orde r for any study group to function. If your group follows
theguide line sliste dbe low,thegroupwillfunctionmoree ffe ctive lyandmoretaskswillbeaccomplishe d
inle sstime .
Le arne achothe r'sname s,e ve nnickname s.
Only ONE pe rson should spe ak atatime . Each pe rsonshouldalso be allowe d tocomple te hisor
he rstate me ntbe foreothe rsbe gintomakecomme nts.
Be active liste ne rs. An active liste ne r is one who liste ns for the comple te comme nt and asks for
clarification ifne e de d. Active liste ne rs also try to make conne ctions be twe e n comme nts and
spe ake rs.Activeliste ningissome time sHARDWORK.
Eve ryoneshouldaddsome thingtothediscussion. Thesome thingdoe snotalwayshavetobean
answe r. Itmightbeaque stion,ane xample ,aconne ctiontoare alworldactivity.
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Criticismshouldalwaysbeconstructive. Namecalling,insults,andsome time sjoke shavenoplace
in a study group. The se be haviors may re sult in hurt fe e lings. The worst case sce nario is that a
pe rsonmaychoosetofore goatte ndingthestudygroup. Inthee nd,thegroupbe come sthelose r.
Maintainapositiveattitude . Re me mbe rthatyouareallparticipatinginthele arningproce ss. The
phrase s "I'll ne ve r ge t it", "We 're a dumb group", "The re 's no hope "SHOULDBE "We can figurethisouttoge the r","We 'rerathe rcle ve rasagroup."
Finally,de ve lopalistofthename s,e mails,andphonenumbe rsofallgroupme mbe rs. Exchange
the list and use it as ne e de d. Try not to use it as a napkin at your favorite fast food re staurant.
Onedayyoumayre allyne e dtheinformationinahurry.
Group
Dynamics
A group can be defined as several individuals who
cometogethertoaccomplishaparticulartaskorgoal.
Group dynamics refers to the attitudinal and
behavioralcharacteristicsofagroup.Groupdynamics
concern how groups form, their structure and
process,andhowtheyfunction.
Group dynamics as re late d to de ve lopme nt conce rns not
only why groups form but also how. The most common
frame work for e xamining the "how" of group formation
wasde ve lope dbyBruceTuckmaninthe1960s.Ine sse nce ,
the ste ps in group formation imply that groups do not
usually
pe rform
at
maximum
e ffe ctive ne ss
whe n
the y
are
first e stablishe d. The y e ncounte r se ve ral stage s of
de ve lopme nt as the y strive to be come productive and
e ffe ctive . Most groups e xpe rie nce the same
de ve lopme ntal stage s with similar conflicts and
re solutions.
According to Tuckman's the ory, the re are five stage s of
group de ve lopme nt: forming, storming, norming,
pe rforming, and adjourning. During the se stage s group
me mbe rsmustaddre ssse ve ralissue sandthewayinwhich
the se issue s are re solve d de te rmine s whe the r the group
will
succe e d
in
accomplishing
its
tasks.
Formingincludes:
Atte mptingtode finethetaskandhowthetaskwill
beaccomplishe d
Abstractdiscussionsoftaskre late dconce pts/issue s,frustrate ssomeme mbe rs
Stormingincludes:
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De fe nsive ne ss,compe tition,andfactions
Arguingamongme mbe rs,e ve nwhe nthe yagre e
Normingincludes:
Establishing
and
maintaining
te am
ground
rule s
Morefrie ndline ssandconfidinginoneanothe r
Performingincludes:
Abilityofthegroup/te amtopre ve ntorworkthroughproble ms
Closeattachme nttothete am
Group
Cohesiveness
CohesivenessTheextenttowhichmembersareloyalandcommittedtothegroup;thedegreeof
mutual
attractiveness
within
the
group.
Factorsincreasingcohesiveness
Inte rgroupcompe tition
Pe rsonalattraction
Favorablee valuation
Agre e me ntongoals
Inte raction
Factorsreducingcohesiveness
Groupsize
Disagre e me ntongoals
Intragroupcompe tition
Domination
Unple asante xpe rie nce s
Group
Think Asituationthatoccurswhe nagrouporte amsde sireforconse nsusandcohe sive ne ssove rwhe lmsitsde siretore achthebe stpossiblede cision.
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Group
Decision
Making
Advantages
Moreinformation&knowle dgeareavailable
Morealte rnative sarelike lytobege ne rate d
More
acce ptance
of
the
final
de cision
is
like ly Enhance dcommunicationofthede cisionmay
re sult
Be tte rde cisions
Disadvantages
Theproce sstake slonge r,soitismore
costly
Compromise
de cisions
due
to
inde cisive ne ssmaye me rge
Onepe rsonmaydominatethegroup
Groupthinkmayoccur
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PromotingtheEffectivenessofGroupandTeamDecisionMaking:
Beawareoftheprosandconsofhavingagrouporte ammakeade cision.
Se tde adline sforwhe nde cisionsmustbemade .
Avoid
proble ms
with
dominance
by
managing
group
me mbe rship.
Havee achgroupme mbe rindividuallyandcriticallye valuateallalte rnative s.
Asale ade r,donotmakeyourpositionknowntooe arly.
Appointagroupme mbe rtobeade vilsadvocate .
Source :Gre goryMoorhe ad,Group&OrganizationsStudies(Vol.7,No.4),pp.429444.Copyright
1982bySagePublications,Inc. Re printe dbype rmissionofSagePublications,Inc.
The
Nature
of
Conflict
There
is
an
optimal
level
of
conflict
in
an
organization:
Toolittleconflictandtheorganizationbe come scomplace ntandapathe tic,andlacksinnovation
andunde rpe rforms.
Toomuchconflictcre ate sadysfunctionalorganizationwhe rehostilityandnoncoope ration
dominate ,andtheorganizationsuffe rsfromlowpe rformance .
Amode ratele ve lofconflictinanorganizationfoste rsmotivation,cre ativity,innovation,and
initiativeandcanraisepe rformance .
