Methodological materials on organizational, methodological, psychological and pedagogical support for professional growth, self-realization of teachers and the formation of key competencies, the profile of competencies of a pedagogical worker were developed by the regional scientific and methodological center for expert assessment of pedagogical activity of the State Budgetary Educational Institution of Higher Education of the Moscow Region "Academy of Social Management"
The text is provided for review.
Developed in the regional scientific and methodological center for expert assessment of pedagogical activity, the reference model of the competencies of a pedagogical worker, due to its characteristics, is a normative, prognostic model aimed at results, therefore it underlies the control and measuring materials used in certification, determining their goals, objectives and content .
We present the reference model of the competencies of a pedagogical worker in a graphical and descriptive form.
Picture 1- Reference model of key competencies of a teacher
Reference model of the competencies of a pedagogical worker(Figure 1) - this is an ideal, verbalized, i.e. encoded by signs of natural language, model of a teacher, which is an ideal image, a standard of a specialist that meets all the requirements for teaching staff during certification for the first and highest qualification categories of paragraphs. 30, 31 of the Procedure for attestation of teachers of state and municipal educational institutions, the requirements set out in the unified qualification reference book for the positions of managers, specialists and employees (annex to the order of the Ministry of Health and Social Development Russian Federation dated August 26, 2010 No. 761 n), and professional standards.
When designing a reference model of the competencies of a pedagogical worker, we relied on the author's developments, various scientific schools, in particular, we used domestic research by I.A. Zimney, N.V. Kuzmina, A.K. Markova, and foreign studies of the Council of Europe.
Key competence we consider it as an integral characteristic of a pedagogical worker, allowing him to freely navigate in the social and professional space, perform professional activities efficiently and effectively, solve standard and non-standard professional and pedagogical tasks, be a socially adapted person capable of constant personal and professional self-development.
The scope of competence is competency profiles as components of its knowledge, skills and attitudes that meaningfully determine competence.
Figure 2- Special and professional competence
Special and professional competence (Picture 2), i.e. possession of the actual professional activity at a sufficiently high level, the ability to design their further professional development.
understanding the purpose, mission of the profession;
possession of the norms of professional activity, high efficiency;
achievement of high results and their stability; professional skill;
professional consciousness (realization of the maximum number of signs of professional activity: content, means, results of labor);
professional thinking, professional intuition, independence in solving professional problems;
the optimal psychological price of the result, the absence of fatigue and overload.
As part of special and professional competence the following competency profiles :
1. Subject Competence , i.e. depth, consistency of knowledge on the subject and their application in pedagogical practice; the ability to implement the curriculum of basic and elective courses in various educational organizations.
2. Organizational and methodological competence , i.e. willingness to apply modern educational methods and technologies, including information, to ensure the quality of the educational process; activities, actions, techniques, skills, methods of work, techniques used in this profession to successfully achieve results; ability to organize educational activities students (students).
3. Diagnostic Competence , i.e. possession of psychological and pedagogical knowledge, psychological and pedagogical actions, methods, techniques, skills, techniques, technologies; the ability to apply modern methods of diagnosing the achievements of students and pupils; provide pedagogical support for the processes of socialization and professional self-determination of students, preparing them for a conscious choice of profession.
4. Analytical and evaluation competencies , i.e., the ability to analyze and evaluate the formation of universal educational actions, mental operations of students, taking into account their individual characteristics and capabilities, both in quality and in quantitative indicators(points in the rating, categories, etc.); apply methods of mathematical and statistical processing of information; participate in professional tests, the result of which is a differentiated (qualitative and quantitative) assessment of professionalism.
5. Predictive competence , i.e., the ability to determine the prospects for growth, the zone of proximal development of their students and their professional development; be aware of the potential of students and their own; awareness of development prospects and opportunities for their implementation (prognostic criteria); self-design, self-experimentation; building your own professional growth strategy, building and implementing the scenario of your professional life; consistency between the motivational and operational side of the activity.
6. Research competence , i.e., the ability to apply the methods of theoretical and experimental research; plan, organize, conduct and analyze a pedagogical experiment on the introduction of innovations; ability to analyze and synthesize; research skills; the ability to generate new ideas (creativity); demonstrate an understanding of the quality of research relevant to the discipline; demonstrate an understanding of experimental testing of scientific theories.
Figure 3 -
Communicative competence(Figure 3) - the competence of social interaction as the ability to establish mutual understanding adequately to situations, avoid conflicts, create a climate of trust; attributing oneself to a professional community; possession of the norms of professional communication, ethical standards of the profession; orientation of professional results for the benefit of other people, their spiritual enrichment by means of their profession; ability to cooperate, make contacts, easy compatibility; competitiveness, the ability to arouse interest in the society in the results of one's professional activity.
Communicative competence appears in the followingcompetency profiles :
1. Social and communicative competence , i.e., the ability to find verbal and non-verbal means and ways of forming and formulating thoughts in the course of its generation and perception, adequate to situations of interaction; the ability to use public speech skills, including in the field of broadcasting one's own experience (the ability to broadcast one's own positive experience to the pedagogical community: articles, speeches, participation in competitions; the ability to conduct discussions, polemics; readiness to interact with colleagues).
