Process Improvement Planning in Java Drawer 3 of 9 barcode in Java Process Improvement Planning

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8 Process Improvement Planning generate, create code 39 extended none for java projects History of QR Code Standardization the last three months shows javabean 3 of 9 convergence toward getting the minutes to reviewers within three days of each meeting). Section 2 of the process improvement plan stipulates process improvement goals. These goals can be expressed in a number of ways some of which are illustrated in Figure 8 32.

For example, if the organization s software systems development process stipulates that peer reviews are to be conducted on each product, a process improvement goal may be the following: Ninety percent of all peer reviews are to be documented, where documented means that the following information was recorded: Attendees Product name and lead developer Summary of what was discussed Decisions made Actions assigned (including someone being responsible for reporting at the next project CCB that the peer review was held) Due dates for assigned actions Whether a follow-up peer review is needed if so, whether it was scheduled as part of the current peer review Section 2 also addresses process improvement status as determined from project evaluations conducted by agents either external or internal to the organization. These evaluations serve to baseline where the project stands process maturitywise. In particular, such evaluations serve to identify areas needing process improvement attention.

Of course, this part of Section 2 would be applicable only for ongoing projects that is, projects that (1) have been under way for some time (say, at least a year) and have undergone some kind of assessment (including self-assessment) and (2) are planned to continue for some time into the future. Section 3 addresses the approach for accomplishing the goals specified in Section 2. A key element of any such approach should be staff and management training.

This training should be coupled to organizational training requirements for example, attendance at ADPE element briefings. It should also include lectures/courses/seminars on software engineering principles and their application (e.g.

, how to write good requirements specifications), as well as courses/seminars on technologies that are to be applied on the project (e.g., how to use a particular CASE tool to be used to develop one or more products on the project).

Several comments regarding training are in order. Training often presents some Catch-22 situations from both the seller s perspective and the customer s perspective. We first consider the seller s perspective.

On the one hand, it may be acknowledged by both project management and staff that. 8 Process Improvement Planning training is needed in certai j2se barcode 3/9 n areas critical to the project; on the other hand, management and staff may balk at taking time away from project work to attend training sessions (because, for example, project schedules are tight). This argument is typically broached for training sessions that span several days. In these circumstances, management may turn to the training organization and pose a question such as the following: Can t the three-day requirements seminar be condensed to one day Sometimes it may be possible to respond affirmatively to such a question.

In such cases, training can be worked into a project with a tight schedule. In other cases, it simply may not be possible to squeeze a longer training activity down to a shorter one because in so doing its training value has been emasculated and the activity is reduced to little more than an information briefing whose retention half-life is less than one day after the training session. So how can this seller Catch-22 training conundrum be avoided One way is to consider training as project work and include it as a stand-alone task in the project plan.

In this way, the tight-schedule issue that is typically raised regarding training is avoided because the training is factored into the project schedule. This latter suggestion of factoring training into the project plan provides a segue to the customer Catch-22 regarding seller training. By definition, a customer hires a seller because the seller presumably is skilled in software systems development activities and supporting technologies.

If so, many customers argue, Why should I have to pay for seller training To a point, this argument has validity. However, when it comes to process improvement in particular, it is a rare seller organization (and customer organization) that cannot benefit from training aimed at process improvement. And coupled with this training is the expense associated with evaluations aimed at assessing the seller s process maturity so that areas needing improvement can be identified.

To try to avoid this situation, some customers include such evaluations in the process that customers use to select sellers. But even in these situations, the argument just presented still applies namely, it is a rare seller organization that cannot benefit from training aimed at process improvement. Also, customers should recognize that such training, even if it is on their nickel, can return dividends many times the cost of the training.

These dividends particularly manifest themselves as reduced rework that is, increased likelihood of developing products right the first time. There is another consideration that customers should factor into their perspective of paying for seller process improvement training. It is often difficult for sellers to find (and keep) people well schooled in engineering principles and required technologies.

Thus, training in these areas is needed to bring existing staff and new-hires up to speed. Furthermore, as we stress throughout this book, there is no one way to define ADPE elements. Thus, even people who may have good familiarity with engineering principles will still need to.

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