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Setting
Up
a
Study
Group
Step
One
Recruiting
Members
Che ckwithyourChapte rtoge talistofindividualswithinyourare awhohavesigne duptotakethe
ce rtificatione xams.Inaddition,youcancontactQAIandre que stthatpe rsonsapplyingforce rtification
e xamsinyourare abecontacte dandinforme dofyourinte ntionstoformastudygroup.Whe nyouform
agroup,bece rtainthatallme mbe rshavee nrolle dforthesamee xamination.
Your group should numbe rnomorethansix stude nts. Re me mbe r that you will ne e d to find mutually
agre e dupontime sforme e tingasagroup. Itisdifficulte noughtoge tfourorfivepe opletoagre eona
dayandtime . Canyouimagineagroupofte n????
StepTwoTheFirstMeeting
Agre euponandse twritte ne xpe ctationsandgroundrule s(emailthe mtoe achothe r)including:
De cidehowofte nyouwillne e dtome e t,howlongtheme e tingswilllast,andwhe rethe y willbe
he ld. Thefre que ncyofyourme e tingswillbe stbede te rmine dbytheamountoftimebe forethe
sche dule de xam.
Discuss the le ade rship of your group. Will one pe rson assume the le ade rship? Will your group
alte rnate le ade rs? An e xample of rotating le ade rship is whe n e ach we e k a diffe re nt pe rson is
se le cte dtoguidethediscussion.Itisthe ir jobtoke e pthegroupontask.Thispe rsondoe snotdo
theworkforthegroup,butse rve sasthefacilitator.
Assignindividualrole sandre sponsibilitie s(notetake r,facilitator,e tc.)
Includespe cificssuchascomingtotheme e tingsontime ,be ingpre pare d,andsocializing.
Cre ate
a
time line
Sharecontactinformation
Agre euponanddivideuptaskse qually
Knowandre spe cte achothe rstimecommitme nts
Discussrule sconce rningsharing:Whatmate rialswillyousharewithgroupme mbe rs?
Discuss rule s of conduct: For a study group to be most e ffe ctive it must work toge the r. Each
groupme mbe rmustdohisorhe rshare . Stude ntswhohabituallycometothegroupunpre pare d
orunde rpre pare dshouldbedroppe dfromthegroup.
StepThreeStudyGroupMeetings
Practice
te aching
e ach
othe r.
Turn
the
mate rial
you
are
studying
into
a
list
of
topics.
The n
assign
spe cifictopicsfore achpe rsontote achthegroup.
Re vie wte xt,handouts,note s,vocabularycards,e tc.
Makeupyourownque stionsandhavethegroupanswe rthe m.
You also want to e ncourage participation in the group. The group will not function we ll if some
me mbe rsne ve rge ttospe akwithe ithe rcomme ntsorque stions. Itise asyforsomeme mbe rsto
ge tlostinabiggroup.
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Le aveatle ast5to10minute satthee ndofe achse ssionforbrainstormingpossiblete stque stions.
At the ne xt me e ting, go ove r the se que stions and brainstorm solutions and answe rs to the
que stionstoge the r.Figureoutwhe reinyournote s,handouts,andbooksthattheanswe rscanbe
found. Ide ntify some one to se rve as the group's se cre tary that we e k and write down the
que stions
along
with
a
list
of
place s
to
find
the
answe rs
to
the
possible
que stions.
Photocopy
thelistforallme mbe rsofthegroup.
Ende achme e tingwithassignme ntsfore achme mbe rforthecomingwe e k.
ENJOYYOURGROUP. STUDYGROUPSCANBECOMEREALLEARNINGCOMMUNITIESFORALLPARTICIPANTS.
Ground
Rules
for
a
Study
Group
In orde r to have your study group function e ffe ctive ly and e fficie ntly, you may ne e d to se t up some
ground rule s. All me mbe rsne e d toagre e to the rule s. Thefollowing list of rule s can se rveas a guide
for
your
group.
SuggestedGroundRules
Bepromptfore achse ssion.
Cometothestudygrouppre pare dtowork.
De ve lop an age nda with the goals for e ach me e ting. Example : Cove r study que stions for
se ctions5and6.
Stayontask. Don'tallowre vie wsoflastnight'sTVspe cial.Don'tspe ndlotsoftimediscussing
fashion,sports,vide ogame s,e tc.
Se tatimeandke e ptrackofthetime . Ase ssionof2to3hoursusuallyworksbe st.
De te rmine
a
me e ting
place
which
is
fre e
from
distractions.
If you opt for a long se ssion, be sure to take planne d bre aks. Musclestre tching not only he lps
thebodybutalsothemind!
Se t the date , time , and goals for the ne xt se ssionBEFORE the e nd of the curre nt se ssion. This
planningwillhe lptoinsureanactiveandproductivegroup.
Pulling
It
All
Together
WEHAVEFORMEDASTUDYGROUP. NOWWHATDOWEDO? HOWDOWESTUDYASAGROUP?
HOWDOWEMAKEITWORK?
The re
are
se ve ral
strate gie s
which
study
groups
can
use .
The
group
can
use
only
one
strate gy
or
a
combinationofstrate gie s. Groupme mbe rswillfindwhatworksbe stforthe irgroup.
StrategyOne
UsetheCommonBodyofKnowle dge(studyguide ). Dividethemate rialupinmanage ablese ctionstobe
cove re d e ach we e k. Some groups pre fe r that all me mbe rs cove r all of the se ctions. The group the n
me e ts to re vie w the re sponse s. Othe r groups like to divide the work among the me mbe rs; e ach
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me mbe rmust be willing to comple te the assigne d task. Othe rwise , the study group conce pt doe s not
workbe causeonlyoneortwome mbe rsarecommitte dtogroupwork.
StrategyTwo
Whe n
the
going
ge ts
tough,
the
tough
ge t
going!
Think
of
your
group
as
the
tough
one s.
Two
me mbe rs
may find some mate rial ve ry difficult while the othe rs unde rstand it. Ne xt time , the opposite situation
may occur. In a study group the "te ache rs" fre que ntly change . This is a GOOD be cause you want to
le arn from e ach othe r. It is he lpful to de cide in advance which are the re ally tough conce pts. Each
me mbe risthe nbe tte rpre pare dtocometothegroupwithque stionsore xample s/e xplanationstohe lp
e ve ryoneunde rstandthemate rial.
