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icse2018/content/06-results.tex
... | ... | @@ -87,11 +87,11 @@ of interaction between senior developers and undergraduates. Developers and MPOG |
87 | 87 | staff also interacted mostly via Mailing List (87.5\%) and Issue tracker (50\%). |
88 | 88 | According to research findings, this movement made \textbf{communication more |
89 | 89 | transparent and efficient}. A MPOG IT analyst said that the |
90 | -\textit{"Communicating well goes far beyond the speed, it is someone being able | |
90 | +\textit{``Communicating well goes far beyond the speed, it is someone being able | |
91 | 91 | to communicate to everyone everything that is happening in the project. We did |
92 | 92 | not use emails. We use more mailing list and avoid e-mails. It helped a lot |
93 | 93 | because everything was public and did not pollute our mailbox. You wanted to |
94 | -know something, could go there and look at what was happening"}. | |
94 | +know something, could go there and look at what was happening''}. | |
95 | 95 | |
96 | 96 | Migrating to SPB platform also provided an \textbf{easier monitoring and |
97 | 97 | increase interactions between development team and public servants by |
... | ... | @@ -103,22 +103,22 @@ staff), and commented by 64 different users (9 form MPOG staff and users). |
103 | 103 | Considering issues with higher level of interaction those that have 10 or more |
104 | 104 | comments, in a set of 84 issues, MPOG staff authored 36 issues (which represents |
105 | 105 | about 43\% of these most active issues). A MPOG analyst highlighted that |
106 | -\textit{"there was a lot of evolution, a lot of communication via Gitlab"}. | |
106 | +\textit{``there was a lot of evolution, a lot of communication via Gitlab''}. | |
107 | 107 | This interaction also led MPOG staff to \textbf{trust developed code}: |
108 | -\textit{"Everything was validated, we tested the features and the project was | |
108 | +\textit{``Everything was validated, we tested the features and the project was | |
109 | 109 | developed inside the platform, so that the feature was validated in the |
110 | 110 | development of the software itself. From the moment we installed it, and |
111 | 111 | began to use it for development, this validation was constant. We felt confident |
112 | -in the features"}. | |
112 | +in the features''}. | |
113 | 113 | |
114 | 114 | One of the main concerns of traditional approach is meticulous documentation of |
115 | 115 | the software designed and the development steps. With this aforementioned |
116 | 116 | decision, we could meet this government demand without bureaucracies and changes |
117 | 117 | in our development process, \textbf{producting organically documentation and |
118 | 118 | records} in the platform itself, as one of the MPOG response evidenced: |
119 | -\textit{"For me, it was a lot of learning. There is a lot of things documented | |
119 | +\textit{``For me, it was a lot of learning. There is a lot of things documented | |
120 | 120 | in the e-mails and also in the portal itself. At any moment we can go there and |
121 | -see how it worked, how someone did something. We can recover those good points"}. | |
121 | +see how it worked, how someone did something. We can recover those good points''}. | |
122 | 122 | |
123 | 123 | \subsection{Bringing together government staff and development team} |
124 | 124 | |
... | ... | @@ -126,97 +126,97 @@ The MPOG analysts observed communication noise in the dialogue between them and |
126 | 126 | their superiors and in the dialogues with the development team that were |
127 | 127 | intermediated by the superiors. They said that direct dialogue with the |
128 | 128 | development team and biweekly visits to the university's lab \textbf{reduce |
129 | -communication misunderstood}. \textit{"At this point, the communication started to | |
130 | -change.. started to improve."} According to another interviewee, this new | |
131 | -dynamic unified the two sides: \textit{"I believe it was very positive, we also liked to | |
129 | +communication misunderstood}: \textit{``At this point, the communication started to | |
130 | +change.. started to improve''}. According to another interviewee, this new | |
131 | +dynamic unified the two sides: \textit{``I believe it was very positive, we also liked to | |
132 | 132 | go there, to interact with the team. I think it brought more unity, more |
133 | -integration into the project"}. The participation of the MPOG staff was also | |
133 | +integration into the project''}. The participation of the MPOG staff was also | |
134 | 134 | considered positive by {72.9\%} of the undegraduates and to {81.1\%} of them |
135 | 135 | think the presence of MPOG staff in sprint ceremonies was important for the |
136 | 136 | development. In addition, to \textbf{better meet expectations of both sides} |
137 | 137 | regarding the requirements developed, {75.6\%} of students believe that writing |
138 | 138 | the requirements together with the MPOG staff was very important. According to |
139 | -one of them \textit{"Joint planning and timely meetings were very important for | |
140 | -understanding the needs of MPOG"}. | |
