Developing Testers What Can We Learn from Athletes?

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Developing TestersWhat Can We Learn from
Athletes?
Paul GerrardGerrard Consulting1 Old Forge
CloseMaidenheadBerkshireSL6 2RD UK e
paul_at_gerrardconsulting.comw http//gerrardconsul
ting.comt 01628 639173
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Paul Gerrard

• Paul is the founder and Principal of Gerrard
  Consulting, a services company focused on
  increasing the success rate of IT-based projects
  for clients. He has conducted assignments in all
  aspects of Software Testing and Quality
  Assurance. Previously, he has worked as a
  developer, designer, project manager and
  consultant for small and large developments using
  all major technologies and is the webmaster of
  gerrardconsulting.com and several other websites.
• Paul has degrees from the Universities of Oxford
  and London, is Web Secretary for the BCS SIG in
  Software Testing (SIGIST), Founding Chair of the
  ISEB Tester Qualification Board and the
  host/organiser of the UK Test Management Forum
  conferences. He is a regular speaker at seminars
  and conferences in the UK, continental Europe and
  the USA and was recently awarded the Best
  Presentation of the Year prize by the BCS
  SIGIST.
• Paul has written many papers and articles, most
  of which are on the Evolutif website. With Neil
  Thompson, Paul wrote Risk-Based E-Business
  Testing the standard text for risk-based
  testing.
• In his spare time, Paul is a coach for Maidenhead
  Rowing club.

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Agenda

• Why did I put this talk together?
• Athlete Development
• 2 Minute Introduction to Rowing
• A (Development) Squad Training Plan
• Tester Development
• A Tester Development Plan
• Coaching/Mentoring
• Close

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Why did I put this talk together?

• Good question!
• Well I coach and train testers and rowers
• Similarities?
• Me, being a know-all, telling other people stuff
  so they can meet an objective (or two)
• Mainly about human interaction, trial and error,
  trial and success, behaviour changes driven by
  feedback
• Differences
• One mainly physical, the other completely
  mental.

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Why did I put this talk together? 2

• I believe that there enough similarities in
  overall objective, that some of the methods used
  in one, could be used in the other
• By looking at another discipline, we might obtain
  insights to how we might improve the way we
  develop as testers
• It seemed like a good idea at the time.

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Introduction to Rowing
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Rowing 101

• Sculling
• Each sculler has two sculls (oars)
• Single, double, quads (coxed/coxless), octuples
  (coxed)
• Rowing
• Each rower/oarsman/woman has one oar or blade
• Pair, Four (coxed/coxless) or Eights (coxed)
• Cox the little guy who steers and gives orders
• Basic movement in rowing and sculling is the same.

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From the power of eights
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to the grace of a single sculler -)
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Something more graceful than me
Womens Head of the River 2006
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A (Development) SquadTraining Plan
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1 Year Goals

• Squad goals
• To represent MRC in three head races and three
  summer regattas at Novice level
• To improve crew endurance to achieve target time
  for 2000m on Dorney Lake in IV and/or VIII
  March
• To improve crew technique to match Womens squad
• Personal goals
• To improve specific points of rowing technique
  for each individual
• To achieve an agreed level of skill in a single
  sculling boat
• To improve PBs on Ergometer for 500m, 2000m,
  5000m by agreed targets
• To be capable of rowing in Womens squad next
  season.

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Ambition

• Achieve one novice head event win in IV or VIII
  for all squad members
• Achieve one novice summer regatta win in any boat
  for all squad members
• Win a pot at Maidenhead Regatta?

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Training Principles

• Overload - athletes subjected to progressively
  higher stresses to develop strength and endurance
• Recovery - adaptation takes place during
  recovery, not the training session itself
• Specificity training sessions will aim to
  develop a specific area of technique or
  physiology
• Reversibility the body can reverse any of the
  adaptations (i.e. stop training lose speed,
  strength etc.)
• Evaluation constant monitoring to plan
  training, recovery and improve the plan itself.

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Overall Training Strategy

• Five key areas
• Rowing technique
• Flexibility/mobility
• Strength
• Power
• Endurance

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Ergometer instrument of torture
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Training Plan Structure

• Four core sessions per week
• Typical winter session in gym/Ergos will last
  maximum 90 minutes
• On-water sessions will typically last 60-80
  minutes
• Sessions to start and finish promptly
• On occasion, two sessions may occur on
  Saturdays/Sundays
• Training will taper off towards competition days.

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Training Approach

• Basic rowing movement and land fitness training
  on ergometers and in gym
• Rowing technique in boat, technical
  drills/exercises
• Technical paddling will be done at low intensity
• Basic sculling and rowing technique will be
  taught
• Video will be used as a training tool, on water
  and on Ergos
• Squad members will get CDs containing all footage
  of crews and individuals.

