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Equipes ágeis em 2012 - Lições aprendidas
Guilherme Silveira discusses lessons learned from working in an agile team environment at Caelum. He explains several practices they used to continually improve learning, such as pairing programming, discussing topics that become blog posts, conferences, and sharing knowledge both during and after work. The key message is that learning is the base for adapting in agile environments, and organizations should focus on mutual knowledge sharing through open discussions and collaboration.
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Equipes ágeis em 2012 - Lições aprendidas
- 1. potencializando o aprendizado em um ambiente ágil Guilherme Silveira http://www.caelum.com.br
- 2. potencializando o aprendizado em um ambiente ágil lições aprendidas em um time ágil Guilherme Silveira http://www.caelum.com.br
- 3.
- 4.
- 5. a idéia agilidade aprendizado
- 6. MAURICIO ANICHE @mauricioaniche
- 7.
- 8.
- 9.
- 10.
- 11.
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- 13.
- 14.
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- 20.
- 21.
- 22. ir de carro <== piada
- 23.
- 24.
- 25.
- 26. assisto o trânsito de camarote
- 27. decidi ir demetrô
- 28. quem conhece são paulo?
- 29. quem conhece são paulo? quem conhece o metrô em são paulo?
- 30.
- 31.
- 32. bom é temporal bomé contextual
- 33. bom é relativo bomé temporal bom é contextual
- 34. adaptar => aprender=> adaptar => aprender =>
- 36.
- 37. hoje: como? quais práticas?
- 38.
- 39. melhorar a qualidade domercado
- 40. bom é temporal bomé contextual
- 41. bom é relativo bomé temporal bom é contextual
- 42. O DIA ADIA
- 43. it’s all aboutinnovating in order to teach
- 44.
- 45.
- 46. EXPERIENCE LEARN ADAPT EVOLVE
- 47. EXPERIENCE LEARN ADAPT EVOLVE
- 48. EXPERIENCE LEARN ADAPT EVOLVE AGILE
- 49. TEACHING LEARN ADAPT EVOLVE AGILE
- 50. LEARNING ALLOWS ADAPTATION AND EVOLUTION, THE BASE FOR AGILE
- 51. como ensinar colegas detrabalho?
- 52. APRENDER É PARTEDE NOSSO TRABALHO
- 53. STUDYING AS ATASK
- 54. STUDYING AS ATASK when?
- 55. STUDYING AS ATASK when? what?
- 56. STUDYING AS ATASK when? what? how?
- 57. STUDYING AS ATASK when? what? how? “por vezes a pessoa é guiada, por vezes ela está livre para escolher o que fazer”
- 58. STUDYING AS ATASK when? what? how? “por vezes a pessoa é guiada, por vezes ela está livre para escolher o que fazer” ex: alumni, busão sp, gnarus
- 59. MAS É POSSÍVELAPRENDER...
- 60. MAS É POSSÍVELAPRENDER...
- 61. MAS É POSSÍVELAPRENDER...
- 62. MAS É POSSÍVELAPRENDER... O ? M P T E O D O TO
- 63.
- 64.
- 65. You have nofixed position There are no partitions/walls
- 66.
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- 69.
- 70. A discussion thatis interesting to the team, will probably be interesting to others.
- 71.
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- 77.
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- 79.
- 80.
- 81. EXPERIENCED WITH NON- EXPERIENCED
- 82. EXPERIENCED WITH NON- EXPERIENCED
- 83. EXPERIENCED WITH EXPERIENCED
- 84. NON- EXPERIENCED WITH NON- EXPERIENCED
- 85. There are nofixed rules.
- 86. There are nofixed rules. No pairing can also be good.
- 87. some variations didnot work
- 88. but some closed pairinggroups are formed...
- 89.
- 90.
- 91. PAIR PROGRAMMING MATRIX
- 92. PAIRING IN DIFFERENT PROJECTS
- 93.
- 94. anytime, anywhere at yourown discretion
- 95. anytime, anywhere at your own discretion without hindering your current project
- 96. Pair programming isnot unilateral knowledge transfer. It’s mutual knowledge sharing.
- 97.
- 99.
- 100.
- 101. get developers together
- 102. get developers together discuss problems
- 103. get developers together discuss problems implement them
- 104.
- 105.
- 106.
- 107.
- 108. Se juntar para praticaropen source.
- 109.
- 110.
- 111. Not everything lastsforever.
- 112.
- 113. SOMETIMES CONSIDERED BORING
- 114.
- 115. Learn many differentthings.
- 116.
- 119. A R U L O P IS P MA O
- 120. Present any topicin any form.
