Introduction to CNS Limited’s Software Department
CNS Limited has a very specific approach towards maintaining a standard software development life cycle. Processes under the Software Development units are fully compliant with SEI CMMi Level 5 Maturity. In this connection, CNS Limited has also achieved global certification under CMMi Capability Maturity for its Software Department. The entire work of software development has several approaches and process / service areas where specific sets of input and output need to be generated. In this connection, Project Planning, Requirements Management (RQM), System Coding, unit testing, Deployment, Codebase Maintenance, Stable Version Management, Change Requests (CR) and Monitoring processes are noteworthy. CNS Limited addresses all those key process areas with industry standard best practices. CNS Limited maintains a special group of professionals called “Software Engineering Process Group (SPEG)” to monitor and fix process lags and shortfalls.
Introduction to CNS Limited’s Quality Assurance Department
The goal of the QA Department of CNS Limited is to verify that all software and documentation to be delivered meet all technical requirements. The SQA procedures defined at CMMi Level 5 Maturity are used to examine all deliverable software and documentation to determine compliance with technical and performance requirements. CNS Limited is currently assessed as CMMi Level 5 Company for its software processes to be inline and fully compliant with CMMi Level 5 capability as well as maturity.
Policy adopted by CNS Limited for its software development puts a measure of independence for the QA Department. This independence provides a key strength to QA; that is, the QA Department has the freedom, if the quality of the product is being jeopardized, to report this possibility directly above the level of the project.
In adult education, the curriculum of the courses should be built around the trainee’s needs and interests. This is the reason why, although we can deliver our courses fully in their existing format, we make an effort to customize the workshop exercises and examples to illustrate situations specific to their environment.
We encourage our instructors to play a facilitator role in the more advanced levels with their primary role being to guide and assist adult learners in achieving their own individual learning objectives. We believe that a successful training program must combine traditional teaching with facilitating elements.
Flexible Learning Model
Our flexible learning model expands choice on what, when, where and how people learn. It supports different styles of learning, including e learning. Selection of an appropriate mix of educational approaches is a function of the types of participants (e.g., senior executives vs. mid-level mangers); budget (some cost more than others); the environment of the organization; and the depth of learning desired. Five major learning approaches are described in the following sections. While the five approaches are distinct from each other, any given program might employ several in combination.
The traditional form of training program is a curriculum model. With a curriculum approach, participants receive a ‘teach’ on a set of topics over a set period of time. Our approaches are centered on dialogue between instructors and participants and among participants. Participants have much to contribute to the learning process, and such training is not a one-way transfer of knowledge from instructor to participant. Rather it is a collaborative dialogue among a group of people and an instructor. Elements of experiential learning are incorporated where the learner constructs knowledge, skill and value from direct experience. This includes role-playing, simulations and other ways to practice for actual work settings.
The benefits of the curriculum model are its efficiency, focus and consistency. Relatively large numbers of participants can develop a consistent conceptual understanding of critical content in a relatively short period of time.
Tool-based Training Model
The tool-based model focuses on a supported application of new concepts in the workplace through the use of ‘tools’. The tools serve two purposes: 1) diagnosis of some aspect of the work environment and 2) prescription of some appropriate responsive action. The diagnosis identifies gaps between the current situation and some desired state. The prescription and action process is aimed at closing the gap. Examples of tools are our Assessment Tools. The education is focused on specific rather than generalized individual or group needs. Needs that are identified are addressed in the context of work. Tools-Based training is often combined with curriculum training.
We have deep experience in designing and delivering management programs based on an ‘action learning’ format. Action learning blurs the distinction between work and education. For example, an internal team works collaboratively on a solution. They reflect on what has occurred and learn from the process through our facilitation. Our Business Challenge approach differs from typical action learning in two ways. Participants receive relevant education and coaching along the way to their solution. They receive organizing frameworks and processes just in time to apply them to their task.
Learning Linked to Process
With this model, learning again takes place in the context of work. This approach is based on the fact that organizations have existing sequential business processes that they execute on a regular basis. For example, an annual marketing planning process (situation analysis, then goal setting, then strategy formulation, etc.) where one step in the process must be completed before the individual or team can move on to the next step. Relevant education is delivered to participants just in time for real-world use at each step in the process. The organization gets an enhanced execution of their business process. Participants gain knowledge and skills to better equip them for future applications of the process. These are highly customized programs.
Managerial Capabilities of the Training Division
Apart from the quality Professionals engaged as faculty, CNS Limited focuses on the Management of the Training courses as a key part of its success. Director of the School Section has experience of conducting and managing large scale corporate training like IDB-BISEW Scholarship Programs. The Course coordinator, under supervision and authority of Director of School Section plans and designs the courses, Sets training guidelines for the faculties, prepares schedules the classes. Counselors provide advice regarding the courses and collect the responses regarding the classes. Lab assistants help the students during the practice hours and maintain the lab to keep it operational for the next classes.
The Maintenance team consists of qualified and experienced field engineers who have vast experience in handling system troubleshooting and business domain knowledge about System Processes and commercial aspects. The maintenance comprises of several aspects like hardware, network and software troubleshooting. Currently a modest sized team works for the maintenance of the hardware, software and network connectivity for the existing Projects. Some Projects might experience far more maintenance requests considering larger hardware infrastructure, nationwide network, enhanced LAN, change of modality of access to the components of the System. Current Maintenenace Team works under the following directives:
- The maintenance team works directly under the supervision and control of the support department
- The support department operates through a 25-Line auto hunting call center where support officers will take support calls directly from the Client’s officials,
Stakeholders, users, field engineers, mobile operators and bank payment gateway providers.
- The support calls generate support tickets and related on site and off site field engineers will be assigned with the support task whichever deems applicable.
- The support calls are recorded and further processed to categorize the nature of the calls and the data will be used to enhance service and software features (if required).
- The maintenance team also provides routine hardware, network and software maintenance at sites.
- A rolling stock of spare parts and consumables inventory are maintained by the maintenance team at divisional headquarters where the items can be dispatched to the affected sites without significant delay.