TMAP®:

Quality for cross-functional teams

Syllabus

Version 1.4
Released 30 August 2023
 TMAP: Quality for cross-functional teams – syllabus

Copyright notice
Copyright © Sogeti Nederland B.V. 2023. All rights reserved.
This document may be copied in its entirety, or extracts made, if the source is acknowledged.
▪ Any individual or training provider may use this syllabus as the basis for a training course if
Sogeti is acknowledged as the copyright owner and the source of the syllabus.
▪ Any individual or group of individuals may use this syllabus as the basis for articles, books, or
other derivative writings if Sogeti is acknowledged as the copyright owner and the source of the
syllabus.

TMAP® is a registered trademark of Sogeti Nederland B.V.

Revision history
Version Date Author Remarks

0.1 22 April 2020 Ralph Klomp Initial version

0.3 8 May 2020 Bert Linker Further elaboration after consultation

0.5 19 May 2020 Review team Review remarks and updates

0.7 27 May 2020 Rik Marselis Management review

0.8 2 June 2020 Rik Marselis Sent for review by iSQI

Distributed for review by members of

0.9 9 June 2020 Rik Marselis
TMAP Special Interest Group

Incorporated all feedback from SIG

0.95 9 July 2020 Rik Marselis
members and from pilot training.

1.0 16 July 2020 Rik Marselis Final version

Update after 1 year based on feedback of

1.1 31 August 2021 Rik Marselis
trainers and candidates.

1.3 Minor changes based on feedback.

15 August 2022 Rik Marselis
(note: version 1.2 was skipped)

One new learning objective and various

1.4 30 August 2023 Rik Marselis
changes based on feedback.

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 TMAP: Quality for cross-functional teams – syllabus

Table of Contents

Table of Contents .................................................................................................................. 3

0. Introduction to this syllabus ............................................................................................ 5

1. Session 1 ................................................................................................................... 12

2. Session 2 ................................................................................................................... 15

3. Session 3 ................................................................................................................... 18

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 TMAP: Quality for cross-functional teams – syllabus

4. Session 4 ................................................................................................................... 20

5. Session 5 ................................................................................................................... 23

6. Session 6 ................................................................................................................... 25

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 TMAP: Quality for cross-functional teams – syllabus

0. Introduction to this syllabus

TMAP®: Quality engineering certification scheme

The TMAP® certification scheme supports people involved in IT delivery in extending their knowledge
and skills, to empower them to play their part in delivering business value for their organization and
its customers and other relations.
The TMAP® book “Quality for DevOps teams” (2020) is the foundation of the TMAP ® body of
knowledge. The website www.TMAP.net contains most knowledge from the book and many
additional items such as downloadable templates and the TMAP ® glossary (in 5 languages).
In today’s IT world cross-functional teams are expected to deliver business value with the right quality
at speed. This requires high-performance IT delivery models such as DevOps and Scrum, which may
be extended to a hybrid IT delivery model such as the Scaled Agile framework (SAFe®).
The TMAP® body of knowledge for quality engineering & testing supports working towards built-in
quality and takes the need for quality in products, processes and people far beyond just testing.

Purpose of this syllabus

The training course and certification “TMAP®: Quality for cross-functional teams” is focused on all
people that are working in, or are related to, a high-performance IT delivery team, such as in DevOps
or Scrum. For example (but not restricted to) Business analysts, Systems architects, Developers,
Programmers, Quality architects, Quality engineers, Test managers, Testers, Operations persons, Key-
users, Business managers, Product owners, Scrum masters, Agile coaches and Agile quality coaches.
These people will acquire the required knowledge and skills that are important for building quality in
their IT system and gathering information necessary to establish confidence that the pursued business
value can be achieved.
This syllabus is the basis for the training course “TMAP®: Quality for cross-functional teams” and
provides directions for the associated examination and certification.

Prerequisites for candidates

The candidates are expected to have basic IT knowledge and experience. Also they must be familiar
with the Agile manifesto. There is no required previous certification.

Format of this training course and the syllabus

The 3-day training course consists of 5 sessions with a minimum of 3 hours, and session 6 with
additional subjects and/or exam preparation. Participants can choose to take the exam right after
the training course or at a later date (preferably within two weeks after finishing the training
course). This is a 1-hour exam, see section 0.7 for more information.
The 3 hours per session mentioned above, is excluding breaks. Time for homework (such as self-
study) is also excluded but for the average candidate homework should be an average of 1 to 2
hours per session.
The order of chapters and sections in this syllabus is according to the sequence of the training
course, which gives a mix of theoretical and practical subjects. Every training session is a separate
chapter in this syllabus and the sections each cover a learning objective.

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 TMAP: Quality for cross-functional teams – syllabus

Learning objectives and K-levels explained

Learning objectives (LOs) are brief statements that describe what a candidate is expected to know
after studying each subject. The book “Quality for DevOps teams” contains all relevant information for
the learning objectives, with each learning objective there is a reference to the relevant chapter(s) or
section(s). Each learning objective has a corresponding cognitive level of knowledge (K-level). These
K-levels, based on Bloom’s modified taxonomy, are as follows:
▪ K1: Remember (knowledge). The candidate should remember or recognize a term or a concept.
▪ K2: Understand (comprehension). The candidate should select an explanation for a statement
related to the question.
▪ K3: Apply (application). The candidate should select the correct application of a concept or
technique and apply it to a given context.

