Level: Introductory Gary Pollice, Professor of Practice, Worcester Polytechnic Institute 11 Mar 2003 from The ational !

d"e: #o$ does teachin" differ from trainin"% Which is more valua&le to &oth em'loyees and or"ani(ations% Pollice 'onders these )uestions in his column, $ith an eye to$ard &alancin" theory $ith 'ractice* from The ational !d"e: #o$ does teachin" differ from trainin"% Which is more valua&le to &oth em'loyees and or"ani(ations% Pollice 'onders these )uestions in his column, $ith an eye to$ard &alancin" theory $ith 'ractice* Last term I as+ed my students to 'rovide feed&ac+ on the soft$are en"ineerin" course I teach* ,ne student re'orted that, althou"h he li+ed the course and a''reciated that I-d s'ent most of my career in the .real $orld,. many times he felt that I $as doin" cor'orate trainin" rather than teachin"* /or many years of my &usiness career, it $as my res'onsi&ility to train clients on the &est

$ays to use the 'roducts and services my com'any sold them* My student-s remar+s led me to as+ myself many )uestions* Was I really still &ehavin" li+e a trainer% What assum'tions $as I ma+in" a&out teachin" and my 'rimary res'onsi&ility to my students% 0nd fundamentally, $hat is the difference &et$een teachin" and trainin"% In this column I-d li+e to share my thou"hts on these issues and e1amine ho$ teachin" and trainin" are vie$ed differently in the halls of academia from in cor'orate &oardrooms* Perha's this $ill hel' you thin+ constructively a&out $hat your or"ani(ation values in its em'loyees and $hat it does to further their 'rofessional develo'ment* What is the &asic difference% 2oft$are develo'ment is a +no$led"e3&ased 'rofession* We value the +no$led"e $e ac)uire as $ell as ho$ $e a''ly it to deliver value to our customers* Producin" soft$are 'roducts re)uires harnessin" em'loyees- collective +no$led"e, and com'anies that survive in the mar+et'lace vie$ that +no$led"e as a critical, valua&le resource that must &e "ro$n and nurtured*

In the academic $orld, our 4o& is to &uild a +no$led"e foundation that $ill serve students for a lifetime* This foundation must &e &road, &ased u'on fundamental 'rinci'les* 0nd $e must ena&le students to "o forth and a''ly those 'rinci'les in a variety of $ays* Then, it is the em'loyer-s 4o& to su''lement our students+no$led"e $ith trainin" for a &usiness conte1t and u'date their +no$led"e to +ee' 'ace $ith advances in technolo"y* 2o ho$ do $e define the fundamental differences &et$een teachin" and trainin"% /irst, let-s loo+ at definitions for these activities in the Merriam3We&ster ,nline 5ictionary* 1 Teach has many alternate definitions, includin": 6 To cause to +no$ somethin" 6 To "uide the studies of 6 To im'art the +no$led"e of 6 To instruct &y 'rece't, e1am'le, or e1'erience 5efinitions for train are: 6 To form &y instruction, disci'line, or drill 6 To ma+e 're'ared for a test of s+ill 7ote that trainin" focuses on s+ill8 the definitions im'ly a narro$er focus than teachin" and 'ossi&ly a shorter timeframe* We mi"ht associate trainin" $ith the notion of

e1ercises that $e re'eat until $e ."et. the s+ills $e are tryin" to ac)uire 3 until they &ecome almost second nature* The definitions for teachin", in contrast, im'ly dee'er +no$led"e and a lon"er timeframe* We often hear the term .lifelon" learnin",. &ut I can-t recall ever hearin" a&out .lifelon" trainin"*. 5ifferent "oals 5o teachin" and trainin" have different "oals% /irst, let-s e1amine this )uestion from t$o vie$'oints: The 'eo'le receivin" the teachin" or trainin", $hom $e $ill call students8 and that of the or"ani(ation to $hom the students re'ort* /or full3time colle"e students, that or"ani(ation is usually the .Mom and 5ad 9om'any*. /or 'rofessionals in the $or+force, the or"ani(ation is usually their em'loyer* 9olle"e students- "oals What motivates students% 0s a teacher, I-d li+e to say that students come to my class $ith an intense desire to learn* :ut I-m not that naieve 3 rarely does a student have such a desire* Most colle"e students have three 'rimary "oals $ith res'ect to their courses:

