Practical Curriculum For Information Technology …Bill Gates, CEO Microsoft (Testimony in U.S Congress – March 2007) John Vu Engineering, Operations & Technology |Information Technology

John VuBOEING is a trademark of Boeing Management Company.Copyright © 2006 Boeing. All rights reserved.

Practical CurriculumFor

Information Technology Skilled Workforce

(A Presentation By The Boeing Company)

John Vu, Ph.DTechnical Fellow & Chief Engineer

The Boeing Company

John Vu

Engineering, Operations & Technology | Information Technology

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Knowledge Industry

“A talented, skilled workforce isn't just critical for the knowledge economy. It is the knowledge economy …

Economic growth depends on people who can use technology to its best advantage and create new technologies, new systems to meet society's needs …

Knowledge industry is now competing in two markets, one for the products and services and one for the talent required to produce or perform them. A company’s success in its business markets is determined by its success in the talent markets.”

Bill Gates, CEO Microsoft(Testimony in U.S Congress – March 2007)

John Vu


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New Industry, New Laws …

• The key factor in economy growth today is the development of knowledge industry to create information and communication products.

• The defining measurement is Speed – the faster, the better.

• Moore’s law: Computing power doubles every two years, Technical knowledge changes every seven years.

http://www.mckinseyquarterly.com/ar_g.asp?ar=1294&pagenum=1&L2=4&L3=43&srid=86&gp=0

John Vu


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A Skilled Workforce = A Significant Economic Factor

• We do not have a labor shortage in today’s workforce but we have a shortage of highly skilled people with the creative, innovative, and problem solving skills in technology which are vital to a technically driven workplace …… many schools are having trouble meeting the demand for qualified candidates. They struggle with limited capacity, obsolete educational models, declining educational standards, and a general shift among students away from “hard skill” disciplines, such as science and engineering ……the confluence of a bulging aged population and a shrinking supply of youth is unlike anything that has happened since the dying centuries of the Roman empire

Source: Deloitte Research Study - 2004It’s 2008: Do You Know Where Your Talent Is?

John Vu


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Global Demand For IT Workers

1995 2000 2005 2010 2015 2020

15 M

12 M

9 M

6 M

3 M

1 M

0.5 M

Source: International IT education conference 2005

Supply: # of Bachelor Degrees in IT in Global Schools

Global Demand for IT workers

3 Million shortage

10 Million shortage

John Vu


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Shortage Of IT Workers = Business Opportunities

• Projected shortage of 3 million IT workers in 2010 and 10 million IT workers in 2020 globally. Both India and China are also experiencing shortage of IT workers but have plans to train more – up to 3 million to fill this gap by 2012.

• Information Technology (IT) outsourcing is a USD $100 Billion market in 2004 and could reach USD $200 Billion by 2010.

• IT workers in China & India are pushing their regional economies to a unprecedented new high level.

• India’s IT business continues to grow 20% annually with revenue of USD $ 48B annually

Source: Gartner Group 2005

John Vu


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Market Outlook: Global Competition

• The large pool of highly skilled workers is growing quickly, fueled by a strong increase in Information Technology graduates with average growth > 5.5 % annually.

• The number of degrees awarded in Information Technology jumped from 15% to 45 % in Philippines, Malaysia, Indonesia in past 5 years.

• Currently India accounts for nearly 30% of IT professionals while China has 11% of global workers.

• The share of degrees awarded in business management jumped from 18 percent to 31 percent in Russia, and from 16 percent to 36 percent in Poland in just five years.

Source: CMU Outsourcing Benchmarking study 2004

John Vu


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Academia vs Industry

• Education Institution is in training business, where students are taught general knowledge and some theories related to their field.

• Industry that hire graduated students must train them on specific applications and business processes where they apply their academic knowledge to industrial job-specific.

• Depend on industry, job training can last between 6 months to 2 years. Workers are not productive until they master their skills.

• Industry must invest (time and money) in workers during this transition period.

Source: Carnegie Mellon ISRI Benchmarking 2004

John Vu


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Current Education Issue

In many developing countries, on average, only 16.5% of university graduates are suitable to work.

Hoover Institute’s report on Global Education - 2005

Engineer Business Life Science IT Others Average forUniversityGraduates

18% 24%15% 15% 10% 16.5%

Research in developing countries for career readiness and suitable to work

John Vu


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Information Technology & Engineering

EasternEurope

SouthAmerica

Asia

RussiaHungaryCzechPoland

IndiaChinaPhilippinesMalaysia

BrazilMexicoArgentina

Countries IT Engineering28%22%20%22%

38%24%20%22%

20%18%20%

42%30%32%30%

30%24%15%18%

25%15%20%

Readiness To work In Industry

John Vu


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Issue: Quality Of Education

India's software association, NASSCOM commissioned a survey in 2005 which found that:

1. Nearly 70% of engineering graduates from southern India --where most of the IT industry is based -- do not even possess the skills required for traineeships in the IT industry;

2. Northern states fared slightly better, with only 60% of graduates deemed inadequate for jobs in the sector

3. Two out of every three engineering graduates would be unable to make a satisfactory contribution to the industry for lack of the requisite analytical or basic programming skills.

