MTS Upgrade
Team Frozen presents…
About
Us
Sabina Belyaeva�sabinabeliaeva@gmail.com
Nikolai Suvorov�SuvorovNM@gmail.com
Dmitriy Butakov�doctor.dmitry99@gmail.com
Viktor Kugay�v.e.kugay@gmail.com
Liana Batalova�liamilky@gmail.com
Continuous Learning Culture
(Deloitte, Leading in Learning, 2016)
Real-life business examples of great learning cultures
(Lexi Croswell, 10 companies with great learning programs, 2022)
Learning Culture
Informal Learning
Budget
Safe to Fail
Knowledge Sharing
Creation
Support
“Brownbags”
Meetups
External trainings
TIME…
(Google,DevOps Culture: Learning Culture, 2022)
MTS UPGRADE
Sensei-Mentoring
CyberSamurai Clan
Small Nudges
Automated Trainings
HackAtests
Roadmap to Future
Cyber�Samurai Clan
01
Clan�Learning
Collaborative Learning LMS “360 Learning”
3000$/month
Making the Program
3 Weeks
(Becerra-Fernandez & Sabherwal, 2014)
3000$/month
Learning Adhoc
Clan�Learning
Collaborative Learning LMS “360 Learning”
2 Weeks
1 Week
(Becerra-Fernandez & Sabherwal, 2014)
Freedom�to Grow
Online Courses
(once per 3 days)
Hello! I’m Peter and I became SDET in 2021.
I was working as a manual tester for 4 years in MTS, and at some point became annoyed of manually testing the same scenario after each developers’ hotfix (my max was 12 checks!).
I started from reading literature on this topic (“Explore It” and “A Practitioner’s Guide to Software Test Design” are my best) and doing courses on Udemy. 2 years of hard work and I’m here! Actually, after the first 3 months, I thought I would never get into it – too many types of solutions and approaches… This high-load testing was a nightmare for me) But with time, by practice, I really got the idea of it…
Real-life Stories
(once per 2 weeks)
Memes
(1-3 per week)
Books
(once per week)
Telegram Channel
(each mentor rules for 2 weeks)
Workload:
0,5h per week
(Harackiewicz, 2012; Lin-Sieger et al. 2016)
Savings�for Next
Directions
Tasks
Knowledge
For
Descendants
(Becerra-Fernandez & Sabherwal, 2014; Scott et al., 2015)
02
Small Nudges
Small Nudges
The world is rapidly changing and there is seen a shift from manual testing to automated testing. Trends show that during the last 6 years, 72% of former manual testers are either striving to become QA Automation Engineers or have already obtained that grade. The number of vacancies of manual testers is decreasing each year according to HH.ru statistics. We want to propose you a course that will allow you be in mainstream. We have explored the cost of the similar course in the private sector - 584 000 ₽. We have analyzed the situation and decided to start our own course for you for free. The course would be start only once…
(Wilson&Linville,1982;Damgaard&Nielsen, 2018;Gehlbach et al.,2016;Coffman et al.,2017;Dengler-Roscher et al.,2016;Jalava et al.,2015;Kahneman, 1991)
Small Nudges
Reminders
Default ‘Enroll’
Ads in Intranet and Workplaces
Purchase courses “on-Request”.�Limit: 60 000₽
Allocate 15 mins/day
for advancement
(Kahneman, 1991; Karlan, 2016; Benhassine, 2015; Weijers et al., 2021)
Sensei Mentoring
03
Sensei Mentoring
Plans & Goals Discussion
Personal Feedback Provision
Mentees Better than They Are
Growth of Autonomy
(Sendjaya,2002; Bandiera et al.,2015;Clark et al.,2020; Frankl,1972; Locke,2002; Deci,2000)
Sensei Mentoring
Guiding
Coaching
Facilitating
Delegating
Tasks & Plans
Personal Goals
Tasks & Plans
Personal Goals
Mentor’s Load: �~4h per week
Mentor’s Load: �< 2h per week
(Tuckman, 1965; Tuckman&Jensen, 1977)
Sensei Mentoring
Shu
Ha
Ri
3.5h Theory
1.5h Practice
2h Theory
3h Practice
Own Path
(Fowler, 2014; Capobianco, 2016)
Automated trainings
04
Homework: Free Senseis
«Да пребудет с тобой сила автоматизации… »
— Йода
600 participants
Big load on mentors
Need to find tasks
Need to check every HW
600 participants
Decreased load on mentors
Need to find tasks
Need to check every HW
Homework: Tools
05
Hack�Atests
HackAtests: Key factors
Successful HackAtest
REWARD �FOR �WINNERS
STRONG �PROBLEM �DEFINITION
CONTINUOUS�INTERACTION�WITH�MENTORS
STRONG �JURY�EXPERTISE
(Soltani&Pessi&Ahlin&Wernered 2014)
HackAtests: Under The Hood
First work session
10:00
Small talk with invited experts and colleagues.
