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Managers recognize that software development project teams need to be developed and guided. Although technical skills are necessary, non-technical (NT) skills are equally, if not more, necessary for project success. Currently, there are no proven tools to measure the NT skills of software developers or software development teams. Behavioral markers (observable behaviors that have positive or negative impacts on individual or team performance) are beginning to be successfully used by airline and medical industries to measure NT skill performance. The purpose of this research is to develop and validate the behavior marker system tool that can be used by different managers or coaches to measure the NT skills of software development individuals and teams. This paper presents an empirical study conducted at the Software Factory where users of the behavior marker tool rated video clips of software development teams. The initial results show that the behavior marker tool can be reliably used with minimal training.
Entrepreneurs and small and medium enterprises usually have issues on developing new prototypes, new ideas or testing new techniques. In order to help them, in the last years, academic Software Factories, a new concept of collaboration between universities and companies have been developed. Software Factories provide a unique environment for students and companies. Students benefit from the possibility of working in a real work environment learning how to apply the state of the art of the existing techniques and showing their skills to entrepreneurs. Companies benefit from the risk-free environment where they can develop new ideas, in a protected environment. Universities finally benefit from this setup as a perfect environment for empirical studies in industrial-like environment. In this paper, we present the network of academic Software Factories in Europe, showing how companies had already benefit from existing Software Factories and reporting success stories. The results of this paper can increase the network of the factories and help other universities and companies to setup similar environment to boost the local economy.
A behavior marker for measuring non-technical skills of software professionals : an empirical study
(2015)
Managers recognize that software development teams need to be developed. Although technical skills are necessary, non-technical (NT) skills are equally, if not more, necessary for project success. Currently, there are no proven tools to measure the NT skills of software developers or software development teams. Behavioral markers (observable behaviors that have positive or negative impacts on individual or team performance) are successfully used by airline and medical industries to measure NT skill performance. This research developed and validated a behavior marker tool rated video clips of software development teams. The initial results show that the behavior marker tool can be reliably used with minimal training.
Context: Companies increasingly strive to adapt to market and ecosystem changes in real time. Gauging and understanding team performance in such changing environments present a major challenge.
Objective: This paper aims to understand how software developers experience the continuous adaptation of performance in a modern, highly volatile environment using Lean and Agile software development methodology. This understanding can be used as a basis for guiding formation and maintenance of high-performing teams, to inform performance improvement initiatives, and to improve working conditions for software developers.
Method: A qualitative multiple-case study using thematic interviews was conducted with 16 experienced practitioners in five organisations.
Results: We generated a grounded theory, Performance Alignment Work, showing how software developers experience performance. We found 33 major categories of performance factors and relationships between the factors. A cross-case comparison revealed similarities and differences between different kinds and different sizes of organisations.
Conclusions: Based on our study, software teams are engaged in a constant cycle of interpreting their own performance and negotiating its alignment with other stakeholders. While differences across organisational sizes exist, a common set of performance experiences is present despite differences in context variables. Enhancing performance experiences requires integration of soft factors, such as communication, team spirit, team identity, and values, into the overall development process. Our findings suggest a view of software development and software team performance that centres around behavioural and social sciences.
Introducing continuous experimentation in large software-intensive product and service organisations
(2017)
Software development in highly dynamic environments imposes high risks to development organizations. One such risk is that the developed software may be of only little or no value to customers, wasting the invested development efforts.Continuous experiment ation, as an experiment-driven development approach, may reduce such development risks by iteratively testing product and service assumptions that are critical to the success of the software. Although several experiment-driven development approaches are available, there is little guidance available on how to introduce continuous experimentation into an organization. This article presents a multiple-case study that aims at better understanding the process of introducing continuous experimentation into an organization with an already established development process. The results from the study show that companies are open to adopting such an approach and learning throughout the introduction process. Several benefits were obtained, such as reduced development efforts, deeper customer insights, and better support for development decisions. Challenges included complex stakeholder structures, difficulties in defining success criteria, and building experimen- tation skills. Our findings indicate that organizational factors may limit the benefits of experimentation. Moreover, introducing continuous experimentation requires fundamental changes in how companies operate, and a systematic introduction process can increase the chances of a successful start.
