Crowdsourcing Christmas

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I left my present buying to the last minute again.  Usually we share Christmas wish lists but this year we didn't. I was stuck for present ideas and the prospect of browsing around the shops for inspiration was filling me with dread.  So this year I crowdsourced ideas for presents from my team mates.

As a bit of fun at our last stand up meeting of the year, I said I was blocked on present ideas; today I was running a Christmas workshop and all fellow hopelessly organised people could join to get some ideas together.  Phil whacked on the Christmas tunes, Sarah got the coffee pot and off we went to a white wall.

People with presents still to buy put the name of their gift-less recipient, age, relationship, a budget and a list of  'likes' on a big yellow post-it and stuck them on the wall.  It was great fun and you learn loads of funny stories about your team mates' families.

Next, everyone had 5 mins to jot down ideas for other peoples' gift-less friends and family and stick them on the wall.  Within minutes we had loads of great ideas that we'd individually not thought about. Like, BRILLIANT STUFF!

Next year I will try and do it sooner than the last Friday before Christmas. And I'm banking on Dad not reading this before Christmas or else it will ruin the the surprise of his Dad Rock inspired present.

GOV.UK wins Design of the Year

GOV.UK won the Design Museum's Design of the Year. This is brilliant news. The judges recognised that the simplicity of the visual, information and content design could have a positive impact on many peoples' lives when interacting with the complexity of government. Exactly what we set out to achieve back in February 2011.

My cousin was quick to point out that I was the project manager and therefore this had nothing to do with me. Whilst the design team rightly feel chuffed by this award, it was a coming together of a talented, multidisciplinary team that made this possible. As the second member to join the team that built the alpha I recognise the evolution of the design rules into the product today. Tom gives a good summary of the journey and some of the artefacts that went into GOV.UK.

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What I've learnt about scaling agile to programmes

This was first published on the Cabinet Office website. Well, we did it! We delivered GOV.UK. It was big and hairy and we did it by being agile.  The benefits are clear:

  • We were more productive: By focussing on delivering small chunks of working product in short time-boxes (typically 1 week development sprints) we always had visible deadlines and a view of actual progress. This is powerful stuff to motivate a team.
  • We created a better quality product: We used test driven development; browser and accessibility testing were baked into each sprint and we had dozens of ways of testing with real people as we went along to inform the design and functionality of the product.
  • We were faster: By continually delivering we were able to show real users and our stakeholders working code very early on and get their feedback. What you see now on GOV.UK was there in February, albeit in a less fully featured and polished way. Lifting the lid on it did not seem like a big reveal; it felt like an orderly transition.

These characteristics are true of all our projects, but I wanted to talk about agile at scale with 140 people and 14 teams and what I've learnt. In so far as I know this is a relatively new area and there is not a consensus view of how to do it.

Be agile with agile

The foundation of this success was people that were agile with agile. Props to people like Richard Pope who helped set the tone of our culture at GDS, which is one where people are open to learning, improving and workspace hacks without the dogma of big 'A' agile. It’s all about that. If you don’t have this embedded in your teams then what I write below doesn’t matter.

Lesson:  a working culture that values its people and embraces experimentation is essential to success.

Growing fast is hard

We grew from a cross-functional team of 12 for the Alpha version of GOV.UK, to a programme of work involving 140 people over 14 teams. There was a period from April to June where we grew 300% in three months, which was crazy but felt necessary due to the scope of work.

Our expansion was organic and less controlled than our original plans had suggested. Had we focussed on fewer things from the outset, the overhead of getting people up to speed and the additional communication needed to manage this would have been far less and our momentum would have increased.

Lesson: We should have committed to doing less like the books, blog posts and experts say.

Don’t mess with agile team structures

Clearly defined roles within teams as Meri has said are vitally important. Our teams emerged rather than beginning the project formed with the core roles in place. The consequence of this compromise was a blurring of roles which meant that certain people took on too much. In these teams people faced huge obstacles around communication, skills gaps, confused prioritisation and decision making and ultimately productivity suffered.

Lesson: This experience reinforced the importance of agile team structures. Don’t mess. The team is the unit of delivery!

Stand-ups work for programmes

When you have a team of 10 people conversations can happen across a desk or during stand ups. As we expanded rapidly communication became increasingly strained. There were fewer opportunities for ad-hoc conversation and talking between teams was harder. We solved this with a programme level ‘stand-up of stand-ups’ attended by delivery managers from each team.

We had up to 14 people and we nearly always managed to run it within 15 mins. We held ours twice a week which gave us good visibility and opportunities to help each other. People willingly came along, which I take as a good sign the meeting was valuable.

Lesson: In the future we’ll probably split this into another level of stand-ups so we have one for teams, one for working groups of teams (or sub-programmes) and one for cross-GDS programmes.