Make an accent on CyberSamurai community
The strong problem presentation. Make an accent on problem applicability and problem relevance for real QA engineers
11:00
Share knowledge activity for better collaboration in teams.
11:30
Check correctness of the problem statement. Introduce mentors as extra helper for better understanding the problem
13:30
First checkpoint
Day Before Hackathon
Prepare Tasks and Critereas by organizers and judges for strong problem definition
QA Breakfast
Task Definition
Task statement
HackAtests: Under The Hood
14:00
After consultation with mentors and coffee break participants return back to brainstorm & work
Synchronization with mentors and experts help students better implement their solutions and creatively present them to the judges
18:00
Each team presents it’s solution, defends it, judges evaluate it by grading system
20:00
Rewarding and giving feedback to each team, to give direction for improvement
21:00
Last checkpoint
Reward & Feedback
13:30
A well-fed engineer is a satisfied engineer! A satisfied engineer is a productive engineer!
Second work session
Coffee Break
Teams evaluation
HackAtests: Evaluation
Criteria | Grade system |
Practical applicability (possibility of implementation and use) | 0-20 |
Coverage degree/Amount of found bugs | 0-20 |
Completeness (as far as the autotest is ready for release); | 0-15 |
Usage of learned technologies | 0-15 |
Uniqueness/relevance of the idea | 0-15 |
Teamwork | 0-15 |
Overall: | 100 |
HackAtests: Timeline
MTS Upgrade Start
Wooden
HackAtest
Copper
HackAtest
Bronze HackAtest
Silver
HackAtest
Golden
HackAtest
~02/23
~04/23
~11/24
~01/24
~05/24
~10/24
Wooden HackAtest Task
Task
Your team has the test system with different types of bugs and vulnerabilities. Tests have already implemented and run.
As a result:
Goal
Teach testers to create test profile, use analytics, statistics and logs for investigation tests cases.
Road to the Future
06
Preparation
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Tools Integration |
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Course Exploration |
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Course Creation Negotiation |
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Enrolling for Mentoring |
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Courses Creation |
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Upskill Program Introduction |
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Telegram & Confluence Up |
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Group Formation |
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Mentor Education |
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Preparation Activities Start: 09.01.2023.
Upskilling Program Start: 06.02.2023.
Roadmap to Future I
Testing Types
Testing Management
Project Management
Testing Approaches
Delivery Model
TDD
Test�planning
Reporting
Verification
Wooden
02/23
03/23
04/23
Monitoring & logs
Roadmap to Future II
Programming Language
Frontend Automation
Backend Automation
Mobile Automation
Browser addons
Automation Framework
Automation Framework
Copper
Golden
Silver
Automation Framework
Performance�Testing
CI/CD
08/23-10/23
Bronze
05/23-07/23
11/23-01/24
02/24-05/24
06/24-11/24
Load�Testing
Conclusion
Conclusion
Sensei-Mentoring
CyberSamurai Clan
Small Nudges
Automated Trainings
HackAtests
Roadmap to Future
Middle QA AE
DevOps
Skills
High
Soft-Skills
Passion
to Grow
T-Shaped
References
Becerra-Fernandez, I., & Sabherwal, R. (2014). Knowledge Management: Systems and Processes (2nd ed.). Routledge.