;* Gettin" "ood "rades* Li+e it or not, in academia, "rades are ho$ you are measured* They-re not al$ays fair* 2ome 'eo'le don-t test $ell and stru""le to "et "ood "rades* :ut most instructors assi"n "rades to indicate ho$ $ell students have "ras'ed the course material in a course* <* =ualifyin" for continuin" financial aid* With the cost of colle"e education today, financial aid 'lays an im'ortant role for many students* Good "rades are a re)uirement for maintainin" financial aid, ty'ically alon" $ith other re)uirements, such as $or+in" on cam'us for a certain num&er of hours* >* /indin" em'loyment after "raduation* This is, &y far, the 'rimary motivation for most students* Many of my com'uter science students are $orried a&out 4o& 'ros'ects $hen the leave school* They +no$ the mar+et for soft$are en"ineers is not as ro&ust as it $as $hen they &e"an their course of studies* 2o they $or+ hard to develo' enou"h s+ills and &asic +no$led"e to ma+e themselves attractive to 'otential em'loyers* Professionals- "oals What a&out 'rofessionals% What is their motivation for additional learnin"% 2urely not

"rades* Professional courses, seminars, and $or+sho's are ty'ically not "raded* ?ou 'ay your money and $al+ a$ay $ith as much +no$led"e as you can a&sor&* 7evertheless, I thin+ 'rofessionals have three "oals that ma' closely to those of colle"e students* ;* Get a "ood annual revie$* Professionals do receive ."rades,. 4ust not in courses* Instead, they are "raded on their 4o& 'erformance* Ta+in" courses mi"ht hel' them "et &etter revie$s 3 first, &ecause it demonstrates their 'ersonal motivation and a desire to hel' the or"ani(ation, and second, &ecause it "ives them s+ills to do their $or+ more effectively* <* @ee' your 4o& and "et a raise* Aust as students must $or+ hard to maintain their financial aid, 'rofessionals must 'erform at a certain level in order to +ee' their 4o&s and "et salary increases* 5urin" the last fe$ years, many 'eo'le have lost their 4o&s, &oth in the soft$are industry and others* This sense of insecurity is somethin" $e $ould never have ima"ined ten years a"o* >* Learn $hat is necessary to "et a &etter 4o&* 0lmost everyone loo+s to$ard the ne1t 4o& they $ant $hen they consider voluntary trainin" 3 $hether it is a 'romotion in their current

com'any or a ne$, e1citin" 'osition in a different or"ani(ation* :alancin" trainin" and teachin" !verythin" $e do in our lives re)uires a &alance &et$een t$o thin"s or more 3 a com'romise* This column tal+s a&out the &alance &et$een theory and 'ractice, so it is a''ro'riate to consider that &alance $ith res'ect to trainin" and teachin"* In my Aanuary 200; column, I e1'lained ho$ I am see+in" the ri"ht &lend of theory and 'ractice in my soft$are develo'ment courses* My 'rimary 4o& is to 're'are students for the rest of their $or+in" lives and hel' them succeed in their careers* 2o I first have to ensure that they learn fundamental 'rinci'les and then teach them to use s'ecific tools and techni)ues as time allo$s* 0 sam'le develo'ment 'ro4ect Thin"s are a little different in a $or+ environment* Let-s say you are mana"in" a ne$ 'ro4ect to develo' an enter'rise3$ide system to mana"e inventory in multi'le, $orld$ide locations* This $ill involve Internet technolo"y, data&ase systems, and so on* ?ou add t$o ne$ mem&ers to the 'ro4ect team* 2arah is a ne$ "raduate $ith a com'uter science de"ree* 2he has learned soft$are en"ineerin" 'rinci'les as

