Curriculum for

Certified Professional for
Software Architecture (CPSA)^®
Advanced Level:
Module
SOFT

Soft Skills for Architects

Participants can distinguish between the four competences (technical, methodological, social and personal competence) and understand that there are different ways to develop them (knowledge transfer, practice, reflection).

Participants understand that their inner attitude has an impact on conversations. They are familiar with different communication models and types, e.g:

The participants recognize that typologies can lead to pigeonholing and should therefore be used with caution. At the same time, they recognize their usefulness for self-reflection and target group and needs-oriented conversations.

Participants are able to request feedback from third parties. They understand feedback as a contribution to learning, know the rules for receiving feedback and comply with them.

The participants understand that regular reflection gives them clarity about how they see themselves and how others see them. They realize that regular feedback promotes constructive cooperation and thus also contributes to sustainable work results. Participants know the rules for giving feedback and comply with them.

The participants understand that regular reflection gives them clarity about how they see themselves and how others see them.

Participants can identify typical stakeholders from the perspective of software architects (e.g. developers, management, operations, customers) and understand their concerns (e.g. via Maslow’s hierarchy of needs).

They can carry out a stakeholder analysis using tools such as

The participants can derive measures from the stakeholder analysis, such as

Participants understand the importance and effectiveness of well-planned interview preparation. They understand that intensive preparation for a meeting enables them to adapt to the current situation/unplanned changes and that they can trust their abilities. Participants are able to assess individual and group discussions and presentations on the basis of different communication models. They understand the structure of a dialogue process and prepare appropriate spontaneous conversation situations and planned meetings.

Participants are able to recognize the difference between the factual and process levels. They know the difference between persuasion, enforcement and manipulation. They will also recognize when a group or individual setting is suitable. They know methods of dialogue management and can apply them, e.g.

The participants understand the importance of a follow-up discussion for participants and as an opportunity for reflection for themselves.

The participants have gained an impression of how they can use visualization techniques to reach consensus and jointly develop results. Participants should be encouraged to stand up, walk forward and visualize/paint what they think without having artistic pretensions.

The participants are familiar with offline and online visualization techniques such as

The participants can distinguish between the role of "facilitator" (supporting a solution process with an unintentional interest in the outcome) and the role of "decision-maker" (contributing to the outcome of the solution with an intentional interest). They are able to decide, when it is useful and necessary to contribute content with intent from an architectural perspective. They are also aware of the tasks and responsibilities of moderators and dialogue participants.

Participants can apply methods and techniques for organizing group situations and conducting discussions in groups to support solution finding and conflict prevention. Moderation techniques could be, for example

For the role of "decision-maker" (participating with a deliberate interest in the outcome of the solution) and in the role of "moderator", the participants can select suitable decision-making tools and enable architectural decisions in the group. Suitable tools could be

In addition, participants are aware that the documentation and communication of architectural decisions is important and can prevent conflicts. Architecture Decision Records are a suitable tool for that.

In order to remain capable of acting and working in conflict situations, participants should be able to deal with conflicts using tools such as

to be able to analyze the situation. In a conflict situation, they should also be able to recognize whether they can resolve the conflict independently and derive suitable de-escalation and delegation methods as well as other solution strategies.

Participants should understand that constructive conflict resolution contributes to growth and learning. They should also be aware of the role that they themselves, the organization, technological constraints, and collaboration processes could play in the conflict.

As different types of conflict and levels of escalation require different approaches to resolving them, participants should be familiar with these and be able to apply them. They should also know how conflicts can be dealt with preventively.