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