Learning and Coaching Agile Methods. Görel Hedin Computer Science Lund University, Sweden

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1 Learning and Coaching Agile Methods Görel Hedin Computer Science Lund University, Sweden

2 Background Two undergraduate courses at Lund University XP course (mandatory, 2nd year, around 100 students) Coaching (elective 3-4 year, around 20 students) Our experiences from 2002 an onwards Relation to introducing agile in industry

3 The XP course Main course goals Learn how to develop software in a team Learn basic principles in software engineering Learn useful programming tools and techniques Why XP? Simple, useful practices, easy to motivate Vehicle for learning short feedback cycles peer learning

4 The Coaching course Course goals Learn about leadership and coaching Practice on a real team Deeper knowledge about agile methods

5 A team Developers (2nd year students) Customer (faculty) Coaches (3rd year students)

6 6 weekly iterations

7 Learning project (vs real project) Very scaled down project 1-day development sessions Very small simple stories Problems are beneficial promotes learning 10-person teams stories added in each iteration Practice by the book It s OK to not like it. But it s not OK not to try it. Intense coaching

8 The XP course structure Theory part 7 2h lectures: XP, SCM, TDD, 4 2h labs: ExtremeHour, CVS, JUnit, Eclipse Project part 6 x 1-day development sessions (Mondays) 6 x 2h planning meetings (Wednesdays) Product evaluation

9 The XP practices Coding Simple Design Refactoring Coding Standard Common Vocabulary Development Test-Driven Development (TDD) Pair Programming Collective Code Ownership Continuous Integration Business Customer in the team Planning game Release regularly Sustainable pace Other First Iteration Spikes The Bullpen Reflect regularly

10 Learning Coding Practices Coding Standard Easy Simple Design, Common Vocabulary More difficult, requires programming maturity Refactoring Reasonably easy, but to do it well requires maturity Important principle learned; Improvement

11 Learning Test-Driven Development TDD Write a test, make it fail, make it run, make it right Experiences Using JUnit is very easy, good test cases more difficult Writing tests at all needs coaching (test coverage tools help) Test-first is difficult (but some mature programmers do it well) Central principle is learned anyway: working in small steps

12 Learning Pair Programming Pair programming Two persons sit together and write code, driver and navigator, switch roles often A great success Excellent learning, excellent team-building, people like it. Things that need attention Good pair-programming behavior needs to be studied, practiced, and coached Very good students can be frustrated (if the driver/navigator roles are not played well)

13 Learning Collective Code Ownership Usually very easy. The team sits together. Small project. Weak ownership could be added

14 Learning Continuous Integration We use CVS Keep the repository clean extremely important practice Small steps essential, update and commit often! Update, update, update, commit!

15 Learning Business practices Customer in the team Not 100% of the time, it is too expensive for us Planning game Customer prioritizes stories, team estimates Release regularly Automated release process, requires several iterations to get to work Sustainable pace 8h development, 2h planning, 4h spikes

16 Learning First Iteration Going from zero to something Get something very small to execute Build on that Central principle Apply in the beginning of the project Apply for radically new stories

17 Using the Bullpen The whole team sits together Excellent for learning and teambuilding

18 Reflecting regularly Focus practices for each iteration At each planning meeting, the team reflects on the current focus practices Rules are adapted

19 What happens in subsequent projects? Students adapt practices to their own needs Many continue to use Automated tests Continuous integration First iteration, small steps programming Refactoring Pair programming (in particular for problem solving) Some continue to use TDD

20 The Coaching course structure Theory part 7 2h lectures & discussions & homework Agile methods, value, principles, practices Team Theory, Business coaching XP coaching Patterns and Metaphors (for communication) Project part Pair coach a team in the XP course 2h coach reflection each week In-depth study of own choice

21 (Initial) roles of the coach Actual coach Project leader Tracker Architect Makes sure evolving architecture is communicated Goal At the end of the project, the coach should not be needed

22 Some coaching practices we use Active Tracking Coach Know what goes on, act when needed Trigger communication Help the team help itself Pair coaching Combine skills Coach Is Coached Systematic reflection during coaching meetings Share experience and ideas from peers

23 Some typical problems solved by coach Developer is passive Developer dominates Double work by two pairs A pair gets stuck Pairs don t switch Architecture is not communicated

24 Benefits of specific learning projects Don t have to be convinced to try it Roles and practices can be exaggerated Focus on quality Focus on (not skipping) practices Time to develop and experiment with practices Time to ensure that tools really work When you know how it works, then you can adapt it.

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