oss2018.tex
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\documentclass[10pt, compress, aspectratio=169]{beamer}
\usetheme[numbering=fraction, progressbar=none, titleformat=smallcaps]{metropolis}
\usepackage{booktabs}
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\title{FLOSS Project Management in\\Government-Academia Collaboration}
\author{\footnotesize Melissa Wen, Paulo Meirelles, Rodrigo Siqueira, Fabio Kon \\ {\scriptsize \{wen,paulormm,siqueira,fabio.kon\}@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 and Context}
%------------------------------------------------------------------------------
% APRESENTAR AQUI O PRIMEIRO LADO: GOVERNO
% DEIXAR CLARO QUAIS SÃO AS CARACTERÍSTICAS E PROBLEMAS REFERENTES A ESTE
% TODO: REFERÊNCIAR
\begin{frame}{Government - One side...}
\begin{figure}
\includegraphics[width=\linewidth,
height=0.8\textheight,
keepaspectratio]{government_characteristics_complexity}
\end{figure}
\end{frame}
\begin{frame}{Government - One side...}
\begin{figure}
\includegraphics[width=\linewidth,
height=0.8\textheight,
keepaspectratio]{government_characteristics_extensive}
\end{figure}
\end{frame}
\begin{frame}{Government - One side...}
\begin{figure}
\includegraphics[width=\linewidth,
height=0.8\textheight,
keepaspectratio]{government_characteristics_all}
\end{figure}
\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...}
\begin{figure}
\includegraphics[width=\linewidth,
height=0.8\textheight,
keepaspectratio]{academia_characteristics_all}
\end{figure}
\end{frame}
%TODO: TEM QUE TER UM GANCHO FORTE DE FLOSS E AGILE LOGO NO COMEÇO! <<=====
\begin{frame}{Challenges and Benefits}
\metroset{block=fill}
\begin{alertblock}{Challenges}
\begin{itemize}
\item Different organizational cultures
\item Different goals
\end{itemize}
\end{alertblock}
\pause
\begin{exampleblock}{Benefits}
\begin{itemize}
\item Innovation for both sides of the border
\item Provide students with a real world experience
\item It can save money
\item Reduce the gap between government and academia
\end{itemize}
\end{exampleblock}
\end{frame}
\begin{frame}{FLOSS Project Management}
\begin{figure}
\includegraphics[width=\linewidth,
height=0.8\textheight,
keepaspectratio]{meditate}
\end{figure}
\end{frame}
%------------------------------------------------------------------------------
\section{Research Design}
\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: Brazilian Public Software (SPB)}
\begin{figure}
\includegraphics[width=\linewidth,
height=0.8\textheight,
keepaspectratio]{technological-requirements}
\end{figure}
\end{frame}
\begin{frame}{The case study: Brazilian Public Software (SPB)}
\begin{figure}
\includegraphics[width=\linewidth,
height=0.8\textheight,
keepaspectratio]{arch3}
\end{figure}
\end{frame}
\begin{frame}{Project post-mortem analyses: Phases}
\begin{columns}[T]
\begin{column}{.5\textwidth}
Phase 1
\begin{itemize}
\item The government did not understand the complexity
\item The government did not trust in the university
\item Academia was focused only on the development on their side
\end{itemize}
\end{column}
\pause
\hfill
\begin{column}{.5\textwidth}
Phase 2
\begin{itemize}
\item The university identified the problem
\item Transfer knowledge to the government
\end{itemize}
\end{column}
\end{columns}
\end{frame}
% TODOS OS ANALISTAS SÃO TREINADOS NISSO
\begin{frame}{Project participants}
\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]{perspective_survey}
\end{figure}
\end{frame}
\begin{frame}{Survey, Interview and Data Collection}
\begin{figure}
\includegraphics[width=\linewidth,
height=0.8\textheight,
keepaspectratio]{perspective_interview}
\end{figure}
\end{frame}
\begin{frame}{Survey, Interview and Data Collection}
\begin{figure}
\includegraphics[width=\linewidth,
height=0.8\textheight,
keepaspectratio]{perspective_all}
\end{figure}
\end{frame}
%------------------------------------------------------------------------------
\section{Discussion}
\begin{frame}{Decision 1}
\metroset{block=fill}
\begin{exampleblock}{\textbf{Use of the system under development
to develop the system itself}}
The features and tools of the platform under development supported the
project management and communication activities
\end{exampleblock}
\pause
\begin{itemize}
\item Gradually, government and academia migrated the project management
and the communication between teams to the portal environment
\item 42\% of the most active issues was created by government agents
\end{itemize}
\pause
\begin{quote}
"Everything was validated. We tested the functionalities and developed the
project on the SPB platform itself.[..] 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 1: Benefits}
\metroset{block=fill}
\begin{exampleblock}{\textbf{Use of the system under development
to develop the system itself}}
The features and tools of the platform under development supported the
project management and communication activities
\end{exampleblock}
\begin{itemize}
\item Open, transparent, and efficient communication
\item Easy activities monitoring
\item More interactions between developers and public servants
\item Confidence in the developed code
\item Organic documentation
\end{itemize}
