Foundations: People and Teams Working Together in Visual Studio .NET

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3 Foundations: People and Teams Working Together
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TRAINING TOGETHER
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Members of the teams will be assumed to have developed technical skills programming, testing, and so on. The purpose of the training described here is to provide a rapid introduction to XP in a team context. We run this exercise every year in Genesys once the initial materials about XP and the Genesys environment and tools have been discussed. It takes 6 continuous hours, with only short breaks, in 1 day and is meant to build team structures and practices quickly rather than provide an in-depth understanding of XP.
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Genesys Speed Code Challenge 2006 October 11 . 11.00 17.00
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A Web-based management tool for organizing playlists of music tracks. Tracks (songs) will have a title, singer, genre, and length (time).
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Conditions: 1 Work in your teams; 2 Use you team space in the lab and the Intranet (if possible); 3 Languages: Java, MySQL; 4 Tools: Eclipse, svn, ADEPT, JUnit; 5 Deliverables: Story cards, Unit tests, incremental builds, X-machines, system tests, nal build. Target system: GenPlay
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Functions: 1 add a new song; 2 delete a song; 3 query for songs on artist and genre; Advanced feature if time permits 4 generate a random sequence of songs to last for a given (user speci ed) length of time.
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All this to be done between 11.10 and 5.00 on Wednesday October 11th, 2006.
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Exercises like this can demonstrate where teams might need to improve their working methods. If a team does not complete the task in the time, then more training should be given and further assignments like this given. We use it as a diagnostic test teams that do well will start on the commercial projects straightaway.
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3.7 FINDING AND KEEPING A CLIENT FOR A UNIVERSITY-BASED PROJECT OR A SMALL BUSINESS START-UP
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It may be the case that your instructor has found a suitable client with a realistic problem for you to tackle or you are starting a real project with your rst employer. If you are still at university, ideally the client should not be in your academic department but from outside, either from an external business or other organization or
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3.7 Finding and Keeping a Client for a University-Based Project
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perhaps from another department within the university. It may be more realistic for your instructor to organize a collection of projects that involve a member of the staff of the department acting as a client. Much can be learned from this experience, but a real client provides that unpredictability that XP should be able to handle. If you have to nd your own client, and this is perfectly possible, then there are a number of avenues worth exploring. Check out your family and friends. It is likely that you know someone who has a small business or who works for a local organization. See if they would like some high-quality software developed exclusively for them at a nominal cost. Contact the local chamber of commerce or similar business organization. Approach local charities: these often have interesting and useful problems and cannot always afford to get professional software created for them. Talk to staff in other parts of the university: this is always a rich source of good projects, in my experience. Examples of systems that could be useful include: databases for business dealing with customers, orders, and other relevant information; Web pages with some useful functionality, perhaps allowing customers to request products, catalogues, or to supply information such as customer details, market surveys, and so forth; planning tools that might enable an organization to organize its resources better, time tabling some of its activities in a more effective way: There are many other applications that you could consider. Once you have identi ed a potential client, it is important to establish the following: Is the client prepared to give enough of their time to meet you and identify what it is they require in detail as well as to evaluate your software over the period of the project As we shall see later, extreme programming requires a very close interaction with the client; if the client cannot afford the time required, say a couple of hours a week for a semester, then look for another client. If the client does not operate locally, this could also be a problem. Having identi ed a client and a potential problem, see your instructor to nd out if they think it is appropriate for your capabilities. Your instructor may have originally intended you to do a team project that he or she had made up. Argue the case that it would be much better for you if you could do a real project instead. It would also be much better for your client. Even if you are not totally successful in building a complete solution, your client would have learned a lot about their own business or organization simply because your questions would have made them think about what they do in a fresh light. They might use your work as a basis for a contract with a commercial software house. It may be possible for an incomplete system to be completed by some of the team during the vacation. Everyone will bene t, even your instructor. It is so much better if your efforts are directed at building something that will be useful to someone rather than something that, once it has been marked, will be thrown away! You will also learn so much about dealing with a client, about delivering a quality solution, and about planning and organizing yourself because you will be better motivated compared with the traditional sort of projects that professors
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