This is my position paper for the SATURN 2018 workshop on Growing Great Software Designers. You may also be interested in the workshop’s summary outcomes.
6 May 2018
SATURN Workshop: Growing great software developers
Using broad strokes, we can paint a picture of how we grow developers today and compare that with how we did it in the past, then make some guesses about how we could do it in the future. We can start our picture by listing the activities that we use to grow. By looking at how frequently the activites have been used and who is driving them, I can see some trends.
Here is my list of activities for knowledge transfer and skills development. Caveat: I’ve grouped them roughly but not everything fits neatly into categories.
Perhaps you would compile a different list, but my guess is that we’d have a lot of overlap. Some things pop out as changes over time because they simply didn’t exist 20 years ago, covering pretty much every activity depending on the internet. Simply put, the internet made possible many more ways to grow as a software designer. I don’t see the Education or Research categories as having changed much.
A few trends stand out, which I’ll highlight by asking three questions.
First, is this activity initiated more often by the individual or by the company? That is, does the person self-select into the activity (eg, I decide to do this because I’m curious) or does the company push it (eg, engineers at level 7 are sent to training).
Second, is it happening during work hours or not?
Third, is the growth deliberate? I’ll call the two extremes implicit and explicit. The intent here is to distinguish the “unplanned but clearly they are learning over time” kind of growth that happens simply by being on the job with your mind open from a more systematic effort to identify growth areas and skills plus an agenda to achieve growth.
Focusing on those two dimensions, I see a trend toward software design skills development that is:
Contrast this with something less often seen today than 20 years ago:
I expect that many people around my age would agree with the broad strokes of this observation. However, I expect considerable debate about whether that’s a good or bad trend, and about how things will be different 20 years from now.
Looking in my crystal ball, I see more knowledge and techniques being pushed into the canon taught in universities or otherwise generally agreed upon as “the body of knowledge in software engineering”. Other knowledge will not be as universal, but within a given company it will be standard practice. We will see software engineering education get a slightly larger share of the time in the undergraduate curriculum and companies will lean more heavily on deliberate skills development.
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