An overview of the subjects of the learning objectives for this certification and their corresponding K-
levels is given in section 0.6 and the details of the LOs are in chapters 1 through 6.

Learning objectives and K-levels for this certification

Chapter / Section
Learning objectives in the order in which the
K-
subjects appear in the book Quality for DevOps
level in this
teams. in the book
syllabus

The VOICE model

LO01 The VOICE model of business delivery and IT K2 § 1.2 § 1.2.2, Ch 3, § 9.2
delivery

LO02 Indicators K3 § 1.3 § 3.2; Ch 4;

§ 5.2.2; § 9.2.1;
§ 17.1; § 25.2.1.

IT delivery models

LO03 IT delivery models - general K2 § 1.7 Ch 7; Ch 8; § 9.3;

Ch 10 introduction;
§ 10.1

LO04 Scrum K1 * § 6.1 § 9.1

LO05 DevOps K2 § 1.8 § 1.1, § 9.2 intro,

§ 9.2.1, § 9.2.2

LO06 SAFe® K1 * § 6.2 § 10.2

Continuous quality engineering

LO07 Continuous quality engineering K2 § 2.3 § 1.2, § 2.3, § 2.4,

§ 6.1, § 6.2,
§ 9.2.4, Ch 43 intro

LO08 Cross-functional teams K3 § 2.1 Ch 2 introduction;

§ 2.2 introduction,
§ 2.4, § 16.1

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 TMAP: Quality for cross-functional teams – syllabus

Chapter / Section
Learning objectives in the order in which the
K-
subjects appear in the book Quality for DevOps
level in this
teams. in the book
syllabus

CI/CD pipelines and tooling

LO09 CI/CD pipeline K2 § 3.1 § 6.1; § 6.2;

§ 9.2.4

LO10 Capabilities K3 § 3.2 § 6.1; § 6.2; § 6.3

QA & testing topics

LO11 Introduction QA & testing topics K2 § 1.4 Ch 11; Ch 12;

Ch 13

LO12 Total cost of quality K1 * § 6.3 § 15.2

LO13 Responsibilities and roles K2 § 2.2 Ch 16

LO14 Monitoring & control K2 § 5.1 Ch 17

LO15 Anomaly management K2 § 5.2 Ch 18

LO16 Reporting and alerting K3 § 5.3 § 5.4, Ch 19

LO17 Continuous improvement K3 § 2.4 § 24.2, Ch 25

LO18 Quality risk analysis & test strategy K2 § 1.5 § 5.2.1, § 5.2.2,
(and link this to the voice model) Ch 26;
Ch 35 introduction

LO19 Acceptance criteria K2 § 1.6 § 5.6; Ch 27

LO20 Reviewing K2 § 4.4 Ch 29; § 35.6

LO21 Pull requests K2 § 4.5 § 29.1.1.1

LO22 Test automation K1 § 3.5 Ch 32 introduction,

§ 32.1, § 32.2

LO23 Test execution K2 § 3.3 Ch 33

LO24 Investigate & assess outcome K2 § 3.4 Ch 34

Quality measures and skills

LO25 Quality measures K1 § 4.1 Ch 28

LO26 Specification and Example K2 § 4.3 § 35.2

LO27 Personal, interpersonal and team skills K3 § 4.2 Ch 36, § 36.1–36.6,

§36.8, § 36.9

Test varieties

LO28 Test varieties K2 § 2.6 Ch 37

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 TMAP: Quality for cross-functional teams – syllabus

Chapter / Section
Learning objectives in the order in which the
K-
subjects appear in the book Quality for DevOps
level in this
teams. in the book
syllabus

Test design

LO30 Test Design - Introduction (including basics of K2 § 2.7 Ch 43; § 45.1

coverage-based and experience-based test
design)

LO31 Test design entities relationships K2 § 3.6 Ch 44

Coverage-based testing

LO32 Process-oriented test design overview K1 § 3.7 § 45.2

LO33 Path testing (Process Cycle Test / Algorithm K3 § 3.8 § 46.3

Test)

LO34 Code coverage K1 § 4.8 § 46.8

LO35 Condition-oriented test design overview K1 § 5.4 § 45.3,

§ 46.4 introduction

LO36 Condition Coverage (CC), Decision Coverage K2 § 5.5 § 46.4.2, § 46.4.3

(DC) & Condition Decision Coverage (CDC)

LO37 Modified Condition Decision Coverage (MCDC) K1 § 5.6 § 46.4.2 § 46.4.4

LO38 Multiple Condition Coverage (MCC) K3 § 5.7 § 46.4.2 § 46.4.5

LO39 Decision Table Testing K3 § 5.8 § 46.4.5, template

LO40 Data-oriented test design overview K1 § 2.8 § 45.4

LO41 Equivalence partitioning K3 § 2.9 § 46.5

LO42 Boundary Value Analysis K3 § 2.10 § 46.5

LO43 Data Combination Test (including EP, BVA and K1 * § 6.4 § 46.6
Pairwise)

