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opensym2017/content/09-lessons.tex
| 1 | 1 | \section{Lessons Learned} |
| 2 | 2 | \label{sec:lessons} |
| 3 | 3 | |
| 4 | -The multidisciplinary composition of the development teams, mainly software engineers and designers, is necessary for the development of good software products, which naturally aim to meet the users needs. In the context of the SPB project, there were also stakeholders from different areas who composed the team of technicians and managers of the MP, as well as the administrative teams of UnB. This interaction with different professionals brought a great learning opportunity for the students, who had their first professional experience, even during their graduation course. On the other hand, the different perceptions of stakeholders generated high complexity of communications and expectations management, burdening too much the professors who were responsible for project management. | |
| 4 | +The multidisciplinary composition of the development teams, mainly software | |
| 5 | +engineers and designers, is necessary for the development of good software | |
| 6 | +products, which naturally aim to meet the users needs. In the context of the | |
| 7 | +SPB project, there were also stakeholders from different areas who composed the | |
| 8 | +team of technicians and managers of the MP, as well as the administrative teams | |
| 9 | +of UnB. This interaction with different professionals brought a great learning | |
| 10 | +opportunity for the students, who had their first professional experience, even | |
| 11 | +during their graduation course. On the other hand, the different perceptions of | |
| 12 | +stakeholders generated high complexity of communications and expectations | |
| 13 | +management, burdening too much the professors who were responsible for project | |
| 14 | +management. | |
| 5 | 15 | |
| 6 | -The use of the Colab tool was a requirement required by the MP. They argueed that this tool presented functionalities that would allow MP managers to stimulate the participation of SPB service providers with gamefication practices. As we said, in order for Colab to perform the expected behavior in SPB its architecture had to be completely redefined and this caused in practice, i) the considerable increase in the architectural complexity of the SPB and ii) it was the subsystem that consumed the most effort and budget during development. | |
| 16 | +The use of the Colab tool was a requirement required by the MP. They argueed | |
| 17 | +that this tool presented functionalities that would allow MP managers to | |
| 18 | +stimulate the participation of SPB service providers with gamefication | |
| 19 | +practices. As we said, in order for Colab to perform the expected behavior in | |
| 20 | +SPB its architecture had to be completely redefined and this caused in | |
| 21 | +practice, i) the considerable increase in the architectural complexity of the | |
| 22 | +SPB and ii) it was the subsystem that consumed the most effort and budget | |
| 23 | +during development. | |
| 7 | 24 | |
| 8 | -Due to the computational complexity related to the SPB deployment, associated with MP's need for product support, we made an effort to provide complete automation of the entire deployment procedure, a result of DevOps activities. In this way, we encapsulate all this complexity and enable the deployment of new SPB releases through the execution of few commands, as registered in the project documentation. Although we have provided a high degree of automation, training workshops for the MP technical team, and a meticulous description of the procedures in the documentation, we observed that the MP technical staff invariably depended on our support to perform these procedures. | |
| 25 | +Due to the computational complexity related to the SPB deployment, associated | |
| 26 | +with MP's need for product support, we made an effort to provide complete | |
| 27 | +automation of the entire deployment procedure, a result of DevOps activities. | |
| 28 | +In this way, we encapsulate all this complexity and enable the deployment of | |
| 29 | +new SPB releases through the execution of few commands, as registered in the | |
| 30 | +project documentation. Although we have provided a high degree of automation, | |
| 31 | +training workshops for the MP technical team, and a meticulous description of | |
| 32 | +the procedures in the documentation, we observed that the MP technical staff | |
| 33 | +invariably depended on our support to perform these procedures. | |
| 9 | 34 | |
| 10 | -From the point of view of management and development processes, we had to develop management strategies that would accommodate different organizational cultures. As reported, the MP has a functional hierarchical organizational culture, strongly supported by process management, typical of the traditional development paradigm. The UnB teams use a process based on agile manifest values and FOSS and agile community practices. So we created a process of "translation" of work done to communicate with MP managers who manage their portfolio based on the PMBoK processes. On the one hand, in the intermediary and final project's phases we have matured this process, mainly due to the perception of the results by MP, on the other hand, in the initial phase we had a lot of intervention in our work style, which ended up focusing strategic discussions for operational discussions. Again there was an overload in professors, who were responsible for maintaining the strategic alignment of the MP with the day to day development of the UnB team. | |
