COMPETENCIES DESIRABLE FOR A REQUIREMENTS

ELICITATION SPECIALIST IN A GLOBAL

SOFTWARE DEVELOPMENT

Miguel Romero

University of Bío-Bío, Department of Computer Science and Information Technologies

Avenida Andrés Bello s/n 3780000 Chillán, Chile

Aurora Vizcaíno, Mario Piattini

University of Castilla-La Mancha, Alarcos Research Group - Institute of Information Technologies & Systems

Department of Information Technologies & Systems - Escuela Superior de Informática

Paseo de la Universidad 4, 13071 Ciudad Real, Spain

Keywords: Requirements Elicitation training, Global Software Development, Educational Environment.

Abstract: The global software development poses several challenges in software engineering, particularly in the

elicitation stage, owing to the problems of communication and coordination which are caused when teams

are geographically distributed. For a successful requirements elicitation in a global development

environment, it is necessary to rely on professionals who are capable of confronting the challenges that arise

in this environments such as: cultural differences, distributed communication and coordination. In order to

develop in software engineers the skills suitable to face these challenges it is first necessary to discover

which competencies or skills they should have or develop. In this work we describe an analysis carried out

with this goal, therefore we propose a list of competencies desirable by a requirements elicitation specialist,

which have been obtained from a review of the related literature. We also comment on certain useful

strategies in the teaching of these competencies and propose the usage of a simulation environment for their

development.

1 INTRODUCTION

Global Software Development (GSD) is an

emerging paradigm in the software industry. GSD is

characterized by stakeholders who are

geographically distributed around the World. The

principal advantages of GSD are that: it allows the

exploitation of a 24-hour work day, it decrease costs,

it capitalizes on global resource pools, and it is

geographically closer to the end consumer (Cheng &

Atlee, 2007). However, GSD also has disadvantages,

principally with regards to coordination and

communication between virtual teams (James D.

Herbsleb, 2007). Nevertheless, GSD continues to

grow. In fact, one finding of the report of ACM’s

Job Migration Task Force is that: “Globalization of,

and offshoring within, the software industry are

deeply connected and both will continue to grow.

Key enablers of this growth are information

technology itself, the evolution of work and business

processes, education and national policies” (from

p.9, Aspray, Mayadas, & Vardi, 2006).

With the arrival of this paradigm, there is an

increasing gap between what is taught in universities

and what the software industry requires, owing to

the fact that GSD demands a new set of

competencies (Patterson, 2006).

One of the areas of software engineering which

is most affected by the difficulties that emerge from

GSD is that of requirements elicitation, because it is

fundamentally a communication process between a

requirements specialist and the customer’s

stakeholder (SWEBOK, 2004).

Given the importance of the elicitation stage, the

main objective of this work is to identify the

competencies that are necessary to develop said

347

Romero M., Vizcaíno A. and Piattini M. (2008).

COMPETENCIES DESIRABLE FOR A REQUIREMENTS ELICITATION SPECIALIST IN A GLOBAL SOFTWARE DEVELOPMENT.

In Proceedings of the Third International Conference on Software and Data Technologies, pages 347-354

DOI: 10.5220/0001878703470354

 SciTePress

stage in GSD. We also propose a simulation tool

which assists in the training of these competencies.

In the following section we present the

challenges of global software development which

are reported in literature. Section 3 shows the

competencies which were identified and Section 4

presents the various strategies that can be used to

teach said competencies. Finally, Section 5 outlines

our conclusions and our future work.

2 ISSUES IN GSD

The GSD paradigm presents several issues that

affect all the phases of software development. The

following list corresponds with the main challenges

in GSD:

 Cultural Difference. Cultural differences can

affect a GSD project in different ways

including communication and coordination

effectiveness, group decision–making and

team performance (James D. Herbsleb &

Moitra, 2001), (D. Damian, 2007), (D. E.

Damian & Zowghi, 2002), (Raffo &

Setamanit, 2005), (Setamanit, Wakeland, &

Raffo, 2006).