StrategyThree
De ve lop the art of que stioning and quiz e ach othe r on the mate rial. Re me mbe r that te st que stions do
not always e nd with que stion marks. The re may be such que stions as multiple choice , ide ntification of
te rms,true /false ,listing,andlabe lingofdiagramsorpicture s.
Te st que stions are also at different levels. Some que stions me re ly re quire that you me morize
accurate ly. For e xample , you may ne e d to provide the de finition of te rms; this task re quire s you to
me morize the spe cific de finition for the discipline . Othe r que stions re quire highe r le ve ls of thinking.
Group me mbe rs should bring a se t numbe r of que stions to the se ssion (re me mbe r group, not
individual,e ffort)andallme mbe rscantaketurnsinsubmittingthe irse ttothee ntiregroup.
Ifthede ve lopme ntofte stque stionsse e msdifficult,visittheQAIWe bsitehttp://www.qaiworldwide .org
foralistofFe de rate dChapte rs. SomeChapte rslistre source sonlineincludingsamplestudyque stions.
QAIalsooffe rsre source stoaidindividualspre paringforce rtificatione xams. Visitouronlinebookstore
(http://www.qaiworldwide .org/bookstore /inde x.html)
StrategyFour
Mostpe oplee njoyplayinggame s. Ane asytode ve lopye tfungameisaJe opardystylegameinyour
subje ctare a. Thisstrate gyisgre atforre vie wbe forete sts. Thegamemove squicklyandisan
inte re stingwaytote sttheunde rstandingofconce pts.
Toe qualizetheorganizingtasksforthegame ,achapte rorportionsofachapte rcane asilybeassigne d
toindividualgroupme mbe rs. Thegame"inve ntor"be come sthee mce ewhileothe rgroupme mbe rsare
theplaye rs. Inthisway,e ve ryonege tsachancetoplayande arnpoints. Pe rhapsthewinne rge tsacup
ofcoffe eorcandybardonate dbytheothe rte amme mbe rs. Becre ativeande njoy.
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Suggested
Study
Group
Timeline
Thefollowinge xce rptwastake nfromtheSe attleAre aSoftwareQualityAssuranceGroup(SASQAG)
we bsite .
It
is
an
e xce lle nt
mode l
for
conducting
a
study
group,
once
the
initial
planning
has
be e n
comple te d.
Here'showthestudygroupgenerallyworks
1) Re giste rtotakethee xamwithQAI. Se ewww.software ce rtifications.orgforde tails.
Youwillne e dyourstudyguidewithyouforthestudygroup.Astudyguideisane ce ssary
partofthestudygroup. Ifyoudonothaveoneye t,itmaybene ce ssarytolinkupwith
anothe rparticipanttomakecopie sofanypartsyouge tassigne d.
2) Atte ndtheinitialstudygroupme e ting/orie ntation. Thegrouple ade rge ne rallyfacilitate sthe
firstme e ting. Itshouldtakeabout2hours. Thefollowingshouldbeaccomplishe d:
Se tthesche duleoffutureme e tingtime sforthegroup
De cidewhoshallbethegroupcoordinator/maincontact
Pe rformawalkthroughofthestudyguide shighlightingwhatare asaremorecriticaltocove r
&somere comme ndationsonhowthegroupcanbre akdownthework.
Orie ntationAge nda:
1)
Introductions:
Name ,
Company,
Which
Exam
you
are
taking,
and
a
little
bit
about
yourse lf.
2) De cidewhe the rtwogroupsareforming(oneCSQA,oneCSTE)ortoke e pitasonegroup.
3) De cideonwhowillbeyourgroup'smainpointofcontact/coordinator:
Putaphone /e maillisttoge the r
Participantswouldcallifcan'tmakeame e ting
Ge tsthegroup'sme e tinggoing,time ke e pe r,e tc.
4) Pe rformthewalkthroughofthestudyguide s(thiswilltakemostoftheme e ting)
Ide ntifyse ctionsgoodforindividualassignme nt&pre se ntationtothegroup
Ide ntifyse ctionsgoodforgroupassignme nt&discussion
Ide ntifycriticalse ctionsvs.noncriticalse ctions
Makepossibleassignme nts(thoughcanbedoneatthefirstme e tingalso)
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QAI Chapter Network
5) Se tthefuturesche dule&me e tinglocationforthegroup
Re comme ndSaturdaymorningse ssions:3hourse a c h
Re comme ndalocallibraryse tting
The
group
can
make
the
de cision
base d
on
the
le ve l
of
commitme nt
6) Adjourn
Ne xtme e tingrunbythegroup'scoordinator.
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QAI Chapter Network
Covering
the
CSQA
Material
To
be tte r
pre pare
for
the
Ce rtification
e xam,
QAI
sugge sts
that
study
groups
assign
a
pe rson
(or
pe rsons)
toe achofthefollowingtasks:
1. Pre parease rie sofe le ctronicflashcardstohe lpme morizeprinciple s,conce ptsandvocabulary
pre se nte dintheSkillCate gory. AMicrosoftPowe rPointFlashcardcanbeuse dtohe lpwith
thistask.
2. UseanInte rne tse arche nginetolocatesite sthatdiscussthemainprinciple sandconce pts
pre se nte dintheSkillCate gory.
3. OutlinetheCBOKSkillCate goryincorporatingite msfromtheSe lfAsse ssme ntintothere vie w
outline .
4. Ge ne rate
a
se rie s
of
10
multiple
choice
que stions
base d
on
the
mate rial
in
the
CBOK
SkillCate gorybe ingstudie d.
5. Locateabookthatfocuse sononeoftheke yprinciple sorconce ptsbe ingstudie dandprovidea
bookre porttothegroup
The seassignme ntscanberotate dtodiffe re ntindividuals/groupsfore achSkillCate gorysothat
e ve ryoneinthegrouphasanopportunitytole arnallthetasks.