- 121. Present any topicin any form. didactics
- 122. Present any topicin any form. didactics live refactoring
- 123. Present any topicin any form. didactics live refactoring empirical software engineering
- 124. Present any topicin any form. didactics live refactoring retrospective empirical software methods engineering
- 125. Present any topicin any form. lambda calculus didactics live refactoring retrospective empirical software methods engineering
- 126. Present any topicin any form. lambda calculus didactics live refactoring py calculus retrospective empirical software methods engineering
- 127. Present any topicin any form. lambda calculus didactics live refactoring py calculus retrospective empirical software methods engineering javascript
- 128. Present any topicin any form. flex lambda calculus didactics live refactoring py calculus retrospective empirical software methods engineering javascript
- 129. Present any topicin any form. flex lambda calculus didactics live refactoring py calculus scala retrospective empirical software methods engineering javascript
- 130. Present any topicin any form. flex lambda calculus didactics intense scala live refactoring py calculus scala retrospective empirical software methods engineering javascript
- 131. Present any topicin any form. flex lambda calculus didactics intense scala live refactoring py calculus scala retrospective empirical software methods engineering javascript testing methods
- 132. Present any topicin any form. flex lambda calculus didactics intense scala code shows live refactoring py calculus scala retrospective empirical software methods engineering javascript testing methods
- 133.
- 134.
- 135.
- 136. Everyone has somethingto teach.
- 137.
- 138. PESSOAS DE FORA PODEM PARTICIPAR
- 139.
- 140. INTERESSE DIMINUIU POR CAUSA DOS FORUMS posts
- 141. Asynchronous discussions allow research prior to response.
- 143. C E UR SO PE N O TO E N LVIM VO SEN DE
- 144. C E UR SO PE N O T O E N O VIM LE IR O L S I NV RA S E B DE
- 145. C E UR SO PE N O T O E N O VIM LE IR O L S I NV RA AO SE B N D E U O
- 146. se o códigoé ruim, refatora.
- 147. se o códigoé bom...
- 148. se o códigoé bom... aprendemos!
- 149. TDD e XPatravés de open source in 2005.
- 151.
- 152.
- 155. DISCUSSÕES INTERNAS VIRAM POSTS
- 156. DISCUSSÕES INTERNAS VIRAM POSTS
- 157. IDÉIAS DIFERENTES VIRAM POSTS
- 158. IDÉIAS DIFERENTES VIRAM POSTS
- 159. IDÉIAS DIFERENTES VIRAM POSTS
- 160. IDÉIAS DIFERENTES VIRAM POSTS
- 161. O BLOG ÉPOPULAR
- 162. Blogging exposes ideasand makes the blogger reflect upon his subject.
- 163.
- 164. CONFERÊNCIAS AGILE BRAZIL QCON SCALA DAYS DEVOXX WWW AGILE XP JAVAONE
- 165. em 2010 patrocinamostodos os eventos brasileiros de desenvolvimento de software (que foi dado oportunidade)
- 166. share knowledge withnew people, friends and old students
- 167. VIDA E TRABALHO
- 168. build relationships duringand after work hours
- 169. self organization classschedules
- 170.
- 171. TREINAMENTO ONLINE INTERNO
- 172. DETECTING PATTERNS OF REFLECTION
- 173. DETECTING PATTERNS OF ADAPTATION
- 174. DETECTING PATTERNS OF LEARNING
- 175. DETECTING PATTERNS OF LEARNING
- 176. DETECTING PATTERNS OF LEARNING
- 177. DETECTING PATTERNS OF LEARNING t s e s n te e n g e a g te li in
- 178. ALL THESE PRACTICESMAY NOT WORK FOR YOU
- 179. MAS VOCÊ TEM QUE TENTAR
- 180.
- 181. how to improve learningin your company?
- 182. Learning is thebase for adaptation.
- 183. Teaching is notunilateral knowledge transfer. It’s mutual knowledge sharing.
- 184. Sharing code means sharing knowledge.
- 185. Blogging exposes ideasand makes the blogger reflect upon his subject.
- 186. Everyone has somethingto teach.
- 187. Leave the spaceopen for people to share knowledge.
- 188. build relationships duringand after work hours
- 189. share knowledge withnew people, friends and old students
- 190. Asynchronous discussions allow research prior to response.
- 191. Sharing code means sharing knowledge.
- 192. Get together to practiceopen source.
- 193.
- 194. resumindo, de verdade
- 195. bom é temporal bomé contextual
- 196. bom é relativo bomé temporal bom é contextual
- 197. p: ágil em2012?
- 198. p: ágil em2012?
- 199. p: ágil em2012? p: bom em 2012?
- 200.
- 201. potencializar o aprendizado seadaptando (agile?)
- 202.
- 203.
- 204.
- 205.
- 206. OBRIGADO! caelum.com.br caelum.com.br/online guilherme.silveira@caelum.com.br - @guilhermecaelum mauricio.aniche@caelum.com.br - @mauricioaniche
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