 Inadequate Communication. In global

environments communication is challenged by

many factors. Cultural, along with language

differences, distance, and time differences

make it difficult for people to interact, so

stakeholders must make a special effort to

communicate effectively (Bellur, 2006), (D.

Damian, Hadwin, & Al-Ani, 2006), (James D.

Herbsleb & Moitra, 2001).

 Time Difference. Distribution over many

geographically distanced sites introduces time

difference as another factor. This can be seen

as an advantage, because it presents the

opportunity of working on an around-the-

clock schedule, but it can also be a

disadvantage when the tasks need an intensive

collaboration between people in distanced

sites and synchronous communication is

difficult to implement or is not even possible

during the normal work timetable (D. E.

Damian & Zowghi, 2002), (Raffo &

Setamanit, 2005), (Setamanit et al., 2006).

 Knowledge Management. People working on

GSD projects need to share a lot of

information about requirements, which comes

from several sources at distanced sites.

Without effective information and knowledge

sharing mechanisms it is not possible to

exploit GSD’s benefits (D. E. Damian &

Zowghi, 2002), (James D. Herbsleb &

Moitra, 2001), (Huang & Trauth, 2007).

 Language Difference. Language differences

may be a source of misunderstanding,

especially when the common language

between stakeholders is not their native

language (Huang & Trauth, 2007), (Raffo &

Setamanit, 2005), (Setamanit et al., 2006).

 Trust. Maintaining trust relationships is

especially difficult in GSD environments

because of the lack of informal and

spontaneous communication (babar, Verner,

& Nguyen, 2007), (Bhat, Gupta, & Murthy,

2006), (Nguyen, Babar, & Verner, 2006).

These problems greatly affect communication

between stakeholders. The requirements elicitation

stage is fundamentally a communication process and

is therefore greatly affected by GSD issues.

In order to train professionals in the process, who

are capable of accomplishing top-quality

requirement elicitation and of confronting the

difficulties of GSD environments, teaching must be

adjusted in its different dimensions: contents,

learning tools, learning techniques, assessment

strategies, learning outcomes and professional

competencies. In this context, defining professional

competencies for software engineers to work in GSD

environments is fundamental, since it will allow us

to have clear ideas about the professionals the

industry needs, so as to define the updated contents

for software engineering courses and learning tools

which will help students to be more prepared to

work in GSD.

The following section proposes a set of

competencies, both generic and specific, for a

requirements specialist working on a GSD Project.

3 COMPETENCIES FOR A

GLOBAL REQUIREMENTS

ELICITATION

Before describing the competencies for requirements

elicitation in global environments, we believe it

appropriate to explain the meaning of the term

‘competencies’.

3.1 Definition of Competencies

In literature, the concepts of knowledge skills and

competency are used to describe the attributes that a

person should have if s/he is to play a part in a

ICSOFT 2008 - International Conference on Software and Data Technologies

348

profession. In this sense, as the ‘Tuning project’

points out: “Several terms: capacity, attribute,

ability, skill, competency are used in an often

interchangeable, and to some degree overlapping

meaning. They all relate to the person and to what

s/he is capable of achieving. But they also have

more specific meanings. Ability, from the Latin

‘habilis’ meaning ‘able to hold, carry or handle

easily’, leads to the word ‘habilitas which can be

translated as ‘aptitude, ability, fitness or skill’… a

competency or a set of competencies means that a

person puts into play a certain capacity or skill and

performs a task, in which s/he is able to demonstrate

that s/he can do so in a way that allows evaluation of

the level of achievement.” (from p.20, Tuning,

2007).

The concept of competencies is closest to the

way in which companies evaluate professionals.

Moreover, the concept is used in the process of

adapting European universities to European Higher

Education Area. It is for these reasons that we have

decided to use this concept.

3.2 Competencies Identified

In order to define a list of competencies which are

necessary for the requirements elicitation process,

we have carried out the following process:

Figure 1: Process used to obtain the competencies.

