SIGiST. Motivating Testers. What s in a Role? Stuart Reid. Testing Solutions Group London, UK.

Transcription

1 SIGiST Motivating Testers What s in a Role? Stuart Reid Testing Solutions Group London, UK Stuart Reid, 2014

2 Scope Introduction to Motivation Outline of the Motivation Survey Survey analysis and results What factors correlate best with motivation? Do existing theories work for testing? How does motivation change for different roles? Conclusions & recommendations 2

3 Defining Motivation a reason or reasons for acting or behaving in a particular way - Oxford Dictionaries internal and external factors that stimulate desire and energy in people to be continually interested and committed to a job, role or subject, or to make an effort to attain a goal 3

4 Motivation 101 4

5 Investigation Approach Questionnaire Paper-based SurveyMonkey 40 Questions Demographic Motivation-related (Likert-scale) Open-ended Qualitative & quantitative data Responses from around the world (over 600) Thanks to Tafline Murnane KJ Ross Australia 5

6 Respondents by Region 6

7 Industry Sectors Finance, Insurance Communications IT Utilities Health Care Government Services Transportation Media Non-profit Retail, Wholesale Construction Internet Manufacturing Other 7

8 Organization Types Other IT Department within an Organization IT Organization Testing Services Self-employed Consultant Self-employed Contractor 8

9 Company Size 9

10 Life Cycles 10

11 Testing Roles 11

12 Specified Variety - Test Analyst Exploratory 100% Env't Support Improvement 80% 60% 40% 20% 0% Test Design Execution Management Automation Reviewing 12

13 Different Jobs 0% 20% 40% 60% 80% 100% Exploratory Test Design Execution Automation Reviewing Management Improve- ment Env't Support Head of Testing 0% 20% 40% 60% 80% 100% Exploratory Test Design Execution Automation Reviewing Management Improve- ment Env't Support Test Manager 0% 20% 40% 60% 80% 100% Exploratory Test Design Execution Automation Reviewing Management Improve- ment Env't Support Developer/Tester 0% 20% 40% 60% 80% 100% Exploratory Test Design Execution Automation Reviewing Management Improve- ment Env't Support Test Analyst 0% 20% 40% 60% 80% 100% Exploratory Test Design Execution Automation Reviewing Management Improve- ment Env't Support Test Lead 0% 20% 40% 60% 80% 100% Exploratory Test Design Execution Automation Reviewing Management Improve- ment Env't Support Test Consultant 13

14 Motivation Theories Hierarchy of Needs Maslow, 1943 Motivation-Hygiene Theory Herzberg, 1959 Theory X & Theory Y McGregor, 1960 Expectancy Theory Vroom, 1964 Equity Theory Adams, 1965 Job Characteristics Model (MPS) Hackman & Oldham, 1976 Three Needs Theory McClelland, 1988 Temporal Motivation Theory (TMT) - Steel and Konig, 2006 Motivation 3.0 (MAP) Pink,

15 Perceived Motivation I am highly motivated to do my job in testing strongly disagree disagree neither agree nor disagree agree strongly agree 15

16 Perceived Motivation - Roles Developer / Tester Test Analyst Test Lead Test Manager Test Consultant Head of Testing 0

17 Pearson s Correlation Coefficient r = 1 r = r = or higher Very strong positive relationship 17

18 Pearson s Correlation Coefficient r = 0.55 r = r = to Strong positive relationship r = to Moderate positive relationship 18

19 Pearson s Correlation Coefficient r = 0.25 r = r = to Weak positive relationship r = 0 to Negligible positive relationship 19

20 Pearson s Correlation Coefficient r = (Very) strong negative relationship

21 Motivating Potential Score Skill Variety (V) Assign a score range of different skills used of 1 to 7 to Task Identity (I) each degree of completing a whole job attribute... Task Significance (S) importance of the job Autonomy (A) level of control of your own time Feedback (F) degree of supervisory & results-based feedback V I 3 MPS = * A* F S...and then calculate your MPS MPS from Hackman & Oldham,