| 35 | +From the point of view of management and development processes, we had to | |
| 36 | +develop management strategies that would accommodate different organizational | |
| 37 | +cultures. As reported, the MP has a functional hierarchical organizational | |
| 38 | +culture, strongly supported by process management, typical of the traditional | |
| 39 | +development paradigm. The UnB teams use a process based on agile manifest | |
| 40 | +values and FOSS and agile community practices. So we created a process of | |
| 41 | +"translation" of work done to communicate with MP managers who manage their | |
| 42 | +portfolio based on the PMBoK processes. On the one hand, in the intermediary | |
| 43 | +and final project's phases we have matured this process, mainly due to the | |
| 44 | +perception of the results by MP, on the other hand, in the initial phase we had | |
| 45 | +a lot of intervention in our work style, which ended up focusing strategic | |
| 46 | +discussions for operational discussions. Again there was an overload in | |
| 47 | +professors, who were responsible for maintaining the strategic alignment of the | |
| 48 | +MP with the day to day development of the UnB team. | |
| 11 | 49 | |
| 12 | -Another importance factor for the students and maturing of the software engineering practices used in the project was the composition of the teams with the participation of experienced professionals from the FOSS communities. These professionals together with the professors promoted a work environment where the students could develop their skills in a didactic and practical way without being transferred the pressures for them. In addition, these experienced professionals were responsible for the most relevant technical decisions related to the SPB software product. | |
| 50 | +Another importance factor for the students and maturing of the software | |
| 51 | +engineering practices used in the project was the composition of the teams with | |
| 52 | +the participation of experienced professionals from the FOSS communities. These | |
| 53 | +professionals together with the professors promoted a work environment where | |
| 54 | +the students could develop their skills in a didactic and practical way without | |
| 55 | +being transferred the pressures for them. In addition, these experienced | |
| 56 | +professionals were responsible for the most relevant technical decisions | |
| 57 | +related to the SPB software product. | |
| 13 | 58 | |
| 14 | -% * Gestão dos recursos: Fizemos mais por menos (2.6M de 3.2M) --- sem os dados (escopo, custo, tempo e qualidade) bem discutidos é difícil sustentar essa afirmação, embora eu e Paulo consigamos perceber isso. | |
| 59 | +% * Gestão dos recursos: Fizemos mais por menos (2.6M de 3.2M) --- sem os dados | |
| 60 | +%% (escopo, custo, tempo e qualidade) bem discutidos é difícil sustentar essa | |
| 61 | +%% afirmação, embora eu e Paulo consigamos perceber isso. | |
| 15 | 62 | |
| 16 | -The experience of the SPB project led UnB to develop a model of team composition and work style that proved to be appropriate to the cararteristics of an education environment, bringing the academy closer to the industry. The highest priority from the university's point of view is the students. Considering this, the activities of the project were never prioritized to the detriment of the classes and other didactic-pedagogical activities. In short we had students working at different times, part time, remotely or presential, always respecting their individual conditions, but doing the work in a collective, collaborative and open way. At the end of the project we realized that the skills developed by the students empowered them with the state in the practice of software engineering. The members of the teams got opportunities to work in public, private, national and international organizations, in addition to those students they preferred entrepreneurship, opening their own companies. | |
| 63 | +The experience of the SPB project led UnB to develop a model of team | |
| 64 | +composition and work style that proved to be appropriate to the cararteristics | |
| 65 | +of an education environment, bringing the academy closer to the industry. The | |
| 66 | +highest priority from the university's point of view is the students. | |
| 67 | +Considering this, the activities of the project were never prioritized to the | |
| 68 | +detriment of the classes and other didactic-pedagogical activities. In short we | |
| 69 | +had students working at different times, part time, remotely or presential, | |
| 70 | +always respecting their individual conditions, but doing the work in a | |
| 71 | +collective, collaborative and open way. At the end of the project we realized | |
| 72 | +that the skills developed by the students empowered them with the state in the | |
| 73 | +practice of software engineering. The members of the teams got opportunities to | |
| 74 | +work in public, private, national and international organizations, in addition | |
| 75 | +to those students they preferred entrepreneurship, opening their own companies. | |
| 17 | 76 | ... | ... |