LO44 Appearance-oriented test design overview K1 § 4.6 § 45.5

LO45 Syntactic Test K2 § 4.7 § 46.7

Experience-based testing

LO46 Experience-based testing overview K1 § 4.10 § 43.4, § 47.1

LO47 Exploratory testing and mob testing K3 § 4.11 § 36.1, § 47.4,

template charter

LO48 Value of unstructured testing K1 * § 6.5 Ch 48

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 TMAP: Quality for cross-functional teams – syllabus

Chapter / Section
Learning objectives in the order in which the
K-
subjects appear in the book Quality for DevOps
level in this
teams. in the book
syllabus

Quality characteristics

LO49 Quality characteristics K1 § 2.5 Appendix

Terminology

LO50 Quality K1 § 1.1 Ch5 introduction

LO51 Testing and the terms contained in its K1 § 1.9 Ch5 introduction;
definition § 5.2, § 5.3

LO52 Terms relevant to quality and testing K1 § 1.10 § 5.5, §18.3

LO53 End-to-end testing within a team or across K1 * § 6.6 § 14.3.2; §, 32.4.3;

teams § 33.2; § 37.3;
§ 37.4

LO54 Software Bill of Materials K2 § 4.9 § 28.4

Note: Learning objectives marked with K1 * are relevant but will not explicitly be part of the exam.
Note: LO29 was deleted and does not exist anymore.

The TMAP®: Quality for cross-functional teams - exam

The format of the exam is multiple choice. There are 30 questions, 20 relate to K2 LOs, 10 relate to
K3 LOs. K1 LOs are not explicitly examined but will be addressed in questions for K2 and K3 LOs.
The K1 LOs marked “K1 *” are additional subjects that are not part of the exam.
Each correctly answered question gives 1 point. To pass the exam, at least 66%
of the points (that is 20 points) must be achieved.
The exams and certificates are provided by the independent exam provider iSQI.
More information and a sample exam can be found at: www.isqi.org and
www.TMAPcert.com.

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 TMAP: Quality for cross-functional teams – syllabus

Brief introduction to the other TMAP certifications

The TMAP® certification scheme contains four certification training courses and exams.

This syllabus is for TMAP:Quality for cross-functional teams. There are three other certifications in the
TMAP certification scheme, which are shown in the figure above and briefly described below.
Performing quality engineering & testing activities in an organization requires a wide variety of
knowledge and skills. The training course and certification “TMAP®: High-performance quality
engineering” enables IT professionals to perform these operational activities. It is a 3-day training
course with an exam of 1.5 hours.
Organizing quality engineering & testing requires orchestrating, arranging, planning, preparing and
controlling the activities. The training course and certification “TMAP®: Organizing built-in quality
at scale” enables IT professionals that are responsible for these organizing tasks to acquire necessary
knowledge and skills to enable teams to achieve this. It is a 3-day training course with an exam of
1.5 hours.
Accepting a new or changed implementation of an ERP system (for example using SAP) requires quality
engineering and testing knowledge and skills from the businesspeople, key-users, maintenance staff
and operations personnel involved in such acceptance. The training course and certification
“TMAP®: Quality engineering for SAP” enables the participants to acquire the knowledge and skills
to participate in such acceptance processes. It is a 2-day training course with an exam of 1 hour.

Accreditation of training providers

Training providers and trainers that want to prepare candidates for the exam will need to acquire
accreditation from iSQI. For more information please contact [email protected]
Training providers may choose between creating their own material and having it accredited through
iSQI or licensing the standard training material through iSQI.

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 TMAP: Quality for cross-functional teams – syllabus

Literature

Exam literature:
▪ The book “Quality for DevOps teams” (ISBN 978-90-75414-89-9) is for sale at
www.ict-books.com and other bookstores.
▪ TMAP glossary: https://www.tmap.net/page/tmap-glossary-online.
▪ Exploratory testing charter explanation and template on www.tmap.net
▪ Decision Table template on www.tmap.net
▪ Path testing template on www.tmap.net

Additional literature:
▪ The TMAP body of knowledge website – www.tmap.net
▪ The Agile Manifesto – www.agilemanifesto.org

Additional literature (specifically for trainers to acquire more in-depth knowledge):

▪ The Scrum Guide – www.scrumguides.org
▪ The SAFe website – www.scaledagileframework.com
▪ ISO25010 - www.iso.org/standard/35733.html
▪ Also please refer to the references in the TMAP book “Quality for DevOps teams”.

Acknowledgements

This syllabus was created by a diverse team. We would like to thank the following people (in no
particular order) for their contributions in writing and reviewing this document:
Sogeti people: Rik Marselis, Berend van Veenendaal, Dennis Geurts, Wouter Ruigrok, Ralph Klomp,
Bert Linker, Eveline Moolenaars, Annemiek van den Heuvel, Marc Roekens, Joost Coenen,
Rob Vijverberg, Tinus Vellekoop, Stefan Gerstner, Charlotte Janus, Irma Hagemans, Robin Klein,
Serife Ciftci, Bruno Lepretre, Jürgen Beniermann, Eva Holmquist, Freddy Berriau, Philippe Bourdeau,
Fethi Mebrouk, Daniël Venhuizen, Gijs Op de Beek, Anders Larsen, Amanda van der Meeren.
iSQI people: Stephan Goericke, Erika Paasche, Corinna Flemming–Vogt, Annaleida van de Meent –
Schepers, Sam Akinosun, Valida Saronjic.
TMAP Special Interest Group members: Leo van der Aalst, Guido Dulos, Gilbert Smulders, Freddy de
Weerd, Erik Runhaar, Benjamin Timmermans, Nicolaï Roos, Hiske Nab-Roorda, Daisy Steffensen, Cees
van Barneveld.