4. Many global clients begin to question the skills and salaries ofIndian’s IT workers as “over-hype” and begin to look elsewhere.

Source: NASSCOM - 2005

John Vu


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Issue: Communication & Management

China Software Industry Association (CSIA) study in 2005 also found:

1. Many information technology graduates are well-verse in science and technical theories but do not know how to apply their knowledges.

2. Many information technology graduates are focusing on technical aspects only and lacking of project management skills which resulting in poor quality of products & services.

3. Most information technology graduates do not have good communication skills, especially in foreign languages (English).

4. Over 75% of information technology graduates will not be able to work in industry without additional training.

Source: CSIA - 2005

John Vu


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Issue: Obsolete Curriculum

Research from the accreditation of undergraduate programs in U.Sand U.K found that:

1. Many graduated students do not have the skills to do works required by the industry.

2. Many university’s curricula have not changed much although technologies has changed dramatically.

3. The need and ability to engage in life-long learning is not well recognized in many universities.

4. Knowledge of contemporary issues is seldom discussed.5. Many curricula are still focusing on the fundamentals but not

much on the impact of technology in a global economic, environmental and social context.

Source: IEEE research on software curriculum - 2006

John Vu


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Software Product Development Life Cycle

Product ConceptOpportunity EvaluationMarket Analysis Product Definition

System ArchitectureTrade-Off Analysis System DesignSystem

Requirements

Software Architecture

Software Requirements

ConstructionSoftware Design

Software TestingProduct ReleaseProduct Maintenance

Product Enhancement

Project M

anagement

John Vu


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People & Skills Factors

• 45% to 68% of software cost drivers for a software projects can be correlated to people and organization factors.

• People Factors:– Knowledge & Skills– Experiences– Performance & Motivation

• Organization Factors:– Work Environment– Benefits– Compensation– Career Development– Training

Source: Barry Boehm’s Software Economics - 2004

John Vu


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New Era, New Trends …

• Today, education institution is shaped by economic forces to provide skilled workers to industry.

• Industry exerts influences on education institutions on what should be taught and how students must learn so that when graduate, they should be ready to do work productively.

• Industry will hire skilled workers that can meet their requirements and students will go to school that have strong reputation in certain fields and have high placement rate.

• School’s reputation is a key for career and job placement.

Source: Carnegie Mellon University Benchmarking 2004

John Vu


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2007 U.S News & World Report Ranking

Top U.S Engineer & IT Schools:

1. Massachusetts Institute of Technology2. Stanford University3. University of California – Berkeley4. Georgia Institute of Technology5. University of Illinois – Urbana Champaign6. Purdue University7. University of Michigan – Ann Arbor8. Carnegie Mellon University9. University of Southern California10. California Institute of Technology

Top U.S National Schools:

1. Princeton University2. Harvard University 3. Yale University4. California Institute of Technology5. Stanford University6. Massachusetts Institute of Technology7. University of Pennsylvania8. Duke university9. Dartmouth University10. Columbia University

Source: U.S News & World Report 2007

John Vu


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New Era, New Education Approach …

• Driven by the demand of industry, fundamental change is taking place in many education institutions.

• Many education institutions are adjusting their curriculum to address industry’s needs:

1. Transition from personal learning to team learning2. Transition from theoretical to practical3. Transition from independent system to integrated systems focus4. Transition from personal computing to network computing


http://www.mckinseyquarterly.com/ab_g.asp?ar=1352


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Industry & University Collaboration

Industry Business Competencies

Knowledge & Skills needed

UniversityKnowledge, and Skills Training

Skilled Workforce


John Vu


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Boeing & University Relations Strategy

…To give Boeing a competitive advantage

Value Knowledge and

SkillsInfluence Education

Access the top Talent

Support

Continuing

Education

Customer Focus, Globalization & Diversity, Ethics, Working Together

ResearchRecruiting

CurriculumDevelopment

Diverse Populations

Access to Education

John Vu


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Boeing List Of “Desired Attributes” Of An Engineer - 1

1. Good understanding of Engineering Science fundamentals:• Mathematics• Physical Science• Information technology

2. Good understanding of Design & Manufacturing processes:• Physics• Structured• Materials Science

3. Good understanding of context in which engineering is practiced:• Economics• Business• History• Environment• Customer needs• Societal needs

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Boeing List Of “Desired Attributes” Of An Engineer - 2

3. Good communication skills:Written & Oral GraphicsListening

4. High ethical standards5. Ability to think:

Critically and creatively, Independently and cooperatively

6. Flexibility Self confidenceAdjust to rapid major change

7. Desire to learn for life 8. Teamwork 9. Global awareness

Knowledge of at least one language other than English

John Vu


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Recommendations For Undergraduate Curricula

• In 2004 The IEEE (Institute of Electrical and Electronics Engineers) and ACM (Association for Computing Machinery) established a set of curriculum guidelines, known as SE 2004, aim at better equippingundergraduate students for a career in technology.

• The SE 2004 provides guideline for university regarding the knowledge they should teach in undergraduate programs for Computer Sciences, Software Engineering, Computer Engineering, Information Systems.

• This guideline is now being used to improve the curriculum at many universities in the U.S, UK, Europe and Asia. Some schools have adopted it entirely but many are only adjusting their existing curriculum to reflect some necessary changes.


