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of the project. The organization was already doing this type of brainstorming
up front and the diagram we were looking for was usually being produced.
However, often it had never found its way past a white board and into a
more formal tool where it could be maintained. The only change in behavior
in this area was to have someone capture the diagram in a tool such as Power-
Point or Visio and then place it with a few related words in the appropriate
PMP section.
Another part of the rationale used for capturing this diagram related to how
planning is different on Agile projects. Because we don't do as much detailed
planning up front on Agile efforts, it becomes more important to know that
we have adequately scoped the work. This is because we might be opening
ourselves up for scope issues later.
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In the CMMI model Project Planning
process area, SP 1.1 states:
Establish…work breakdown structure to estimate the scope….
This specific practice reminds us that even for incremental and Agile efforts
it is important to get our arms around all the planning work as early as possi-
ble (even if we don't detail it out). BOND didn't actually have a
traditional-looking work breakdown structure document, but the
intent
of
this practice was met through a combination of the
diagram
, which did show
the “work breakdown” and the
high-level schedule.
The schedule will be dis-
cussed further under the section titled, “The When.” For more information
on Agile methods and requirements development, refer to [23].
5.8 “The Who”—Managing Your Resource and
Skill Needs
Many topics on Agile methods seem to assume that personnel have already
been assigned and have the skills to do the job. Providing resources and
ensuring those people have the skills needed to do the job is critical to the suc-
cess of a project. Practices related to providing resources (GP 2.3) to projects,
assigning responsibilities (GP 2.4), and ensuring those people who are
assigned have been trained in the skills they need (GP 2.5) are all key practices
we are
reminded
of through the generic practices within the CMMI model.
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4. Managing scope is also discussed later in the topic in the DART case study.
5. Addressing adequate skill needs is also discussed later in the topic in the DART case study.
