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This presentation explains the structure of a CMMI-styled maturity model using a toy example: a small maturity model developed especially for this presentation called the Teaching CMM. This toy example models typical university teaching (lectures, exams) and should therefore be recognisable for academic audiences.
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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
8. Process area `Assessment Delivery (AD)' has 1 specific goal with 1 specific practices
9. Process area `Learning Objective Development (LOD)' has 1 specific goal with 1 specific practice
10. Generic goals model extent to which processes are predictable (this is copy-pasted from CMMI-DEV 1.2)
All text fromC MMI isC yan 11. GG 2 (Institutionalize a Managed Process) has 10 `generic practices'
GG 2 (Institutionalize a Managed Process) has 10 `generic practices' 12.
GG 3 (Institutionalize a Defined Process) has 2 `generic practices' 13. Capability levels in the continuous representation are linked to generic goals 1-5
14. Appraisal is about finding evidence that goals are met and that practices (or alternatives for them) are performed
16. LOD: are learning objectives collected from stakeholders and reference curriculae Are the generic goals met? Examples:
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
UT is at ML 2 22. TCMM is modelled after Requirements Development (RD) and Requirements Management (REQM) in CMMI-DEV
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
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