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Industry’s Perspectives On Education

Students:Must receive knowledge and skills training necessary to work as soon as they graduated.

Curriculum:Must be redesigned to guide students in the application of technology in the business context.

Technology:Must be selected that enhance the educational process and industry’s needs.

Relationships among these components must be managed in order toachieve the maximum progress. How theses components interact

effectively will directly affects how the education system is performed.

John Vu


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Eleven Key Objectives

1. Ability to apply knowledge of science, engineering, and mathematics.2. Ability to design, conduct experiments, analyze and interpret data.3. Ability to function on multidisciplinary teams.4. Ability to design a system, components, or process to meet desired

needs within realistic constraints such as economic, environmental, social, and ethical.

5. Understanding of professional and ethical responsibility.6. Ability to identify, formulate, and solve problems.7. Ability to use techniques, skills, and tools.8. Ability to communicate effectively.9. Recognition of the need for and ability to engage in lifelong learning.10. Knowledge of contemporary issues.11. Broad education necessary to understand the impact of solution in a

global, economics, environmental, and social context.

Source: SE 2004 set of recommendations

John Vu


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Seven Desired Outcomes For Students

1. Show mastery of the software knowledge and skills necessary to begin practice.

2. Work individually or in team to develop quality software.3. Make appropriate trade-offs, within the limitations imposed by “Cost,

time, knowledge, existing systems, and organizations”.4. Perform design in one or more domains using software approaches

integrating “ethical, social, legal, and economic concerns”.5. Demonstrate understanding of and apply current theories, models,

and techniques necessary for software systems.6. Demonstrate skills such as interpersonal negotiation, effective work

habits, leadership and communication.7. Learn new models, techniques, and technologies, as they emerge.


John Vu


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Ten Main Knowledge Areas

1. Fundamental of computing (Programming, data structure, algorithms)2. Fundamental Mathematics (Basic Math, Statistics, Empirical

methods)3. Professional Practices (Group dynamics, communication, ethics,

legal)4. Modeling & Analysis (Modeling principles, system & quality

attributes)5. Software Design (Trade-off, architectures, patterns, evaluation)6. Software Testing (verification & Validation, Review, Inspections)7. Software Evolution (Migration, Refactoring, Reverse engineering)8. Software Process (Life cycle modeling, standards, processes)9. Software Quality (Quality attributes, cost & impact analysis)10. Software Management (Management principles, planning, controls)


John Vu


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Fifteen Key Domain Specialties

1. Network Centric systems2. Information systems & Data Processing3. Financial & e-Commerce systems4. Fault-tolerance & Survivable systems5. Highly secure systems6. Safety-Critical systems7. Embedded & Real-time systems8. Scientific systems9. Telecommunication systems10. Avionics & Vehicular systems11. Factory & Industrial process-control systems12. Biomedical systems13. Multimedia & game & entertainment systems14. Mobile platform systems15. Agent-based systems


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Industry’s Requirements

Curriculum must focus on a disciplined approach that cover the entire life cycle or software activities from conceptual to product release and maintenance services.

Although programming languages are the foundation but managementand the application of tools, methods to solve problems must be also be emphasized in order for new graduate, once on the job, is going to be better prepared to contribute to the business with appropriate experience and knowledge.

Written and oral communication skills must be required as appropriated supporting courses.

Source: U.S Industry recommendations for curriculum development - 2005

John Vu


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Industry’s Requirements

Regarding constructing curricula and teaching materials:

1) Think in terms of outcomes2) Balance the need to cover required material with flexibility for innovation.3) Teach themes such as measurement, modeling, human factors

throughout the curriculum.4) Exposed students to an application domain5) Train students in transcendent skills – critical judgment & communication6) Instill ability and eagerness for life long learning7) Teach more problem solving discipline8) Exposed student to tools9) Use teaching material that is evidence-based10) Integrate real world elements (Case studies, projects, works experience)11) Raise professional ethics, economic concerns frequently12) Motivate students by using interesting convincing examples

Source: U.S Industry recommendations for curriculum development - 2005

John Vu


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Practical Curriculum

SE 2004Industry

SkillsNeeds

+

IEEE & ACMRecommendedGuidelines for Curriculum Development

Industry’s study on knowledge & Skills needed Accreditation Board

For Engineering And Technology

Guideline

Practical Curriculum

John Vu


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Four Key Focus Areas

Foundational Technical

SkillsTechnicalSpecialty

Skills

BusinessManagement

Skills

ProfessionalSkills

General Knowledge & Life Experience

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Measures & Targets by Objective) Courses organized by year

Obj Intent Metric Target Etc.Ex.

Intent Metric Target Etc.Ex.

Obj Intent Metric Target Ex.

Obj Intent Metric Target Etc.Ex.

Etc.