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QAI Chapter Network
CSQAWeek1
o Re adpage s11through113
o Listthevocabularywordsandconce ptsthatarene wtoyouordiffe re ntfromyourcurre nt
unde rstanding.
o Re vie wthefollowingskillde scriptions.Base donyourunde rstandingoftheskill,asse ssyour
compe te ncyintheskillandplaceache ckintheappropriatecolumn.Re vie wthoseare asto
moveanyNone orSome che ckmarkstotheYe sblock.
SkillCategory1QualityPrinciplesandConcepts CompetencyRating
Skill# SkillDescription Full Some None
1.1
VocabularyofQuality
Understandthevocabularyofquality
1.2
TheDifferentViewsofQuality
Thetwoqualitygaps
1.3 Qualityattributesforaninformationsystem
1.4
QualityConceptsandPractices
PDCACycle
1.5
Cost
of
quality
1.6 Sixsigmaquality
1.7 Baseliningandbenchmarking
1.8 E arnedvalue
1.9
QualityControlandQualityAssurance
Understandqualitycontrolandqualityassurance
1.10 UnderstandingandusingtheJustinTime(JIT)Technique
1.11 DifferentiatingbetweenQualityControlandQualityAssurance
1.12
QualityPioneersApproachtoQuality
IncludesDr.W.E dwardsDeming,PhilipCrosby,andDr.Joseph
Juran
1.13 TotalQualityManagement
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CSQA
Week
2
o Re adpage s113 through130
o Listthevocabularywordsandconce ptsthatarene wtoyouordiffe re ntfromyourcurre nt
unde rstanding.
o Re vie wtheskillde scriptionsfromWe e k1.Base donyourunde rstandingoftheskill,asse ssyour
compe te ncyintheskillandplaceache ckintheappropriatecolumn.Re vie wthoseare asto
moveanyNone orSome che ckmarkstotheYe sblock.
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CSQAWeek3
o Re adSkillCate gory2
o List
the
vocabulary
words
and
conce pts
that
are
ne w
to
you
or
diffe re nt
from
your
curre nt
unde rstanding.
o Re vie wthefollowingskillde scriptions.Base donyourunde rstandingoftheskill,asse ssyour
compe te ncyintheskillandplaceache ckintheappropriatecolumn.Re vie wthoseare asto
moveanyNone orSome che ckmarkstotheYe sblock.
SkillCategory2 QualityLeadership CompetencyRating
Skill# SkillDescription Full Some None
2.14
Leadership
Concepts
E xecutiveandmiddlemanagementcommitment
2.15 QualityChampion
2.16 NewBehaviorsforManagement traditionalmanagement
versusqualitymanagement,leadership,theimportanceof
establishingmentoringrelationships,andestablishingtrust
2.17 E mpowermentofemployees
2.18
QualityManagementInfrastructure
Qualitycouncil
2.19 Managementcommittees
2.20 Teamsandworkgroups
2.21 Processimprovementteams
2.22
QualityEnvironment
Thesixattributesofaneffectivequalityenvironment
2.23 Settingthepropertoneatthetop
2.24 Codeofethicsandconduct
2.25
Open
communication
2.26 Implementingamission,avision,goals,valuesandaquality
policy
2.27 Monitoringcompliancetoorganiz ationalpoliciesand
procedures
2.28 E nforcementoforganiz ationalpoliciesandprocedures
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CSQA
Week
4
o Re adSkillCate gory3
o List
the
vocabulary
words
and
conce pts
that
are
ne w
to
you
or
diffe re nt
from
your
curre nt
unde rstanding.
o Re vie wthefollowingskillde scriptions.Base donyourunde rstandingoftheskill,asse ssyour
compe te ncyintheskillandplaceache ckintheappropriatecolumn.Re vie wthoseare asto
moveanyNone orSome che ckmarkstotheYe sblock.
SkillCategory3 QualityBaselines CompetencyRating
Skill# SkillDescription Full Some None
3.29
QualityBaselineConcepts
Baselinesdefined
3.30 Typesofbaselines
3.31 Conductingbaselinestudies
3.32
MethodsUsedforEstablishingBaselines
Customersurveys
3.33 Benchmarkingtoestablishabaselinegoal
3.34 Assessmentsagainstmanagementestablishedcriteria
3.35 Assessmentsagainstindustrymodels
3.36
ModelandAssessmentFundamentals
Purposeofamodel
3.37 Typesofmodels(stagedandcontinuous)
3.38 Modelselectionprocess
3.39 Usingmodelsforassessmentandbaselines
3.40
IndustryQualityModels
SoftwareE ngineeringInstituteCapabilityMaturityModel/CMMI
3.41 MalcolmBaldrigeNationalQualityAward
3.42 ISO9001:2000
3.43 ISO/IE C12207
3.44 ISO/IE CTR15504
3.45 Postimplementationaudits
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QAI Chapter Network
CSQAWeek5
o Re adSkillCate gory4
o List
the
vocabulary
words
and
conce pts
that
are
ne w
to
you
or
diffe re nt
from
your
curre nt
unde rstanding.
o Re vie wthefollowingskillde scriptions.Base donyourunde rstandingoftheskill,asse ssyour
compe te ncyintheskillandplaceache ckintheappropriatecolumn.Re vie wthoseare asto
moveanyNone orSome che ckmarkstotheYe sblock.
SkillCategory4 QualityAssurance CompetencyRating
Skill# SkillDescription Full Some None
4.46
EstablishingaFunctiontoPromoteandManageQuality
Thechallengesofimplementingaqualityfunction
4.47 Howthequalityfunctionmaturesovertime
4.48 Supportincorporatequalitymanagementenvironment
4.49 ImplementinganITqualityfunction
4.50
QualityTools
Managementtools
4.51
Statistical
tools
4.52 Presentationtools
4.53
ProcessDeployment
Gettingbuyinforchangethroughmarketing
4.54 Theformulaforeffectivebehaviorchange
4.55 Thedeploymentprocess
4.56 Criticalsuccessfactorsfordeployment
4.57
InternalAuditingandQualityAssurance
Typesofinternalaudits
4.58 Differencesinresponsibilities
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CSQA
Week
6
o Re adSkillCate gory5
o Listthevocabularywordsandconce ptsthatarene wtoyouordiffe re ntfromyourcurre nt
unde rstanding.
o Re vie wthefollowingskillde scriptions.Base donyourunde rstandingoftheskill,asse ssyour
compe te ncyintheskillandplaceache ckintheappropriatecolumn.Re vie wthoseare asto
moveanyNone orSome che ckmarkstotheYe sblock.