2. Organizational and communicative competence , i.e. the ability to organize productive communication and cooperation of schoolchildren; the ability to conduct educational classes in the form of dialogues, polemics, disputes, discussions, exchange of opinions, scientific disputes, etc.
Figure 4- Information competence
Information Competence(Figure 4) is related to information technology proficiency:
Information competence is manifested in the following profiles:
1. Information retrieval competence , i.e., the ability to find the necessary information from various sources.
2. Information and analytical competence , i.e. skills to analyze information and manage it; willingness to use the main methods, ways and means of obtaining, storing, processing information; willingness to work with a computer as a means of information management; ability to work with information in global computer networks.
3. Information Technology Competence , i.e. the ability to use, reproduce, improve the means and methods of obtaining and reproducing information in print and electronic form; basic knowledge application programs and the ability to use them; Computer skills.
Figure 5- Personal competence
Personal Competence, i.e., stable professional motivation, the presence of a positive self-concept, a creative attitude, conscious professional creativity, changing oneself by means of a profession; individuality in professional work; openness to continuous professional training, experience accumulation, change; possession of methods of self-realization and development of individuality within the framework of the profession, readiness for professional growth, the ability for individual self-preservation; self-development of professional abilities; strong goal setting; professional training; reliance on past professional experience, continuity; increasing individualization and relative autonomy as one grows professionally.
Profiles personal competence:
1. Competence of self-development and self-expression - stable motivation, ability to set goals, professional abilities, professional learning, self-presentation, positive emotions; ability and readiness for education throughout life, possession of methods of personal self-expression and self-development, means of confronting professional deformations of the personality.
2. Reflective competence - a system-forming component of professional pedagogical activity and the quality of a person, which allows for the most effective and adequate reflection, which ensures development and self-development, contributes to a creative approach in educational and professional activities, to achieve them maximum efficiency and performance; acmeological phenomenon, contributing to the achievement of the highest results in activities; professional and personal qualities of the teacher, his readiness and ability for reflective activity using knowledge, skills, professional and life experience; ability to introspection and self-assessment.
To coordinate the operation of network devices from different manufacturers, to ensure the interaction of networks that use a different signal propagation medium, a reference model of open systems interconnection (OSI) has been created. The reference model is built on a hierarchical basis. Each layer provides a service to a higher layer and uses the services of a lower layer.
Data processing starts from the application layer. After that, the data passes through all layers of the reference model, and through the physical layer is sent to the communication channel. At the reception, the reverse processing of the data takes place.
The OSI reference model introduces two concepts: protocol And interface.
A protocol is a set of rules on the basis of which the layers of various open systems interact.
An interface is a set of means and methods of interaction between elements of an open system.
The protocol defines the rules for the interaction of modules of the same level in different nodes, and the interface determines the rules for the interaction of modules of neighboring levels in the same node.
There are seven layers of the OSI reference model in total. It is worth noting that real stacks use fewer levels. For example, the popular TCP/IP uses only four layers. Why is that? We'll explain a little later. Now let's look at each of the seven levels separately.
Layers of the OSI model:
After getting acquainted with the reference model, we will consider the TCP / IP protocol stack.
The TCP/IP model defines four layers. As you can see from the figure above, one TCP / IP layer can correspond to several layers of the OSI model.
Layers of the TCP/IP model:
Encapsulation is a method of packing a data packet, in which the service headers of the packet, independent of each other, are abstracted from the headers of lower levels by including them in higher levels.
Let's look at a specific example. Suppose we want to get from the computer to the site. To do this, our computer must prepare an http request to receive the resources of the web server on which the page of the site we need is stored. At the application layer, an HTTP header is added to the data (Data) of the browser. Further, at the transport level, a TCP header is added to our packet, containing the port numbers of the sender and recipient (port 80 for HTTP). At the network level, an IP header is formed containing the IP addresses of the sender and recipient. Immediately before transmission, an Ethernet header is added at the data link layer, which contains the physical (MAC addresses) of the sender and recipient. After all these procedures, the packet in the form of bits of information is transmitted over the network. On admission, the process is reversed. The web server at each level will check the corresponding header. If the check is successful, then the header is discarded and the packet goes to the upper level. Otherwise, the entire packet is dropped.
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reference model
reference model(English) reference model, master model) is an abstract representation of concepts and relationships between them in some problem area. On the basis of the reference model, more specific and detailed models are built, eventually embodied in real-life objects and mechanisms. The concept of a reference model is used in computer science.