Obj

Practical Information Technology Curriculum

Key Focus Areas

4 years program

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Foundational Technical Skills

Management Skills

Technical Specialty Skills

Communication Skills

Practicum

Professional Skills

4 Y

ears

+

John Vu


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1. Introduction to Computing 2. Data Structures3. Software Modeling & Analysis4. Programming Languages (C, C++, C#, Java)5. Formal Construction Methods (OOD, PSP/TSP)6. Verification (Reviews, Inspections)7. Validation (Testing)8. Introduction to Database & Data Management 9. Introduction to Network & Distributing Programming

John Vu


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Programming Skills

• Knowledge of implementation issues, representation of data types; sequence control; data control, sharing, and type checking; run-time management; and language translation systems.

• Skills in the construction of the software components that are identified and described in the design documents. Including knowledge abouttranslation of a design into an implementation language, programcoding styles, software reuse, and the development and use of program documentation.

• Knowledge and skills in the translating a software design into an implementation programming language. Including knowledge about modular and incremental programming, structured programming, andknowledge of various programming paradigms (assembly, procedural, object-oriented, functional, and logic).

John Vu


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Validation: Testing Skills

• Ability to establish test cases and scripts that correct solution to a problem. Testing is a multi-stage process that consists of activities for validating the software product, from the most primitive elements up to the fully integrated system.

• Ability to develop and conduct unit testing, performance testing, integration testing, system testing, and acceptance testing.

John Vu


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Verification: Reviews, Inspections, Walkthroughs

• Ability to review software work products and processes for the purpose of identify defects and non-compliances.

• Verification techniques such as Peer reviews, Inspections and Walkthrough are processes in which a group of people review the technical aspects of software work products to find errors and to improve the quality of the product.

• Errors typically occur as omissions or contradictions, flaws in logic, or inconsistencies in the work product style (e.g., poorly stated requirements and inefficient code)

John Vu


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Verification & Validation

Requirements SoftwareDesign

SoftwareCode & Test

Software Product

RequirementsVerification

DesignVerification

Code Verification

ValidationTesting

V&V

Developer


Unit testSystem testPerformance testIntegration test

Acceptance test

John Vu


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Management Skills

1. Application Development Practices2. Requirements Engineering3. Software Project Management4. Software Configuration Management5. Software Measure & Analysis6. Software Quality Assurance


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Application Development Practices

• Application Development Practices are mini-projects focusing on the construction of software products where students work in small team (3 to 5 person) to apply what they have learned in a simulated project-like environment.

• Students will improve their knowledge and skills in the construction of software components and using source code in software library (i.e. Java Library or .Net library).

• Student will learn how to develop software products from design to code and the process of program construction, coding styles, reuse, debug, and documentation.

• Students will be graded based on the delivery of quality work products as well as their understanding of software construction.

John Vu


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The success or failure of a software development effort depends heavily on the quality of the requirements.

The quality of the requirements is greatly influenced by techniques employed during requirements elicitation because elicitation is all about learning the needs of customers, and communicating those needs to software developers.

Requirements elicitation is influenced by how much project people understand customer’s business process and needs.

John Vu


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Requirements Engineering Components

CustomerRequirements

Requirement Development Requirement Management

Requirements Elicitation Requirements Negotiation

Requirements Analysis Requirements Baseline

Requirement Specification Requirement Changes Control

Requirement Verification Requirement Validation

John Vu


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Requirements Engineering Skill …

• Ability to work cooperatively to obtain better requirements by understand business needs and write good requirements, set up baseline, and to manage changes.

• Ability to obtain a precise formal requirements specification from the informal and often vague requirements.

• Ability to validate requirements and build traceability between requirements to system and software components.

• Ability to manage changes to requirements and ensure formal configuration control of all changes against baseline.

John Vu


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In Theory

Customers will provide:

• Overall requirements - How they want the job to be done- How they measure the quality of the job

• Concept of operations - How it will be used- Performance & Scalability- System boundary (Scope)

• Operating environment (Domain)

• Verification criteria

Many people believe that for every project there is a set of firm requirements. If they can get them, they can build accurately against them and produce a perfect product or solution.

John Vu


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In Reality

Customers will provide:

• A wish list of what they would like to have• A solution to their problem without knowledge about how it might be implemented• A vague description that constrains your implementation• A technology concept that they read from a Magazines• A verification mantra: Schedule, Schedule, Schedule!

And … they often change their mind along the way“Just a little bit of change won’t hurt”“A few lines of code change are no big deal”

And … they are often very serious about budget & schedule“Absolutely … No additional resources”“Software is too expensive …”

John Vu


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Requirements Engineering Training

The Requirements Engineering training should be designed to prepares students to obtain better requirements by understand customer’s needs; set up requirements baseline and manage requirements changes. Students should be able to:

• Understand customer’s business process.• Conduct requirements analysis • Capture Customer’s needs accurately. • Generate requirements alternatives for a business problem • Transform business requirements into technical requirements• Document software requirements specification• Set up requirements baselines for project• Set up change board to control changes to requirements• Apply tools to expedite requirements engineering tasks.

John Vu


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Software Project Management

Definition:

The application of knowledge, skills, tools, and techniques to software project activities in order to meet customer’s requirements (Needs and expectations).

Meaning:

Complete the software project:

• On time• Within budget• According to plans• According to requirement specifications

John Vu


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Software Project Management Skills

• Ability to define project objectives, assessing project needs and resources, developing estimates for the work to be performed, establishing the necessary commitments, and defining the plan for performing the work.