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 TMAP: Quality for cross-functional teams – syllabus

1. Session 1

Learning objectives
LO01, LO02, LO03, LO05, LO11, LO18, LO19, LO50, LO51, LO52.

Quality (LO50; K1)

Quality is the totality of features and characteristics of a product or service that bear on its ability to
satisfy stated or implied needs.
A quality risk is a specific chance that the product fails in relation to the expected impact if this occurs.
The chance of failure is determined by the chance of faults and the frequency of use. The impact is
related to the operational use of the product.
The candidate knows the terms Quality and Quality Risk and their meaning.
Book: chapter 5 introduction; section 5.2.1.

The VOICE model of business delivery and IT delivery (LO01; K2)

High-performance IT delivery teams (such as in Scrum and DevOps) use the VOICE model as a
foundation to structure and organize their work.
The candidate can plot the elements of the VOICE model on the DevOps activities.
The candidate can give a description of the VOICE model and knows that it’s an acronym of Value,
Objectives, Indicators, Confidence and Experience.
Book: section 1.2.2, chapter 3 and section 9.2.

Indicators (LO02; K3)

To measure whether the objectives (from the VOICE model) are achieved, one or more indicators per
objective are defined. These indicators are measured by means of data collection and data analysis.
Measuring is generally done by testing but other quality measuring activities are also used. These
indicators can be divided in four groups, Business value related indicators, IT delivery related
indicators, Team related indicators and Problem related indicators. For monitoring & control also
functional and non-functional indicators are used as well as quality and team performance indicators.
The candidate is able to apply the indicators in the VOICE model as the starting point for
determining the needed quality engineering activities, and other quality measuring activities.
Book: section 3.2; chapter 4; section 5.2.2; section 9.2.1; section 17.1; section 25.2.1.

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 TMAP: Quality for cross-functional teams – syllabus

Introduction QA & testing topics (LO11; K2)

Every IT delivery model, framework, mindset, organization etc. has its own development approach,
workflow, phases, roles, work products and/or activities. We defined a set of generic QA & testing
activities – the so-called “topics” –, which are applicable – in one way or another – to all these
different development approaches.

The candidate understands that there are two overarching groups: Organizing topics and Performing
topics.

The candidate can describe both groups of topics and recognize which topic belongs to which group.

Book: chapter 11, chapter 12, chapter 13.

Quality Risk Analysis & Test Strategy (LO18; K2)

A test strategy is the allocation of quality measures to balance the investment in testing and to make
an optimal distribution of effort over test varieties and test approaches to give insight in test coverage
and test intensity. Often this is based on the quality risk levels and the pursued business value.
The candidate recalls that for teams to determine where to focus their QA & testing activities they
need to investigate the quality risks involved with the IT system they are creating or changing.
Therefore, the candidate knows what a quality risk is as well as what a test strategy is and what the
relation between the two is. The candidate also understands that based on the quality risks the test
intensity is determined which is reflected in the test strategy. The candidate understands that quality
risks are part of the indicators that will be measured by testing.
Book: section 5.2.1, 5.2.2; chapter 26, chapter 35 introduction.

Acceptance criteria (LO19; K2)

A cross-functional team, which is common in DevOps, will agree to deliver an IT product with a specific
quality level. This quality level is defined by the acceptance criteria. The team, the product owner and
other stakeholders discuss and collaborate closely so that the acceptance criteria are supported by
everyone involved.
The candidate demonstrates an understanding of what acceptance criteria are and how acceptance
criteria can be obtained and defined. The candidate is also able to compare acceptance criteria with
other relevant criteria such as definition of ready (DoR), definition of done (DoD), exit criteria and
completion criteria.
Book: section 5.6; chapter 27.

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 TMAP: Quality for cross-functional teams – syllabus

IT delivery models (LO03; K2)

An IT delivery model is a conceptual framework which supports a software development process and
describes all assets and competencies.
The candidate is able to compare the three groups of IT delivery models: Sequential IT delivery, High-
performance IT delivery and Hybrid IT delivery.
The candidate also understands the main parts of the IT delivery models in which quality engineering
activities are performed (e.g. Design, Code, Test and Deploy).
Book: chapter 7; chapter 8; section 9.3; chapter 10 introduction; section 10.1.

DevOps (LO05; K2)

DevOps is a cross-functional systems engineering culture that aims at unifying systems development
(Dev) and systems operations (Ops) with the ability to create and deliver fast, cheap, flexible and with
adequate quality, whereby the team as a whole is responsible for the quality.
The candidate can state the main ideas behind DevOps. Also, the candidate can give descriptions of
the six DevOps activities: Monitor, Plan, Code, Integrate, Deploy and Operate. These activities provide
support to explain the relation of DevOps activities with the QA and testing topics.
The prerequisites that are often mentioned together with (implementing) DevOps are understood by
the candidate.
Book: sections 1.1, 9.2 introduction, 9.2.1 and 9.2.2.