We have first carried out a review of literature in

search of papers reporting skills, knowledge or

competencies for software engineers in general, and

also for GSD environments.

Based on these studies, we have developed an

initial set of 189 elements (knowledge, skills or

competencies) for software engineers. From this list

the elements related to requirements elicitation were

selected and the list was then reduced to 90 elements

removing others such as: behavioral modeling (e.g.

structured analysis, state diagrams, etc.), process

quality and improvement, which were not relevant

for our work. We next removed the elements which

were repeated and those which were contained in

elements other, thus reducing the list to 70 elements.

A list of competencies for requirements elicitation is

defined from this list of 70 elements. From the list of

competencies defined, and by considering the

critical factors for GSD reported in literature (see

Section 2), we have examined the competencies one

by one in order to discover what the impact of each

critical factor upon the competencies is.

As a result of this analysis, we have obtained a

list of competencies for the requirements elicitation

process which we have placed in three groups:

1. The competencies that emerge due to the Global

development of the software, and which are

therefore not required in local software

development environments. These competencies

are listed in Table 1.

Table 1: Competencies which emerge from Global

Software Development.

Generic Competencies

Knowledge of a second language (principally English

Language skills) (Tuning, 2007), (Huang & Trauth,

2007), (Ita Richardson, Moore, Paulish, Casey, & Zage,

2007). The need to communicate with people who speak

another language makes the knowledge of a second

language (particularly English) vital.

Ability to work in an international context (operating in a

virtual team environment, Virtual team skills) (Tuning,

2007), (Gorgone et al., 2002), (Vasudevan, 2006), (D.

Damian et al., 2006).

Appreciation of diversity and multiculturality (Tuning,

2007).

Ability to deal with multicultural environments (IEEE &

ACM, 2004), (Minor & Armarego, 2005), (Ita Richardson

et al., 2007), (Gorgone et al., 2002).

Understanding of cultures and customs of other

countries (Tuning, 2007).

Understanding of Global awareness (Adya, 2006).

Achieving this competency is particularly difficult owing

to problems in knowledge management.

Competencies

for

requirements

elicitation

Literature

Review

Selection and

cluster of

competencies

Analysis

based on the

critical factors

of GSD

GSD Issues

Knowledge

and skills

for SE

Competencies

NOT affected

by GSD

Competencies

affected by

GSD

Knowledge

and skills for

in GSD

Competencies

to emerge from

GSD

COMPETENCIES DESIRABLE FOR A REQUIREMENTS ELICITATION SPECIALIST IN A GLOBAL SOFTWARE

DEVELOPMENT

349

2. The competencies required in co-located

environments that are affected by the critical

factors of GSD, which therefore implies that the

manner in which to teach them needs to be

adapted to consider the impact of GSD. These

competencies are listed in Tables 2 (the generic

ones) and 3 (the specific ones).

Table 2: Generic competencies for requirements elicitation

which are affected by GSD.

Generic competencies

Computer mediated communication skills (Ita

Richardson et al., 2007), (D. Damian et al., 2006). The

geographic distance between the stakeholders means

that this competency is more important in GSD, along

with the difficulties of time difference.

Use of Communication protocols (Ita Richardson et al.,

2007), (Huang & Trauth, 2007). Communication

protocols change between cultures so, for example,

ways of greeting others (i.e. with a kiss) may be a motive

of conflict.

Communication skills, (timely responses, speed,

recognizing the semantic gap) (Adya, 2006), (Ahamed,

2006), (Ita Richardson et al., 2007), (Minor & Armarego,

2005), (Callele & Makaroff, 2006). In the GSD

environment greater effort is needed to achieve effective

communication as this is affected by cultural problems,

distance, language, and time differences.

Ability to Resolve Conflicts (Aken & Michalisin, 2007).

This competency is affected by cultural differences and

communication problems in GSD.

Critical and self-critical abilities (Tuning, 2007), (Aken &

Michalisin, 2007), (Callele & Makaroff, 2006). Criticizing

someone else’s work when that person is from a

different culture is much more difficult than when that

person is from the same culture.