$ell as some s'ecific technolo"ies, such as Aava 'ro"rammin"* Mi+e has &een em'loyed $ith your or"ani(ation for a $hile8 he has attended in3house trainin" courses in 'ro"rammin" as $ell as on other to'ics that a''ly to his 4o&* Mi+e started his career in the military, $hich he 4oined ri"ht after hi"h school8 he never attended colle"e* :oth of these 'eo'le have valua&le s+ills* If you could com&ine their t$o s+ill sets, you $ould have an ideal team mem&er $ho could ste' in and hit the "round runnin"* #o$ever, as &oth of these 'eo'le are ne$ to the 'ro4ect, they need some orientation* 2arah $ill have the challen"e of learnin" to understand not only the system itself, &ut also the culture $ithin your or"ani(ation and the s'ecific $ays 'eo'le conduct &usiness* 0nd Mi+e $ill &e challen"ed as $ell8 your 'ro4ect has decided to ado't tools and 'rocesses from I:M ational 2uite,B $hich is ne$ to your or"ani(ation* ?ou 'lan to follo$ a customi(ed version of I:M ational Cnified Process,B use ational 9lear9aseB for confi"uration mana"ement, ational e)uisiteProB for re)uirements mana"ement, and so on* The team mi"ht use additional tools as a''ro'riate, some of $hich you $ill develo' in house*

0''lyin" learnin" and trainin" 7o$ let-s see ho$ their res'ective &ac+"rounds affect the $ay 2arah and Mi+e handle learnin" challen"es* /irst, in order to learn a&out the system under construction, &oth of them loo+ at the 2oft$are 0rchitecture 5ocument D205E* This descri&es some architecturally si"nificant use cases, CML dia"rams, 'lans for develo'ment, testin", and so on* Mi+e is familiar $ith the format: It-s the com'any standard he-s &een trained on* #e )uic+ly "ras's the 'ro4ect-s sco'e and 'otential &usiness im'act* #is internal trainin" courses and e1'erience $ithin the com'any have 're'ared him to understand &oth the 4ar"on and com'any3s'ecific &usiness issues* 2arah, in contrast, stru""les a little over the terminolo"y, a''lication domain, and acronyms8 &ut she )uic+ly "ras's the overall architecture* 2he understands multi3tier architectures and the technolo"ies used to re'resent this one* 2he also understands $hy certain areas have &een identified as architecturally si"nificant and &e"ins to see ho$ the desi"ner mi"ht a''ly some common desi"n 'atterns to sim'lify the architecture and ma+e it more ro&ust*

?ou have assi"ned Mi+e and 2arah to the same small team res'onsi&le for im'lementin" 'art of the &usiness lo"ic in the system-s middle tier* The team has already decided that they can &rea+ u' the use cases into user stories, $hich $ill hel' them schedule $or+ and trac+ 'ro"ress* They have also decided to use ACnit for unit testin" as they $or+* ?ou allo$ them to hire an instructor to 'rovide a day of trainin" for the team on ho$ to create user stories and a''ly ACnit* 0fter the trainin", &oth 2arah and Mi+e understand the &asic conce'ts and a''lications for user stories* When it comes to ACnit, Mi+e understands the mechanism, &ut he has trou&le decidin" $hat to test* 2arah remem&ers the 'rinci'les of testin" she learned in her soft$are en"ineerin" class and &e"ins to $rite 'ositive and ne"ative tests, &oundary condition tests, and so on* 2he also ta+es time to hel' Mi+e develo' "ood tests* They meet for several sessions of 'air3'ro"rammin" for the tests* 2arah learns more a&out the a''lication domain from Mi+e, and he 'ic+s u' ne$ techni)ues and &asic 'rinci'les from 2arah* 2he su""ests to you that usin" a code covera"e tool in con4unction $ith ACnit $ould 'rovide ra'id