• Ability to prepare a project plan that include scope, goals and objectives, strategies, policy and estimates.

• Ability to manage and control project execution according to the project plan and metrics, managing changes and report status and capturing historical data.

John Vu


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Software Project Management

Project Management

Software Development/Maintenance ProcessesSoftwareProductPlanInitiate Execute CloseControl

1) Initiating • To gain an understanding of all important aspects of the project.• To define roles and responsibilities.

2) Planning • To determine the project scope• To define actions required to achieve project objectives.• To determine resources needed for the project.• To define the means to control the execution of the project

Requirements

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Software Project Management Phases

3) Executing• To manage the process defined to deliver the product• To effective mitigate project risks• To measure project performance• To manage project integration with others

4) Controlling • To track progress against the plan.• To take corrective actions when there are deviations from the plan.

5) Closing • To conclude the business relationship in the context of the project.


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Project Planning Process

Decomposerequirements

Develop software

yes

EstimatesActuals

Tracking Actuals vs Estimates

Estimation

Initial Requirements

(Scope, FunctionalitySchedule, Budget)

EstimateSize

EstimateResource

EstimateSchedule

Re-Negotiate

Is Schedule Meeting

Customer’s Requirements

No

John Vu


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Role Based Project Management

Project Manager

Software Configuration Manager

Software Test ManagerTechnical Lead Software

Quality Assurance

Software Test Engineers

Software DevelopersSoftware Developers

Software Developers

Software Developers

Software Developers

John Vu


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Configuration Management

PurposeEstablish and maintain the integrity of work products using configuration identification, configuration control, configuration status accounting, and configuration audits

Meaning– Identifying configuration items/units– Systematically controlling changes

– Establish baselines– Control changes

– Maintaining integrity and traceability of the configuration throughout the software life cycle

– Reporting accurate status to Management & Customers


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Configuration Management Disciplines


(CM)


Planning

Configuration Identification

Change Management

Baseline & Integrity Control

Configuration Audits & Review

Status Report

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• Ability to identify the configuration of a system at discrete points in time for systematically controlling changes and maintaining the integrity and traceability of this configuration throughout the life of the software system:

– Configuration Identification – Configuration Control – Configuration Audit – Configuration Status

http://www.mckinseyquarterly.com/ar_g.aspx?ar=1638&L2=21

http://www.mckinseyquarterly.com/ar_g.aspx?ar=1690&L2=21


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Change Management Flow

Change

Change Board

Analyst

Change Board

Programmer

Tester/QA

CM Librarian

Change Board

Release

Approve/Reject

AnalyzeEstimate Recommend

Authorize

Implement

Control/Storage

Verify

ApproveAuthorize

Baseline

John Vu


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Quality Assurance

Definition:

Provide an objective insight into processes and associated products

Meaning

• Objectively evaluate processes, products, and services against the applicable process description, standards, and procedures

• Identify non-compliance issues

• Provide feedback to project staff and managers

• Ensure non-compliance issues are addressed


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Quality Assurance Skills

Ability to conduct reviews of all project plans to ensure completeness and compliance with organization’s standards, procedures.

Ability to review project’s progress and conduct phase reviews as indicated in project plan to ensure works are progressing as planned.

Ability to conduct reviews, inspections of all work products

Ability to support the establishment of quality standards, procedures, processes

Ability to establish a quality culture of excellence where quality is built in rather than inspected.

John Vu


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Peer Reviews, Inspections, Walkthroughs

• Quality Assurance should involve in all reviews of software processes and products to identify defects and non-compliances.

• Peer reviews, Inspections and Walkthrough are techniques in which a group of people review the technical aspects of softwarework products to find errors and to improve the quality of the product.

• Defects typically occur as flaws in logic, or inconsistencies in the work product style (e.g., poorly stated requirements and inefficient code) or non compliance with standards, procedures and defined processes.

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Software Measure and Analysis

Definition:Develop and sustain a measurement capability that is used to support management information needs

Meaning1. Specify the objectives of measurement and analysis2. Define the measures, data collection and storage, analysis

techniques, reporting, and feedback 3. Implement project measurement4. Provide objective results to support management

decisions and corrective actions

Without data, quality is just talk

John Vu


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Measurement Process

Identify ScopeObjectivesPurpose

Measures

Define ProcedureMeasuresCollectionAnalysisFeedback

Collect DataRecord and Store data

Revise and ValidateExtract

Analyze DataPrepare Data

ChartReport

Recommend

Take ActionsImprove Process

Evaluate ProgressEvaluate process

Recommend

John Vu


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Example of Project Measures

1. Defect:• Pre-released• Post released

2. Efforts:• Plan vs. actual

3. Cycle time:• Cycle time per development phases• Cycle time per each product release

4. Project estimates:• Size, effort, time (plan vs. actual)

5. Customer satisfaction6. Employee satisfaction

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Measurement Program

ProjectPerformance

Measurements

OrganizationPerformance

Measurements

Product-LineMeasurements

ProjectPerformance

Measures

ProjectPerformance

Metrics

DeploymentProgress

Measurements

ProcessPenetration

Metrics

Product/ProcessCorrelation

Metrics

• Cycle time• Effort• Size• Defect

• Normalizedcycle time

• Effort schedulevariance

• Cost of rework• Normalized

defect/phase

• Percent ofproject usingprocesses

DeploymentProgressMeasures

• # ofrecommendations

• Deploymentstatus

DeploymentProgressMetrics

• Percent ofrecommendationsdeployed

• Alignment to Product-line Goalsand Objectives

Core measures are in red

Measurement Program

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Architecture & System Skills

1. Enterprise Architecture2. System Architecture3. Formal Methods4. Design Concept & Strategies5. Interface Design & Integration6. Design Methods & Tools7. COTS Selection & Integration8. System Integration Practices

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Enterprise Architecture

1. Ability to analyze and document an enterprise in its current andfuture states from an integrated strategy, business, and technology perspectives.