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Testing

• Critical part of training and development is the
  ability to monitor progress towards goals
• One of the following tests will be performed
  monthly
• 20 minute test on Ergo
• 1000m, 2000m test on Dorney Lake (still water)
• 1500m (approx) test on Thames at Maidenhead
• Occasional, informal sculling heads.

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Other stuff

• Terminology
• Standard ARA terminology will be used, except for
  exercise names which are often non-standard a
  glossary will be provided
• Squad are expected to be fluent
• Crew Selection
• Selection for boat places for competitions may be
  necessary
• Main Criteria will be commitment.

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Training Periods

• Plans covering the three main training periods
  will exist
• September-December (created/agreed August)
• January-April (created/agreed December)
• May-July (created/agreed April)
• The period mid August to Mid September will be a
  rest period.

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Start-Up

• Paul will present the overall Training Strategy
  to the squad (end July/early August)
• Commitment is sought from each squad member to
  the plan to establish the need for equipment and
  whether IV or VIII (or quad) will be the primary
  training and competition boat.

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Training bands
Band Type of work max Rate SPM What it is good for How you feel
UT2 Utilisation 2. Light aerobic, low intensity work. Sustainable and fat-burning. 55-70 16-20 split General cardiovascular (CV) fitness Relaxed. Able to carry on conversation.
UT1 Utilisation 1. Aerobic work using more oxygen. 70-80 20-24 split Higher level of CV fitness. Working. Feeling warmer. Heart rate and respiration up. May sweat.
AT Anaerobic threshold. Harder work. On the aerobic limit. 80-85 24-28 split High level of CV fitness. Building mental and physical endurance. Hard work. Heart rate and respiration up. Carbon dioxide build up. Sweating. Breathing hard.
TR Oxygen Transportation. Working hard. Unsustainable for long periods. (2000m race pace) 85-95 28-32 split Developing oxygen transport to the muscles under stress. Increasing cardiac output. Stressed. Panting. Sweating freely.
AN Anaerobic (without oxygen). Short burst of maximum effort. Unsustainable. Burning carbohydrate. (500m race pace) 95-100 32 split Anaerobic work. Increasing speed. Accustoming body to work without oxygen. Very stressful. Gasping. Sweating heavily.
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A Tester Development Plan
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Tester development plan - Principles

• Overload testers need to be subjected to
  progressively more demanding training to develop
  a broader skill-set
• Recovery/Adaptation - adaptation takes place
  during debrief, reflection, implementation
  post-training
• Specificity training sessions should aim to
  develop a specific area of technique or skill
• Reversibility the tester can reverse any of the
  adaptations (i.e. stop training/using skills
  lose those skills/capability)
• Evaluation constant monitoring to plan
  training, adaptation and to improve the plan
  itself.

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(1 Year) Goals

• Team goals
• To apply new methods/approaches consistently
  across the team, to the next project
• To make the team more flexible by acquiring new
  skills and making team members interchangeable
• Personal goals
• To improve technical, planning, managerial skills
  in specific areas
• To improve interpersonal skills in specific areas
• To improve self-evaluation or independent
  evaluation scores
• To be capable of taking responsibility for e.g.
  test planning, team supervision, test reporting

Goals need to be related to capability,SMART
and RELEVANT specific, measurable, attainable,
realistic and tangible
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Ambition (planned achievements)

• Examples
• Prepare tests for a new application, unsupervised
• Manage product risks from requirements through to
  implementation
• Be recognised as a Centre of Excellence for test
  automation

Ambitions should reflect desirable achievements,
scheduled to occur in less than a yearSMART and
RELEVANT
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Overall Training Strategy

• Testing theory terminology, ideal process,
  underlying principles, standards
• Testing skills verbal reasoning,
  numerical/abstract reasoning, fault diagnosis,
  accuracy
• http//www.criticalthinking.org/resources/TRK12-st
  rategy-list.shtml
• Testing practice practical hands-on planning,
  designing, running, exploring, incident logging
• Interpersonal skills awareness of self and
  others, listening, questioning, presenting,
  helping, influencing, negotiating, teamworking,
  managing relationships

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Development Plan Structure

• Personal development plan
• 360 degree feedback colleagues, managers,
  direct reports, customers, others
• Agreed budget for off-the-job training
• Agreed time allowance for on-the-job training

Regular review of the development plan as its a
living document.
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Training Approach example

• Testing theory standard classroom or self-study
  courses (ISEB for basics focused, specialist
  courses on testing)
• Testing skills critical thinking skills, 35 of
  them brief 1-2 hour focus every two weeks
• Testing practice organisational process,
  standards, templates coached by peers regular
  practical hands-on refreshers test programs,
  exploring, incident logging
• Interpersonal skills micro-skills can be taught
  and practiced in work and classroom situations
  scenario-based case-studies, role-playing etc.
  cover higher-level skills.

