Examples of tasks (with the most likely role shown in parenthesis)

• Creating and maintaining the test plan (test manager )
• Directing the execution of, monitoring and adjusting the test activities (test manager)
• Carrying out a testability review on the test basis (tester)
• Designing tests based on user information (tester)
• Specifying test cases and test scripts (tester)
• Executing tests (tester)
• Organising automated test execution (test-tool specialist, test-tool programmer)
• Organising the technical infrastructure and the management of this (test infrastructure coordinator)
• Organising methodical, technical and functional support (test manager)
• Reporting on the test progress and quality of the test object (test manager)
• Supporting users in creating test cases (specifically for iterative development) (tester)

Testing as an independent activity in a project

Within the project, a team is responsible for organising and executing the test. The testers within the team as a rule have a lot of test knowledge, together with – depending on the test level – a mix of system and organisational knowledge.

Advantages:

• Good accessibility to knowledge of the system
• Good coordination among users, developers and testers
• Knowledge and skills of testers are easily discernible
• Focus on an aim, therefore more manageable
• Independent assessment of the quality of the test object.

Testing integrated within a project

Within the project, testers, users and developers work in the same team. There are often several teams in action. The tester is responsible within his team for the organisation and execution of the test. The tester, as a rule, has a lot of technical knowledge of the system and architecture.

Advantages:

• Excellent knowledge of the application and architecture
• Close co-operation among users, developers and testers
• Very short lines of communication
• Focus on an aim, therefore more manageable

Testing as an independent line organisation

A separate department or organisation has testing – both the organisation and execution – as its primary task. Projects or other line departments issue a certain test instruction to this department/organisation. Test knowledge is dominant.

Advantages:

• Knowledge and skills of testers are easily discernible
• Independent assessment of the quality of the test object
• Efficiency gain through reuse and test automation
• Permanently set up infrastructure facilitates a fast start
• Standard test process setup facilitates a fast start
• Increased motivation through career prospects of testers

Testing integrated in the line organisation

Within a development or system management department, the role of tester is often combined with other roles. The tester in this organisational form often has a lot of system and/or organisational knowledge.

• Excellent knowledge of the system and the organisation
• Close co-operation among users, developers and testers
• Short lines of communication
• Knowledge management concerning an application is easier to realise

Below, a few examples of organisational forms are set out.

Figure 1: Example traditional organisation

Figure 2: Example organisation with two managers

The above is a rather traditional organisation where the acceptance test manager falls under the project manager and the system test under the project leader (Packaging Applications). Test support is supplied from within the line. In the example below, the test manager comes under both the project manager of the SAP system and the project manager who has to implement it in the department. While answering to two clients may be an undesirable situation, in this practical example it has gone well. The test manager has stipulated at the beginning that if the two clients disagree, they should resolve their differences without involving the test manager. There has been no incidence of this.

RACI

If necessary, a RACI table could be set up, showing activities and stakeholders set out against each other. RACI stands for Responsible, Accountable, Consulted and Informed. At every crossroads, it can be indicated whether a party is directly responsible (R), is accountable (A), should be consulted (C), informed (I), or not at all.

Knowledge input

The intention is not to include only very experienced testers with extensive knowledge in all 3 areas. Depending on the test level and the composition of the team, each individual will require to have a certain mix of these types of knowledge. If their knowledge is insufficient in one of the areas, it will have to be brought up to the required level. Training is the most obvious answer here, and a budget should be reserved for it. Timing is important: training is most effective if the knowledge gained can be quickly put into practice afterwards. A list of possible types of training can be found in Training. Following any training given, people with insufficient knowledge should be coached in the beginning by someone with experience. This accelerates the learning process considerably. It often takes place “on-the-fly” during the test process, but if it is estimated to be a substantial activity, it should be planned for and hours made available for it.

Establishing communication structures and reporting lines

As regards content, the progress and quality report is of the most importance, since it provides information and recommendations, on the basis of which timely management adjustments can be made. The data for this are supplied through management setup; see also Organise The Management (AST). The report should contain details on the most recent reporting period and cumulative data on the entire test process.