Towards a competency model for requirements analysts

  • Authors:

  • Ruth Klendauer;Marina Berkovich;Richard Gelvin;Jan Marco Leimeister;Helmut Krcmar

  • Affiliations:

  • TUM – Technische Universität München, Department of Sociology, Lothstr. 17, 80335 Munich, Germany, email: klendauer@wi.tum.de;TUM – Technische Universität München, Chair for Information Systems, Boltzmannstr. 3, 85748 Garching, Germany, email: berkovic@in.tum.de;Independent Software Consultant, West Portland Street, Troon, KA10 6AB UK, email: gelvin@gmx.org;Kassel University, Chair for Information Systems, Nora-Platiel-Str. 4, 34127 Kassel, Germany, email: leimeister@uni-kassel.de;TUM – Technische Universität München, Chair for Information Systems, Boltzmannstr. 3, 85748 Garching, Germany, email: krcmar@in.tum.de

  • Venue:
  • Information Systems Journal
  • Year:
  • 2012

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Abstract

Requirements engineering is a software development discipline, executed by requirements analysts (RAs), that includes requirements elicitation, analysis, specification and validation. Its successful outcome is very often essential to overall project success. However, there is a lack of systematically conducted empirical research on the competencies of RAs. This paper addressed this gap by conducting 64 interviews at eight major North American and European financial services companies. Our qualitative research design follows an interpretive approach and uses critical incident technique. We develop a competency model, which specifies 16 critical competencies, and integrates contextual and situational factors as well as results variables. ‘Consulting others’, ‘Testing assumptions and investigating’ and ‘Explaining concepts and opinions’ were the most frequently identified competencies. This indicates that for an effective analyst, close interaction and communication with customers is indeed crucial – but of equally importance is the critical questioning of the expressed needs. Surprisingly, applying specific tools and advanced techniques did not seem to play a significant role from the interviewees' perspective. This study contributes to theory as it is the first to elaborate a competency model for RAs. It also provides a foundation for the development of competency-based training in companies and universities. © 2012 Wiley Periodicals, Inc. (The results of this paper have been developed in the collaborative research centre SFB 768 – cycle management of innovation processes – supported by the DFG. For further information see http://www.sfb768.de. Parts of this research article have been supported by the HWP program of the LMU Munich.)