2. Ability to establish a management system to provide:• Resource planning and standards determination• Resource governance and implementation• Financial control and configuration management• Lifecycle approach to development and management

3. Ability to establish documentation method to provide:• A modeling framework &implementation methodology• Views of as-is strategies, processes, resources• Views of to-be strategies, processes, resources• Plan to move from the current to the future


John Vu


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System Architecture

• Ability to design, understand, and evaluate software systems at an architectural level of abstraction.

• Ability to plan, organize, design efficient, reliable computing systems to satisfy a high level, often vague requirements.

• Skills in architecting in both traditional Von-Neumann architecture and the evolution of non-Von Neumann architectures such as Pipelining; Reduced instruction set computer (RISC); Complex instruction setcomputer (CISC) architectures, multiprocessors and multi-computers, parallel programming, data flow architecture, interconnection networks, and neural networks.

• Skills in network-centric architectures: protocols and standards, transmission techniques and devices, speed and quality tradeoffs, and security and encoding algorithms.


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Web-Based Architecture

Browser Device

Directory & Security Services

Portal Services

CommonInfrastructure

Application Application Application

Data Data

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Portal: Window into Content & Services

Customer

Employee

Employee

Partner

Supplier Supplier

•Single access point•Authorized access to products & services•Personalized

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Formal Methods

• Ability to apply knowledge and skills in formal logic and discrete mathematics in the specification, design, and construction of software.

• Ability to formally inspect, review specifications to remove ambiguity and subjective requirements and replace them with a logical and precise arguments of the behavior of the software system.

• Ability to systematically analyze requirements to identify defects, missing links, using a formal specification languages such as Module Interconnection Languages (MILs) or Architecture Description Languages (ADLs).

• Ability to apply formal logic into the analysis of data to form information that can be used in management decision (Knowledge Management)


John Vu


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Knowledge Management

Data for Business Data for Business IntelligenceIntelligence Data for Business AnalysisData for Business Analysis

Current Information for Current Information for Business DecisionBusiness Decision

Cost Avoidance through Cost Avoidance through Operational efficiencyOperational efficiency

Return on Investment on AssetReturn on Investment on AssetProfound KnowledgeProfound Knowledge

for Business continuityfor Business continuity

Formal Methods

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System Design

• Ability to transform requirements into a description of how these requirements are to be implemented.

• Knowledge of variety of techniques and forms of representation to conduct architectural design, abstract specification, interface design, component design, data structure design, tasking design, and algorithm design.

• Skills in identifying and documenting the subsystems making up the overall system, and the relationships between and among the subsystems. Including knowledge about design methods and techniques for functional design, object-oriented design, real-time system design, and client-server system design.

• Skills and knowledge about the interface between subsystems and users including knowledge about interface design principles, task analysis and interface modeling, implementation tools, information presentation, design evaluation, and user documentation.

John Vu


Page 73

System Integration Practices

The current trend today is not about building the entire system from scratch but integrate commercial off the shelves components and outsourced components to deliver final products to the market faster and better. Systems Integration practices is a mini-project to help students develop the skill to integrate several software components into a final products. Student will work on a team (3 to 5 people) with roles and responsibilities such as acquisition, selection, design, build, integrate,

DESIGNBUILD

INTEGRATE

COTS

COTS

COTS

Outsource

Outsource

Outsource

John Vu


Page 74

Information Technology Systems

Integrated Integrated Data and Components Data and Components

Into a Final Product Into a Final Product

ForecastingForecasting

FinanceFinance

Customer TransactionsCustomer TransactionsInventoryInventory

Supplier transactionsSupplier transactions

ManufacturingManufacturingData systemsData systems

http://informationweek.storagepipeline.com/showArticle.jhtml;jsessionid=YETPO4J1EA1L2QSNDBCCKHSCJUMEYJVN?articleId=13100467

John Vu


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Professional Skills

1. Introduction to Communication 2. Relationship Management3. Group/Team Dynamics4. Collaboration Techniques & Tools5. Process Management6. Quality Management7. Capstone Design & Practicum

John Vu


Page 76

Collaboration Skills

• Ability to work together effectively as a team members and across job functions and levels to guarantee results in today's service oriented business environment.

• Ability to maximize the sharing of ideas, knowledge and technological know-how to make value-added decisions, resolve conflicts, and maintain trust.

• Ability to communication clearly and concisely to facilitate collaborative decision making skills.

