J. R. Burns, Texas Tech University Process Learning, Process Maturity and Project Closeout James R. Burns

J. R. Burns, Texas Tech University

Process Learning, Process Maturity and Project Closeout

Process Learning, Process Maturity and Project Closeout

James R. Burns


Learning vs. MaturityLearning vs. Maturity

Learning is very different from maturing Learning is similar to the concepts of Lean Learning is not measured directly, but its

effects are measured by profit, cost, quality, cycle time, productivity, etc.

Maturity is measured on a scale of 0 to 5 using a maturity model


LearningLearning

Has its origins in systems thinking Was popularized by Peter Senge in his book THE FIFTH DISCIPLINE


The Potential of Wisdom TeamsThe Potential of Wisdom Teams

Bill Russell’s Experience of Alignment and Synergism–His play would rise to a new level

–He would be in the white heat of competition, yet not feel competitive

–Every fake, cut and pass would be surprising, yet nothing could surprise him

– Like we were playing in slow motion


AlignmentAlignment

A necessary condition for EMPOWERMENT–Empowering non-aligned individuals worsens the

chaos and makes managing the team even more difficult

For Jazz musicians, it is called “being in the groove”


Alignment and SynergismAlignment and Synergism

Meetings will last for hours, yet fly by No one remembers who said what, but

knowing we had really come to a shared understanding

Of never having to vote (because there is so much CONSENSUS)


Team Learning: A definitionTeam Learning: A definition

The process of aligning and developing the capacity of a team to create the results its members truly desire

It builds on the capacity of shared vision It also builds on personal mastery Knowing how to play together Teams are the key learning unit in

organizations


The Discipline of Team LearningThe Discipline of Team Learning

The team’s accomplishments can set the tone and establish a standard for learning together for the larger organization

Has three critical dimensions


Three critical dimensionsThree critical dimensionsThree critical dimensionsThree critical dimensions

First, there is a need to think insightfully about complex First, there is a need to think insightfully about complex issuesissues– Teams must learn how to tap the potential for many minds to be Teams must learn how to tap the potential for many minds to be

more intelligent than one mindmore intelligent than one mind

Second, there is a need for innovative, coordinated actionSecond, there is a need for innovative, coordinated action Third, there is the role of team members Third, there is the role of team members

on other teamson other teams– A learning team fosters other learning teams through A learning team fosters other learning teams through

inculcating the practices and skills of team learninginculcating the practices and skills of team learning


The discipline of team learningThe discipline of team learning

Is a collective one It is meaningless to say that “I,” as an

individual, am mastering the discipline of team learning– In the same sense that it is meaningless to say

“I am mastering the practice of being a great jazz ensemble.”

Involves mastering the practices of dialogue and discussion


Dialogue and DiscussionDialogue and Discussion

Are potentially complementary, but most teams lack the ability to distinguish between the two

Teams must learn how to deal creatively with the powerful forces opposing productive dialogue and discussion–Argyris: defensive routines--ways of interacting

that protect us from threat or embarrassment, but which also prevent us from learning


Skills!!Skills!!

Inquiry Reflection

Dialogue Discussion


Defensive posturesDefensive postures

Systems thinking is especially prone to evoking defensiveness because of its central

message, that our actions create our reality

The problems we perceive are caused by our actions, not by external, exogenous forces outside of us


PracticePractice

The discipline of team learning requires practice Teams do not practice enough, generally A great play or great orchestra does not happen

without practice Neither does a great sports team Such teams learn by continual movement

between performance and practice


The State of Team LearningThe State of Team Learning

TL is poorly understood We cannot describe the phenomenon well--no

measures There are no overarching theories We cannot distinguish team learning from

groupthink There are few reliable methods for building

team learning


Need for Team LearningNeed for Team Learning

Has never been greater Complexity of today’s problems demands it Actions of teams must be innovative and

coordinated


Skills Underlying Team Learning Skills Underlying Team Learning

Team Learning

PersonalMastery

SharedVision

SystemsThinking


Werner HeisenbergWerner Heisenberg

Science is rooted in conversations Cooperation of different people may culminate

in scientific results of the utmost importance Collectively, we can be more insightful, more

intelligent than we can possibly be individually


David BohmDavid Bohm

A leading quantum theorist Developed a theory and method of “dialogue”

when a group “becomes open to the flow of a larger intelligence”