SkillCategory5 QualityPlanning CompetencyRating
Skill# SkillDescription Full Some None
5.59
Planning
Concepts
Themanagementcycle
5.60 Theplanningcycle
5.61
IntegratingBusinessandQualityPlanning
Thefallacyofhavingtwoseparateplanningprocesses
5.62 PlanningshouldbeasingleITactivity
5.63
Prerequisites
to
Quality
Planning
5.64
ThePlanningProcess
Planningprocessoverview
5.65 Thesixbasicplanningquestions
5.66 Thecommonactivitiesintheplanningprocess
5.67
PlanningtoMatureITWorkProcesses
QAImodelandapproachtomatureITworkprocesses
5.68 Howtoplanthesequenceforimplementingprocessmaturity
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CSQAWeek7
o Re adSkillCate gory6
o Listthevocabularywordsandconce ptsthatarene wtoyouordiffe re ntfromyourcurre nt
unde rstanding.
o Re vie wthefollowingskillde scriptions.Base donyourunde rstandingoftheskill,asse ssyour
compe te ncyintheskillandplaceache ckintheappropriatecolumn.Re vie wthoseare asto
moveanyNone orSome che ckmarkstotheYe sblock.
SkillCategory6 Define,Build,ImplementandImproveWork
Processes
CompetencyRating
Skill# SkillDescription Full Some None
6.69
ProcessManagementConcepts
Definitionofaprocess
6.70 Whyprocessesareneeded
6.71 Processworkbenchandcomponents
6.72 Processcategories
6.73 Theprocessmaturitycontinuum
6.74 Howprocessesaremanaged
6.75 Processtemplate
6.76
ProcessManagementProcesses
Planning
processes:
Processinventory
6.77 Processmapping
6.78 Processplanning
6.79
Doprocesses:
Processdefinition
6.80
Checkprocesses:
Identifycontrolpoints
6.81
Process
measurement
6.82 Testing
6.83
Actprocesses:
Processimprovementteams
6.84 Processimprovementprocess
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CSQA
Week
8
o Re adSkillCate gory7
o Listthevocabularywordsandconce ptsthatarene wtoyouordiffe re ntfromyourcurre nt
unde rstanding.
o Re vie wthefollowingskillde scriptions.Base donyourunde rstandingoftheskill,asse ssyour
compe te ncyintheskillandplaceache ckintheappropriatecolumn.Re vie wthoseare asto
moveanyNone orSome che ckmarkstotheYe sblock.
SkillCategory7 QualityControlPractices CompetencyRating
Skill# SkillDescription Full Some None
7.85
Testing
Concepts
Thetestersworkbench
7.86 Teststages
7.87 Independenttesting
7.88 Staticversusdynamictesting
7.89 Verificationversusvalidation
7.90 Stressversusvolumeversusperformance
7.91 Testobjectives
7.92 Reviewsandinspections
7.93
DevelopingTestingMethodologies
Acquireandstudytheteststrategy
7.94 Determinethetypeofdevelopmentproject
7.95 Determinethetypeofsoftwaresystem
7.96 Determinetheprojectscope
7.97 Identifythetacticalrisks
7.98 Determinewhentestingshouldoccur
SkillCategory7 QualityControlPractices CompetencyRating
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QAI Chapter Network
Skill# SkillDescription Full Some None
7.99
Build
the
system
test
plan
7.100 Buildtheunittestplans
7.101
VerificationandValidationMethods
Managementofverificationandvalidation
7.102 Verificationtechniques
7.103 Validationtechniques
7.104 Structuralandfunctionaltesting
7.105
SoftwareChangeControl
Softwareconfigurationmanagement
7.106 Changecontrolprocedures
7.107
DefectManagement
Defectmanagementprocess
7.108 Defectreporting
7.109 Severityversuspriority
7.110 Usingdefectsforprocessimprovement
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QAI Chapter Network
CSQAWeek9
o Re adSkillCate gory8
o Listthevocabularywordsandconce ptsthatarene wtoyouordiffe re ntfromyourcurre nt
unde rstanding.
o Re vie wthefollowingskillde scriptions.Base donyourunde rstandingoftheskill,asse ssyour
compe te ncyintheskillandplaceache ckintheappropriatecolumn.Re vie wthoseare asto
moveanyNone orSome che ckmarkstotheYe sblock.
SkillCategory8 MetricsandMeasurement CompetencyRating
Skill# SkillDescription Full Some None
8.111
Measurement
Concepts
Standardunitsofmeasure
8.112 Metrics
8.113 Objectiveandsubjectivemeasurement
8.114 Typesofmeasurementdata
8.115 Measuresofcentraltendency
8.116 Attributesofgoodmeasurement
8.117 UsingquantitativedatatomanageanITfunction
8.118 Keyindicators
8.119
MeasurementinSoftware
Productmeasurement
8.120 Processmeasurement
8.121
VariationandProcessCapability
Themeasurementprogram
8.122 Installingthemeasurementprogram
8.123 Commonandspecialcausesofvariation
SkillCategory8 MetricsandMeasurement CompetencyRating
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QAI Chapter Network
Skill# SkillDescription Full Some None
8.124
Variation
and
process
improvement
8.125 Processcapability
8.126
RiskManagement
Definingrisk
8.127 Characteriz ingrisk
8.128 Managingrisk
8.129 Softwareriskmanagement
8.130 Risksofintegratingnewtechnology
8.131
ImplementingaMeasurementProgram
Theneedformeasurement
8.132 Prerequisites
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CSQA
Week
10
o Re adSkillCate gory9
o Listthevocabularywordsandconce ptsthatarene wtoyouordiffe re ntfromyourcurre nt
unde rstanding.
o Re vie wthefollowingskillde scriptions.Base donyourunde rstandingoftheskill,asse ssyour
compe te ncyintheskillandplaceache ckintheappropriatecolumn.Re vie wthoseare asto
moveanyNone orSome che ckmarkstotheYe sblock.