Ability to deal with uncertainty and ambiguity (in local

and remote teams) (IEEE & ACM, 2004), (D. Damian et

al., 2006). In remote teams, ambiguity is far greater

owing to the knowledge management problems present

in GSD.

Ability to interact with stakeholders (often not from the

same culture) (IEEE & ACM, 2004), (Ghezzi & Mandrioli,

2005), (Aken & Michalisin, 2007). Cultural difference,

inadequate communication, language difference and

poor trust affect interaction with stakeholders.

Team and group communication skills (both oral and

written, email, etc.) (IEEE & ACM, 2004). The

development of this competency is particularly affected

by GSD issues.

Teamwork skills (Dynamics of working in teams/groups)

(Tuning, 2007), (IEEE & ACM, 2004), (Minor &

Armarego, 2005), (Ahamed, 2006), (Aken & Michalisin,

2007).

Table 3: Specific competencies for requirements

elicitation which are affected by GSD.

Specific Competencies

Knowledge of Advanced elicitation techniques (e.g.

ethnographic, knowledge elicitation, etc.) (IEEE & ACM,

2004). Elicitation techniques were developed for local

environments, and it is therefore necessary to review

their use in global environments

Application of Elicitation Techniques (e.g. interviews,

questionnaires/surveys, prototypes, etc.) (IEEE & ACM,

2004), (SWEBOK, 2004).

Ability to Identify real requirements (Young, 2006).

Communication problems and cultural differences affect

this competency.

Requirements elicitation skills (Minor & Armarego, 2005),

(Young, 2006), (Callele & Makaroff, 2006). This

competency is affected by all the issues in GSD.

Comprehension of requirements change control and

change notification (Young, 2006). This competency is

particularly affected by knowledge management

problems.

Understanding of Requirements Tracing (SWEBOK,

2004). As with the aforementioned competency, this is

also affected by problems of knowledge management.

Comprehension of Success Factors of GSD (Minor &

Armarego, 2005).

3. The competencies that are not affected by the

critical factors of GSD and what should be

taught on courses independtly if the requirement

elicitation process will be carried out in a

colacated or distributed environmnet. For

example: application of criteria for good

requirement, detection of elicitation sources,

classification requirements skills, elementary

computing skills, working under pressure, and

the capacity to learn. This group of

competencies is outside the scope of this work

and is therefore not presented.

3.3 Main Sources of Bibliographic

Competencies Identified

The main sources of this study are the following:

SWEBOK (SWEBOK, 2004), whose philosophy

defines the body of knowledge generally accepted

for software engineers (the completion of a 4 year

degree course), It does not take into account aspects

of GSD in the definition of knowledge. It is,

however, a good starting point.

SE2004 (IEEE & ACM, 2004), presents the body

of knowledge for software engineering that is

required to be taught in a degree program. SE2004

delivers relevant information on how to teach these

ICSOFT 2008 - International Conference on Software and Data Technologies

350

skills, indicating which of them are essential and

which are desirable, along with suggesting means to

structure the curriculum. As with the SWEBOK, this

has a broad consensus, but neither refers to aspects

of GSD. While both studies are developed by ACM

and IEEE, the body of knowledge presented in

SWEBOK differs in part to that presented in

SE2004. For example: "Layers / levels of

requirements" appears in SE2004 but not in

SWEBOK while "emergent properties" appears in

SWEBOK but not in SE2004.

The Tuning project (Tuning, 2007) presents a

study of the generic competencies it also indicates

which are the most and least important, both for the

academic world and for industry. Unfortunately, this

study does not include software engineering. This

means that the hierarchy of competencies contained

in this project is not valid in its entirety for our field.

For example, the competencies needed to understand

the cultures and customs of other countries,

appreciate diversity and multiculturalism, and the

ability to work in an international context are among

those least valued by the employers and graduates

surveyed in the Tuning project (Tuning, 2007). This

is because the groups surveyed are from fields of

knowledge which have not been so highly affected

by globalization as has computing. It would,

therefore, be useful to replicate the study in our field

in order to properly classify the generic skills

according to our needs.