Monitor with verifiable data

We organised the programme into working groups which had one or more teams. Most teams used a scrum methodology and split their work into releases (or milestones), epics and user stories.

By tracking these we generated verifiable data about progress, scope completeness and forecasts of delivery dates. By aggregating this data we created a programme dashboard for teams and senior management.

The image above shows the GOV.UK programme dashboard. This view of the programme was created using data generated by the teams doing their day-to-day work using tools like Pivotal Tracker and was not based on subjective reporting by a project or programme manager. The callout shows two milestones for two different teams. One was completed, the other is shown to be 90% complete with an estimated delivery date a month later than our target date. This was verifiable data based on the number of stories and points left to deliver the milestone with historical data on a team’s speed to build, test and deploy the remaining scope.

This was the bit that made me most happy and made tracking and managing the programme much, much easier than gantts.

Lesson: Use independently verifiable data from your agile teams to track your programme

Use Kanban to manage your portfolio

We used a system of coloured index cards to map out the components of the programme. This captured key milestones, major release points and feature epics and because it was visible, it encouraged shared ownership of the plan and adaptive planning throughout the delivery.

We gathered Product Managers, Delivery Managers, the Head of Design and the Head of User Testing around this wall every two weeks to manage our portfolio of projects and products. The process forced us to flag dependencies, show blockers and compromises.

Lesson: This approach was successful up to a point but in hindsight I wish we had adopted a Kanban system across the programme from the outset. It would have provided additional mechanisms for tracking dependencies, limited work in progress and increase focus on throughput. I would also formalise a Portfolio Management team to help manage this.

Everything you’ve learnt as a project or programme manager is still useful

When I started using agile, someone said me, “when things get tough and you want to go back to old ways, go more agile, not less”. This has stuck in my mind.

When I was designing the shape of the programme and working out how we would run things I wanted to embed agile culture and techniques at its heart. For example, we used a plain English week note format to share what happened, what was blocking us sprint to sprint rather than a traditional Word or Excel status report.

In tech we always say we’ll use the right tool for the job and in programme management the same is true. In the same vein I opted to use a gantt chart as a way of translating milestones and timings to stakeholders but internally we never referred to it and were not slaves to it.

Risk and issue management is an important aspect of any programme. The usual agile approach of managing risks on walls scaled less well into the programme. Typically in smaller teams you might write risks, issues and blockers on a wall and have collective responsibility for managing them. We scaled this approach to our stand up of stand ups and this worked well for the participants: it was visible, part of our day to day process, we could point at them and plan around mitigation.

But there was a moment when the management team asked for a list of risks and issues and pointing them at a wall was not the best answer so we set up a weekly risks and issues meeting (aka the RAIDs shelter) and recorded them digitally. This forum discussed which risks, issues, assumptions and dependencies were escalated. By the book it fits least well with the agile meeting rhythm but it gave us a focal point to discuss concerns, plan mitigation and fostered a blitz spirit.

We have some way to go to make it perfect but we have learned that within GDS agile can work at scale. We’ve embraced it culturally and organisationally and we’ve learnt an awful lot on the journey. Some of the lessons we've learnt have already been incorporated into how we’re working now and I look forward to sharing more about this in the future.

1969 MGB GT for sale - £3500 - [UPDATE: THIS IS NOW SOLD]

I'm selling my much loved MGB GT.  It's served me well, but I've got to the stage where I'm hardly using it and it deserves a new home.

It costs £0 in road tax and about £130 a year in insurance; Passers-by smile at you and kids go 'look daddy!' - all of which makes this a great car to own.

There are photos of the car over on Flickr.

Quick advert

Extensive history dating back to purchase date and provenance. 53k miles from refurb. It’s a very practical and cost effective classic British car.

I have the full history of the car and much of the documentation dating back to 1970.   Since I’ve owned it, it’s been serviced properly and expertly by  classic car specialists G Grace & Son in Tring.  I have fitted a wooden steering wheel, an electric fan (more fuel efficient and keeps it cool when not moving in traffic), an electronic distributor (runs smoother and better at starting in the winter) and I have replaced the 2x 6v batteries with a modern 12v battery.  It has been Wax-Oiled and has plastic wheel arch protectors.

Provenance

This car was owned by Geraldine, the daughter 1958 Formula One team owner Tony Vandervell. Tony owned Vanwall which was Stirling Moss and Tony Brooks’s team. This little MG was a 21st birthday present for her and fitting of her dad’s wealth it had every significant extra fitted (overdrive, webasto sunroof, wire wheels, laminated windscreen)

If you're interested then contact me via Twitter or at hello[at]jamiearnold.com.