Quantum theory implies that the universe is basically an indivisible whole


Bohm’s most distinctive contribution

Bohm’s most distinctive contribution

Thought is “largely a collective phenomenon”

Analogy between the collective properties of electrons vs. way our thoughts work

Leads to an understanding of the general counter productiveness of thought


Bohm’s contribution, continuedBohm’s contribution, continued

“our thought is incoherent… and the resulting counter-productiveness lies at the root of the world’s problems”

Prepared by James R. Burns



Suspending assumptions Seeing each other as colleagues A Facilitator Who Holds the Context of

Dialogue Balancing Dialogue and Discussion Reflection, Inquiry and Dialogue



Their power lies in their synergy No synergy without an understanding of

their distinctions DISCUSSION--like a ping/pong game where

the topic gets hit around– subject is analyzed and diagnosed from many

points of view

Emphasis is on winning--having one’s view accepted by the group


More Dialogue and DiscussionMore Dialogue and Discussion

A sustained emphasis on winning is not compatible with giving first priority to coherence and truth

To bring about a change of priorities from “winning” to “pursuit of the truth”, a dialogue is necessary


DialogueDialogue

From the Greek, it means “through the From the Greek, it means “through the meaning”; “meaning passing or moving meaning”; “meaning passing or moving through”through”

Through dialogue, a group accesses a larger Through dialogue, a group accesses a larger “pool of common meaning” which cannot be “pool of common meaning” which cannot be accessed individually.accessed individually.

““The whole organizes the parts”The whole organizes the parts”


More DialogueMore Dialogue

Purpose is not to win, but to go beyond any one individual’s understanding

In dialogue, individuals gain insights that simply could not be gained individually

In dialogue, individuals explore difficult, complex issues from many points of view

Dialogue reveals the incoherence in our thought


The Purpose of DialogueThe Purpose of Dialogue To reveal the incoherence in our thought--

three types of incoherence Thought denies that it is participative Thought stops tracking reality and just

goes, like a program» We misperceive the thoughts as our own, because

we fail to see the stream of collective thinking from which they arise

Thought establishes its own standard of reference for fixing problems


Incoherent thoughtIncoherent thought

Thought stands in front of us and pretends that it does not represent

We become trapped in the theater of our thoughts

Dialogue is a way of helping people to “see the representative and participative nature of thought”

In dialogue, people become observers of their own thinking


Suspending AssumptionsSuspending AssumptionsSuspending AssumptionsSuspending Assumptions

[HOLDING THEM IN FRONT OF YOU][HOLDING THEM IN FRONT OF YOU] Difficult because thought deludes us into a Difficult because thought deludes us into a

view that this is the way it isview that this is the way it is


Seeing each other as ColleaguesSeeing each other as Colleagues

Necessary because thought is participative Necessary to establish a positive tone and

offset the vulnerability that dialogue brings Does not mean that you need to agree or share

the same views


Dialogue, Colleagues, and Hierarchy


Choosing to view “adversaries” as “colleagues with different views” has the greatest benefits

Hierarchy is antithetical to dialogue, yet is difficult to escape in organizations




People who are used to holding the prevailing view because of their senior position, must surrender that privilege in dialogue, AND CONVERSELY

Dialogue must be playful--playing with the ideas, evaluating and testing them



A Facilitator Who “Holds the Context” of Dialogue

A Facilitator Who “Holds the Context” of Dialogue

In the absence of a skilled facilitator, our habits pull us toward discussion and away from dialogue