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reference model- hierarchical model - [L.G. Sumenko. English Russian Dictionary of Information Technologies. M .: GP TsNIIS, 2003.] Topics information technology in general Synonyms hierarchical model EN reference model ...
reference model- etaloninis modelis statusas T sritis automatika atitikmenys: angl. mastermodel; reference model vok. Referenzmodell, n rus. reference model, f pranc. modele de référence, m; model standard, m … Automatikos terminų žodynas
reference model- 3.1.41 reference model structured set of interrelated representations of an object (e.g. information system) covering given object in general, simplifying the breakdown of links by topic, which can be ... ... Dictionary-reference book of terms of normative and technical documentation
OSI reference model- The Open Systems Interaction Model developed by ISO in 1984. Allows you to universally describe the logic of information exchange between interconnected systems and subscribers. The complete model contains seven levels. At the bottom... ... Technical Translator's Handbook
ISO/OSI reference model- Seven-layer reference model of data transfer protocols. Defines the layers: physical, link, network, transport, session, presentation, and application. In CAN networks, only the physical, data link and application layers are usually implemented ... Technical Translator's Handbook
broadband ISDN protocol reference model- The model includes four horizontal layers (physical, ATM, ATM adaptations and upper layers) and three vertical layers (user, management and administration). Correspondence between models In ISDN and OSI is provided on the physical ... ... Technical Translator's Handbook
BOC reference model- EMWOS A model developed by the ISO, containing seven levels (layers) of protocols and designed for communication between devices in a network. [E.S. Alekseev, A.A. Myachev. English Russian explanatory dictionary of computer systems engineering. Moscow 1993] Topics ... ... Technical Translator's Handbook
reference model for open systems interaction- - Telecommunication topics, basic concepts EN ISO / OSI reference model ... Technical Translator's Handbook
protocol reference model- - [L.G. Sumenko. English Russian Dictionary of Information Technologies. M .: GP TsNIIS, 2003.] Topics information technology in general EN protocol reference modulePRM ... Technical Translator's Handbook
open systems interconnection reference model- - [L.G. Sumenko. English Russian Dictionary of Information Technologies. M .: GP TsNIIS, 2003.] Topics information technology in general EN reference model of open systems ... Technical Translator's Handbook
The primary idea of the professiogram of a particular profession is given by its structural content. The professional profiles of professions are described, including the following sections - general characteristics profession, its significance; description of the labor process, work performed; requirements of the profession to the individual; working conditions; necessary knowledge; required skills and abilities; where you can get a specialty; economic working conditions.
There is also a professiographic method of studying the personality and activity of a modern teacher.
A professiogram is an ideal model of a teacher, teacher, class teacher, educator, a sample, a standard, which presents:
The main personality traits that a teacher should have;
Knowledge, skills and abilities to perform the functions of a teacher.
Based on this understanding of the meaning of the concept of "professiogram", we can also talk about the professiographic method of studying personality, in which the teacher's knowledge, skills and abilities are compared with those that he could have in accordance with ideal model. It is not difficult to imagine that this method allows you to design the personal and professional growth of a teacher.
At the same time, a teacher's professiogram is a document that gives a complete qualification description of a teacher from the standpoint of the requirements for his knowledge, skills and abilities, his personality, abilities, psycho-physiological capabilities and level of training.
Such an idea of the professiogram was formed in the previous decades. So, we can talk about the professiogram of the class teacher, compiled by N. I. Boldyrev.
N. I. Boldyrev singled out the priority qualities of the class teacher’s personality: ideological, moral and civic maturity, social activity, enthusiasm for the profession of educator, love for children, humane, caring attitude towards them, high demands on oneself and students, communicativeness, friendly disposition, politeness in communication, psychological compatibility with other members of the teaching staff and others necessary for an ideal specialist.
To perform a wide variety of functions, the teacher, according to N. I. Boldyrev, needs the following skills:
establish business relations with the school administration, with parents, the public (communication skills, according to today's ideas, are close to communicative);
information skills and abilities;
the ability to clearly, expressively, logically express one's thoughts (according to today's ideas - didactic and speech);
the ability to convince, attract to oneself, make one's supporter (according to today's ideas - didactic, communicative).
To implement these skills, it is necessary to create a high emotional mood, to ensure the business nature of life and work.
N. I. Boldyrev assigned an important role to personality traits that, in addition to priority, it would be nice to have a teacher (class teacher): tact, endurance, self-control, observation, sincerity, resourcefulness, firmness, consistency in words and actions, accuracy, external neatness .
It is important for the class teacher to know the basics of the theory and methods of education, to be able to:
work with parents (the public); plan educational work;
select the necessary activities based on the diagnosis of collectives (groups), individuals;
correctly take into account and evaluate the results of education; identify and organize an asset;
supervise and assist in the execution of orders.
To perform complex and diverse functions, it would be good for a teacher to master some applied creative artistic skills:
draw (pictorial);
play musical instruments, sing (musical); expressively read (artistic and literary); dance (choreographic);
go hiking (sports and tourism or sports and labor).
A. S. Makarenko, in his introductory remarks to The Book for Parents, wrote: “The ability to educate is still an art, the same art as playing the violin or piano well, painting well, being a good milling machine or turner.”
If we go from the functional principle, that is, from those actions of the functions that the teacher must perform, then we can enumerate the functions of the teacher. So, one of the first (in 1971) identified eight functions of a teacher at school A. I. Shcherbakov, N. A. Rykov. They own the following classification of teacher functions:
Informational (the teacher broadcasts this or that information);
Developing (develops thinking, imagination, certain skills, speech, etc.);
orienting (orients in a variety of information, moral values);
mobilization (mobilizes to perform exercises, tasks, deeds);
designing (constructs a lesson, extracurricular activities, multi-level tasks, independent work, communication and much more);
communicative (function of communication with parents, other teachers, administration, psychologists, valeologists, etc.);
organizational (organizes students, other teachers, parents, himself, and also organizes lessons, extra-curricular activities that he conducts);
research (is able to investigate both an individual, a group of students - a team, and the training and upbringing of students, etc.).