 

Teaching kids Kanban and coding

Last week I volunteered to take part in Money Day at Furzedown Primary - a school for kids aged 5-18 with special educational needs.  I've never taught before and I don't have kids myself so I really did not know what to expect but it was an incredibly rewarding and fun day. Money Day introduces primary school children to the world of work by getting them to write a CV, go to a mock job fair, take part in interviews and experience a day of work.  They even get paid a very small amount at the end of the day.  My job was to represent a pretend web-design company and teach the kids to build a website.

The day started like this...

All the kids filed in to the assembly hall, clearly very excited and sat cross-legged on the floor. The teachers set the scene about the world of work (with a cautionary word about unemployment too) and gave a run down of the agenda for the day.  There were five companies with jobs on offer: garden centre, department store, office, web design and a cafe.

There were presentations from a couple of older pupils that had set up a business selling hand-made wooden ornaments at local craft fairs, another from an ex-pupil called DJ Jack, a couple from the teachers and then my presentation. The best bit was telling the kids that when I asked them 'who da boss?' they had say that I was; on first practice I had forty kids point at me and shout 'You Da Boss!' Crowd control badge unlocked!

They then had to go off and apply for a job at the 'recruitment fair' that had been previously set up. They queued at one of the employer's desks to run through their CV's which described their best qualities, such as 'I like to help people',  'I like playing games', 'I walk the dog with my mum' and I asked each of them a few simple questions: 'why do you want to become a web-designer?'  Some of them were very clued up and were mostly only 9! I was very impressed, although one boy responded confidently 'PLANTS! I like plants!' - bless him. I sent this fellow over to the garden centre queue.

I had 5 jobs going: 1 Project Manager, 2 Designers and 2 Developers.

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Screen Shot 2012-06-24 at 17.03.15
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Screen Shot 2012-06-24 at 17.03.00
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Screen Shot 2012-06-24 at 17.03.29

After picking my team and signing our pretend contracts we went back to the classroom.  I asked who wanted to be the project manager and a confident chap called Bailey put his hand up, I appointed him and he obediently replied 'Ok Boss!' There was less certainty about who'd be the designer or developer.  Playing with computers and taking photos held equal appeal.

Objectives, design rules, users and our backlog

I set  our objectives for the day, which were:

  1. Tell the story of Money Day
  2. Publish it to the the Internet and tell people

We discussed what makes a good website and a bad website. They all love CBeebies and YouTube; they'd all heard of eBay and Amazon but they reckoned the key to a good website was 1) brilliant backgrounds, 2) clear layout and 3) good information.   These became our design rules.

Here's Bailey posing in front of our first card wall.

Bailey, the Project Manager
Bailey, the Project Manager

They very quickly identified that the number one user for this website was going to be their parents, followed by teachers (theirs and from other schools) and lastly their friends.  They got to this point unprompted and with real confidence which I thought was remarkable and exactly the answer I would have given.

We then created a backlog of cards, imagining ourselves as parents, teachers and friends and discussed prioritisation.  The two cards we prioritised were 'What kids are doing today' and 'comments about Money Day'.  The designers quickly went off with the cards, their cameras and notebooks around the school and the developers helped set up the FTP software and create a basic HTML template.

Backlog and users
Backlog and users

Multi-disciplinary team delivers

When the designers came back they selected some images, we did some pairing to reference the images in the HTML file, added some text (their words) and we were good to deliver our first website. Bailey sounded the bike horn, we high-fived and he awarded the team with stickers - just like real work.

The Delivery Team
The Delivery Team

Instant feedback from 'users'

I tweeted that we'd delivered the site and asked followers for feedback.  We got some lovely replies back and the kids could not believe that grown-ups with proper jobs had seen their work.  It helped that I was able to say 'this person works for Channel 4, this person worked at the BBC...'.  They loved it.

twitter-replies
twitter-replies

What Money Day taught me

Teaching is bloody exhausting.  I'll be careful not to take the piss out of teachers getting home at 4pm and taking long holidays.  I think I passed out on the sofa even before my nightly fix of Newsnight.

The class room was very similar to my workplace.  There was bunting everywhere- just the GDS office - lots of bright colours and cards on walls, stickers, toys, progress charts and circle-time.  Actually, the smaller seats suited me quite well given my little leggy-wegs.

And then there's the stuff that people desperately try to fight back.  In my world it's the gantt chart, pointlessly long documents and corporate buzz words; in teaching it's words like 'step vocabulary, plenary, WALT' and the rigidity of tests and the National Curriculum over creative learning and singular focus on the children rather than The System.

The kids totally got the Kanban wall by the way and the idea of delivering things incrementally. It made perfect sense to them and I did not need to explain anything twice.  In fact one of the teachers said she might start using it to organise their days.

It was great to see that they were excited by the Internet and making things and I would recommend the experience to anyone. I had great fun and all my team would would fit in perfectly well in a workplace like mine. I'm sure their parents would be proud.