Experience and EvidenceExperience and Evidence

Very little empirical researchVery little empirical research

Not many practitioners (yet)Not many practitioners (yet)

So, how do we decide what to So, how do we decide what to teach?teach?

STATE of the ARTSTATE of the ART Much work on collaboration and dialogueMuch work on collaboration and dialogue

Only for strategic decisions / creative designOnly for strategic decisions / creative design Practitioners describe problemsPractitioners describe problems Consultants / academics:Consultants / academics:

Observe patterns and propose modelsObserve patterns and propose models Invent methods and try them outInvent methods and try them out

BUT will these methods work for you?BUT will these methods work for you? Will they work for software projects?Will they work for software projects? Will they work with software stakeholders?Will they work with software stakeholders?

NEED EMPIRICAL EVIDENCENEED EMPIRICAL EVIDENCE

All the books can be completely All the books can be completely wrong.wrong.Remember structured software?Remember structured software?That was taught as ‘the only way’ for 20 years.That was taught as ‘the only way’ for 20 years.

It sounded convincing, but…It sounded convincing, but…There was no hard empirical evidenceThere was no hard empirical evidenceHad anyone compared two teams? Had anyone compared two teams?

doing the same taskdoing the same taskone using structured methods, one using modular one using structured methods, one using modular

Deciding what to teachDeciding what to teach

Working with people is different.Working with people is different.Different people find different things useful.Different people find different things useful.

I expect you to:I expect you to:know which things are useful to you, and whyknow which things are useful to you, and why

trust your ability, while knowing your fallibilitytrust your ability, while knowing your fallibility

be aware of things that are useful to othersbe aware of things that are useful to others

drive for continuing professional developmentdrive for continuing professional development

I teach:I teach:What the best facilitators find usefulWhat the best facilitators find useful

Biased towards what makes sense of my Biased towards what makes sense of my experienceexperience

Isobel’s ExperienceIsobel’s Experience 1967-19791967-1979

Physics > ComputingPhysics > ComputingOne-man band (do whatever is most urgent)One-man band (do whatever is most urgent)

Medical research: Doctors didn’t listen to their patients, or to me.Medical research: Doctors didn’t listen to their patients, or to me.

Systems programmer (modular, not structured)Systems programmer (modular, not structured)Highway design: My manager couldn’t understand why people went for structured design.Highway design: My manager couldn’t understand why people went for structured design.

Systems analyst (meeting people)Systems analyst (meeting people)Finance: So much for a scientific programmer to learn about files and data structures.Finance: So much for a scientific programmer to learn about files and data structures.

Team leader (deliver good software > not used)Team leader (deliver good software > not used)Different clerks did calculation differently. Unions said tradesmen couldn’t cope with 24-hour Different clerks did calculation differently. Unions said tradesmen couldn’t cope with 24-hour

clock.clock.

Database manager (can’t agree requirements)Database manager (can’t agree requirements)Social services wanted privacy. I had seen a desk-top. Didn’t think of it till too late.Social services wanted privacy. I had seen a desk-top. Didn’t think of it till too late.

Learning PointsLearning Points

High-tech was easier than commercialHigh-tech was easier than commercial

Keep up to date (not collecting languages)Keep up to date (not collecting languages)

Software fails because of peopleSoftware fails because of people

I don’t know how to communicateI don’t know how to communicate

I fail to hear important thingsI fail to hear important things

I don’t’ make important connectionsI don’t’ make important connections

After the event it’s so obviousAfter the event it’s so obvious

Other people think I’m good at itOther people think I’m good at it

Isobel’s Teaching & Isobel’s Teaching & ResearchResearch

Teach systems analysis (not a set of rules)Teach systems analysis (not a set of rules)

Research conversations about requirementsResearch conversations about requirements

Research work motivation (multivariate stats)Research work motivation (multivariate stats)

Teach DSDM (defines an ideal situation)Teach DSDM (defines an ideal situation)

Research facilitation (capability maturity)Research facilitation (capability maturity)

LEARNING POINTSLEARNING POINTS

Books didn’t say Books didn’t say howhow to discover to discover requirementsrequirements

‘‘Turn up on time. Dress appropriately.’Turn up on time. Dress appropriately.’

1980’s Developers vary. 1980’s Developers vary. Isobel investigated 25 Software developers. Isobel investigated 25 Software developers.

their mind-set (from repertory grids)their mind-set (from repertory grids) their talk with ‘users’ (from audio record)their talk with ‘users’ (from audio record) their managers’ view of themtheir managers’ view of themIsobel found that:Isobel found that: Good developers worry, but are well thought of Good developers worry, but are well thought of Bad developers blame or deny and are dislikedBad developers blame or deny and are disliked Expert developers use systems methods and are difficult to Expert developers use systems methods and are difficult to

managemanage

MORE LEARNING POINTSMORE LEARNING POINTS

1990’s Quality managers are de-motivated1990’s Quality managers are de-motivatedIsobel & Richard investigated 257 IT professionalsIsobel & Richard investigated 257 IT professionalsThey completed JDS (29 variables) and discussed resultsThey completed JDS (29 variables) and discussed resultsDevelopers don’t respect users, don’t value their feedbackDevelopers don’t respect users, don’t value their feedbackHostility from colleagues leaves QMs feeling beleaguered.Hostility from colleagues leaves QMs feeling beleaguered.

2000’s Facilitators are different2000’s Facilitators are differentIsobel & Katie networked with 8 facilitators: workshops and mind-set Isobel & Katie networked with 8 facilitators: workshops and mind-set Loads of CPD. High capability maturity. Zen of expertise.Loads of CPD. High capability maturity. Zen of expertise.Work alone, but not beleaguered. Love meeting other facilitators.Work alone, but not beleaguered. Love meeting other facilitators.Highly motivated. Seek challenges. Almost vain but don’t save faceHighly motivated. Seek challenges. Almost vain but don’t save face

DisclaimerDisclaimer

Isobel is Isobel is notnot::A naturally good facilitator (too self A naturally good facilitator (too self

conscious)conscious)A naturally good teacher (talk too much)A naturally good teacher (talk too much)

Isobel is:Isobel is:A researcher who aims to discover realityA researcher who aims to discover realityWith a wide variety of relevant experienceWith a wide variety of relevant experienceWorked with some of the best practitionersWorked with some of the best practitioners

Our thanks to the many people who helped to make Our thanks to the many people who helped to make this module possible. Special thanks to:this module possible. Special thanks to:

Dot Tudor, TCC, Dot Tudor, TCC, http://www.tcc-net.com/http://www.tcc-net.com/ Steve Ash, OOTA Steve Ash, OOTA

http://uk.linkedin.com/pub/steve-ash/0/327/162http://uk.linkedin.com/pub/steve-ash/0/327/162

Alan Airth, XansaAlan Airth, Xansa Gary Purser, Gary Purser,

http://www.gpassoc.com/about.htmhttp://www.gpassoc.com/about.htm Fiona Ford, Fiona Ford,

http://www.uclan.ac.uk/schools/school_of_health/divisions/fionaford_profile.phphttp://www.uclan.ac.uk/schools/school_of_health/divisions/fionaford_profile.php