Requi­re­ments engi­nee­ring can be defi­ned as a sta­ge of soft­ware deve­lo­p­ment lifecy­cle and as an area of soft­ware engi­nee­ring. The main under­stan­ding of “requi­re­ments“ is spe­ci­fied as the descrip­ti­on of the func­tio­n­a­li­ty of soft­ware and its pro­per­ties (known as func­tio­n­al and non-func­tio­n­al requirements).

In last deca­des the com­ple­xi­ty of elec­tro­nic com­pon­ents in the auto­mo­ti­ve indus­try incre­a­sed rapidly. This led to quick deve­lo­p­ment of requi­re­ments engi­nee­ring in electric and elec­tro­nic sys­tem design, espe­cial­ly in the high-end auto­mo­ti­ve market.

In Code­lab we under­stand that we need to con­si­der more than our cus­to­mer’s expec­ta­ti­ons. The soft­ware must meet stan­dards, norms, and other regu­la­ti­ons that incre­a­se the num­ber of requi­re­ments. For docu­men­ta­ti­on pur­po­ses, our requi­re­ments engi­neers map the sta­ke­hol­der requi­re­ments to ana­ly­sed sys­tem requi­re­ments which reflect cus­to­mers inter­nal view of the sys­tem. Our results of sys­tem requi­re­ments ana­ly­sis form the basis for the sys­tem qua­li­fi­ca­ti­on tests and all down­stream processes.

Thank­ful­ly to many years of expe­ri­ence in cer­tain auto­mo­ti­ve pro­jects, Code­lab meets the chal­len­ge to pro­vi­de com­pe­ten­ces to sup­port the manage­ment of sys­tem requi­re­ments for its cus­to­mers. Our requi­re­ments engi­neers are fami­li­ar with who­le soft­ware deve­lo­p­ment lifecy­cle, requi­re­ments ana­ly­sis pro­cess and domain know­ledge. The men­tio­ned com­pe­ten­ces are pro­ved by cer­ti­fi­ca­tes gai­ned by our employees which makes Code­lab a con­fir­med sup­plier of sup­port for requi­re­ments engi­nee­ring domain of soft­ware development.

To pro­vi­de the best qua­li­ty and to meet stan­dards of deli­very for auto­mo­ti­ve indus­try, Code­lab ful­fils Auto­mo­ti­ve SPI­CE® SYS.2 Pro­cess rele­vant to Sys­tem Requi­re­ments Ana­ly­sis. We sys­te­ma­ti­cal­ly impro­ve exis­ting work­flows and methods, we eva­lua­te the sta­tus of our pro­cess impro­ve­ments through for­mal assess­ments and gap analyses.