Testing and the terms contained in its definition (LO51, K1)

Testing consists of verification, validation and exploration activities that provide information about the
quality and the related risks, to establish the level of confidence that a test object will be able to
deliver the pursued business value.
The candidate has knowledge of these terms, their underlying terms, and their meaning.
Book: chapter 5 introduction; section 5.2; section 5.3.

Terms relevant to quality and testing (L052; K1)

Static testing, Dynamic testing, Error, Fault, Failure, Incident, Problem, Anomaly and Defect.
The candidate has knowledge of these terms and their meaning.
Book: section 5.5, section 18.3.

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 TMAP: Quality for cross-functional teams – syllabus

2. Session 2

Learning objectives
LO07, LO08, LO13, LO17, LO28, LO30, LO40, LO41, LO42, LO49.

Cross-functional teams (LO08; K3)

Working in a cross-functional team means that the team as a whole is responsible for delivering value.
The team has all competencies and skills to perform the necessary tasks and no team member has
the monopoly on performing any task. This way the team can always go forward, even when a team
member is temporarily not available. And of course, a team can work together with specialists from
other teams or support groups for specific tasks. A person can have multiple roles sequentially or even
in parallel. It is not common for people to have a specific function, since that would easily lead to
monopolies on certain tasks.
The candidate can explain how a cross-functional team operates and can state in which way a cross-
functional team operates more effectively than a multi-disciplinary team or when working in silos.
Book: chapter 2 introduction; section 2.2 introduction, section 2.4, section 16.1.

Responsibilities and roles (LO13; K2)

In DevOps, people work together closely, and the team has the required people to make the project
successful. Working in cross-functional DevOps teams also means that all team members are
prepared to take on any of the roles if necessary.

The candidate is able to link common responsibilities and QA & Testing responsibilities with roles.

Book: chapter 16.

Continuous quality engineering (LO07; K2)

In the DevOps IT delivery model, there is continuous focus on quality engineering. Commonly DevOps
teams try to implement "continuous everything", which means that they strive to automate as many
tasks and activities as possible. This needs Continuous Integration, Continuous Delivery, Continuous
Deployment, Continuous Monitoring and Continuous Quality and Testing.
The candidate understands why continuous quality engineering is important and what the various
terms starting with “continuous” mean.
Book: section 1.2, section 2.3, section 2.4, section 6.1; section 6.2, section 9.2.4, chapter 43 intro.

Continuous improvement (LO17; K3)

DevOps teams work in an everchanging world where the common expectation is that quality and speed
improve. They constantly need to improve their way of working and adapt to changed circumstances.
The candidate can describe how to establish a continuous improvement culture and can select good
examples of how to continuously improve the products, processes and people.
Book: section 24.2 and chapter 25.

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 TMAP: Quality for cross-functional teams – syllabus

Quality characteristics and non-functional testing (LO49; K1)

When deciding on their test varieties many testers start with distinguishing between functional testing
and non-functional testing. This refers to the quality characteristics, which are very useful to identify
various characteristics of quality that are important for the stakeholders of an IT-system.
The candidate recognizes the eight main quality characteristics for product quality and the five main
quality characteristics for quality in use. The candidate also remembers that other characteristics may
be needed for specific products such as systems based on Artificial Intelligence and/or for certain
aspects such as sustainability.
Book: Appendix.

Test varieties (LO28; K2)

IT products are different. People are different. Projects are different. Environments are different. So,
it would be an illusion to think that one-size-fits-all exists for testing. You need variety in your testing.
The candidate understands how the spheres of testing, the testing pyramid and the testing quadrants
support in determining what varieties in testing are needed to address all necessary aspects and
scopes of testing. The candidate also understands the ideas behind regression testing and progression
testing, and the importance of agreeing on a test strategy.
Book: chapter 37.

Test design – Introduction (LO30; K2)

Creating tests and executing them may sound easy. But structured testing requires careful
consideration. We use the term "test design" for the complex whole of these activities, even though
in some approaches to testing there is no actual up-front design involved.
The candidate knows the basic structure of a test case.
The candidate can distinguish the two ways of creating and executing tests: coverage-based and
experience-based test design and understands why these should always be combined.
The candidate understands the basics of test design and the four coverage groups of coverage-based
test design techniques.
Book: chapter 43; section 45.1.

Data-oriented test design overview (LO40; K1)

The data-oriented coverage group contains test design techniques that use the structure or behavior
of the data that is used in the IT system.

The candidate recognizes test design techniques that belong to data-oriented test design.

Book: section 45.4.

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 TMAP: Quality for cross-functional teams – syllabus

Equivalence Partitioning (LO41; K3)

In the application of equivalence classes, the entire value range of a parameter is partitioned into
classes. In a specific class the system behavior is similar (equivalent) for every value of the
parameter.

The candidate can apply Equivalence Partitioning (EP) to a given test basis.

