- Student-Coach relationship
- Growing coaching sessions to have more students
- Differences between coaching and mentoring
- How did the coach affect the start-up time for the student
- Teaching testing is a great learning experience
- How do you know when you are done coaching a student?
- Discussion around “tricking” students and ethics
The topic was a tricky one to tackle in a general form, but produced a wide range of interesting threads and the discussion was fruitful. On this last thread James evolved a new suggestion (model) to the ethics problem - something that deserves a separate write-up along with coaching in general.
Q: What was the value of the information in the report?
C: Bugs don’t matter, it’s the information about the product that matters.
Q: How do you estimate how many unimportant things that you don’t know?
A very interesting taster of the challenge, formal report and extended report.
C: The FORM of the reporting AND the testing contributed to the result, i.e. The pauses AND reflection (and maybe discussion/consultation with colleagues) contributed to the quality of the work.
At the time I declared this as an heuristic: The "pause and reflect" (and, optionally, consult) heuristic; or the “System 2 Insertion heuristic” (in deference to Kahneman & Torkel Klingberg)
Q: Did you use all testing techniques you know about?
At the time I commented that a heuristic (I used) for noticing heuristics or patterns was “blink comparator testing”.
Date: 19-20 October 2013
Place: Hönö Hotell, Öckerö, Sweden
Attendees: Martin Jansson, Steve Öberg, Saam Koroorian, Mikael Jönsson, Anders Bjelkfelt, Marcus Möllenborg, Klaus Nohlås, Simon Morley, Henrik Emilsson, James Bach