andy thomson qa
DESCRIPTION
Transforming PerformanceTRANSCRIPT
TT PerformancePerformance
Andy ThomsonySkills Management Consultant, QA
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Transforming PerformanceTransforming Performance
• Focus on skills
• Recognising component skills
• Best fit learning options
• Measuring improvement
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Focus on skills
• Performance?• Delivering the required capability• Meeting/exceeding expected levels of service• Meeting/exceeding expected levels of service
• Business-driven capabilities• Functional Managers, Teams / Job Families, Roles
F d d t i t di t kill• From rounded competencies to discrete skills• Professional, personal, tech/meth, domain
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Focus on skills
• Role purpose expressed as competencies (Skills Profile)B i A l t• Business Analyst
• Business analysisR i t d fi iti d t• Requirements definition and management
• Stakeholder relationship management
• To apply competencies requires discrete skills• Methods / tools / languages / productsMethods / tools / languages / products• Personal skills, domain exp. , core skills
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Recognising component skills
• Profile identifies competencies (SFIA descriptions)p ( p )
• Break down compound competencies skills elements
Business Analysis SFIA Level 4
Investigates operational requirements, problems and opportunities seeking
Information gatheringInformation gathering
Requirements engineeringRequirements engineering
Business Analysis SFIA Level 4
Investigates operational requirements, problems and opportunities seekingproblems, and opportunities, seeking effective business solutions through improvements in automated and non-automated components of new or changed processes Assists in the
Process Modelling & ImprovementProcess Modelling & Improvement
Acceptance testingAcceptance testing
problems, and opportunities, seeking effective business solutions through improvements to … components of new or changed processes.changed processes. Assists in the analysis of stakeholder objectives, and the underlying issues arising from investigations into business requirements and problems and
ggAssists in the analysis of stakeholder objectives and the underlying issues … and identifies options for consideration.
Identifies potential benefits and
Interviewing skillsInterviewing skills
Facilitation skillsFacilitation skillsrequirements and problems, and identifies options for consideration. Identifies potential benefits, and available options for consideration. Works with clients/users in defining
Identifies potential benefits, and available options for consideration.
Works with clients/users in defining acceptance tests.
Report writing & PresentingReport writing & Presenting
Cost Benefit AnalysisCost Benefit Analysis
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Works with clients/users in defining acceptance tests.
Cost Benefit AnalysisCost Benefit Analysis
Recognising component skills
• Bus An. requires mainly professional / personal skillsq y p p
• Technical competency requires mainly technical skills
Language skills (e.g., Java, C#, VB)Language skills (e.g., Java, C#, VB)
Object oriented modelling/design Object oriented modelling/design
Programming/software development
SFIA Level 4
Product/platform skills (e.g., NetBeans, VS 2010)Product/platform skills (e.g., NetBeans, VS 2010)
Quality assurance & software testingQuality assurance & software testing
Designs, codes, tests, corrects and documents large and/or complex programs and program modifications:
•from supplied specifications
Facilitation skillsFacilitation skills
y gy g•from supplied specifications
•using agreed standards and tools
•to achieve a well engineered result.
Takes part in reviews of own work and leads reviews of colleagues' work.
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Recognising component skills
• Higher technical skill-level sees emphasis shift from g ptechnical to interpersonal & management skills
Product/platform plans (e.g., upgrade, switch)Product/platform plans (e.g., upgrade, switch)
Software Architectures (e.g., Cloud / SOA / MVC)Software Architectures (e.g., Cloud / SOA / MVC)
Programming/software development
SFIA Level 5
Development approaches (e.g., Agile), Development approaches (e.g., Agile),
Resource managementResource management
Sets standards for programming tools and techniques, advises on their application and ensures compliance.
Takes technical responsibility for all
Time & priority managementTime & priority management
gg
Mentoring & CoachingMentoring & Coaching
Takes technical responsibility for all stages in the software development process.
Prepares project and quality plans and g gg g
Report writing & PresentingReport writing & Presenting
Project planning & controlProject planning & control
advises systems development teams.
Assigns work to programming staff and monitors performance, providing advice guidance and assistance to less
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Project planning & controlProject planning & controladvice, guidance and assistance to less experienced colleagues as required.
SFIA alignment of learning options
• Component skills map to learning solutionsp p g• Informal, internal, self-paced, instructor-led
• E.g., Service level management (SLMO)
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Learning measurement
• "If it isn't measured, it can't be improved"• Self-Assessment, Questionnaires, Testing
• Pre-learning guide to suitabilityPre learning guide to suitability
• Test of readiness (pre-requisites)
S f d• Survey of needs,attitudes
Information• Informationcapture for tutor
• Learning evaluation
• Test knowledge gained
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• Assess learning effectiveness
Summary of skills development 'journey'
Capabilityrequirement Role-skills profiles
De-compose competencies to learnable skills
Job-Role level 5
requirement Role-skills profiles learnable skills
Skills Profile
BUAN 5
REQM 4
RLMT 5
. . .
Learning options Take Learning Measure effectivenessLearning options / targets
Take Learning Measure effectiveness
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Performance [email protected]