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Does My Bum Look Big In This? How to answer "Yes" safely.

Does My Bum Look Big In This? How to answer "Yes" safely.

Emma Armstrong and Lisa Crispin, SIGiST, London 2016

Lisa Crispin

March 15, 2016
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  1. Does my bum look big in this? How to answer

    “yes” safely Lisa Crispin @lisacrispin [email protected] Emma Armstrong @EmmaAtester [email protected]
  2. Emma Currently a tester at Willis Towers Watson Twitter: EmmaATester

    Email: [email protected] Lisa First agile team – 2000 Currently tester on Pivotal Tracker team Twitter: lisacrispin Email: [email protected] 2
  3. Let’s find out about you! 3 •  What’s your core

    competency at work? •  Two people you communicate with o<en: what are their core competencies? •  Share with the person next to you
  4. •  Improve skills for key communicaCons •  EffecCve ways to

    communicate the informaCon testers provide •  Key skills teams need for opCmal communicaCon •  How to add more value in meeCngs “Give-aways”
  5. ExpectaCons •  Look at obstacles to effecCve communicaCon •  PracCce

    communicaCon skills •  Perhaps some brand new ideas! •  Inspect and adapt as we go. •  You’ll leave with some experiments to improve communicaCon
  6. Agenda 1.  IntroducCon, idenCfy areas to improve 2.  Examples of

    daily communicaCon around tesCng acCviCes 3.  Key informaCon tesCng provides, and how to present it clearly 4.  SimulaCon – hands-on pracCce 5.  How testers can add value in meeCngs 6.  Some useful communicaCon techniques 7.  Create experiments for improvement
  7. Exercise (individual): Plus/Delta Game •  Spend a couple minutes thinking

    about your communicaCon. •  What things have gone well? Put them in the plus column •  What things would you like to change? Put them in the delta column
  8. Affinity Mapping (Group) •  Note 3 top things you would

    like to change on a sCcky (one per sCcky) •  Read each one and add to your table group’s paper chart •  (Put your iniCals on yours) •  Group similar ones together
  9. Networking •  Get up and go introduce yourself to someone

    at another table •  Share the top things you’d like to change about your own communicaCon
  10. When & how do we communicate? Think about all the

    Cmes you communicate with your team. What forms does that communicaCon take?
  11. Testers are informaCon providers Including: •  Impacts of one feature

    on others •  PotenCal user pain points •  Uncovered hidden assumpCons •  Misunderstandings about desired feature behavior •  Risks •  What else?
  12. Exercise: Obstacles to communicaCng In your table group: •  IdenCfy

    what gets in the way of effecCve communicaCon •  Write 1 per sCcky •  Group
  13. Examples •  Learning preference - visual,auditory, kinestheCc •  Language • 

    EmoCons •  Bias and PercepCons •  Physical barriers •  SystemaCc blockers
  14. So far, we’ve discussed: •  Skills for taking in informaCon

    as well as providing it •  Shared understanding •  Complexity of communicaCon Multiple perceptions Learning preferences Barriers We’ll pracCce communicaCon a<er lunch!
  15. Let’s pracCce communicaCng! Form a group of four: •  A

    product champion •  A programmer •  A tester •  An observer
  16. MeeCngs •  Project incepCons/ kickoffs •  Design reviews •  Project,

    release planning •  Feature planning •  IteraCon planning •  Standups •  RetrospecCves
  17. CommunicaCng in meeCngs •  Opportunity for collaboraCon to solve tesCng,

    quality problems •  Testers can contribute special perspecCve
  18. Exercise (Group) •  Choose a card with a type of

    meeCng. •  How can testers add value to that type of meeCng? •  Mind map your ideas on a wall chart •  Role play some scenarios
  19. TransacConal Analysis – Eric Berne •  Ego States You Them

    Parent - Taught Adult - Thought Child – Felt Parent - Taught Adult - Thought Child – Felt Complimentary communication Crossed Transaction- Ineffective Communication
  20. TransacConal Analysis – Eric Berne •  Ego States Parent -

    Nurturing - Nurturing (positive) and Spoiling (negative). Controlling - Structuring (positive) and Critical (negative). Child Adapted - Co-operative (positive) and Compliant/ Resistant (negative). Free - Spontaneous (positive) and Immature (negative).
  21. Revisit Plus / Delta Look at your individual plus/delta list.

    Can you think of ideas to improve the things you wanted to change? Note down your ideas.
  22. Revisit Your Affinity Map In your table groups, look at

    the problems in your affinity map. •  What ideas do you have for improving in these areas? •  Write them on sCckies and put on your chart next to the problem areas.
  23. Inform ConstrucCvely •  Be tackul •  Keep it about the

    problem •  Describe the situaCon •  Be specific •  Keep calm •  Listen
  24. Your individual acCon plan! Thinking about ways you want to

    improve your communicaCon skills - Make a list of what you’ll: •  Stop •  Start •  ConCnue Write one per sCcky note, prioriCze
  25. Design your experiments •  Pair up with someone at your

    table. •  Help each other design an experiment for the top communicaCon issue that you each want to improve. •  Hypothesis, benefits, measurement •  Share with the rest of the group.
  26. •  Hunt, Andy, Pragma3c Thinking and Learning •  Karten, Naomi,

    "Are You Listening?", hnp:// www.agileconnecCon.com/arCcle/are-you-listening, Agile ConnecCon, 2009 •  Levison, Mark, "The Beginner's Mind - An Approach to Listening", hnp://www.infoq.com/news/2008/08/beginners_mind •  Derby, Esther, Don Gray, Johanna Rothman, Gerald M. Weinberg, “You can be a problem-solving leader even if you aren’t a manager.” Readings for Problem-Solving Leadership, hnps://leanpub.com/ pslreader •  Garber, Peter, “50 CommunicaCons AcCviCes”, hnps:// www2.cortland.edu/dotAsset/c1a635f6- a099-4ede-8f15-79b86e315088.pdf •  Rising, Linda and Esther Derby, More Fearless Change •  Eric Berne -hFp://www.ericberne.com/transac3onal-analysis/ More reading