Carries out many of the basic duties of a good “process facilitator”


A Facilitator, ContinuedA Facilitator, Continued

But the facilitator is allowed to influence the flow of development simply through participating

As teams develop skill in dialogue, the role of the facilitator becomes less crucial



Balancing Dialogue and Discussion

Balancing Dialogue and Discussion

Discussion is the necessary counterpart of dialogue

In discussion different views are presented and defended, which may provide a useful analysis of the whole situation

In dialogue, different views are presented as a means toward discovering a new view

Thesis – Antithesis, leading to Synthesis


Dialog Vs. DiscussionDialog Vs. DiscussionDialog Vs. DiscussionDialog Vs. Discussion

Dialogue established the view that leads to Dialogue established the view that leads to courses of actioncourses of action

Discussion leads to new courses of action Discussion leads to new courses of action without establishing that new viewwithout establishing that new view

Teams that dialogue regularly develop a deep Teams that dialogue regularly develop a deep trust that cannot help but carry over to trust that cannot help but carry over to discussiondiscussion


Great Teams vs. Mediocre Teams

Great Teams vs. Mediocre Teams

A team that is continually learning is the visible conflict of ideas

In great teams, conflict becomes productive, inducing the need for ongoing dialogue

Argyris: the difference between great teams and mediocre teams lies in how they face conflict and deal with the defensiveness that invariably surrounds conflict


Defensive RoutinesDefensive Routines

Entrenched habits we use to protect ourselves from the embarrassment and threat that come with exposing our thinking.

Form a protective shell around our deepest assumptions

Forceful, articulate, intimidating CEO’s Cannot be seen



In some organizations, to have incomplete or faulty understanding is a sign of weakness or incompetence

IT IS SIMPLY UNACCEPTABLE FOR MANAGERS TO ACT AS THOUGH THEY DO NOT KNOW WHAT IS CAUSING A PROBLEM

To protect their belief, managers must close themselves to alternative views and make themselves uninfluenceable



Defensive becomes an accepted part of organizational culture

We are the carriers of defensive routines and organizations are the hosts

Defensive routines block the flow of energy in a team that might otherwise contribute toward a common vision


Maturity ModelsMaturity Models

Software Quality Function Deployment Capability Maturity Model Project Maturity Model


Quality Function DeploymentQuality Function Deployment

Translates the “voice of the customer” into Translates the “voice of the customer” into technical design requirementstechnical design requirementsCustomer is KingCustomer is King

Displays requirements in matrix diagramsDisplays requirements in matrix diagrams First matrix called “house of quality”First matrix called “house of quality” Series of connected housesSeries of connected houses


Quality HouseQuality House

Trade-off matrix

Design characteristics

Customer requirements

Target values

Relationship matrix

Competitive assessment

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Competitive Assessment

Customer RequirementsCustomer Requirements 1 2 3 4 5

Presses quickly 9 B A XX

Removes wrinkles 8 AB XX

Doesn’t stick to fabric 6 XX BA

Provides enough steam 8 AB XX

Doesn’t spot fabric 6 XX AB

Doesn’t scorch fabric 9 A XXB

Heats quickly 6 XX B A

Automatic shut-off 3 ABXX

Quick cool-down 3 XX A B

Doesn’t break when dropped 5 AB XX

Doesn’t burn when touched 5 AB XX

Not too heavy 8 XX A B


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Customer RequirementsCustomer Requirements

Presses quickly - - + + + -

Removes wrinkles + + + + +

Doesn’t stick to fabric - + + + +

Provides enough steam + + + +

Doesn’t spot fabric + - - -

Doesn’t scorch fabric + + + - +

Heats quickly - - + -

Automatic shut-off +

Quick cool-down - - + +

Doesn’t break when dropped + + + +

Doesn’t burn when touched + + + +

Not too heavy + - - - + -

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Units of measure ft-lb lb in. cm ty ea mm oz/s sec sec Y/N Y/N