SkillCategory9 InternalControlandSecurity CompetencyRating
Skill# SkillDescription Full Some None
9.133
Principles
and
Concepts
of
Internal
Control
Internalcontrolandsecurityvocabularyandconcepts
9.134 Preventive,detective,andcorrectivecontrols
9.135
RiskandInternalControlModels
COSOenterpriseriskmanagement(ERM)model
9.136 COSOinternalcontrolframeworkmodel
9.137
CobiT
model
9.138
BuildingInternalControls
Performriskassessment
9.139
BuildingAdequateSecurity
Wherevulnerabilitiesinsecurityoccur
9.140 E stablishingasecuritybaseline
9.141 Securityawarenesstraining
9.142 Securitypractices
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QAI Chapter Network
CSQAWeek11
o Re adSkillCate gory10
o Listthevocabularywordsandconce ptsthatarene wtoyouordiffe re ntfromyourcurre nt
unde rstanding.
o Re vie wthefollowingskillde scriptions.Base donyourunde rstandingoftheskill,asse ssyour
compe te ncyintheskillandplaceache ckintheappropriatecolumn.Re vie wthoseare asto
moveanyNone orSome che ckmarkstotheYe sblock.
SkillCategory10 Outsourcing,COTS,andContractingQuality CompetencyRating
Skill# SkillDescription Full Some None
10.143
QualityandOutsideSoftware
PurchasedCOTSsoftware
10.144 Outsourcedsoftware
10.145
SelectingCOTSSoftware
Assurecompletenessofneedsrequirements
10.146 Definecriticalsuccessfactor
10.147 Determinecompatibilitywithhardware,operatingsystem,and
otherCOTSsoftware
10.148 AssuretheSoftwarecanbeIntegratedintoYourBusiness
SystemWorkFlow
10.149 DemonstratetheSoftwareinOperation
10.150 E valuatePeopleFit
10.151 AcceptanceTesttheSoftwareProcess
10.152
SelectingSoftwareDevelopedbyOutsideOrganizations
Contractinglifecycle
10.153 Developingselectioncriteria
10.154
ContractingforSoftwareDevelopedbyOutsideOrganizations
Contractnegotiations
10.155
OperatingforSoftwareDevelopedbyOutsideOrganizations
Acceptancetesting
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QAI Chapter Network
Covering
the
CSTE
Material
Tobe tte rpre parefortheCe rtificatione xam,QAIsugge ststhatstudygroupsassignape rson(orpe rsons)
toe achofthefollowingtasks:
1. Pre parease rie sofe le ctronicflashcardstohe lpme morizeprinciple s,conce ptsand
vocabularypre se nte dintheSkillCate gory. AMSPowe rPointFlashcardte mplatehasbe e n
provide dtohe lpwiththistask.
2. UseanInte rne tse arche nginetolocatesite sthatdiscussthemainprinciple sandconce pts
pre se nte dintheSkillcate gory.
3. OutlinetheCBOKSkillCate goryincorporatingite msfromtheSe lfAsse ssme ntintothe
re vie woutline .
4. Ge ne ratease rie sof10multiplechoiceque stionsbase donthemate rialintheCBOKSkill
Cate gorybe ingstudie d.
5. Locateabookthatfocuse sononeoftheke yprinciple sorconce ptsbe ingstudie dand
provideabookre porttothegroup
The seassignme ntscanberotate dtodiffe re ntindividuals/groupsfore achSkillCate gorysothat
e ve ryoneinthegrouphasanopportunitytole arnallthetasks.
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QAI Chapter Network
CSTEWeek1
o Readpages11through1
o Listthevocabularywordsandconceptsthatarenewtoyouordifferentfromyourcurrentunderstanding.
o Review
the
following
skill
descriptions.
Based
on
your
understanding
of
the
skill,
assess
your
competency
intheskillandplaceacheckintheappropriatecolumn.ReviewthoseareastomoveanyNoneorSome
checkmarkstotheYesblock.
SkillCategory1QualityPrinciplesandConcepts Competency
Rating
Skill# SkillDescription Full Some None
1.001 Vocabulary
QualityAssuranceversusQualityControl
1.002
The
Cost
of
Quality
1.003 SoftwareQualityFactors
1.004 HowQualityisDefined
1.005 WhyDoWeTestSoftware?
DevelopersarenotGoodTesters
1.006 WhatisaDefect?
1.007
What
is
Quality
Software?
1.008 WhyDoesaDevelopmentProcessProduceDefects?
1.009 ReducingtheFrequencyofDefectsinSoftwareDevelopment
1.010 TheMultipleRolesoftheSoftwareTester
PeopleRelationships
1.011 ScopeofTesting
1.012
When
Should
Testing
Occur?
CompetencyRatingTotals(totaleach ineachcolumn):
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CSTE
Week
2
o Readpages1 through1
o Listthevocabularywordsandconceptsthatarenewtoyouordifferentfromyourcurrentunderstanding.
o Review
the
following
skill
descriptions.
Based
on
your
understanding
of
the
skill,
assess
your
competency
intheskillandplaceacheckintheappropriatecolumn.ReviewthoseareastomoveanyNoneorSome
checkmarkstotheYesblock.
SkillCategory1QualityPrinciplesandConcepts Competency
Rating
Skill# SkillDescription Full Some None
1.013 HowtheTestPlanShouldbeDeveloped
1.014 TestingConstraints
1.015
Life
Cycle
Testing
1.016 TestMatrices
CascadingTestMatrices
1.017 IndependentTesting
1.018 TestersWorkbenchWhatisaProcess?
1.019 LevelsofTestingTheVConceptofTesting
1.020
Testing
Techniques
Structural
versus
Functional
Technique
Categories
1.021 VerificationversusValidation
1.022 StatusversusDynamicTesting
1.023 ExamplesofSpecificTestingTechniques
1.024 CombiningSpecificTestingTechniques
CompetencyRatingTotals(totaleach ineachcolumn):
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QAI Chapter Network
CSTEWeek3
o ReadSkillCategory2
o Listthevocabularywordsandconceptsthatarenewtoyouordifferentfromyourcurrentunderstanding.
o Review
the
following
skill
descriptions.