Book: section 46.5.

Boundary Value Analysis (LO42; K3)

Boundary Value Analysis is a test design technique based on the fact that around a boundary in the
value range of a variable there's a higher risk of faults in a system.

The candidate understands the difference between two-value -, three-value – and four-value
Boundary Value Analysis. The candidate can apply Boundary Value Analysis (BVA) to a given test
basis.

Book: section 46.5.

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 TMAP: Quality for cross-functional teams – syllabus

3. Session 3

Learning objectives
LO09, LO10, LO22, LO23, LO24, LO31, LO32, LO33.

CI/CD pipeline (LO09; K2)

In DevOps, a CI/CD pipeline needs to be implemented. Continuous Integration & Continuous

Deployment (CI/CD) is seen as the backbone to enable DevOps. It bridges, maybe even closes, the
gap between development and operations by automating the building, packaging, testing, provisioning
of infrastructure and deployment of applications.
The candidate understands the stages in a pipeline and the different scopes for team test and business
test in the pipeline.
Book: section 6.1; section 6.2; section 9.2.4.

Capabilities (LO10; K3)

With a CI/CD pipeline, steps in the software delivery process are automated. When creating such a –
fully – automated CI/CD pipeline, tools with specific capabilities are needed. Tools can frequently
change, therefore the capabilities need to be well defined to have a stable pipeline.
The candidate is able to connect capabilities with the continuous activities and pipeline stages.
Book: section 6.1, section 6.2; section 6.3.

Test execution (LO23; K2)

Test execution is the execution of tests by running the system under test and thus obtaining the actual
results that can be compared with the expected results to determine whether the tests have passed
or failed.
The candidate understands the difference between explicit and implicit testing and that the different
test varieties have a different focus. Furthermore, the candidate can describe what a pre-test is.
Book: chapter 33.

Investigate & assess outcome (LO24; K2)

When the team members execute the test scenarios and test scripts, they compare the actual
outcomes with the expected outcomes and assess the results.

The candidate can state the main ideas behind investigating & assessing the outcome of tests.

Book: chapter 34.

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 TMAP: Quality for cross-functional teams – syllabus

Test automation (LO22; K1)

The demand for continuous testing has created a renewed focus on test automation. Test automation
is one of the main opportunities to meet the need for quality at speed, but also requires a structured
approach in order to effectively realize such a vision.
The candidate recalls that the testing quadrants and the testing pyramid can be used to determine
what to test manually and what to test with automated testing tools.
The candidate also knows that DevOps usually coincides with continuous delivery and that therefore
most of the testing should be performed automatically during the process.
Book: chapter 32 introduction, section 32.1, section 32.2.

Test design entities relationships (LO31; K2)

In coverage-based test design we use a number of different terms for specific entities in the test
design: test situation, logical test case, physical test case and test scenario.
The candidate understands these entities and can explain the relationships between these entities.
Book: chapter 44.

Process-oriented test design overview (LO32; K1)

The process-oriented coverage group contains test design techniques that are based on processes,
for example a business process.

The candidate recognizes test design techniques that belong to process-oriented test design.

Book: section 45.2.

Path testing (Process Cycle Test / Algorithm Test) (LO33; K3)

Path testing aims to demonstrate that all combinations of N consecutive paths in a process or program
flow are covered. A path in this context consists of all steps between a decision point and the next
decision point, or between the start and the first decision point, or between the last decision point and
the end.
The candidate can apply the coverage type “path coverage” and the test design techniques “process
cycle test” and “algorithm test” to a given test basis.
Book: section 46.3, template path testing on www.tmap.net .

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 TMAP: Quality for cross-functional teams – syllabus

4. Session 4

Learning objectives
LO20, LO21, LO25, LO26, LO27, LO34, LO44, LO45, LO46, LO47, LO54.

Quality measures (LO25; K1)

Quality was, is and remains a challenge within the IT industry. Quality engineering consists of a
great number of possible activities, the so-called quality measures.

The candidate remembers that all quality measures may relate to all DevOps activities and that
there are three groups of quality measures: preventive, detective and corrective.

Book: chapter 28.

Personal, interpersonal and team skills (LO27; K3)

People have a wide variety of skills. To be effective in a high-performance team, people need to be
cross-functional, which means that the people in the team need to understand and perform all the
tasks of the team. This doesn’t mean that each person in the team needs to be an expert on all
subjects. It does mean that the team should not fail when one team member is temporarily
unavailable.
The candidate understands the importance of psychological safety to be effective in a cross-
functional team.
The candidate is able to apply collaboration techniques and can explain how team values and
unfavorable team behavior impact the team’s performance.
The candidate understands the concepts learn fast, exploring, support from staff organization and T-
shaped-and-beyond.
Book: chapter 36.

Specification and Example (LO26; K2)

In order to achieve a shared common understanding of what “it” is that should be built and try to
build “it” right the first time, you can use Specification and Example mapping approaches.

The candidate can describe the ideas behind Specification and Example and understands that it
supports common understanding of stories/features and exploring ideas. The candidate understands
that the four amigos approach can very well contribute to reaching this common understanding.

Book: section 35.2.