The mention of the last function, from our point of view, allows us to talk about the functions of not only a teacher, but also a teacher - in the broadest sense of the word.
In the textbooks of pedagogy of past years, the authors distinguish the functions of an educator, a class teacher:
organizational (organizes all educational influences and interactions in teams, including in the form of educational affairs - excursions, trips, meetings, cool watch, questioning as a study, etc.);
educational (as a result of which the upbringing, formation and development of personality qualities inherent in the student as a member of the children's team, family man, citizen of Russia, citizen of the World, creative personality and individuality) are carried out in different ways and means;
stimulating (as a result of which the stimulating activity of students, the children's team, parents, the public, etc.) is carried out;
coordination (as a result of which the activities of both children, when necessary, and teachers working in the same class are coordinated, parallels, and communication with the outside world can also be carried out if the educational institution is considered as an open system;
work with documents (journals, diaries of students, their personal files, various plans).
There are a lot of functions that teachers, educators, class teachers should perform. What knowledge and skills do they need to have? An idea of the skills and abilities that both teachers and class teachers should have is given by the concept of a professiogram, which we discussed above. However, just the knowledge and skills mentioned earlier are not enough. According to psychologists, a lot depends on the natural prerequisites, the inclinations of the individual (which can develop into certain abilities), on the psychological readiness of the individual, her desire (desire) to perform these functions well. Much is brought up, produced only as a result long work above oneself; the main thing in self-education is patience and control over one's behavior.
Psychologist V. A. Krutetsky in the textbook "Psychology" offers a structure of professionally significant personality traits and skills that a teacher needs to have. If we, following V. A. Krutetsky, represent the professionally significant qualities of a teacher’s personality as a set of four blocks (parts or substructures) (1. Personal worldview; 2. Positive attitude towards pedagogical activity; 3. Pedagogical abilities; 4. Professional and pedagogical knowledge, skills and abilities), we will get a fairly holistic view of the requirements that apply to the profession of a teacher and other pedagogical professions.
Let us consider these blocks of professionally significant qualities of a teacher's personality in more detail.
1st block. humanist worldview we are talking about those beliefs, ideals that are inherent in the teacher-educator; educates only those who are educated themselves; it is desirable that the educator has a high level of general culture and high moral character, and most importantly, would love other people).
2nd block. A positive attitude towards pedagogical activity (we are talking about the pedagogical orientation of the individual, pedagogical inclinations as a steady desire and desire to devote himself to pedagogical activity; one who is indifferent to his work cannot be a good teacher; children accurately identify those teachers who do not like them or do not like pedagogical activity in general).
3rd block. Pedagogical abilities (based on natural prerequisites, they are realized under certain conditions - or not - in professional and pedagogical knowledge, skills, in other words - pedagogical abilities) - this is a generalized set of individual psychological characteristics and professionally significant personality traits that meet the requirements of pedagogical activity, ensure the achievement of high results in it, determine the success of the teacher as a whole in mastering this activity (for more details, see Chapter 1).
4th block. Professional and pedagogical knowledge, abilities, skills (we are talking about knowledge in the field of the taught subject and teaching technology).
V. A. Sukhomlinsky mentions four features of pedagogical culture. Briefly, his thoughts can be expressed as follows. It is necessary: 1) that the teacher has academic knowledge so that he can appeal to the mind and heart of the pupil; 2) that the teacher read literature (pedagogical, psychological, journalistic, etc.); 3) so that the teacher knows the wealth of methods for studying the child; 4) had a speech culture.
So, experts believe that those who have good prerequisites for becoming a teacher have.
The reference model architecture artificially includes two dimensions:
process measurement, which characterizes the results of the process, which are significant measurable goals of the process;
process capability measurement, which characterizes a set of process attributes that are applicable to any process and are measurable characteristics that are necessary to control the process and improve its ability to perform.
The reference model groups processes, when measuring a process, into three life cycle process groups that contain five process categories according to the type of activity to which it addresses.
Initial life cycle processes consist of categories of processes supplier - customer and engineering.
Process category supplier - customer consists of processes that are directly affected by the customer, the development of support and the transition of the software to the customer, and provide for the correct functioning and use of the software product and / or services.
Engineering process category consists of the processes that directly define, implement, or support the software product, its relation to the system, and its consumer (customer) documentation.
Supporting life cycle processes consist of support process categories.
Organizational life cycle processes consist of categories of management and organization processes.
Control process category consists of processes that contain general methods that can be used by anyone who manages any type of project or process within the software life cycle.
Organization process category consists of the processes that set the organization's business goals and develop (develop) the process, product, and active resources that, when used by projects in the organization, will help the organization achieve its business goals.
Process Categories and Processes provide a grouping of activity types. Each process in the reference model is described in terms of a goal statement. These claims include the unique functional goals of the process that are validated in a specific environment. The goal statement includes additional material that defines the outcomes of successful implementation of the process. Meeting the purpose of a process represents the first step in building process capability.