feed&ac+ a&out the com'leteness of the unit tests* When you "ive her the "o3ahead, 2arah reads throu"h the I:M ational Pure9overa"e manual and then $rites a short document e1'lainin" ho$ to use the tool to chec+ the team-s Aava code* 2he holds a &ro$n3&a" lunch to ans$er )uestions a&out ational Pure9overa"e, and then the team starts usin" the tool to im'rove their testin"* 0s the 'ro4ect 'roceeds, the re)uirements chan"e, and the team has to ada't the code they-ve already created to chan"es in the architecture* Luc+ily, the architecture has &een $ell constructed, so there are clean interfaces for the ma4or modules* #o$ever, some of the chan"es threaten certain interfaces and could have ri''le effects throu"h the su&system the team is &uildin"* 2arah thin+s a&out the desi"n 'atterns she learned in one of her classes and reali(es that, instead of refactorin" the e1istin" code, the team could ma+e the code much more ro&ust &y addin" ada'ters to the code &ase and a''lyin" common 'atterns, such as decorator, factory method, and so on* !ven thou"h she learned these desi"n 'attern im'lementations in 9FF, she understands the 'rinci'les &ehind them and can easily ada't them for Aava*

2arah turns to Mi+e a"ain for hel' $ith the mechanics of settin" u' her environment to ta+e advanta"e of the advanced features in I:M ational 9lear9ase, &ecause he-s had e1tensive trainin" on this tool* ,nce she is ade't at usin" these features, 2arah &ecomes much more 'roductive* 2he also reali(es that the team mi"ht &e a&le to levera"e ational 9lear9ase to achieve continuous inte"ration, a "oal discussed in her soft$are en"ineerin" class* 2he reads u' on ho$ to scri't tools for ational 9lear9ase and then $rites a cou'le of Perl scri'ts to ma+e inte"ration tests run continually as the inte"ration &uilds 'roceed* When they ado't this chan"e in 'rocess, team mem&ers find that they can indentify inte"ration 'ro&lems more )uic+ly and fi1 them more easily* Mi+e, mean$hile, uses his +no$led"e of the or"ani(ation and ho$ it does &usiness to identify several re)uirements that sim'ly do not reflect ho$ &usiness is actually conducted* #e also +no$s $ho to tal+ to in order to ad4ust the re)uirements, so you a''oint him the domain e1'ert for the team* ?ou 'at yourself on the &ac+ for &rin"in" t$o hi"h3'o$ered 'eo'le li+e Mi+e and 2arah on the team* !ach one +no$s ho$ to a''ly $hat

he or she has learned and also ho$ to levera"e one another-s stren"ths, $hich are com'lementary* :ut in the lon" haul, $ho is most li+ely to "et ahead% I-d 'ut my money on 2arah* 2arah-s "roundin" in fundamental 'rinci'les allo$s her to )uic+ly find solutions to common 'ro&lems and thin+ strate"ically a&out measures that $ill increase &oth codin" efficiency and system )uality* Mi+e-s 'ractical +no$led"e has "iven him a dee' understandin" of his $or+ environment and &usiness 'rocesses that he can use to identify 'ro&lems and )uic+ly "et them resolved* 2arah $ill ac)uire these same ca'a&ilities as time "oes on 3 that is the nature of on3the34o& trainin"* :ut ho$ could Mi+e ac)uire theoretical +no$led"e li+e 2arah-s% Many 'eo'le do it &y "oin" &ac+ to colle"e, &ut some cannot ma+e that +ind of commitment*2

9reate an on"oin" learnin" environment /ortunately, there are some healthy or"ani(ations that not only offer trainin" &ut

