Archive for the ‘agile’ tag
Hackathons are the new hot thing. We’ve done a few at General Assembly, and we’re planning to host more — such as Lean Startup Machine this April.
But there’s a gap in our hackanthology. Specifically, almost all of these hackathons employ “lean” or “agile” development tactics, a vague and unproven yet trendy fad. Thus, I make a modest proposal: that we may have a Waterfall Model hackathon, showcasing the best that 1960s-era manufacturing process theory has to offer.
Getting it together is simple enough. All you need is a group of consultants to come up with business ideas, a handful of business-oriented “product people” to design specs, a bunch of developers — but only for a few hours given our constrained development timeline — and an expert QA team. Here’s my proposed schedule:
Friday 6PM: Consultants assemble to brainstorm project ideas. Ideas are evaluated on size of market and apparent complexity of the end product. Consultants must have no prior relationship with anyone participating at any other stage in the process and only a rough, high-level understanding of the industry behind “hacked”.
Saturday 8AM: Business teams assemble. Projects are assigned to business teams through a process of drawing straws. For the next 12 hours, the business teams will begin the grueling process of writing and assembling spec docs. As with the consultants, business teams must have no prior relationships with the people involved at any other stage in the process, especially the previous day’s consultants. Preference is given to MBAs.
Saturday 8PM: Developer recruiting dinner. Business teams sit down with hackers over wine at a pricey yet mediocre Midtown steakhouse.
Saturday 11PM: Implementation phase unofficially begins. Although developers have five hours on Sunday (plenty of time) to complete the projects defined earlier in the weekend, no one will complain if they start work a bit early.
Sunday 9AM: Implementation phase officially begins.
Sunday 2PM: QA Handoff. Developers hand off their completed work to a crack QA team assembled of NYU students and the homeless.
Sunday 8PM: The main event! Final products are judged on the following criteria:
– Adherence to the spec document
– Apparent time it took to develop from the perspective of a non-technical person
– Number of lines of code
– Resumes of consultants who came up with the original idea
So who’s with me?
As an entrepreneur, a big part of my job is figuring out what people want and building products that meet those needs. Even if I think a product is really cool, I’m not going to invest time and money making it better if the market doesn’t seem to care. There’s a slim chance that I’ll fiddle around with the product long enough that I can get people to understand what they didn’t know they needed, but such is a fool’s errand unless there’s a clear path to success.
Unsurprisingly, people with backgrounds in iterative software development aren’t running education in America. It’s a shame, really, because I think consumer web startups could provide some good lessons to improving K-12 science education. Let me start with one premise: Our nation’s cultural values, especially in middle and high school environments, are strongly aligned against science and technology. And most distressingly — and has Dean Kamen has recognized — this is contagious. When a student’s most respected peer is the football captain, they are likely to realign their interests away from science and education and towards things that are less productive to society.
Yet like an entrepreneur without a good grasp of the audience, we continue to focus on shifting the product — fiddling around with different ways to present information — rather than the market. While there’s certainly value in iteration and superior presentation, I can’t really envision a secular change in performance and output taking place without a fundamental change in the market’s attitude toward science. We have to make science sexy to high-potential K-12 kids. All the product iteration in the world is for moot unless we can figure out a way to make smart students actually care about science, math and engineering.
Logically, there are two ways to make this happen:
Change the attitudes of society as a whole. This is Dean Kamen’s strategy with FIRST — turn science into a sport, engaging larger segments of the populace by framing science students in the same verbiage as football players.
Change the attitude of a subset of society, and immerse qualified science students in that subset. This is a controversial one, and — other than a few specialty schools such as TJHSST — isn’t commonly employed in a meaningful way.
While I love what FIRST is doing, I’m not convinced that the former is feasible. Getting hundreds of thousands of high school students engaged in competitive science — as FIRST has done — is awesome. But it’s not changing our culture’s attitude toward science as an unpopular, unsexy, geeky, male-dominated field. And there’s a decent argument to be made that such stereotypes are hard to dispel because they’re true. Fixing that problem — well, that’s another debate. Regardless, I don’t see brilliant science students gaining the fame, notoriety and sexiness of their peer athletes in my lifetime. And if you rely on the societal change model, this is a massive problem: science and engineering students have been promised a reward in exchange for their work that they’re not going to get. In other words, FIRST could be selling a lie.
Disturbingly, our best bet to stay competitive as a nation may be to ghettoize high-performing students, placing those with real potential to be our nation’s next generation of scientists and engineers in environments where their interests won’t be misaligned by the skewed perspectives of a nation fascinated by D1 college football and Justin Bieber. There are a lot of downsides to this proposition — namely, the fact that a majority of students are stuck in downward-spiraling groups of non-qualifying kids. But is this significantly different than our nation’s current private school structure, except with academic performance as opposed to financial means as the selector?
Regardless of the method used, I’d love to see our nation’s policymakers and educators focus a bit more on the market they’re trying to reach.