Based
on
your
understanding
of
the
skill,
assess
your
competency
intheskillandplaceacheckintheappropriatecolumn.ReviewthoseareastomoveanyNoneorSome
checkmarkstotheYesblock.
SkillCategory2QualityLeadership Competency
Rating
Skill# SkillDescription Full Some None
2.025 ManagementSupport
ManagementTone
2.026
Integrity
and
E thical
Values
2.027 CommitmenttoCompetence
2.028 ManagementsPhilosophyandOperatingStyle
2.029 Organiz ationalStructure
2.030 TestWorkProcesses
TheImportanceofWorkProcesses
2.031
Responsibility
for
Building
Work
Processes
2.032 DevelopingWorkProcesses
2.033 TestersWorkbench
2.034 AnalysisandImprovementoftheTestProcess
2.035 TestTools
ToolDevelopmentandAcquisition
2.036
Tool
Usage
2.037 TestersCompetency
CompetencyRatingTotals(totaleach ineachcolumn):
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QAI Chapter Network
CSTE
Week
4
o ReadSkillCategory3
o Listthevocabularywordsandconceptsthatarenewtoyouordifferentfromyourcurrentunderstanding.
o Review
the
following
skill
descriptions.
Based
on
your
understanding
of
the
skill,
assess
your
competency
intheskillandplaceacheckintheappropriatecolumn.ReviewthoseareastomoveanyNoneorSome
checkmarkstotheYesblock.
SkillCategory3QualityBaselines Competency
Rating
Skill# SkillDescription Full Some None
3.038 TestAdministration
TestPlanning
3.039
Customiz ation
of
the
Test
Process
3.040 Budgeting
3.041 Scheduling
3.042 Staffing
3.043 TestSupervision
CommunicationSkills
3.044
Negotiation
and
Complaint
Resolution
Skills
3.045 Judgment
3.046 ProvidingConstructiveCriticism
3.047 ProjectRelationships
3.048 ProjectRelationships
3.049 TestLeadership
Chairing
Meetings
3.050 TeamBuilding
3.051 QualityManagementOrganiz ationalStructure
3.520 CodeofE thics
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3.053 ManagingChange
SoftwareConfigurationManagement
3.054
Change
Management
CompetencyRatingTotals(totaleach ineachcolumn):
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CSTE
Week
5
o ReadSkillCategory4
o Listthevocabularywordsandconceptsthatarenewtoyouordifferentfromyourcurrentunderstanding.
o Review
the
following
skill
descriptions.
Based
on
your
understanding
of
the
skill,
assess
your
competency
intheskillandplaceacheckintheappropriatecolumn.ReviewthoseareastomoveanyNoneorSome
checkmarkstotheYesblock.
SkillCategory4QualityAssurance Competency
Rating
Skill# SkillDescription Full Some None
4.055 RiskConceptsandVocabulary
4.056 RisksAssociatedwithSoftwareDevelopment
4.057
Risks
Associated
with
Software
Testing
PrematureReleaseRisk
4.058 RiskAnalysis
RiskAnalysisProcess
4.059 RiskManagement
RiskReductionMethods
4.060
Contingency
Planning
4.061 PrerequisitestoTestPlanning
TestObjectives
4.062 AcceptanceCriteria
4.063 Assumptions
4.064 PeopleIssues
4.065
Constraints
4.066 CreatetheTestPlan
UnderstandtheCharacteristicsoftheSoftwarebeing
Developed
4.067 BuildtheTestPlan
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4.068 WritetheTestPlan
CompetencyRatingTotals(totaleach ineachcolumn):
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QAI Chapter Network
CSTE
Week
6
o ReadSkillCategory5
o Listthevocabularywordsandconceptsthatarenewtoyouordifferentfromyourcurrentunderstanding.
o Review
the
following
skill
descriptions.
Based
on
your
understanding
of
the
skill,
assess
your
competency
intheskillandplaceacheckintheappropriatecolumn.ReviewthoseareastomoveanyNoneorSome
checkmarkstotheYesblock.
SkillCategory5QualityPlanning Competency
Rating
Skill# SkillDescription Full Some None
5.069 TestCaseDesign
FunctionTestCases
5.070
Structural
Test
Cases
5.071 E rroneousTestCases
5.072 StressTestCases
5.073 TestScripts
5.074 UseCases
5.075 BuildingTestCases
Process
for
Building
Test
Cases
5.076 E xampleofCreatingTestCasesforaPayrollApplication
5.077 TestCoverage
5.078 PerformingTests
Platforms
5.079 TestCycleStrategy
5.080
Use
of
Tools
in
Testing
5.081 PerformTests
5.082 WhenisTestingComplete?
5.083 GeneralConcerns
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5.084 RecordingTestResults
ProblemDeviation
5.085
Problem
Effect
5.086 ProblemCause
5.087 UseofTestResults
5.088 DefectManagement
DefectNaming
5.089 TheDefectManagementProcess
Competency
Rating
Totals
(total
each
in
each
column):
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CSTE
Week
7
o ReadSkillCategory6
o Listthevocabularywordsandconceptsthatarenewtoyouordifferentfromyourcurrentunderstanding.
o Review
the
following
skill
descriptions.
Based
on
your
understanding
of
the
skill,
assess
your
competency
intheskillandplaceacheckintheappropriatecolumn.ReviewthoseareastomoveanyNoneorSome
checkmarkstotheYesblock.
SkillCategory6Define,Build,Implementand
ImproveWorkProcesses
Competency
Rating
Skill# SkillDescription Full Some None
6.090 PrerequisitestoTestReporting
DefineandCollectTestStatusData
6.091 DefineTestMetricsusedinReporting
6.092 DefineE ffectiveTestMetrics
6.093 TestToolsusedtoBuildTestReports
ParetoCharts
6.094 ParetoVoting
6.095 CauseandEffectDiagrams
6.096 Checksheets
6.097 Histograms
6.098 RunCharts
6.099 ScatterPlotDiagrams
6.100 RegressionAnalysis
6.101 MultivariateAnalysis
6.102 ControlCharts
6.103 TestToolsusedtoEnhanceTestReporting
Benchmarking
6.104 QualityFunctionDeployment
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6.105 ReportingTestResults
CurrentStatusTestReports
6.106
Final
Test
Reports
6.107 GuidelinesforReportWriting
CompetencyRatingTotals(totaleach ineachcolumn):
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CSTE
Week
8
o ReadSkillCategory7
o Listthevocabularywordsandconceptsthatarenewtoyouordifferentfromyourcurrentunderstanding.
o Review
the
following
skill
descriptions.