The reference model does not specify how, or in what order, the elements of the process goal statements are to be achieved. The process objectives will be achieved in the organization through various lower level activities, tasks and practices performed to produce a work product. These tasks, activities, and practices performed, as well as the characteristics of the work products produced, are indicators that demonstrate whether the goal of a particular process has been achieved.
Process capability development is characterized in terms of process attributes grouped into capability levels. Process attributes are attributes of a process that can be assessed on an achievement scale, providing a measure of the capability of a process. Attributes apply to all processes. Each process attribute describes an aspect of the overall ability to manage and improve the effectiveness of the process in achieving its goals and contributing to the business goals of the organization.
A feature level is characterized by a set of attributes that work together. Each level provides a major extension of the ability to execute a process. Levels constitute a rational way of development through the improvement of the possibility of any process.
There are six capability levels in the reference model.
Level 0: Unfinished. General failure to achieve the goal of the process. There are not easily identified work products or process outputs.
Level 1: Executable. The goal of the process, in general, is achieved. Achievement cannot be strictly planned and tracked. The organization's personnel are aware that the process must be performed and there is general agreement that the process is performed as required and when required. There are certain work products of the process, and they testify in favor of achieving the goal.
Level 2: Managed. The process produces work products according to certain procedures, is planned and monitored. Work products meet specific standards and requirements. The main difference from Executable level in that the execution of the process now produces work products that fully meet the quality requirements within a certain period of time and an allocated resource.
Level 3: Installed. The process is executed and controlled using a defined process based on good software engineering principles. Individual process implementations use documenting processes, approved, customized versions of the standard, in achieving specific process outcomes. The resources needed to establish a process definition are also in place. The main difference from managed level that the process Set level uses a specific process that is able to achieve its outputs.
Level 4: Predictable. A certain process, in practice, is consistently performed within certain limits and achieves certain goals. Detailed process steps are collected and analyzed. This leads to a quantitative understanding of process capability and an improved ability to predict performance. The execution of the process is objectively controlled. The quality of work products is quantitatively known. The main difference from Set level in that a certain process is now executed sequentially within certain limits in order to achieve its certain outputs.
Level 5: Optimizing. Process execution is optimized to meet current and future business needs. The process achieves repeatability when certain business goals are achieved. Quantified process performance and performance targets for performance are established based on the organization's business objectives. A continuous process monitoring these goals allows for quantitative feedback and improvement is achieved by reviewing the results. The main difference from predictable level in that defined and standard processes are now dynamically changing and adapting to effectively achieve current (actual) and future business goals.
Naturally, the reference model cannot be used as a basis for making reliable and consistent process capability assessments, as the level of detail is not sufficient. The process goal and capability attribute descriptions in the reference model need to be supported by a comprehensive set of process performance and capability metrics. In this way, a consistent process capability rating will be possible.
Process measurement
This subsection provides a classification of the processes adopted by organizations involved in the development, operation, acquisition, delivery and maintenance of software. The classification recognizes five categories of processes that contain all processes. The categories and their processes are comparable to those defined in draft ISO/IEC 12207, Information technology - Software process life cycle, discussed in Section 2.
As noted above, in the reference model, processes are grouped into three groups and five categories of processes:
initial life cycle processes include categories of engineering process and supplier - customer;
supporting life cycle processes include support process categories;
organizational life cycle processes include the categories of process management and organization.
Individual processes are described in terms of six components.
Process ID. Identifies a category and a sequence number within that category. The numbering scheme differs between top-level processes and second-level processes. The identifier consists of two parts: a category abbreviation (for example, ENG for the engineering process category) and a number (for example, CUS. 1 indicates the Acquisition Process and CUS. 1.2 indicates the second level process, the Supplier Selection Process, which is a component process of the Acquisition Process ).
Process name. A descriptive phrase that highlights a fundamental property of a process (for example, Supplier Selection).
Process type. There are 3 types of top-level processes (basic, extended, new) and 2 second-level processes (component, extended) that are related to ISO/IEC 12207 processes as follows. The new processes are in addition to those defined in ISO/IEC 12207. processes are identical in purpose to ISO/IEC 12207 processes. Extended processes are augmented on an existing ISO/IEC 12207 process. Component processes group one or more ISO/IEC 12207 activities from the same process. Extended component processes group one or more ISO/IEC 12207 activities from the same process and include additional material.
Purpose of the process. Material that specifies the purpose of the process, setting the overall goals for the execution of the process at the top level. Optional additional material may be included to further define the goal statement.
Process results. List of process result descriptions.
Process notes. An optional list of informative notes about the process and its relationship to other processes.
For example, here are a few processes from each process category.
CUS.1 Acquisition Process
Basic process
Target Acquisition Process is to obtain a product and / or service that satisfies the need expressed by the customer (client). The process begins with the definition of the customer's need and desired results, with acceptance of the product and/or service required by the customer. As a result of the successful implementation of the process:
A contract will be developed that clearly expresses the expectations, duties and obligations of both the customer and the supplier;
A product and / or service will be produced that will satisfy the identified need of the customer;
The acquisition will be verified so that certain constraints such as cost, plan and quality are met.