\end{frame}
\begin{frame}{Decision 2}
\metroset{block=fill}
\begin{exampleblock}{\textbf{Brings together government staff and
development team}}
\begin{itemize}
\item Biweekly meet at the university
\item Government and developers discussion in the platform
\item Build a CD pipeline involving both sides
\end{itemize}
\end{exampleblock}
\pause
\begin{figure}
\includegraphics[width=\linewidth,
height=0.8\textheight,
keepaspectratio]{pipeline}
\end{figure}
\end{frame}
\begin{frame}{Decision 2}
\metroset{block=fill}
\begin{exampleblock}{\textbf{Brings together government staff and
development team}}
\begin{itemize}
\item Biweekly meet at the university
\item Government and developers discussion in the platform
\item Build a CD pipeline involving both sides
\end{itemize}
\end{exampleblock}
\begin{figure}
\includegraphics[width=\linewidth,
height=0.8\textheight,
keepaspectratio]{CDReleaseAndTeamEvolution}
\end{figure}
\end{frame}
\begin{frame}{Decision 2}
\metroset{block=fill}
\begin{exampleblock}{\textbf{Brings together government staff and
development team}}
\begin{itemize}
\item Biweekly meet at the university
\item Government and developers discussion in the platform
\item Build a CD pipeline involving both sides
\end{itemize}
\end{exampleblock}
\begin{itemize}
\item 81\% of the interns believed the presence of government staff in
sprint ceremonies was relevant for the project development
\item 76\% of the interns, writing the requirements together with the
government staff was important meet expectations of both sides
\end{itemize}
\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 2: Benefits}
\metroset{block=fill}
\begin{exampleblock}{\textbf{Brings together government staff and
development team}}
\begin{itemize}
\item Biweekly meet at the university
\item Government and developers discussion in the platform
\item Build a CD pipeline involving both sides
\end{itemize}
\end{exampleblock}
\begin{itemize}
\item Reducing communication misunderstanding
\item Better meeting expectations of both sides
\item Synchronizing the execution pace of activities
\item Improvement of the decision-making process
\item Overcoming the government bias regarding low productivity of collaborative projects with academia
\end{itemize}
\end{frame}
\begin{frame}{Decision 3}
\metroset{block=fill}
\begin{exampleblock}{\textbf{Organized development team into
priority fronts, and for each one, hire at least one
specialist from the IT market}}
\begin{itemize}
\item The coordinators separated the development team into priority work areas
\item IT professionals with recognized experience on each front were hired to work as a senior
\item Each team has: self-organization, one intern-coach, and at least one senior developer
\end{itemize}
\end{exampleblock}
\pause
\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}
\pause
\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}
\begin{frame}{Decision 3: Benefits}
\metroset{block=fill}
\begin{exampleblock}{\textbf{Organized development team into
priority fronts, and for each one, hire at least one
specialist from the IT market}}
\begin{itemize}
\item The coordinators separated the development team into priority work areas
\item IT professionals with recognized experience on each front were hired to work as a senior
\item Each team has: self-organization, one intern-coach, and at least one senior developer
\end{itemize}
\end{exampleblock}
\begin{itemize}
\item Conciliating the development processes of each institution, taking better technical decisions
\item Improving the management and technical knowledge
\item Self-organizing and gaining autonomy in the management of their tasks
\end{itemize}
\end{frame}
%------------------------------------------------------------------------------
\section{Conclusions and Future Works}
\begin{frame}{Empirical SPB management decisions}
\metroset{block=fill}
\begin{exampleblock}{Our research questions}
\textbf{RQ1. }\textit{How to introduce FLOSS and agile best
practices into government-academia collaboration projects?}
\end{exampleblock}
\pause
\metroset{block=fill}
\begin{exampleblock}{Our research questions}
\textbf{RQ2. }\textit{What practices favor effective team
management in government-academia collaborative projects?}
\end{exampleblock}
\end{frame}
\begin{frame}{Empirical SPB management decisions}
\begin{itemize}
\item Analyze this collected information to propose
improvements in educational methods for teaching software engineering
to undergraduate students
\end{itemize}
\end{frame}
%------------------------------------------------------------------------------
%------------------------------------------------------------------------------
\section{About this presentation}
\begin{frame}[standout]
% TODO: Improve it
\begin{center}\ccbysa\end{center}
\end{frame}
%TODO: Bibliography
% break [n]: http://tldp.org/LDP/abs/html/loopcontrol.html
% continue [n]: http://tldp.org/LDP/abs/html/loopcontrol.html
% exec: http://wiki.bash-hackers.org/commands/builtin/exec
% caller: http://wiki.bash-hackers.org/commands/builtin/caller
% key num code: http://invisible-island.net/xterm/xterm-function-keys.html
\maketitle
\end{document}