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Testing and feedback

• Test design quiz to measure/hone techniques
  skills
• Testing/critical thinking practicals (Testing
  Case Studies)
• Reviews of documents with known issues
• Hands-on tests of software with known bugs
• Incident reporting and independent assessment
• 360 feedback to review IP skills
• Post-project reviews.

Testing needs to be competitive, non-threatening,
informative and relevant.
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Other stuff

• Terminology team need to be fluent
• Team selection linked to development attainment
• Promotion linked to development progress.

Testers need to regard being selected for a
team as a key objective. Promotion comes from
being a first team regular.
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Training Periods

• There is no season for testers, but development
  activities can be synchronised to projects
• Between projects post-project reviews, 360
  feedback, classroom training, testing,
  development plan review, goal setting
• Early in projects review participation, test
  design refresher courses
• Mid-project Testing Case-Studies
• Late-project let the testers do their job
  managers should monitor performance at peak times
• Project end-game personal self-assessments,
  prepare for 360 feedback

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Start-Up

• Team and individual development plans agreed and
  communicated early in the season
• Commitment is sought from each individual to the
  team and individual development plans to
  establish the need for additional resources,
  budget, time, equipment etc.
• Development plans can by synchronised with
  overall resource plans with effort allocated to
  development activities.

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Training types
Type Type of training What it is good for
Private Review Practical (TCS) Standard technical review of documents with known problems Critical thinking, perseverance, attention to detail, systematic approach
Review Participation Review, with others, of project documents Independent, critical review team working review process giving criticism verbal/written communications decision making
In-house inter personal skills courses Classroom-based, workshop format with role playing and team discussion Focused on specific interpersonal skills, as required.
Practice Testing and Bug Reporting Practical testing of prepared programs, logging incidents Hands on fluency with self-confidence to run tests, explore software programs, log incidents and compare with model incident reports.
ETC ETC
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Coaching/Mentoring
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Coach-Tester Relationship

• In sport coaches are fundamental to success
  why dont test teams have a coach?
• Testers must trust the coach to observe, guide,
  advise, motivate
• Coach competences to be effective, some very
  specific competences are required.

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Coach competencies

• Dont need to be a current or ex-Olympic
  medallist to coach Olympians
• Dont need to be a champion tester to coach
  testers
• Fluency in the skills to be taught is required
• Enthusiastic and ability to enthuse others.

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Competencies 2

• Communication skills are paramount
• How to communicate a vision
• How to listen, observe, interpret
• How to advise, cajole, convince, influence
• Observation, observation, observation!
• Once the plan is set, all technical coaching
  input starts with observation
• Ability to identify, observe and communicate the
  indicators of success.

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Indicators of success

• Wins of course, but competitions are infrequent!
• Need to coach the tester to recognise the signs
  of success, to self-motivate and wish to improve
• Signs of mastery (personal)
• Independent work, ability to consult/advise,
  scores in tests, confidence, comfort in their
  role, enjoyment
• Signs of achievement (in the eyes of peers)
• Work rate, capacity, regarded as a master, peer
  role model (the one to copy/beat).

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communicationcommunicationcommunication!

• Communication in terms of analogies, metaphors,
  comparisons, examples, stories
• Often, people dont understand straightforward
  technical descriptions
• Need to make the message accessible by using
  real-life stories or metaphors
• Interpersonal classes often use related, not
  directly comparable examples to illustrate points
• Dont underestimate the value of humour.

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Feedback

• Feedback to the tester is critical
• Technical faults (with care and consideration)
• Test results and interpretation
• Feedback from the coach
• Does the tester understand, appreciate the point
  being made by the coach?
• Does the tester believe/commit to the implicit,
  explicit changes in behaviour being sought?

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Motivation - Sport

• Motivation is more important in training than in
  competition
• Training lasts much longer, is costly in effort
  and much more draining than competition
• No instant reward thats months away
• In competition, athletes shouldnt need
  motivating competition is WHY we train
• Competition is PAYBACK time for all those long
  hours, effort, boredom, pain, injury.

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Motivation - Testing

• Motivation is more important on projects
• The job is continuous, lasts longer, costly in
  effort, more demanding, unrewarding perhaps
• Coach should be prominent in the team, asking
  questions, giving guidance, open to suggestion
• Coach should treat the project as an opportunity
  to learn, to witness the training being applied,
  to refine the training itself
• In training, testers shouldnt need motivating
• Training is often regarded as a REWARD in itself
• But to train hard requires discipline and
  commitment.

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Close

• There are obvious parallels between the athlete
  and testers training, coaching and development
• Personal and team development goals and plans
  agreed and committed to
• More attention on critical thinking,
  interpersonal and practical ( some theory)
  skills is required
• Opportunities exist for training and evaluation
  on the job itself
• Coaches/coaching are underused (if used at all).

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Developing TestersWhat Can We Learn from
Athletes?
Thank-You!
gerrardconsulting.comuktmf.com