Instructor Notes: PRJ270: Essentials of Rational Unified Process Version 2003.06.00

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© Copyright IBM Corp. 2003




































Course materials may not be reproduced in whole or in par
t without the prior written permission of IBM.

Instructor Notes:


PRJ270: Essentials of Rational Unified
Process

Version 2003.06.00

PRJ270
-

Essentials of RUP Instructor Notes

© Copyright IBM Corp. 2003



































ii


Course materials may not be reproduced in whole or in part without the prior written permission of IBM.

Table of Contents

1 PRJ270 ERUP INSTRU
CTOR BEST PRACTI CES

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1

C
OURSE
P
REPARATION
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1

Know the Process

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...

1

Bring Some “Extras”

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1

Lab Requirements and Setup
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................

1

RUP Project Simulation
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2

Be Prepared

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2

C
OURSE
C
ONTENT

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3

Modules and Schedule
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3

Demo of the Online Process

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3

Exercises and Project Simulation
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4

A
FTER THE
C
OURSE

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4

Course Evaluations
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4

Instructor Post
-
Mortems

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4

PRJ270
-

Essentials of RUP Instructor Notes

© Copyright IBM Corp. 2003



































1


Course materials may not be reproduced in whole or in part without the prior written permission of IBM.

1

PRJ270 ERUP Instructor Best Practices

Course Preparation

Know the Process

The single most important thing you can do to prepare to teach t
his course is to learn Rational
Unified Process (RUP) in detail. This includes:



Knowing how to navigate the online process efficiently.



Understanding how RUP Builder, RUP Organizer and RUP Modeler can be used to tailor
RUP.

There will be many opportunitie
s to demonstrate this navigational knowledge in the classroom,
so be confident and knowledgeable.

It is not sufficient to just know the “concepts” of the process. Many experienced people fall into
this trap. They read the process, note that they have been

practicing similar principles in their
development work for years, and believe they are ready to teach. When they get in the
classroom, instead of using the RUP terminology, they use their own favorite terms. For
example, instead of using the term “artifa
ct,” they use “work product” or “deliverable” or
“configuration item.” This confuses the students and gives them the impression that the process
is less rigorous than it is. Take the time to learn the correct terms for everything and if you forget
a detail

during class, look it up in the online process (thus, demonstrating the value of having
the process online).

Bring Some “Extras”

Use your imagination and creativity and bring some extra things with you. Some suggestions: a
cartoon that is relevant (Dilber
t is usually a good bet), an article copied from a journal or
magazine that addresses one of the course topics, statistics (such as the percentage of MIS
organizations using OO today), etc. Basically, it’s any interesting tidbit that shows that you know
mo
re than just what’s on the charts and that helps to break up the day, i.e., make it more
interesting.

Lab Requirements and Setup

Classic RUP MUST be available online for each student.

RUP Builder, Organizer and
Modeler are not required.

The exercises wor
k best when done in pairs, so two students can be assigned to each
computer. It is a good idea to have this done on each computer before the start of class.

PRJ270
-

Essentials of RUP Instructor Notes

© Copyright IBM Corp. 2003



































2


Course materials may not be reproduced in whole or in part without the prior written permission of IBM.

RUP Project Simulation

This version of the course uses RUP Project Simulation Kit 2003.06.00.

Be

Prepared

Know the material before the class. Familiarize yourself with the material. There are a lot of
slides. An hour's review just won't do it. Don’t forget to review the contents of the student
notes. Since the student has them in front of him/her,
you are likely to get some questions
related to the notes as well as the slide content. Review the instructor notes. They are designed
to help you present the slides well and often include optional discussion points or war stories to
make the slides more i
nteresting.

PRJ270
-

Essentials of RUP Instructor Notes

© Copyright IBM Corp. 2003



































3


Course materials may not be reproduced in whole or in part without the prior written permission of IBM.

Course Content

Modules and Schedule

The course is divided into modules. The following table shows which modules are required for
all classes, which modules are optional, and the order of presentation.

A typical schedule covers Module 0 to
Module 3 in Day 1, and Modules 4 and 5 in the morning
of Day 2. The rest of Day 2 is used for the project simulation exercise.


Module

Exercises

Role in Course

Recommended Time

0 About This Course

-
None

Required

30 minutes

1 Best Practices

-
None

Require
d

2 hours

2 Iterative
Development

-
RUP Demo
(Instructor decides
length)

-
RUP Exploration (10
mins)

Required

3 hours

3 RUP Structure and
Navigation

-
RUP Navigation
during module
(Instructor decides
method and length)

-
Module 3 Ex 1 (30
mins)

Required

1.5
hours

Suggested End of Day 1

4 RUP Content

-
Module 4 Ex 1 (30
mins)

Required

2.5 hours

5 Tailoring RUP

-
None

Optional

1.5 hours

RUP Project Simulation

Required

4 hours (half a day)

Demo of the Online Process

While many believe the online process to b
e self
-
descriptive, some kind of introduction is
advisable before running any exercises. The Instructor demo occurs at the start of Module 2
Iterative Development. Try to keep the demo to 10 minutes. Students will explore RUP
themselves at the end of Modu
le 2 and learn about RUP elements in more detail in Module 3.

PRJ270
-

Essentials of RUP Instructor Notes

© Copyright IBM Corp. 2003



































4


Course materials may not be reproduced in whole or in part without the prior written permission of IBM.

At minimum, you should cover the following items in the Instructor Demo:



Location of Team and Getting Started views/tree browsers in Classic RUP



Team view


location of RUP Lifecycle node, Disc
iplines node, Artifacts node, Roles and
Activities node.

Exercises and Project Simulation

Module 3 Exercise 1

is intended to expose the connectedness of information in RUP and give
students a chance to navigate to find specific material.

Module 4 Exercise

1

is intended to show the evolution of artifacts through phases (i.e. to reflect
the iterative process) and to indicate that some RUP artifacts are more necessary than others.

Discussion Points

after each exercise are intended to provide the instructor w
ith a way of
generating class discussion. However, the instructor can alter them if needed.

The
RUP Project Simulation

student and instructor handouts and materials are in the
Simulation Kit.

After the Course

Course Evaluations

At the end of each s
tudent book is a course evaluation form. This form should not take more
than 5 minutes to fill out. Encourage the students to fill them out thoughtfully because we DO
look at them and they guide us in improving the courseware. Ask them to fill out our form

even if
their own training organization has their own form. Most classes are pretty cooperative about
this. If you really can’t get them to fill out both forms, at least get copies of the evaluation forms
to take with you.

Instructor Post
-
Mortems

After t
eaching the class, please send any praise or suggestions for improvement to Carlos Goti
at
cgoti@rational.com
.