CUS.1.1 Acquisition Preparation Process
Component Process CUS.1 - Acquisition Process
Target Acquisition Preparation Process is to establish the needs and objectives of the acquisition. As a result of the successful implementation of the process:
The need to acquire, develop, or expand a system, software product, or software development process will be identified;
System requirements will be formulated;
An acquisition strategy will be developed;
Acceptance criteria will be defined.
ENG.1 Development Process
Basic process
Target development process is to transform an agreed set of requirements into a functional software product or software system that meet the stated needs of the customer. As a result of the successful implementation of the process:
A software product or software system will be developed;
Intermediate work products will be developed, which shows that the final product is based on agreed requirements;
Consistency between software requirements and software designs will be established;
The test data will show that the final product meets the agreed requirements;
The final product will be installed in the target environment and accepted by the customers.
NOTE: Agreed requirements may be provided by an Acquisition Process (CUS. 1) or Requirements Establishment Process (CUS. 3) operation.
ENG.1.1 System Requirements Development and Analysis Process
Component Process ENG.1 - Development Process
The purpose of the System Requirements Design and Analysis Process is to establish the system requirements (functional and non-functional) and architecture, identifying which system requirements should be allocated to which elements of the system and in which version. As a result of the successful implementation of the process:
System requirements will be developed, which corresponds to the established needs of the customer;
A solution will be proposed identifying the main elements of the system;
The agreed requirements will be allocated to each of the main elements of the system;
A release strategy will be developed to prioritize implementation system requirements;
System requirements will be approved and modified as required;
The requirements, the proposed solution and their links will be communicated to all interested parties.
SUP.1 Documentation Process
Advanced Process
Target Document Development Process is to develop and maintain documents that record the information generated by a process or activity. As a result of the successful implementation of the process:
A strategy will be developed identifying the documents that will be produced during the life cycle of the software product;
The standards to be consulted for the development of documents will be defined;
All documents to be produced by the process or project will be identified;
All documents will be developed and published in accordance with certain standards;
All documents will be maintained in accordance with certain criteria.
NOTE - The process supports the execution of process attribute 2.2 in the examples where it is introduced.
MAN.1.1 Project Management Process
Component Process MAN.1 - Management Process
Target Project Management Process is to identify, establish, coordinate, and control the activities, tasks, and resources needed for a project to create a product and/or service to meet agreed requirements. As a result of the successful implementation of the process:
The scope of the project will be defined;
The feasibility of achieving project objectives with available resources and constraints will be assessed;
The tasks and resources required to complete the work will be measured and evaluated;
Interfaces between project elements and other projects and organizational units will be identified and tested;
Project implementation plans will be developed and implemented;
The progress of the project will be checked and reported;
Actions to correct deviations from the plan and prevent recurrence of problems identified in the project will be taken when the project objectives are not achieved.
NOTE This process supports the execution of process attribute 2.1 in the examples where it is introduced.
ORG.2 Improvement Process
Basic Process
The Improvement Process is a process for establishing, evaluating, measuring, managing and improving the software life cycle process. As a result of the successful implementation of this process:
A set of organizational process assets will be developed and made available;
The organization's process capability will be periodically assessed to determine the extent to which the implementation of the process is effective in achieving the organization's objectives;
Measuring Opportunity
The reference model capability dimension defines the measurement scale for evaluating the process capability of any process. The capability of a process is defined on a six-point ordinal scale that allows one to rate capability from the bottom of the scale, the unfinished level, to the top end of the scale, the optimizing level. The scale defines the improvement in the capability of an ongoing process from efficiency that is incapable of delivering specific results up to efficiency that is capable of meeting the business goal and supporting continuous process improvement. Therefore, the scale defines a clear path for improvement for each individual process.
Within the capability model, the capability measure is based on a set of nine process attributes (PAs) (see Table 4.1). Process attributes are used to determine whether a process has reached a given capability. Each attribute measures a specific aspect of process capability. The attributes are themselves measured on a percentage scale and therefore provide a more detailed understanding of the specific aspects of the process capability required to support process improvement and capability determination.
For example, let's take one of the attributes of the third level of capability.
AP 3.1 Attribute Definition and Process Transformation
To what extent a process is executed as a converted instance of a standard process definition. The standard process meets the defined business objectives of the organization. The transformation is performed to suit the specific purposes of the process instance. As a result of fully reaching this attribute:
Process documentation, together with appropriate guidance on customizing standard process documentation, will be determined that is capable of providing the normal process scope and functional and non-functional requirements for the work product;
The execution of the process will be carried out in accordance with the selected and/or adapted standard process documentation;
Historical process execution data will be collected, firstly, to establish and improve understanding of process behavior, secondly, to assess process execution resource needs;
Experiences from the use of process documentation will be used to improve the standard process.