22 Feedback (WORK ITSELF) (COLLEAGUES) (SUPERVISOR) 22

23 Variety (# TASKS) (# PROJECTS) 23

24 Significance (# AFFECT COLLEAGUES) (AFFECT PROJECT) 24

25 Identity (PROJECTS TO COMPLETION) (TASKS TO COMPLETION) 25

26 Autonomy (NEXT TASK) (WORKING HOURS) (WHO WITH) (HOW TO DO) 26

27 It works! MPS & Perceived Motivation r = 0.40 Strong positive relationship

28 Daniel Pink s MAP Daniel Pink s Motivation 3.0 Mastery Autonomy Purpose 28

29 Mastery (CHALLENGE) (MASTERED SKILLS) (IN THE FLOW) 29

30 Purpose (WIDER COMMUNITY) (PROFITS) 30

31 Environment 31

32 Multiple Motivation Factors Autonomy (0.27) Variety (0.29) Feedback (0.30) MPS Mastery (0.28) Motivation Significance (0.13) Purpose (0.22) Identity (0.18) MAP Environment (0.38) 32

33 MPS and MAP and Top 4 MPS 0.40 MAP Daniel Pink s Motivation Top 4 ENV T + VARIETY 2 + MASTERY 1 + MASTERY

34 What (De)Motivates Testers? Motivating Demotivating #1 Challenges 17% Management 20% #2 Feedback & Appreciation 15% Feedback & Appreciation 16% #3 Making a Difference 15% Repetition 13% #4 Team & Work Env t 10% Changing Exit Criteria 11% #5 Money 7% Team & Work Env t 5% #6 Meeting Targets 7% Developers 5% #7 Autonomy 5% No Targets 5% #8 Management 5% Process 4% #9 Training / Career Path 4% Changing Requirements 4% #10 New Technology 3% Money 3% 34

35 Different Life Cycles 35

36 Different Organization Sizes 36

37 Different Experience Levels 37

38 Different Organization Types 38

39 Salary, Experience & Education Tester Experience 0.09 Perceived Motivation Tester Salary Tester Education 39

40 Outside Interests? 40

41 Conclusions Testers are special we can improve on the generic motivation theories Not all testers are the same We need to consider smarter approaches to the motivation of testers Don t treat everyone working in testing the same different roles require a different focus choose the most influential factors for the individual tester Feedback and appreciation both improves motivation and decreases demotivation Please compare yourself to the benchmark data to improve your motivation 41

42 SIGiST Thanks for listening Any Questions? More information is available please 42

43 1 FEEDBACK 1 2 FEEDBACK 2 3 FEEDBACK 3 4 AUTONOMY 1 5 AUTONOMY 2 6 AUTONOMY 3 7 AUTONOMY 4 8 SIGNIFICANCE 1 9 SIGNIFICANCE 2 The work itself provides feedback on how well I am doing in my job. (POSITIVE) My colleagues provide little or no feedback on how well I perform. (NEGATIVE) My supervisor provides me with regular feedback on my performance. (POSITIVE) Most of the time someone else decides what tasks I should do next. (NEGATIVE) My job is flexible enough to allow me to decide which hours I work most days. (POSITIVE) For most tasks I get to decide who I will work with. (POSITIVE) I rarely get to choose the way that an activity is carried out. (NEGATIVE) My job is one that affects few other colleagues. (NEGATIVE) If not done well my job will have little impact on the project. (NEGATIVE)

44 10 IDENTITY 1 11 IDENTITY 2 12 VARIETY 1 13 VARIETY 2 14 MASTERY 1 15 MASTERY 2 16 MASTERY 3 17 PURPOSE 1 18 PURPOSE 2 19 PERCEPTION 20 ENVIRONMENT My job allows me to see projects through to completion. (POSITIVE) I often start tasks but then pass them on to colleagues before I finish them. (NEGATIVE) My job comprises a relatively small number of different tasks. (NEGATIVE) In my job I get the chance to work on many interesting projects. (POSITIVE) My job does not challenge or stretch me. (NEGATIVE) I have mastered most of the skills required to perform my job. (NEGATIVE) I often become so engaged in my work that I forget the time. (POSITIVE) My job includes the opportunity to work for the good of the wider community (beyond my employer). (POSITIVE) My organization is primarily focused on increasing its profits. (NEGATIVE) I am highly motivated to do my job in testing. (POSITIVE) My work environment encourages me to perform my job better. (POSITIVE)