Iron A 3 1.4 8x4 2 SS 27 15 0.5 45 500 N Y

Iron B 4 1.2 8x4 1 MG 27 15 0.3 35 350 N Y

Our Iron (X) 2 1.7 9x5 4 T 35 15 0.7 50 600 N Y

Estimated impact 3 4 4 4 5 4 3 2 5 5 3 0

Estimated cost 3 3 3 3 4 3 3 3 4 4 5 2

Targets 1.2 8x5 3 SS 30 30 500

Design changes * * * * * * *

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Capability Maturity ModelCapability Maturity Model

Developed in preliminary form by Watts Humphries (published in a book he wrote that appeared in 1989)

Refined by the SEI (Software Engineering Institute) , a spin-off of Carnegie Mellon University in Pittsburgh

Known as the CMM Discussed in Larson & Gray, Ch. 16, page 575


Immature Software OrganizationsImmature Software Organizations

Processes are ad hoc, and occasionally chaotic.

Processes are improvised by practitioners ON THE FLY.

Testing, reviews and walkthroughs usually curtailed under stress.

Quality is unpredictable.


Immature Software Organizations, Cont’d

Immature Software Organizations, Cont’d

Costs and schedules are usually exceeded.

Reactionary management is usually firefighting.

Success rides on individual talent and heroic effort.

Technology benefits are lost in the noise.


Mature Software OrganizationsMature Software Organizations Processes are defined and documented. Roles and responsibilities are clear. Product and process are measured. Processes and projects finish on time and

within budget Management has time to plan, monitor, and

communicate.


Mature Software Organizations, Cont’d

Mature Software Organizations, Cont’d

Quality, costs, and schedules are predictable

Management committed to continuous improvement.

Technology is used effectively within defined processes.


Software Process DefinitionSoftware Process Definition

Project Planning Project Management Software Engineering Procedures Software standards Software Quality Evaluation Software Configuration management


The Five Levels of Software Process Maturity

The Five Levels of Software Process Maturity

INITIAL REPEATABLE DEFINED MANAGED OPTIMIZING


Five LevelsFive Levels

J. R. Burns, Texas Tech University16–61

Organization Project Management

in the Long Run

Organization Project Management

in the Long Run Capability Maturity Model (CMM)– Focuses on guiding and assessing organizations

in implementing concrete best practices of managing software development projects.

Organizational Project Maturity Model (OPM3)– Is divided into a continuum of growth levels:

initial, repeatable, defined, managed, and optimized.

J. R. Burns, Texas Tech University16–62

Project Management Maturity Model

Project Management Maturity Model

FIGURE 16.2


InitialInitial

Software processes are ad hoc, even chaotic The software processes are not defined Success depends on individual effort The environment is not stable


Initial, ContinuedInitial, Continued

The benefits of software engineering practices are undermined

Planning is nonexistent or ineffective Process capability is unpredictable because

the software process is constantly changed or modified as the work progresses


RepeatableRepeatable

Basic project management policies and procedures are established

Cost, schedule and functionality (scope) are tracked by module and task

A process discipline is put in place to repeat earlier successes

Managing new projects is based on experience with similar projects


Repeatable, ContinuedRepeatable, Continued

Basic software management controls are installed

Estimations of cost and time to complete are based on history for similar projects

Problems are identified and documented Software requirements are baselined (made

tough to change)


Repeatable, ContinuedRepeatable, Continued

Project standards are defined Project teams work with their customers and

subcontractors to establish stable, managed working environments

Process is under the control of a project management system that is driven by performance on previous projects

A project performance database is defined and populated


DefinedDefined

Software processes are documented Software processes are standardized and

integrated organization-wide All projects use documented and approved

versions of the organization’s processes of developing and maintaining software

A Software Engineering Process Group (SEPG) is created to facilitate process definition and improvement efforts