Table 4.1.
|
Number |
Name |
|
Level 1 |
Running process |
|
AP 1.1 |
Process execution attribute |
|
Level 2 |
Managed Process |
|
AP 2.1 |
Execution control attribute |
|
AP 2.2 |
Work Product Management Attribute |
|
Level 3 |
Established process |
|
AP 3.1 |
Process definition and transformation attribute |
|
AP 3.2 |
Process resource attribute |
|
Level 4 |
predictable process |
|
AP 4.1 |
Process dimension attribute |
|
AP 4.2 |
Process control attribute |
|
Level 5 |
Optimizing Process |
|
AP 5.1 |
Process change (verification) attribute |
|
AP 5.2 |
Improvement Opportunity Attribute |
A process attribute represents a measurable characteristic of any process, as defined above.
N Not reached:
0% - 15% - There is little or no confirmation of achievement of a particular attribute.
P Partially reached:
16% - 50% - there is evidence of a reliable systematic method to achieve a certain attribute. Some aspects of achievement can be unpredictable.
L Largely achieved:
51% - 85% - there is evidence of a reliable systematic method to a significant achievement of a certain attribute. Process execution may vary in some areas.
F Fully reached:
86% - 100% - there is confirmation of a complete and systematic method to the complete achievement of a certain attribute. No significant deficiencies exist within a particular part of the organization.
Each process attribute assessed in any part of the organization, including the highest capability level defined in the scope of assessment, must be consistent with a rating using the attribute scale defined above. The set of attribute ratings for a process forms a profile for that process. The evaluation output includes a set of profiles for all evaluated processes.
The identifier used must provide objective evidence of use in order to determine the rating to be retrieved. Ratings may be presented in any format, such as matrices or as part of a database, provided that the presentation allows the identification of individual ratings according to this reference scheme.
The capability level achieved by a process shall be derived from the attribute rating for that process, according to the process capability level model defined in Table 4.2. The purpose of this requirement is to ensure that values are consistent when a process capability level is referenced for a process.
The tables below provide summary lists of the processes that are included in the reference model (table 4.3) and the correspondence between the processes of the reference model and the processes defined in draft ISO/IEC 12207 (table 4.4).
Table 4.2
|
Scale |
Process attributes |
Grade |
|
Level 1 |
Process execution |
Mainly or completely |
|
Level 2 |
Process execution Execution control Work Product Management |
Fully Mainly or completely Mainly or completely |
|
Level 3 |
Process execution Execution control Work Product Management Process resource |
Fully Fully Fully Mainly or completely Mainly or completely |
|
Level 4 |
Process execution Execution control Work Product Management Process definition and transformation Process resource Process measurement Process control |
Fully Fully Fully Fully Fully Mainly or completely Mainly or completely |
|
Level 5 |
Process execution Execution control Work Product Management Process definition and transformation Process resource Process measurement Process control Process change Possibility of further improvement |
Fully Fully Fully Fully Fully Fully Fully Mainly or completely Mainly or completely |
Table 4.3.
|
Process |
|||||
|
Number |
Name |
Number |
Name |
||
|
Acquisition (basic) |
|||||
|
Acquisition preparation (component) |
|||||
|
Vendor selection (component) |
|||||
|
Vendor Check (Component) |
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|
Customer approval (component) |
|||||
|
Support (Basic) |
|||||
|
Requirements setting (new) |
|||||
|
Operation (advanced) |
|||||
|
Functional Usage (Advanced Component) |
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|
User Support (Advanced Component) |
|||||
|
Development (basic) |
|||||
|
Analysis and development of system requirements (component) |
|||||
|
Software requirements analysis (component) |
|||||
|
Software development (component) |
|||||
|
Software design (component) |
|||||
|
Software integration (component) |
|||||
|
Software testing (component) |
|||||
|
System testing and integration (component) |
|||||
|
Operation of the system and software (basic) |
|||||
|
Supporting life cycle processes |
|||||
|
Documentation (advanced) |
|||||
|
Configuration management (basic) |
|||||
|
Quality assurance (basic) |
|||||
|
Verification (basic) |
|||||
|
Validation (Basic) |
|||||
|
Joint review (baseline) |
|||||
|
Check (basic) |
|||||
|
Problem solving (basic) |
|||||
|
Measurement (new) |
|||||
|
Reusable (new) |
|||||
|
Management (basic) |
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|
Project management (component) |
|||||
|
Quality management (new) |
|||||
|
Risk management (new) |
|||||
|
Organizational alignment (new) |
|||||
|
Improvement process (basic) |
|||||
|
Create a process (component) |
|||||
|
Process evaluation (component) |
|||||
|
Process improvement (component) |
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|
Human Resource Management (advanced) |
|||||
|
Infrastructure (basic) |
|||||
|
Table 4.4. |
||||
|
Activities and processes 12207 |
Processes 15504 | |||
|
Initial life cycle processes | ||||
|
Acquisition process |
Acquisition process |
basic |
||
|
Initialization |
Acquisition preparation process |
Component |
||
|
Preparing a Bid-for-Proposal [-bid] |
Supplier selection process |
Component |
||
|
Contract preparation and adjustment |
Supplier selection process |
Component |
||
|
Vendor verification |
Vendor Verification Process |
component |
||
|
Acceptance and completion |