The empirical study of Damian, “outlines a set of

emerging areas of competencies that a curriculum

needs to emphasize when training students for GSD,

in addition to the basic skills of an SE” (from p. 686,

D. Damian et al., 2006). However, certain

fundamental skills of SE (see Table 2) should be

studied in greater depth as they are affected by the

critical factors of GSD and it is not therefore

possible to apply them directly to GSD.

4 TRAINING THE

COMPETENCIES FOR

GLOBAL REQUIREMENT

ELICITATION

The main challenge in the teaching of requirements

elicitation is to succeed in giving students the chance

to learn from concrete experiences that are closer to

real work. To do so, it is necessary to develop

teaching strategies for active and collaborative

learning (Rosca, 2000), in which students learn by

doing instead of just listening to an expert talking

about his/her experiences.

The techniques that are commonly used with

such an aim are project-based learning (real or

otherwise) (Vaughn & Carver, 2006), where

students participate in teams, in order to solve a

problem; role playing games (Barrett, 1997; Jaccheri

& Sindre, 2007; Sindre, 2005), in which students

play a role (software engineer, client, user, analyst,

etc.) in a simulated requirement elicitation scenario.

Various strategies have been defined to confront

the challenge of teaching and training software

engineers to work on GSD projects. These are:

curricular changes (Bellur, 2006; Cross-II, 2005;

Minor & Armarego, 2005; Ramnath, 2006;

Vasudevan, 2006), postgraduate specialization

(Lago et al., 2007); a closer interaction between

industry and the academic world (Lee et al., 2005);

and joint software projects between universities

from different countries (Ahamed, 2006; I

Richardson, Milewski, Mullick, & Keil, 2006).

However, there are certain problems in putting

these strategies into practice, such as the difficulty in

finding companies who are willing to invest time

and resources in joint education projects with

universities, or the lack of experience of students

which may be a very high risk factor for real

projects.

The fields of both medicine and aviation use

simulators to minimize the risks inherent in the

training of professionals. We therefore propose the

development of a simulation environment which will

allow students to aquire some of the competencies

mentioned in the previous section.

This simulator may be an initial step towards

students’ participation in real projects developed

between universities and the GSD industry. In fact,

the experience acquired with the simulator would

diminish the risk of non-qualified people being

involved in real projects. Furthermore, the simulator

provides a virtual industrial partner for universities

that do not have one.

We propose a simulator of the requirements

elicitation process in the global context in which the

student (taking on the role of an RE engineer)

interacts with various stakeholders which will be

virtual agents and/or real humans. The simulator will

allow the professor to create new lessons, indicating

the description of the scene, the virtual agents to be

used, personality and culture.

The interaction will be natural through the use of

the main tools of electronic communication used for

requirements elicitation: Instant Messaging and

Chat, E-Mail, Telephone and Video Conferencing.

COMPETENCIES DESIRABLE FOR A REQUIREMENTS ELICITATION SPECIALIST IN A GLOBAL SOFTWARE

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351

Initially, the students must enter their data with

the aim of tracking the learning process. Then the

system must show the different lessons or units that

it has developed, showing their results. In addition,

the system must permit a review of the history of

conversations with each of the stakeholders. Another

capability of the system will be to show the lessons

that it has not developed, allowing the student to

select any of them.

When students perform a lesson selection, the

system must submit the context of the problem in

which the elicitation is developed and show the

participant stakeholders and their roles.

Through interviews with the various stakeholders

(who will be of different nationalities) the students

should prepare a list of requirements, both functional

and non-functional, which should be sent to the

system for its validation at the end of the simulation

with the purpose of measuring the quality of the

work done by the student. The system should

provide an interface for keeping a list of the

student’s requirements

The simulator will validate the student’s work by

means of a questionnaire in which it will present

various requirements (both functional and non-

functional) and the student will have to indicate

whether or not they correspond with what the users

need. The requirements document will be checked to

detect faults such as: ambiguous requirements, non-

existent requirements, unspecified requirements, etc.

