Software Público Brasileiro

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\title{FLOSS Project Management in Government-Academia Collaboration}
\author{\footnotesize Rodrigo Siqueira \\ {\scriptsize siqueira@ime.usp.br}}
\institute{\includegraphics[height=2cm]{imelogo}\\[0.2cm] Department of Computer Science \\ University of São Paulo}

\begin{document}

\maketitle

%------------------------------------------------------------------------------
% É COMUM QUE DUAS FORÇAS DISTINTAS RESOLVAM JUNTAR ESFORÇOS, CONTUDO ESSA
% SITUAÇÃO GERA UM POTÊNCIAL EMBATE. EM ESPECIAL, TEMOS O GOVERNO E A ACADEMIA
\section{Introduction}
\begin{frame}{Overview}
  \begin{figure}
    \includegraphics[width=\linewidth,
                     height=0.8\textheight,
                     keepaspectratio]{conflict}
  \end{figure}
\end{frame}

%------------------------------------------------------------------------------
% APRESENTAR AQUI O PRIMEIRO LADO: GOVERNO
% DEIXAR CLARO QUAIS SÃO AS CARACTERÍSTICAS E PROBLEMAS REFERENTES A ESTE
% TODO: REFERÊNCIAR
\begin{frame}{Government - One side...}
  \metroset{block=fill}
  \begin{exampleblock}{Characteristics}
    \begin{itemize}
      % TENTE CONTAR ISSO COMO UMA HISTÓRIA
      \item Complexity: development, innovation, information,
            \textbf{politics}, and social aspects;
      \item Extensive: regarding their scope, target audience, organization
            size, and resistence to change;
      \item E-government projects have problems related to its project
            management;
    \end{itemize}
  \end{exampleblock}
\end{frame}

% APRESENTAR AQUI O SEGUNDO LADO: ACADEMIA
% DEIXAR CLARO QUAIS SÃO AS CARACTERÍSTICAS E PROBLEMAS REFERENTES A ESTE
% TODO: REFERÊNCIAR
\begin{frame}{Academia - Other side...}
  \metroset{block=fill}
  \begin{exampleblock}{Characteristics}
    \begin{itemize}
      % TENTE CONTAR ISSO COMO UMA HISTÓRIA
      \item Focused to preparing students;
      \item Works on cutting-edge development methodologies;
      \item Flexibility.
    \end{itemize}
  \end{exampleblock}
\end{frame}

% APRESENTAR O CONFLITO QUE SURGE QUANDO ESSES DOIS UNIVERSOS SE JUNTAM
% TODO: POR A IMAGEM A ESQUERDA E OS PRÓS E CONTRAS DO PRÓXIMO SLIDE NA DIREITA
\begin{frame}{Put together}
  \begin{figure}
    \includegraphics[width=\linewidth,
                     height=0.8\textheight,
                     keepaspectratio]{collision}
  \end{figure}
\end{frame}

\begin{frame}{Pros and Cons in mix all}
  \metroset{block=fill}
  \begin{exampleblock}{Pros}
    \begin{itemize}
      \item Bring innovation;
      \item It can save money;
      \item Improve the students experience;
      \item Reduce the gap between Government and Academia;
    \end{itemize}
  \end{exampleblock}

  \metroset{block=fill}
	\begin{alertblock}{Cons}
    \begin{itemize}
      \item Different management culture;
      \item Hard to align goals;
    \end{itemize}
  \end{alertblock}
\end{frame}

%------------------------------------------------------------------------------
\section{Research Design}
\begin{frame}{Research Design}
  \begin{figure}
    \includegraphics[width=\linewidth,
                     height=0.8\textheight,
                     keepaspectratio]{harmonize}
  \end{figure}
\end{frame}

\begin{frame}{Research Questions}
  \metroset{block=fill}
  \begin{exampleblock}{Our research questions}
    \begin{itemize}
      \item \textbf{RQ1. }\textit{How to introduce FLOSS and agile best
            practices into government-academia collaboration projects?}
      \item \textbf{RQ2. }\textit{What practices favor effective team
            management in government-academia collaborative projects?}
    \end{itemize}
  \end{exampleblock}
\end{frame}

\begin{frame}{The Case Study}
  \begin{figure}
    \includegraphics[width=\linewidth,
                     height=0.8\textheight,
                     keepaspectratio]{technological-requirements}
  \end{figure}
\end{frame}

\begin{frame}{The Case Study}
  \begin{figure}
    \includegraphics[width=\linewidth,
                     height=0.8\textheight,
                     keepaspectratio]{home-SPB}
  \end{figure}
\end{frame}

\begin{frame}{The Case Study}
   \begin{figure}
    \includegraphics[width=\linewidth,
                     height=0.8\textheight,
                     keepaspectratio]{differences}
  \end{figure}
\end{frame}

\begin{frame}{Survey, Interview and Data Collection}
   \begin{figure}
    \includegraphics[width=\linewidth,
                     height=0.8\textheight,
                     keepaspectratio]{survey}
  \end{figure}
\end{frame}