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 TMAP: Quality for cross-functional teams – syllabus

Reviewing (LO20; K2)

Static testing consists of informal reviewing, formal reviewing and static analysis.

The candidate understands which of these groups is generally applied by high-performance teams
and with what purpose. Furthermore, the candidate understands INVEST.

Book: chapter 29, section 35.6.

Pull requests (LO21; K2)

When using a check-out / check-in mechanism for code, as is common in continuous integration
pipelines, a pull request is part of the check-in process.

The candidate understands the concept of pull requests as an informal review technique as well as a
method for collaboration within the team.

Book: section 29.1.1.1.

Appearance-oriented test design overview (LO44; K1)

The appearance-oriented coverage group contains test design techniques that relate to the
appearance of an IT system, that is how the system presents itself to the users or to other systems.

The candidate recognizes test design techniques that belong to appearance-oriented test design.

Book: section 45.5.

Syntactic Test (LO45; K2)

The candidate understands that syntactic testing is used to test the validity of input and output data
and also to test other attributes of the user interface.

The candidate also understands where the relevant rules may be found.

Book: section 46.7.

Code coverage (LO34; K1)

Code coverage can be measured by specific tools during the execution of tests.

The candidate can recollect the different code coverage types and whether these should be preferred
or not.

Book: section 46.8.

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 TMAP: Quality for cross-functional teams – syllabus

Software Bill of Materials (SBOM) (LO54; K2)

When you need to maintain or improve your IT system(s), it is vital to have insight into what
components your IT system consists of. We can no longer consider these components a black box
with certain functionality. We must know more about the components we include or use in our IT
system, about their relevance and their quality risks. The Software Bill of Materials (SBOM) is the
deliverable that provides such insight.

The candidate understands what an SBOM is, why it is important and how to maintain it.

The candidate understands the three major benefits of using an SBOM.

Book: section 28.4.

Experience-based testing overview (LO46; K1)

Experience-based testing is a group of test approaches that are based on the skills, intuition and
experience of the tester. These approaches leave the tester free to design test cases in advance or
to create them on the spot during the test execution, mostly testers will do both.

The candidate recognizes approaches that belong to experience-based testing and knows that some
level of combination of experience-based and coverage-based testing should be in the test strategy.

Book: section 43.4, section 47.1.

Exploratory testing and mob testing (LO47; K3)

Exploratory testing is the most versatile of the described approaches of experience-based testing.

The candidate understands the characteristics of exploratory testing and is able to prepare an
exploratory testing charter. The candidate understands the importance of a test log and debriefing.

When exploratory testing is done in larger groups this is generally referred to as “mob testing”.

The candidate is able to create and execute a charter for a mob testing session and report results.

Book: section 36.1; section 47.4, template Exploratory testing charter on www.TMAP.net.

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 TMAP: Quality for cross-functional teams – syllabus

5. Session 5

Learning objectives
LO14, LO15, LO16, LO35, LO36, LO37, LO38, LO39.

Monitoring & control (LO14; K2)

Monitoring and control are intended to promptly identify, report and forecast (gaps in) expected and
actual quality, related to the pursued business value.

The candidate understands what monitoring & control involves.

Book: chapter 17. Note: The subject ‘Indicators’ is part of section 1.3 of this syllabus.

Anomaly management (LO15; K2)

An anomaly is a difference between the expected behavior and the actual outcome of a test. This is
registered so that the cause can be analyzed and resolved.

The candidate knows the terms error, fault, failure, incident and problem, and understands how
these relate to anomalies and how the term defect can cause confusion thus should be avoided.
Furthermore, the candidate understands the light-weight process for handling anomalies.

Book: chapter 18.

Reporting & alerting (LO16; K3)

Testing is about providing different levels of information. Usually there are multiple audiences for
the information that the team generates based on their quality engineering activities.

DevOps teams and their stakeholders want to, and need to, have constant and direct insight into the
status of the IT system. And if something (either in product or process) deviates from the
expectations, they must be alerted as soon as possible. Therefore, DevOps teams will use state-of-
the art tools for reporting and alerting, where on-line real-time dashboards are today perceived as
need-to-haves.

The candidate can select relevant information for dashboards & reports.
The candidate is able to analyze and draw conclusions from overview reports.
The candidate can select a proper way of alerting stakeholders.

Book: section 5.4; chapter 19.

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 TMAP: Quality for cross-functional teams – syllabus

Condition-oriented overview (LO35; K1)

The condition-oriented coverage group contains test design techniques that are based on the
behavior of decision points and the conditions that determine the result of a decision.

The candidate recognizes test design techniques and coverage types that belong to condition-
oriented test design.

Book: section 45.3, section 46.4 introduction.

Condition Coverage, Decision Coverage & Condition Decision

Coverage (LO36; K2)

Condition Decision Coverage (CDC) is a coverage type, from the coverage group Condition, that
ensures the possible outcomes of each condition and of the decision are tested at least once. This
implies both "condition coverage" and "decision coverage".

The candidate understands Condition Coverage (CC), Decision Coverage (DC) and Condition
Decision Coverage (CDC) and why CDC is preferred (CDC implies both CC and DC).

Book: sections 46.4.2 and 46.4.3.