Besides this evaluation, the system will also record

the questions that the student has formulated in an

inadequate way with regard to cultural differences

and the protocol of communication (manner of

greeting and taking one’s leave, degree of formality

informality etc.).

In short, the simulator will teach the 17

competences listed below (see Table 4) by means of

the following features (Column F in Table 4):

1. Interaction with virtual agents of different

nationalities.

2. Interviews with the stakeholders.

3. The lessons are focused on the specific

problems of RE in GSD to allow the student to

confront common difficult situations.

4. The elaboration of the requirements document.

5. The validation of the requirements document.

5 CONCLUSIONS

Global software development is a current tendency

in industry which is motivated by globalization and

offshoring. This tendency is increasing, which

implies that it is necessary to make the appropriate

Table 4: Competences to be developed with simulator

Competencies to develop with Simulator F

Generic Competencies

1 Computer mediated Communications

(D. Damian et al., 2006; Ita Richardson

et al., 2007)

1, 2

2 Communication protocols (Huang &

Trauth, 2007; Ita Richardson et al.,

2007)

1, 2

3 Virtual team skills (D. Damian et al.,

2006; Vasudevan, 2006)

1, 4

4 Ability to work in an international context

(Tuning, 2007)

1, 2,

5 Appreciation of diversity and

multiculturality (IEEE & ACM, 2004;

Tuning, 2007)

1, 2,

7 Living with ambiguity/uncertainty in

Remote Teams (D. Damian et al., 2006)

1, 2,

8 Ability to learn quickly about a domain or

technology in order to begin project

planning (I Richardson et al., 2006)

2, 4

9 Capacity to adapt to new situations

(Tuning, 2007)

10 Understanding of cultures and customs

of other countries (Ita Richardson et al.,

2007; Tuning, 2007)

1, 2,

3, 4

Specific Competencies

11 Comprehension of GSD Critical Factors 1, 2,

12 Detection of Elicitation Sources (e.g.

stakeholders, domain experts,

operational and organization

environments, etc.) (IEEE & ACM, 2004)

2, 3

añad

iria 4

13 Comprehension of Software

requirements specification (IEEE &

ACM, 2004; Young, 2006)

4, 5

14 Knowledge about analyzing quality (non-

functional) requirements (e.g. safety,

security, usability, performance, root

cause analysis, etc.) (IEEE & ACM,

2004)

4, 5

15 Capacity to manage changing

requirements (IEEE & ACM, 2004;

Young, 2006)

4, 5

16 Elicitation of real requirements based on

stakeholder’s need using an Interview

Technique and computer mediated

communications

2, 3,

4, 5

17 Representation of functional and non-

functional requirements for different type

of systems

3, 4,

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adjustments to the preparation of software engineers

and other specialists to ensure their capacity to work

in this new global environment. This work focuses

upon requirements elicitation, on the one hand

because it is one of the stages that is most affected

by the challenges of GSD, and on the other because

it is one of the most important stages in software

development in general.

This work presents the competencies desirable

by a requirements elicitation specialist and proposes

a simulator which will permit the development of a

subset of these competencies.

After our analysis and proposal of the

compentencies our future work consists of the

development of this simulator, and its use in

university teaching and in the training of

professionals.

The list of competencies, moreover, can be used

to define a course and an educational guide for the

teaching of requirements elicitation in GSD

environments. Furthemore, a guide towards the

recruitment of requirements specialists in GSD

environments will also be developed.

ACKNOWLEDGEMENTS

This work is partially supported by the MELISA

project (PAC08-0142-3315), Junta de Comunidades

de Castilla-La Mancha, Consejería de Educación y

Ciencia, in Spain; ESFINGE project (TIN2006-

15175-C05-05) Ministerio de Educación y Ciencia

(Dirección General de Investigación)/Fondos

Europeos de Desarrollo Regional (FEDER) in Spain;

the CompetiSoft project (506AC0287, CYTED

program).

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