Defined, ContinuedDefined, Continued

Organization-wide training programs are implemented

Organization-wide standard software processes can be refined to encompass the unique characteristics of the project

A peer review process is used to enhance product quality

Process capability is stable and based on a common understanding of processes, roles, and responsibilities in a defined process


ManagedManaged

Quantitative quality goals are defined Product quality and productivity are measured

and collected Both processes and products are

quantitatively understood Both processes and products are controlled

using detailed measures A productivity and quality database is defined


Managed, ContinuedManaged, Continued

Projects achieve control by narrowing the variation in performance to within acceptable boundaries

Process variation is controlled by use of a strategic business plan that details which product lines to pursue

Risks associated with moving up the learning curve of a new application domain are known and carefully managed

Process capability is measured and operating within measurable limits


OptimizingOptimizing

Continuous process improvement is enabled by quantitative feedback

Continuous process improvement is assessed from testing innovative ideas and technologies

Weak process elements are identified and strengthened

Defect prevention is explicit


Optimizing, Cont’dOptimizing, Cont’d

Statistical evidence is available on process effectiveness

Innovations that exploit the best software engineering practices are identified

Improvement occurs from– INCREMENTAL ADVANCEMENTS IN EXISTING

PROCESSES

– INNOVATIONS USING NEW TECHNOLOGIES AND METHODS


How are firms doing??How are firms doing??

Many U.S. firms have reached the highest level, OPTIMIZING

Indian firms may be doing better


Organizational Project Management Maturity Model (OPM3)

Organizational Project Management Maturity Model (OPM3)

1. Ad-Hoc: The project management process is described as disorganized, and occasionally even chaotic. The organization has not defined systems and processes, and project success depends on individual effort. There are chronic cost and schedule problems.

2. Abbreviated: There are some project management processes and systems in place to track cost, schedule, and scope. Project success is largely unpredictable and cost and schedule problems are common.

3. Organized: There are standardized, documented project management processes and systems that are integrated into the rest of the organization. Project success is more predictable, and cost and schedule performance is improved.

4. Managed: Management collects and uses detailed measures of the effectiveness of project management. Project success is more uniform, and cost and schedule performance conforms to plan.

5. Adaptive: Feedback from the project management process and from piloting innovative ideas and technologies enables continuous improvement. Project success is the norm, and cost and schedule

performance is continuously improving.


Enter CMMI: Capability Maturity Model Integration

Enter CMMI: Capability Maturity Model Integration

In 2007, the SEI asserted that it would no longer support the old SW-CMM.

On Dec 31, 2007 all SW-CMM appraisal results were expired

The purpose of the CMMI was to focus process maturity more towards project performance

Organizations must now upgrade to the CMMI The CMMI is vastly improved over the CMM Emphasis is on business needs, integration and

institutionalization

J. R. Burns, Texas Tech UniversitySlide 77 of 146

CMMI Staged Representation - 5 Maturity Levels

Level 5

Initial

Level 1

Processes are unpredictable, poorly controlled, reactive.

Managed

Level 2

Processes are planned, documented, performed, monitored, and controlled at the project level. Often reactive.

Defined

Level 3 Processes are well characterized and understood. Processes, standards, procedures, tools, etc. are defined at the organizational (Organization X ) level. Proactive.

Quantitatively Managed

Level 4

Processes are controlled using statistical and other quantitative techniques.

Optimizing

Proce

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urity

Process performance continually improved through incremental and innovative technological improvements.


CMMI OriginsCMMI Origins

The CMMI was derived from the 1. SW-CMM—capability maturity model for software

2. EIA/IS – electronic Industries Alliance Interim Standard

3. IPD-CMM—Capability Maturity Model for Integrated Product Development

1. CMMI architecture is open and designed to accommodate additional disciplines, like

1. CMMI-DEV – processes for development

2. CMMI-ACQ—processes required for supplier sourcing

3. CMMI-SVC—processes required for services


CMMI: cap mat model integrationCMMI: cap mat model integration

Level 0: Incomplete No goal. Level 1: Performed 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.