Due to rapidly changing technologies and business contexts, many products and services are developed under high uncertainties. It is often impossible to predict customer behaviors and outcomes upfront. Therefore, product and service developers must continuously find out what customers want, requiring a more experimental mode of management and appropriate support for continuously conducting experiments. We have analytically derived an initial model for continuous experimentation from prior work and matched it against empirical case study findings from two startup companies. We examined the preconditions for setting up an experimentation system for continuous customer experiments. The resulting RIGHT model for Continuous Experimentation (Rapid Iterative value creation Gained through High-frequency Testing) illustrates the building blocks required for such a system and the necessary infrastructure. The major findings are that a suitable experimentation system requires the ability to design, manage, and conduct experiments, create so-called minimum viable products or features, link experiment results with a product roadmap, and manage a flexible business strategy. The main challenges are proper, rapid design of experiments, advanced instrumentation of software to collect, analyse, and store relevant data, and integration of experiment results in the product development cycle, software development process, and business strategy. This summary refers to the article The RIGHT Model for Continuous Experimentation, published in the Journal of Systems and Software [Fa17].
The business landscape is changing radically because of software. Companies in all industry sectors are continously finding new flexibilities in this programmable world. They are able to deliver new functionalities even after the product is already in the customer's hands. But success is far from guaranteed if they cannot validate their assumptions about what their customers actually need. A competitor with better knowledge of customer needs can disrupt the market in an instant.
This book introduces continuous experimentation, an approach to continuously and systematically test assumptions about the company's product or service strategy and verify customers' needs through experiments. By observing how customers actually use the product or early versions of it, companies can make better development decisions and avoid potentially expensive and wasteful activities. The book explains the cycle of continuous experimentation, demonstrates its use through industry cases, provides advice on how to conduct experiments with recipes, tools, and models, and lists some common pitfalls to avoid. Use it to get started with continuous experimentation and make better product and service development decisions that are in-line with your customers' needs.
Software engineering education is supposed to provide students with industry-relevant knowledge and skills. Educators must address issues beyond exercises and theories that can be directly rehearsed in small settings. A way to experience such effects and to increase the relevance of software engineering education is to apply empirical studies in teaching. In our article, we show how different types of empirical studies can be used for educational purposes in software engineering. We give examples illustrating how to utilize empirical studies, discuss challenges, and derive an initial guideline that supports teachers to include empirical studies in software engineering courses.
Context: Companies need capabilities to evaluate the customer value of software intensive products and services. One way of systematically acquiring data on customer value is running continuous experiments as part of the overall development process. Objective: This paper investigates the first steps of transitioning towards continuous experimentation in a large company, including the challenges faced. Method: We conduct a single-case study using participant observation, interviews, and qualitative analysis of the collected data. Results: Results show that continuous experimentation was well received by the practitioners and practising experimentation helped them to enhance understanding of their product value and user needs. Although the complexities of a large multi-stakeholder business to-business (B2B) environment presented several challenges such as inaccessible users, it was possible to address impediments and integrate an experiment in an ongoing development project. Conclusion: Developing the capability for continuous experimentation in large organisations is a learning process which can be supported by a systematic introduction approach with the guidance of experts. We gained experience by introducing the approach on a small scale in a large organisation, and one of the major steps for future work is to understand how this can be scaled up to the whole development organisation.
Software engineering education is under constant pressure to provide students with industry-relevant knowledge and skills. Educators must address issues beyond exercises and theories that can be directly rehearsed in small settings. Industry training has similar requirements of relevance as companies seek to keep their workforce up to date with technological advances. Real-life software development often deals with large, software-intensive systems and is influenced by the complex effects of teamwork and distributed software development, which are hard to demonstrate in an educational environment. A way to experience such effects and to increase the relevance of software engineering education is to apply empirical studies in teaching. In this paper, we show how different types of empirical studies can be used for educational purposes in software engineering. We give examples illustrating how to utilize empirical studies, discuss challenges, and derive an initial guideline that supports teachers to include empirical studies in software engineering courses. Furthermore, we give examples that show how empirical studies contribute to high-quality learning outcomes, to student motivation, and to the awareness of the advantages of applying software engineering principles. Having awareness, experience, and understanding of the actions required, students are more likely to apply such principles under real-life constraints in their working life.