also su''ort o''ortunities for em'loyees to ac)uire +no$led"e a&out theories and 'rinci'les relatin" to their $or+* :y "ivin" 'eo'le time and fundin" to 'ursue +no$led"e throu"h outside sources, such or"ani(ations can "ive their .2arahs. the domain +no$led"e that their .Mi+es. have, and also hel' their .Mi+es. learn $hat their .2arahs. learned in academia* In other $ords, they create a learnin" environment that su''orts &oth the short3term and lon"3term "oals of the or"ani(ation 3 and the em'loyee* In a &usiness settin", mana"ers can act as .teachers. $ho "uide learnin" for their em'loyees* Mana"ers can also hel' team mem&ers 'lot their careers, &ased on $hat each 'erson $ants to learn* 0nd "ood mana"ers can match the em'loyee-s desires $ith the com'any-s needs* Many successful or"ani(ations reco"ni(e that this form of teachin" Dor mentorin"E is critical for &usiness success* They ma+e it a condition for mana"erial 'romotions and 'ay increases* :ut they also "ive em'loyees time to learn and o''ortunities to use the +no$led"e they ac)uire*

,n the academic side, $e $ill continue to educate students a&out &asic 'rinci'les, s'rin+led $ith a little trainin"8 $e-ll "ive them some 'ractice and a lot of theory* When our "raduates 4oin your or"ani(ation, $e ho'e you $ill continue to e1'ose them to theory rather than 4ust 'rovidin" 'ractice in the form of trainin"* ?ou can ta+e advanta"e of the resources at learnin" institutions in your area and 'rovide 'ro"rams that +ee' em'loyees u' to date on issues and ideas a&out soft$are develo'ment* Invest in the future* Trainin" hel's 'eo'le today8 teachin" "uarantees them 3 and your or"ani(ation 3 a &ri"ht tomorro$* 0&out the author Gary Pollice is a Professor of Practice at Worcester Polytechnic Institute, in Worcester, M0* #e teaches soft$are en"ineerin", desi"n, testin", and other com'uter science courses, and also directs student 'ro4ects* :efore enterin" the academic $orld, he s'ent more than thirty3five years develo'in" various +inds of soft$are, from &usiness a''lications to com'ilers and tools* #is last industry 4o& $as $ith I:M ational 2oft$are, $here he $as +no$n as .the

CP 9urmud"eon. and $as also a mem&er of the ori"inal ational 2uite team* #e is the 'rimary author of 2oft$are 5evelo'ment for 2mall Teams: a CP39entric 0''roach, 'u&lished &y 0ddison3Wesley in 200;* #e holds a :*0* in mathematics and M*2* in com'uter science*

Cnidad 0cadGmica: C7P03C09, 9Htedra: Proceso y 5esarrollo de 2oft$are Profesora: Gaetan, Ga&riela 0lumnas: 0lancay, 7atalia 5e&ora

0leman, Aessica 5aiana

Practica30ctividades: 1. Lectura: Teaching software development vs. Software engineering* Gary Pollice* The ational !d"e* 2. elacionar los elementos 'resentes con las 0reasI TJ'icos del 99I2* 3. 9onstruir un Glosario de tGrminos*

5esarrollo de 0ctividades: #erramientas es'ecificas: Mtodos y herramientas de ingeniera de software TGcnicas: Construcci n de software Pro"ramaciJn: Construcci n de software 5ocumento de ar)uitectura de soft$are: !esti n de configuraci n de software 5ia"ramas: !esti n de configuraci n de software PlanificaciJn: !esti n de ingeniera de software

 5esarrollo: "rocesos de ingeniera de software !valuaciJn de 'ro"ramaciJn de 'ares: "rue#a de software Performance: Construcci n de software Csuario: !esti n de configuraciones Princi'ios &Hsicos: $e%uerimiento de software 7uevas tGcnicas: Calidad de software 9Jdi"o: Construcci n del software e)uerimientos: Calidad de software 5iseKos: Construcci n del software MGtodo: Mtodos y herramientas de ingeniera de software 0'licaciones: !esti n de ingeniera de software 9ostos: Construcci n de software Incrementos: "rocesos de ingeniera de software Im'lementar: Construcci n del software 7iveles de ar)uitectura: &ise'o de software Material de !studio: !esti n de configuraciones de software Interfaces: &ise'o de software Glosario:

 I:M acional Cnified Process: en resumen CM es un 'roceso de desarrollo de soft$are* 2oft$are 0rchitecture 5ocument: D205E documentos de ar)uitectura de soft$are