By James Bach
Jason Gorman uses a golf analogy to talk about estimation.
I like his analogy, but he didn’t take it far enough for me. He left out a key element: we may not be playing golf.
A typical sin committed by people who do studies of schedule slippages is to discuss average amounts of time to do X or Y while only considering cases where X or Y were successfully completed. What about the cancellations? Those are ignored. Being ignored, the resulting averages have questionable meaning, except to say “the people who took more than X time to do this task gave up, in our experience so far.”
Jason says that I probably won’t have to hit the golf ball 10,000 times to get it into a par 3 hole. Well, no, but if I carry it to the hole and place it in, how many hits is that? Zero? Or is it “ERROR UNDEFINED VALUE” because I cheated? This is relevant because in software development, I frequently discover that my plans won’t work as conceived, no matter how long I could work them. Or I discover a new way to do them that cuts down the time, or increases the time. Or new requirements are put on me from a technological or human source, and that messes things up. Or it turns out that the task is mooted by some deletion of requirements.
I remember the Borland C++ 4.0 project. It went through a careful planning process. We used Gantt charts. Gantt charts, I tell you! Then Microsoft shipped C++ 7.0 with a new feature, the application wizard. Our plans fell to dust. The project was restarted. A tiger team split away to create AppExpert. And those of us who were suspicious of grandiose planning for a fast-moving world got our I Told You So moment.
The nice thing about agile development is that breaking things down into smaller chunks and planning as you go makes one year slippages such as we experience in Borland C++ 4.0 far less likely. It makes the game easier to play; more stable.
So, I like Jason’s analogy. It’s a good teaching analogy because it illustrates that how you model a task dominates how you estimate it. But if I were teaching with it, I would ask the class “What assumptions am I making?” and I would get the class to make a list. Assumptions include that we know what game we are playing, we know the rules of the game, we will not be surprised by new rules, we have a clearly defined and obtainable goal, we don’t get sick or injured, etc., etc.
If I’m asked to make an estimate on which millions of dollars depend, then these are vitally important issues to raise publicly. If I’m just spit-balling an estimate in a low stress situation, then I will make a par-for-the-course guess and not worry when surprises happen.
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By James Bach