Level 2: Managed The process is institutionalized as a managed process. Level 3: Defined The process is institutionalized as a defined process. Level 4: Quantitatively Managed The process is institutionalized as a quantitatively managed process. Level 5: Optimizing The process is institutionalized as an optimizing process.


Use of this tool has shown…Use of this tool has shown…

The Engineering and Construction Industries have a higher level of maturity than do the information systems and software development disciplines


Completing and Terminating a Project

Completing and Terminating a Project

James Burns


CompletingCompleting

Integration Testing–Regression methods

Final Testing Acceptance Testing Installation/Conversion Training


Purpose of Acceptance TestingPurpose of Acceptance Testing

to get paid every dime that you are owed!! When is the best time to write the Acceptance

Test Plan Why??? Who dictates what those tests will consist of? Do you think there should be at least one test

for each and every defined requirement?


Final, Thorough TestFinal, Thorough Test

Do beta testing?? Run some old integration tests Devise true-to-life tests Try to overload the system Try to break it by entering wrong inputs, out of

range values, etc. Test user documentation as well.


InstallationInstallation

going live


TrainingTraining

Usually, not enough budget is set aside for training

At the mid-market level and lower, training budgets are slim–On-line, context-sensitive help is one answer


ConversionConversion

Crash Parallel Pilot


Customer SurveyCustomer Survey

Degree to which objectives were achieved? Degree to which users accepted and endorsed

the product

Overall satisfaction level Best if done by an outside survey agency or

firm


Lessons Learned—HERE ARE SOME POSSIBILITIES

Lessons Learned—HERE ARE SOME POSSIBILITIES

Allow enough time? Make it fun? Beginnings are important! Top management support is critical! Managing change is 50 percent of project

management! Make management reviews interactive! Set realistic milestone dates, but stick to the

schedule! Plan at a workable level!


Closing BashClosing Bash

Party? Rap song? Actor?


PracticesPractices

A walkthrough after every design phase is a good practice

Architectural design– Then a walkthrough

Medium-level design–A walkthrough

Database design–A walkthrough

Detailed design–A walkthrough


Software Tools--use themSoftware Tools--use them

Librarians--keep track of who changed what when– also called Code Management Systems

Module Management Systems– automate the building of an entire software system–Visual Studio is one example–Eclipse is another

Performance Coverage analyzer– determines where all the computing time is being spent– traces sections of the system that were executed, their

frequency and duration


More ToolsMore Tools

Source code analyzers– Tells you where you’re doing strange or inefficient

things in the source code

– Lets you find all usages of a particular variable or string

Test Manager– makes regression testing very simple

Debugger– Program stop, trace, and step through


ClosingClosing

The closing process Provide a warranty–Be willing to address any problems that crop up

within a six-month period of installation


TerminationTermination

Get paid History Database Lessons Learned– Post project review (also called a POSTMORTEM)– Write down what went well, what could have been

improved, make suggestions for follow on projects, gather more statistics on actual vs. planned performance

– Produce a formal report Write follow-on proposal for next project Sell the next project


MaintenanceMaintenance

Should be considered as a separate project, separately funded, so you can get paid for all of the development work


Checklist for Closeout & Termination Stage

Checklist for Closeout & Termination Stage

New system is up and running smoothly Conversion and cutover from any older

systems is complete End users are trained and comfortable with

new system Warranty is provided The next project is sold A post project review (POSTMORTEM) is held Responsibility and method of ongoing

maintenance is defined


User documentationUser documentation

Run/installation manual User’s Guide Maintenance Guide Training documentation


That’s it, Folks…That’s it, Folks…

Documents

J. R. Burns, Texas Tech University Process Learning, Process Maturity and Project Closeout James R. Burns