• Ability to articulate vision, mission and objectives collaboratory. • Ability to resolve conflict via a defined process • Ability to maintain perspective in the workplace


John Vu


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Collaboration Must Leverage Technologies

A Collection of Products and Services that Form a Suite of

Collaboration Tools

DesktopConferencing

Services

DocumentManagement Service

UnifiedCommunications

Work Flow Management

VirtualTeam Rooms

Instant Messaging

John Vu


Page 78

Process Management Skills

• Ability to manage all processes relating to the technical aspects of the software development.

• Ability to define, document and implement software process elements such as activities, methods, practice, and transformations that people use to develop and maintain software and associated products.

• Ability to ensure that the processes within an organization are performing as expected.

• Ability to plan, evaluate and implement a foundation for systematic improvement of the organization’s software process.


John Vu


Page 79

Quality Management Skills

• Ability to develop concepts, methods, techniques, procedures, and standards for producing high-quality software products. Including knowledge about quality planning and control, verification and validation activities, measurement of product and process attributes, and software dependability and reliability.

• Ability to identify and manage the implementation of quality attributes to a system software and ensure that they meet or exceed expectations.

• Ability to conduct quality reviews and audit to check for process compliance and ensure product quality meet required specification.


John Vu


Page 80

Practicum: Capstone Project

• Capstone are projects sponsored by the industry where students work in self-managed team on a real projects given by the software industry.

• Students are encouraged to engage in various roles, during the course of the project. Each team has a project manager, technical lead, quality assurance, testing manager and configuration manager.

• Students must complete a project plan and work closely with industry sponsor to obtain requirements and identify deliverables according to the industry sponsor’s needs.

• Students will be graded on their performance, delivery, quality as well as their professional attitude during the course of the project.

John Vu


Page 81



Management Skills

Technical Specialty Skills

Communication Skills

Practicum

Professional Skills

4 Y

ears

+

John Vu


Page 82

Practicum Curriculum At A Glance

Communication Skills Technical Specialty Skills1 Foreign languages Training 1 Enterprise Architecture

Foundational Technical Skills 2 System Architecture

1 Introduction to Computing 3 Formal Methods

2 Data Structures 4 Design Concept & Strategies

3 Software Modeling & Analysis 5 Interface Design & Integration

4 Programming Languages (C, C++, C#, Java) 6 Design Methods & Tools

5 Construction Methods (OOD, PSP) 7 COTS Selection & Integration

6 Verification & Validation 8 System Integration practices (Mini project)

7 Introduction to Database & Data Management Professional Skills8 Introduction to Network & Distributing Programming 1 Introduction to Communication

Management Skills 2 Relationship Management

1 Application Practices (Mini-projects) 3 Group/Team Dynamics

2 Requirements Engineering 4 Collaboration Techniques & Tools

3 Software Project Management 5 Process Management

4 Configuration Management 6 Quality Management

5 Software Measurement & Analysis Practicum6 Software Quality Assurance Capstone Design & Practicum

Source: U.S Engineering Education Steering Committee Recommendations - 2005

John Vu


Page 83

Faculty Requirements

A key expectation for this practical curriculum is that faculty who teach these courses should have substantial practical experience.

Faculty must also be able to interact effectively with students via a project centric activities i.e. Capstone design.

Faculty should have the ability and experience to teach practical skills necessary for students to enter the industry work force.

Faculty must develop collaborations with industry and conduct research within industry rather than in a university laboratory.


John Vu


Page 84

Practical & Research

Software Laboratory:

• Institution must establish laboratory and computing resources for student as well as to support the research of the faculty members.

• Laboratories must be populated with a wide variety of computing tools, operating systems, and commercial products.

• Student must be familiar with commercial tools in the market.• Team works and team projects are required before graduation.• Collaboration is strongly encouraged


John Vu


Page 85

Ten Questions For Student After Graduation

1. My education has adequately prepared me for my current job. 2. My education provided me with knowledge and skills that contribute

to my job performance. 3. My education has improved my software development skills. 4. My education has improved my communication skills. 5. My education has improved my technical skills. 6. My education has improved my organizational skills. 7. My education was highly relevant to state-of-the-art in my field. 8. My education provided me with a good reputation as an engineer. 9. My education contributed to the development of my career. 10. I would recommend my educational program to others.

Source: Carnegie Mellon Benchmarking 2004

John Vu


Page 86

Continuous Management Training

Management must continuously improve the flow of information within the organization and incorporate the knowledge of staff members into decision-making processes by:

• Ensuring that workers have the up-to-date skills to perform their work and avoid the cost of turnover.

• Supporting workers to increase effectiveness and productivity.

• Measuring workforce contribution to the business.

• Focusing on enhancing business performance (quality, cost, time)

Skilled workforce requires a highly skilled management

John Vu


Page 87

Continuous Skills Training

• Increasingly complex technologies requires highly skilled personnel.

• Skilled & knowledgeable workforce is essential to business success in a highly competitive global environment.

• Workers must be encouraged to learn new skills and apply to their work to improve business performance.

• Organization must focus on continuous training to ensure that all workers are provided opportunities to develop new critical skills that enhance their ability to contribute to the organization’s business.

John Vu


Page 88

Invest in Education & Training

Since many education institutions are slow to change, companies are creating their own training institutions to develop their workforces based on curriculum closely in line with the industry ‘s requirements.