139 | +one of them \textit{``Joint planning and timely meetings were very important for | |
140 | +understanding the needs of MPOG''}. | |
141 | 141 | |
142 | 142 | An imported consequence of this direct government-academia interaction in |
143 | -laboratory was empathy, as reported by one of the interviewees \textit{"You know | |
144 | -people in person and it makes such a big difference because it causes empathy. | |
145 | -You already know who that person is, it's not just a name"}. This subjectively helped | |
146 | -to \textbf{align both activities execution pace}, \textit{"When we went there, | |
147 | -we knew the people and we realized that, on our side, we also felt more | |
148 | -encouraged to validate faster and give faster feedback to the teams. They did | |
149 | -not stay there waiting. We gave this feedback fast and they also gave quick | |
150 | -feedback for any our questions. That gave project agility, things flowed faster | |
151 | -and better"}. The teams' synchronization was reinforced with the implementation | |
152 | -of a Continuous Delivery pipeline. The benefits of this approach were presented | |
153 | -in our previous work \cite {?} and corroborate these research results. To 81.1\% | |
154 | -of students and 75\% of senior developers, deploying new versions of the SPB | |
155 | -portal in production was a motivator during the project. | |
143 | +laboratory was empathy, as reported by one of the interviewees \textit{``You | |
144 | +know people in person and it makes such a big difference because it causes | |
145 | +empathy. You already know who that person is, it's not just a name''}. This | |
146 | +subjectively helped to \textbf{align both activities execution pace}, | |
147 | +\textit{``When we went there, we knew the people and we realized that, on our | |
148 | +side, we also felt more encouraged to validate faster and give faster feedback | |
149 | +to the teams [..] We gave this feedback fast and they also gave quick feedback | |
150 | +for any our questions''}. The teams' synchronization was reinforced with the | |
151 | +implementation of a Continuous Delivery pipeline. The benefits of this approach | |
152 | +were presented in our previous work \cite {?} and corroborate these research | |
153 | +results. To 81.1\% of students and 75\% of senior developers, deploying new | |
154 | +versions of the SPB portal in production was a motivator during the project. | |
156 | 155 | |
157 | 156 | One of the MPOG analyst interviewed also noted these releases also helped to |
158 | 157 | \textbf{overcome the government bias regarding low productivity of collaborative |
159 | -projects with academia}: \textit{"At first, the government staff had a bias that | |
158 | +projects with academia}: \textit{``At first, the government staff had a bias that | |
160 | 159 | universities do not deliver. We overcame that bias in the course of the project. |
161 | 160 | We deliver a lot and with quality. Today, I think if we had paid the same amount |
162 | 161 | for a company, it would not have done what was delivered and with the quality |
163 | -that was delivered with the price that was paid."} Additionally, the deployment | |
162 | +that was delivered with the price that was paid''}. Additionally, the deployment | |
164 | 163 | in production of each new version also \textbf{improve the translation of the |
165 | -process from one side to the other}, as mentioned by MPOG analyst \textit{"We had an | |
164 | +process from one side to the other}, as mentioned by MPOG analyst \textit{``We had an | |
166 | 165 | overview at the strategic level. When we went down to the technical level, plan |
167 | 166 | the release every four months was difficult. But in the end, I think this has |
168 | 167 | not been a problem. A project you are delivering, the results are going to |
169 | 168 | production, the code is quality, the team is qualified/capable and the project |
170 | -is doing well, it does not impact as much in practice"}. | |
169 | +is doing well, it does not impact as much in practice''}. | |
171 | 170 | |
172 | 171 | \subsection{Split development team into priority work fronts with IT market |
173 | 172 | specialists} |
174 | 173 | |
175 | 174 | Four teams were formed to dedicated to the main development demands of the |
176 | -portal: UX, DevOps, Colab and Noosfero. External developers with vast experience | |
177 | -in the SPB platform software components and professionals with experience in | |
178 | -front-end and UX were hired. These professionals also contributed to | |
179 | -disseminate practices adopted in the industry and in the free software | |
180 | -communities to other project members. {87.5\%} of seniors agreed with the | |
181 | -project development process. For 62.5\% this process has a good similarity to | |
182 | -their previous experiences. Their experience \textbf{helped to reconcile development | |
183 | -processes and decision making}, as stated by one of the respondent developers | |
184 | -\textit{"I think my main contribution was to have balanced the relations between the | |
185 | -MPOG staff and the UnB team"}. {62.5\%} of senior developers believe they have | |
186 | -collaborated in the relationship between the management and development | |