Modified Condition Decision Coverage (LO37; K1)

Modified Condition Decision Coverage (MCDC) is a coverage type, from the coverage group
Condition, that ensures that every possible outcome of a condition is the determinant of the
outcome of the decision, at least once. MCDC implies also "condition/decision coverage".

The candidate recognizes the concepts behind Modified Condition Decision Coverage (MCDC).

Book: sections 46.4.2 and 46.4.4.

Multiple Condition Coverage (LO38; K3)

Multiple Condition Coverage (MCC) is a coverage type ensures that all possible combinations of
outcomes of conditions in a decision are tested at least once.

The candidate can apply Multiple Condition Coverage (MCC) to a given test basis in combination with
Decision Table Testing.

Book: sections 46.4.2 and 46.4.5.

Decision Table Testing (LO39; K3)

A decision table defines all possible combinations of the individual conditions.

The candidate can apply the Decision Table test design technique to a given test basis in
combination with Multiple Condition Coverage (MCC).

Book: section 46.4.5, template Decision Table Testing on www.TMAP.net.

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 TMAP: Quality for cross-functional teams – syllabus

6. Session 6

This session consists of 3 parts:

• Preparation for the exam (using session-6-practice-exam questions and sample exam).
• Explanation about the exam procedure (using the separate presentation with exam-tips).
• Additional relevant knowledge and skills, that are not part of the exam.
The learning objectives of this session are relevant additional information for members of cross-
functional teams. These subjects are NOT part of the exam but will contribute to the relevant
knowledge of the candidate. Training providers are advised to present information about these
learning objectives in an additional way, which may be by using the remaining time or by supplying
this information to be read by the candidate individually after the training course.

Learning objectives
LO04, LO06, LO12, LO43, LO48, LO53.

Scrum (LO04; K1)

The candidate knows that scrum is a framework that people use to address and solve complex
problems in an adaptive manner, while delivering the highest value products in a rewarding and
creative way.
The candidate recalls the elements which scrum consists of.
Book: section 9.1.

SAFe® (LO06; K1)

The Scaled Agile Framework (SAFe®) is a structured hybrid IT delivery approach that helps large
enterprises implement Agile at large scale.
The candidate has knowledge of the (full) SAFe model characteristics, especially the four layers (Team,
Program, Large solution and Portfolio), and shared services and system teams.
Book: section 10.2.

Total cost of quality (LO12; K1)

When there is little attention to quality, there will be many failures, which cause a huge cost for
fixing and damage caused. When there is too much effort in quality assurance, there will be hardly
any failures, but the costs are so high that the businesspeople will protest.

The candidate realizes that it is necessary to find the right balance for QA & testing efforts to reach
the optimum total cost of quality.

Book: section 15.2.

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 TMAP: Quality for cross-functional teams – syllabus

Data Combination Test (LO43; K1)

The Data Combination Test tests combinations of values of data items.

The candidate recognizes the basic concepts of the Data Combination Test (DCoT) test design
technique and knows that different coverage levels can be achieved.

Book: section 46.6.

Value of unstructured testing (LO48; K1)

Any testing lacking a plan containing what to do and what to expect of a system or lacking
preparation of the test is unstructured.

The candidate recognizes the basic reasons for unstructured testing and why in most situations
unstructured testing should be avoided. The candidate knows that experience-based testing can be
organized in a structured way, so experience-based testing is not the same as unstructured testing.

Book: chapter 48.

End-to-end testing within a team or across teams (LO53; K1)

DevOps teams should be properly equipped to perform end-to-end tests from a business process
perspective or be supported by specialized people for tasks that the team does not have the knowledge
and/or capacity for or which are at another organizational level (an example is end-to-end-regression-
tests-on-demand by a system team).
The candidate knows that the concept of end-to-end (regression) testing is important.
Book: section 14.3.2, section, 32.4.3, section 33.2, section 37.3, section37.4.

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This syllabus is maintained by the members of the TMAP Special Interest Group and the Sogeti
Academy. You can contact the Sogeti Academy in the Netherlands at [email protected].
The exams are provided by iSQI, you can contact iSQI at [email protected].

About Sogeti
Part of the Capgemini Group, Sogeti operates in more than 100
locations globally. Working closely with clients and partners to take
full advantage of the opportunities of technology, Sogeti combines
agility and speed of implementation to tailor innovative future-
focused solutions in Digital Assurance and Testing, Cloud and
Cybersecurity, all fueled by AI and automation. With its hands-on
‘value in the making’ approach and passion for technology, Sogeti
helps organizations implement their digital journeys at speed.

A global leader in consulting, technology services and digital

transformation, Capgemini is at the forefront of innovation to
address the entire breadth of clients’ opportunities in the evolving
world of cloud, digital and platforms. Building on its strong 50-year
heritage and deep industry-specific expertise, Capgemini enables
organizations to realize their business ambitions through an array
of services from strategy to operations. Capgemini is driven by the
conviction that the business value of technology comes from and
through people. It is a multicultural company of almost 220,000
team members in more than 40 countries. The Group reported 2019
global revenues of EUR 14.1 billion.

Visit us at www.sogeti.com

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confidential and is the property of the Sogeti Group.
Copyright © 2023 Sogeti.