Many countries are improving the effectiveness of their education systems – especially in the Information technology area based on global industry’s needs.

Failing to educate people in science and technology careers could have dire consequences for the prosperity of a nation.


http://www.mckinseyquarterly.com/ab_g.aspx?ar=1441&L2=21

John Vu


Page 89

Competency Definitions

• Competency: The knowledge and skills and of an individual related to effective or superior performance, as determined by measurable objective criteria

• Core Competency: The knowledge and skills needed within a workforce to perform a business function; a capability that gives an organization a competitive advantage.

John Vu


Page 90

Competency Profiles

Business Function Competency ProfileSoftware Engineer

Feature designCoding & TestingDebugging Documenting

KnowledgeTelecommunication DomainObject Oriented DesignC++, JavaMobile systems

Skills

AbilityCoordination with teamCommunication wellLeadership skills

John Vu


Page 91

Career For Information Technology Workers

Function ExperienceSoftware Test Engineer 0 to 3 years

Software Maintenance Engineer 1 to 4 years

Software Developer 2 to 6 years

Software Technical Lead 4 to 6 years

Software Project Manager 5 to 10 years

System Architect 6 to 10 years

System Integration Engineer 6 to 10 years

John Vu


Page 92

Career Development

To ensure that all individuals are motivated and are provided opportunities to develop new skills that enhance their ability to achieve career objectives

Technical Career

Test EngineerMaintenance EngineerDeveloperTechnical LeadProject ManagerSystem Architect System IntegrationManagerDirector

Promotion Criteria

Knowledge and skillsAccomplishmentsPerformancePotentialLeadershipWorking styleBusiness knowledgeImpact style

New position

John Vu


Page 93

Skilled Workforce = Key Factors in Knowledge Industry

• Industry must identify the knowledge and skills required to perform business processes so that they may be developed and used as basis for skilled workforce development.

• Education Institutions need to coordinate training activities with current and future business needs of industry to provide talents for keypositions.

• Industry need to track the performance of their workforces in achieving their business objectives.

• Education institutions need to continuously improving the trainings and upgrading the curricula to enhance the capability of the workforce to perform their tasks and responsibilities.

John Vu


Page 94

ActivitiesInputs, Outputs DirectEffects

IndirectEffects

Future Effects

The plan & implementation Downstream effects

Establish Provide Trained Apply it Company Long-run practical training workforce to works improve benefits training to upgrade performance to country

skills

Investment In Education & Training

John Vu


Page 95

Industry Competency Management

• An Industry Competency Management System is established to increase the capacity of the workforce in its core competencies, and determine the effectiveness of its competency development activities in achieving specific competency growth goals.

• The Competency Management System will:

• identify measurable goals for capability in each core competencies.

• Track progress toward achieving capability goals in the core competencies.

• Take corrective action when actuals deviates from planned.• Coordinate with education institutions to improve its training

capabilities.

John Vu


Page 96

Education = Economic Prosperity

• After WWII and the Korean War, there was not much left standing in Taipei and Seoul; Singapore had an income per capita similar to that of Ghana. Today Taiwan, Korea and Singapore are all leaders in education and technology with significant economic powers.

• Thirty year ago, Ireland was not usually associated with high-tech and rich. Now, after attracting foreign companies to their country due to their highly skilled workers, Irish citizens have incomes that exceed those of their former colonizers in Britain.

• Information Technology education has changed India from an agriculture society into a high technology hub of the world with software outsourcing business worth $ 48 B USD in 2005.

John Vu


Page 97

Boeing Supports Education & Training in Vietnam

• Vietnam is improving the education system and needs help to raise its curriculum to international standards.

• Boeing has organized an Education Network Conference to facilitate collaboration between Vietnam and U.S universities in March 2006.

• Many educational projects are in progress (English training program, faculty & staff exchange, curriculum exchange, train the trainers).

• These projects are being monitored and tracked by Boeing to provide status to Vietnam government.

• By having a well defined collaboration with Top U.S Universities, Vietnam can improve the education system faster and produces highly skilled workers to meet global demand.

John Vu


Page 98

Boeing Can Support Vietnam Achieving These Benefits

• By having curriculum exchange with top U.S universities, Vietnam can get ABET accreditation faster and get international recognition for its education system, which is a key factor for foreign direct investment.

• By having faculty exchange with top U.S Universities, Vietnam can have “Train the trainer” program to quickly develop qualified faculties to teach the leading-edge technology to students.

• By having additional training, Vietnam IT companies can improve the skills do business globally.

• By having a Boeing Technology seminar series, students from Vietnam can learn the latest technology from industry experts and develop better knowledge and skills to prepare them for a technology careers.

John Vu


Page 99

What’s Next

• You have seen how a practical education curriculum focusing on meeting industry‘s needs can help building a highly skilled workforce and improve economic growth.

• The Boeing Company would like to help Vietnam improving its education system and be a key player in the global economy.

People Working Together

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Documents

Practical Curriculum For Information Technology …Bill Gates, CEO Microsoft (Testimony in U.S Congress – March 2007) John Vu Engineering, Operations & Technology |Information Technology