Harackiewicz, J. M., Rozek, C. S., Hulleman, C. S., & Hyde, J. S. (2012). Helping parents to motivate adolescents in mathematics and science: An experimental test of a utility-value intervention. Psychological Science, 23(8), 899–906.
Lin-Siegler, X., Ahn, J. N., Chen, J., Fang, F. A., & Luna-Lucero, M. (2016). Even Einstein struggled: Effects of learning about great scientists struggles on high school students' motivation to learn science. Journal of Educational Psychology, 108(3), 314–328.
Scott, C., Dunn, A., Williams, E., & Allen, J. (2015). Implementing After-Action Review Systems in Organizations: Key Principles and Practical Considerations. In J. Allen, N. Lehmann-Willenbrock, & S. Rogelberg (Eds.), The Cambridge Handbook of Meeting Science (Cambridge Handbooks in Psychology, pp. 634-660). Cambridge: Cambridge University Press.
Wilson, T. D., & Linville, P. W. (1982). Improving the academic performance of college freshmen: Attribution therapy revisited. Journal of Personality and Social Psychology, 42(2), 367–376.
Gehlbach, H., et al. (2016). Creating birds of similar feathers: Leveraging similarity to improve teacher‒student relationships and academic achievement. Journal of Educational Psychology, 108(3), 342–352.
Coffman, L. C., Featherstone, C. R., & Kessler, J. B. (2017). Can social information affect what job you choose and keep. American Economic Journal: Applied Economics, 9(1), 96–117.
Damgaard M.T., & Nielsen H.S. (2018). Nudging in education. Economics of Education Review, 64, 313-342.
Dengler-Roscher, K., Estner, C., & Roscher, T. (2016). Nudging academics to didactic training. Working Paper.
Jalava, N., Joensen, J. S., & Pellas, E. (2015). Grades and rank: Impacts of non-financial incentives on test-performance. Journal of Economic Behavior & Organization, 115, 151–196.
Kahneman, D., Knetsch, J. L., & Thaler, R. H. (1991). Anomalies: The endowment effect, loss aversion, and status quo bias. Journal of Economic Perspectives, 5(1), 193–206.
Karlan, D., McConnell, M., Mullainathan, S., & Zinman, J. (2016). Getting to the top of mind: How reminders increase saving. Management Science, 62(12), 3393–3411.
Benhassine, N., Devoto, F., Duflo, E., Dupas, P., & Pouliquen, V. (2015). Turning a shove into a nudge? A “labeled cash transfer” for education. American Economic Journal: Economic Policy, 7(3), 86–125.
References
Weijers, R.J., de Koning, B.B. & Paas, F. (2021). Nudging in education: from theory towards guidelines for successful implementation. Eur J Psychol Educ 36, 883–902.
Sendjaya S., & Sarros J.C. (2002) Servant Leadership: Its Origin, Development, and Application in Organizations. Journal of Leadership & Organizational Studies, 9(2), 57-64.
Bandiera, O., Larcinese, V., & Rasul, I. (2015). Blissful ignorance? A natural experiment on the effect of feedback on students' performance. Labour Economics, 34, 13–25.
Clark D., Gill D., Prowse V., Rush M. (2020). Using Goals to Motivate College Students: Theory and Evidence From Field Experiments. The Review of Economics and Statistics, 102 (4), 648–663.
Frankl V.E. (1974). Youth in Search of Meaning. Speech.
Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American Psychologist, 57(9), 705–717.
Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268.
Tuckman, B. W. (1965). Developmental sequence in small groups. Psychological Bulletin, 63(6), 384–399.
Tuckman, B. W., & Jensen, M. A. C. (1977). Stages of Small-Group Development Revisited. Group & Organization Studies, 2(4), 419–427.
Antonio Capobianco, D. (2016). Shu-ha-ri: How to Break the Rules and Still Be Agile. In: Ciancarini, P., Sillitti, A., Succi, G., Messina, A. (eds) Proceedings of 4th International Conference in Software Engineering for Defence Applications. Advances in Intelligent Systems and Computing, vol 422. Springer, Cham.
M. Fowler (2014). ShuHaRi [online].
Poryah M.S., Kalevi P., Karin A., Ida W. (2014) Hackathon – a method for Digital Innovative Success: a Comparative Descriptive Study