%------------------------------------------------------------------------------
\section{Results}

\begin{frame}{Results}
   \begin{figure}
    \includegraphics[width=\linewidth,
                     height=0.8\textheight,
                     keepaspectratio]{analytics}
  \end{figure}
\end{frame}

\begin{frame}{Decision 1}
  \metroset{block=fill}
  \begin{exampleblock}{\textbf{Decision 1: Use of the system under development
												to develop the system itself. Our research questions}}
    \begin{itemize}
			\item Gradually, in addition to development activities, government and
						academia migrated the project management and the communication
						between teams to the portal environment;
      \item In a set of 102 active issues, MPOG staff created 43 of them (this
						represents 42\% of the most active issues).
    \end{itemize}
  \end{exampleblock}

	\begin{quote}
		"Everything was validated.  We tested the functionalities and developed the
		project on the SPB platform itself. Hence, the use of the system
		homologated most of its features. From the moment we began to use it for
		developing, this validation was constant. We felt confident in the code
		produced."
	\end{quote}
\end{frame}

\begin{frame}{Decision 2}
  \metroset{block=fill}
  \begin{exampleblock}{\textbf{Decision 2: Brings together government staff and
											 development team}}
    \begin{itemize}
			\item Analysts became direct representatives of the government and
						started to visit the university's laboratory bi-weekly;
      \item 73\% of the interns considered positive the direct participation
						of the MPOG staff;
			\item 81\% of the interns believed the presence of government staff in
						sprint ceremonies was relevant for the project development;
			\item For 76\% of the interns, writing the requirements together with the
						MPOG staff was very important to better meet expectations of
						both sides.
    \end{itemize}
  \end{exampleblock}

	\begin{quote}
	"Government staff has a bias that universities do not deliver
	products. However, in this project, we made many deliveries with high quality.
	Nowadays, I think if we had paid the same amount for a company, it would not
	have done the amount of features we did with the technical quality we have."
	\end{quote}
\end{frame}

\begin{frame}{Decision 3}
  \metroset{block=fill}
  \begin{exampleblock}{\textbf{Decision 3: Organized development team into
											 priority fronts, and for each one, hire at least one
											 specialist from the IT market}}
    \begin{itemize}
			\item 91\% of the interns believed that working with professionals was
						essential for learning, and, for all of them, working with IT
						professionals was important during the project;
			\item 75\% of the IT Professionals believed that the knowledge shared by
						them to one intern was widespread among the others in the team;
    \end{itemize}
  \end{exampleblock}

	\begin{quote}
	"They are upstream developers of the systems that integrate the
	 platform. They conveyed trust, and then we trust in the developed code."
	\end{quote}
\end{frame}

%------------------------------------------------------------------------------
\section{Discussion}

\begin{frame}{Empirical SPB management decisions}
	\begin{table}
		\centering
		\begin{tabular}{L{0.2}L{0.4}L{0.4}}
			\textbf{Decision} & \textbf{Practice Explanation} & \textbf{Benefits} \tabularnewline
			\hline
				% Decistion
			\textbf{Use of the system under development to develop the system itself}
			& % Practice
				The features and tools of the platform under development supported the
				project management and communication activities
			& % Benefits
				- Communicating with transparency and efficiency\newline
				- Easy monitoring of activities\newline
				- More interactions between developers and public servants\newline
				- Confidence in the developed code\newline
				- Organic documentation
		\end{tabular}
	\end{table}
\end{frame}

\begin{frame}{Empirical SPB management decisions}
	\begin{table}
		\centering
		\begin{tabular}{L{0.2}L{0.4}L{0.4}}
			\textbf{Decision} & \textbf{Practice Explanation} & \textbf{Benefits} \tabularnewline
			\hline
				% Decistion
			\textbf{Bring together government staff and development team}
			& % Practice
					% Por stakeholder, entender: Government staff, academic coordinators, senior developers and team coaches
					- Stakeholder biweekly meet at the university (lab and headquarters), for sprint planning and review\newline
					- Conduct on the platform discussions between government and the developers\newline
					- Involve government board directors only in strategic planning of the project\newline
					- Build a continuous delivery pipeline with stages involving both sides
			& % Benefits
					- Reducing communication misunderstanding\newline
					- Better meeting expectations of both sides\newline
					- Improvement of the decision-making process\newline
					- Overcoming the government bias regarding low productivity of collaborative projects with academia\newline
					- Synchronizing the execution pace of activities\newline
					- Sharing a common understanding of the process from one side to the other
		\end{tabular}
	\end{table}
\end{frame}

\begin{frame}{Empirical SPB management decisions}
	\begin{table}
		\begin{tabular}{L{0.2}L{0.4}L{0.4}}
			\textbf{Decision} & \textbf{Practice Explanation} & \textbf{Benefits} \tabularnewline
			\hline
				% Decision
			\textbf{Organize the development team into priority fronts, and for each
							one, hire at least one specialist from the IT market}
			& % Practice
				- The coordinators separated the development team into priority work areas\newline
				- IT market professionals with recognized experience on each front were hired to work in person or remotely\newline
				- Define among the interns the leadership roles: a coach for each front, and a meta-coach of the entire development team\newline
				- Each team has: certain self-organization, one intern-coach, and at least one senior developer
			& % Benefit
				- Conciliating the development processes of each institution, taking better technical decisions\newline
				- Improving the management and technical knowledge\newline
				- Self-organizing and gaining autonomy in the management of their tasks
		\end{tabular}
	\end{table}
\end{frame}

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\section{About this presentation}
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%TODO: Bibliography
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