Based
on
your
understanding
of
the
skill,
assess
your
competency
intheskillandplaceacheckintheappropriatecolumn.ReviewthoseareastomoveanyNoneorSome
checkmarkstotheYesblock.
SkillCategory7QualityControlPractices Competency
Rating
Skill# SkillDescription Full Some None
7.108 AcceptanceTestConcepts DifferencebetweenAcceptance
TestandSystemTest
7.109 RolesandResponsibilities
UsersRole
7.110 SoftwareTestersRole
7.111 AcceptanceTestPlanning
AcceptanceCriteria
7.112 AcceptanceTestPlan
7.113 UseCaseTestData
7.114 AcceptanceTestExecution
E xecutetheAcceptanceTestPlan
7.115 AcceptanceDecision
CompetencyRatingTotals(totaleach ineachcolumn):
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CSTEWeek9
o ReadSkillCategory8
o Listthevocabularywordsandconceptsthatarenewtoyouordifferentfromyourcurrentunderstanding.
o Review
the
following
skill
descriptions.
Based
on
your
understanding
of
the
skill,
assess
your
competency
intheskillandplaceacheckintheappropriatecolumn.ReviewthoseareastomoveanyNoneorSome
checkmarkstotheYesblock.
SkillCategory8MetricsandMeasurement Competency
Rating
Skill# SkillDescription Full Some None
8.116 ChallengesinTestingAcquiredSoftware
PurchasedCOTSSoftware
8.117
Contracted
Software
8.118 COTSSoftwareTestProcess AssureCompletenessofNeeds
Specification
8.118 DefineCriticalSuccessFactor
8.120 DetermineCompatibilitywithYourComputerE nvironment
8.121 AssuretheSoftwarecanbeIntegratedintoYourBusiness
SystemWorkFlow
8.122 DemonstratetheSoftwareinOperation
8.123 E valuatethePeopleFit
8.124 AcceptanceTesttheCOTSSoftware
8.125 ContractedSoftwareTestProcess
AssuretheProcessforContractingSoftwareisAdequate
8.126 ReviewtheAdequacyoftheContractorsTestPlan
8.127 AssureDevelopmentisE ffectiveandE fficient
8.128 PerformAcceptanceTestingontheSoftware
8.129 IssueaReportontheAdequacyoftheSoftwaretoMeetthe
NeedsoftheOrganiz ation
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8.130 E nsureKnowledgeTransferOccursandIntellectualProperty
RightsareProtected
8.131 IncorporateCopyrightedMaterialintotheContractors
Manuals
8.132 AssuretheOngoingOperationandMaintenanceofthe
ContractedSoftware
8.133 AssuretheE ffectivenessofContractualRelations
CompetencyRatingTotals(totaleach ineachcolumn):
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CSTEWeek10
o ReadSkillCategory9
o Listthevocabularywordsandconceptsthatarenewtoyouordifferentfromyourcurrentunderstanding.
o Review
the
following
skill
descriptions.
Based
on
your
understanding
of
the
skill,
assess
your
competency
intheskillandplaceacheckintheappropriatecolumn.ReviewthoseareastomoveanyNoneorSome
checkmarkstotheYesblock.
SkillCategory9InternalControlandSecurity Competency
Rating
Skill# SkillDescription Full Some None
9.134 PrinciplesandConceptsofInternalControl
Internalcontrolresponsibilities
9.135
Software
Testers
Internal
Controls
Responsibilities
9.136 InternalAuditorsInternalControlResponsibilities
9.137 RiskversusControl
9.138 E nvironmentalversusTransactionProcessingControls
9.139 Preventive,DetectiveandCorrectiveControls
9.140 COSOE nterpriseRiskManagement(ERM)Model
9.141
COSO
Internal
Control
Framework
Model
9.142 CobiTModel
9.143 TestingInternalControls
PerformRiskAssessment
9.144 TestTransactionProcessingControls
9.145 TestingSecurityControls
Task
1
Where
Security
is
Vulnerable
to
Penetration
9.146 Task2BuildingaPenetrationPointMatrix
9.147 Task3AssessSecurityAwarenessTraining
9.148 Task4UnderstandtheAttributesofanEffectiveSecurity
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Control
9.149 Task5SelectingTechniquestoTestSecurity
Competency
Rating
Totals
(total
each
in
each
column):
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QAI Chapter Network
CSTEWeek11
o ReadSkillCategory10
o Listthevocabularywordsandconceptsthatarenewtoyouordifferentfromyourcurrentunderstanding.
o Review
the
following
skill
descriptions.
Based
on
your
understanding
of
the
skill,
assess
your
competency
intheskillandplaceacheckintheappropriatecolumn.ReviewthoseareastomoveanyNoneorSome
checkmarkstotheYesblock.
SkillCategory10Outsourcing,COTS,andContracting
Quality
Competency
Rating
Skill# SkillDescription Full Some None
10.150 RisksAssociatedwithNewTechnology
10.151 NewerITTechnologythatImpactSoftwareTesting
Web
Based
Applications
10.152 DistributedApplicationArchitecture
10.153 WirelessTechnologies
10.154 NewApplicationBusinessModels
10.155 NewCommunicationMethods
10.156 WirelessLocalAreaNetworks
10.157
New
Testing
Tools
10.158 TestingtheEffectivenessofIntegratingNewTechnologies
DeterminetheProcessMaturityLeveloftheNewTechnology
10.159 TesttheControlsoverImplementingtheNewTechnology
10.160 TesttheAdequacyofStaffSkillstoUsetheTechnology
CompetencyRatingTotals(totaleach ineachcolumn):
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