Customer approval process |
component |
||
|
Delivery process |
Delivery process |
basic |
||
|
Initialization |
Delivery process |
basic |
||
|
Preparing a response |
Delivery process |
basic |
||
|
Contract |
Delivery process |
basic |
||
|
Planning |
Delivery process |
basic |
||
|
Execution and management |
Delivery process |
basic |
||
|
Review and evaluation |
Delivery process |
basic |
||
|
Delivery and completion |
Delivery process |
basic |
||
|
Requirements setting process | ||||
|
Development process |
Development process |
basic |
||
|
Process Implementation |
Development process |
basic |
||
|
Analysis of system requirements |
component |
|||
|
System architecture development |
System requirements development and analysis process |
component |
||
|
Analysis of software requirements |
Software requirements analysis process |
component |
||
|
Software architecture development |
Software development process |
component |
||
|
Working draft software |
Software development process |
component |
||
|
Software coding and testing |
Software Design Process |
component |
||
|
Software integration |
Software integration process |
component |
||
|
Software qualification testing |
Software testing process |
component |
||
|
System integration |
component |
|||
|
System Qualification Testing |
System testing and integration process |
component |
||
|
Software installation |
Delivery process |
basic |
||
|
Software support |
Delivery process |
basic |
||
|
Functioning process |
basic |
|||
|
Process Implementation |
Functional use process |
extended component |
||
|
Functional testing |
Functional use process |
extended component |
||
|
System operation |
Functional use process |
extended component |
||
|
User support |
User support process |
extended component |
||
|
Operating process |
basic |
|||
|
Process Implementation |
Software and system operation process |
basic |
||
|
Analysis of problems and modifications |
Software and system operation process |
basic |
||
|
Implementation of the modification |
Software and system operation process |
basic |
||
|
Commissioning |
Software and system operation process |
basic |
||
|
Migration |
Software and system operation process |
basic |
||
|
Software recycling |
Software and system operation process |
basic |
||
|
Supporting lifecycle processes | ||||
|
Documentation process |
Documentation process |
extended |
||
|
Process Implementation |
Documentation process |
extended |
||
|
Design and development |
Documentation process |
extended |
||
|
Products |
Documentation process |
extended |
||
|
Exploitation |
Documentation process |
extended |
||
|
Configuration management process |
Basic |
|||
|
Process Implementation |
Configuration management process |
basic |
||
|
Configuration Identification |
Configuration management process |
basic |
||
|
Configuration control |
Configuration management process |
basic |
||
|
Accounting for configuration status |
Configuration management process |
basic |
||
|
Configuration evaluation |
Configuration management process |
basic |
||
|
Release and delivery management |
Configuration management process |
basic |
||
|
Quality Assurance Process |
Quality Assurance Process |
basic |
||
|
Process Implementation |
Quality Assurance Process |
basic |
||
|
Product Warranty |
Quality Assurance Process |
basic |
||
|
Process Guarantee |
Quality Assurance Process |
basic |
||
|
Quality assurance systems |
Quality Assurance Process |
basic |
||
|
Verification process |
Verification process |
basic |
||
|
Process Implementation |
Verification process |
basic |
||
|
Verification |
Verification process |
basic |
||
|
Validation Process |
basic |
|||
|
Process Implementation |
Validation Process |
basic |
||
|
Validation |
Validation Process |
basic |
||
|
Joint review process |
Joint review process |
basic |
||
|
Process Implementation |
Joint review process |
basic |
||
|
Project Management Reviews |
Joint review process |
basic |
||
|
Technical reviews |
Joint review process |
basic |
||
|
Verification Process |
Verification Process |
basic |
||
|
Process Implementation |
Verification Process |
basic |
||
|
Verification Process |
basic |
|||
|
Problem Solving Process |
Problem Solving Process |
basic |
||
|
Process Implementation |
Problem Solving Process |
basic |
||
|
Problem solving |
Problem Solving Process |
basic |
||
|
Measurement process | ||||
|
Reuse process | ||||
|
Organizational life cycle processes | ||||
|
Management process |
Management process |
basic |
||
|
Initialization and Scoping |
Project Management Process |
component |
||
|
Planning |
Project Management Process |
component |
||
|
Execution and control |
Project Management Process |
component |
||
|
Review and evaluation |
Project Management Process |
component |
||
|
closure |
Project Management Process |
component |
||
|
Quality Management Process | ||||
|
Risk management process | ||||
|
Organizational alignment process | ||||
|
Infrastructure Process |
Infrastructure Process |
basic |
||
|
Process Implementation |
Infrastructure Process |
basic |
||
|
Creation of infrastructure |
Infrastructure Process |
basic |
||
|
Infrastructure operation |
Infrastructure Process |
basic |
||
|
Improvement process |
Improvement process |
basic |
||
|
Create a process |
Process creation process |
component |
||
|
Process evaluation |
Process evaluation process |
component |
||
|
Process improvement |
Improvement process |
component |
||
|
Process preparation |
extended |
|||
|
Process Implementation |
Human resource management process |
extended |
||
|
Substantial development preparation |
Human resource management process |
extended |
||
|
Preparing the implementation of the plan |
Human resource management process |
Thematic materials:
Updated: 11/28/2021
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