187 | -processes of the two institutions and {62.5\%} asserted that helped MPOG | |
188 | -staff to more clearly express their requests. {62.5\%} of them did not | |
189 | -understand MPOG's project management process and {50\%} believe their project | |
190 | -productivity was affected by MPOG's project management process. For the | |
191 | -government, these professionals gave credibility to the development \textit{"You had | |
192 | -the reviewers, who were the original developers of the software, that gave | |
193 | -you confidence and confidence in the code."} | |
175 | +portal: UX, DevOps, System-of-Systems, and Social Networking. External | |
176 | +developers with vast experience in the SPB platform software components and | |
177 | +professionals with experience in front-end and UX were hired. These | |
178 | +professionals also contributed to disseminate practices adopted in the industry | |
179 | +and in the free software communities to other project members. {87.5\%} of | |
180 | +seniors agreed with our project development process. For 62.5\% this process | |
181 | +has a good similarity to their previous experiences. Their experience | |
182 | +\textbf{helped to reconcile development processes and decision making}, as | |
183 | +stated by one of the respondent developers \textit{"I think my main | |
184 | +contribution was to have balanced the relations between the MPOG staff and the | |
185 | +UnB team"}. {62.5\%} of senior developers believe they have collaborated in the | |
186 | +relationship between the management and development processes of the two | |
187 | +institutions and {62.5\%} asserted that helped MPOG staff to more clearly | |
188 | +express their requests. {62.5\%} of them did not understand MPOG's project | |
189 | +management process and {50\%} believe their project productivity was affected | |
190 | +by MPOG's project management process. For the government, these professionals | |
191 | +gave credibility to the development \textit{"You had the reviewers, who were | |
192 | +the original developers of the software, that gave you confidence and | |
193 | +confidence in the code."} | |
194 | 194 | |
195 | 195 | In addition, with these professionals was possible to \textbf{transferred |
196 | 196 | knowledge of industry and free software to government and academia}. Working |
197 | -with senior developers was important for all undergraduate-respondents during the | |
197 | +with senior developers was important for all interns during the | |
198 | 198 | project. {91\%} of them also believe that working with professionals was |
199 | 199 | important for learning. {75\%} of senior developers believe that 'Working in |
200 | 200 | pairs with a senior' and 62.5\% that 'Participate in joint review tasks' were |
201 | 201 | the tasks with the involvement of them that most contributed to the evolution |
202 | 202 | of students in the project. And, in guiding a students, {75\%} believe that |
203 | 203 | this knowledge was widespread among the others in the team. This acquisition |
204 | -of knowledge was also noted by the government, which stated \textit{"On the side of | |
204 | +of knowledge was also noted by the government, which stated \textit{``On the side of | |
205 | 205 | UnB, what we perceived was that the project was very big leap when the |
206 | 206 | original software developers were hired in the case of Noosfero and Colab, |
207 | 207 | because they had a guide on how to develop things in the best way and were |
208 | -able to solve non-trivial problems and quickly."} | |
208 | +able to solve non-trivial problems and quickly''}. | |
209 | 209 | |
210 | 210 | The fronts also gained more autonomy to manage their activities. The role |
211 | -of meta-coach was defined among the students, to coordinate the interactions | |
211 | +of ``meta-coach'' was defined among the students, to coordinate the interactions | |
212 | 212 | between teams and coach to coordinate each front. Coaches have become a \textbf{point |
213 | 213 | of reference for the development process}. {89.1\%} of students said that the |
214 | -presence of the coach was essential to the running of Sprint, and for {87.5\%} | |
214 | +presence of the coach was essential to the running of sprint, and for {87.5\%} | |
215 | 215 | of senior developers coaches was essential for their interaction with the team. |
216 | 216 | MPOG analysts saw coaches as facilitators for their activities and for |
217 | -communication with the development team. One of the interviewees said \textit{"I | |
218 | -interacted more with the project coordinator and team coaches"}, \textit{"The reason | |
217 | +communication with the development team. One of the interviewees said \textit{``I | |
218 | +interacted more with the project coordinator and team coaches''}, \textit{``The reason | |
219 | 219 | for this was that the coaches were more likely to meet the requirements, to |
220 | 220 | ask questions about requirements, to understand some features. interaction with |
221 | 221 | leaders than with senior developers. Sometimes the coaches brought the question |
222 | -to the senior developers"}. | |
222 | +to the senior developers''}. | ... | ... |