1. Bad Apple Behavior (slides adapted from Michael Mateas) UC Santa Cruz CMPS 171 – Game Design Studio II www.soe.ucsc.edu/classes/cmps171/Winter11 ejw@cs.ucsc.edu 27 January 2011

2. UC SANTA CRUZ Lab Update  Still working on most outstanding issues  Accounts on machines – request in for Macs  PS3 dev kit web access  More trash cans  Request is in  Speakers for lab addition computers (wires?)  More games (LBP 2)  Not yet started  Final Dell machine imaging  Status?  Global Game Jam  January 28-30  Please avoid using game lab this weekend, starting late Friday afternoon  OK to conduct a daily scrum meeting (but then should find another place to work)  Only time during year you’ll be kicked out for a long time.

3. UC SANTA CRUZ Game Speakers Friday  Friday, January 28  John Romero  Will talk about Ravenwood Fair, then be open for Q&A  11am, E2 180 (Simularium)  Come prepared with interesting questions.  Brenda Brathwaite, Graeme Devine, Tom Lehmann  4:30pm, E2 180 (Simularium)  Global Game Jam kickoff

4. UC SANTA CRUZ Upcoming deadlines  Today, Thursday (Jan. 27): end of Sprint 1  By 9am, Friday, Jan. 28, Sprint Burndown chart for Sprint 1 should be in final state (that is when I will perform my walkthrough of the lab)  Friday (Jan. 28): Sprint I report  More on next slide  Details now on class website  http://www.soe.ucsc.edu/classes/cmps171/Winter11/project.html  Due by 9am, Saturday, Jan. 29  Friday (Jan. 28): Start Sprint II  Start sprint planning activities  Friday (Jan. 28): team status reporting  Due by midnight  Report on team activities this week  Be sure to use CS 171 team status reporting template  See http://www.soe.ucsc.edu/classes/cmps171/Winter11/team-status-report-template.html  Scrum Masters use different template from rest of team  Tuesday (Feb. 1): Sprint 2 plan  User stories, broken into tasks, which have been estimated and prioritized

5. UC SANTA CRUZ Sprint Report  The output of a Sprint Retrospection meeting  Meeting held after the end of every sprint  Provides time to reflect on what happened, determine improvements  Questions to be answered:  What things should we stop doing?  Actions/activities the team did that were harmful, hurt progress  What should we start doing?  Actions/activities that will improve how we do work  What is working well that we should continue to do?  What is working well, and shouldn’t be touched?  What work was completed, and not completed?  User stories that were completed, not completed  What is our rate of completing work?  Story points completed, ideal work hours completed  Story points/day, ideal work hours/day  Average story points/day & ideal work hours/day across all sprints  Final sprint burndown chart

6. UC SANTA CRUZ Evaluation of team performance for sprint 1  Recall that 5% of your final course grade is based on how well your team completes all user stories assigned to this sprint, as well as completing mandatory team items (art asset plan, sprint report, etc).  For the implementation part:  For Sprint I  Full credit: If there is < 15 hours of work remaining in the sprint by the end  90: 15 <= work remaining < 20  80: 20 <= work remaining < 30  70: 30 <= work remaining < 40  60: 40 <= work remaining < 50  0: more than 50 hours remaining

7. UC SANTA CRUZ Sprint II (and beyond)  For Sprint II and beyond  Full credit: If there are 0 hours of work remaining in the sprint by the end  90: 0 hrs < work remaining < 5 hrs  80: 5 hrs <= work remaining < 15 hrs  70: 15 hrs <= work remaining < 20 hrs  60: 20 hrs <= work remaining < 25 hrs  0: more than 25 hours remaining  Note that points will also be removed if items are clearly not completed to the level of being “done”

8. UC SANTA CRUZ Bad apple behavior  Bad apple behaviors on the part of a single team member can effect the behaviors and effectiveness of an entire team  Will Felps, a social science researcher, created teams in experimental settings, and found teams with a bad apple performed 30-40% worse  Bad apple behavior  Jerk  Slacker  Depressive Pessimist

9. UC SANTA CRUZ Material on bad apple behavior  This American Life interview, episode 370: Ruining it for the Rest of Us  A paper with background social science research on bad apple behavior: http://liberalorder.typepad.com/the_liberal_order/files/bad_ap ples_rob.pdf

10. UC SANTA CRUZ The jerk  Violates social norms  Puts down other people’s ideas  Unfairly criticizes other people  Shuts down other people while they’re talking  Makes jokes at other people’s expense  Talks negatively about other people behind their backs

11. UC SANTA CRUZ The slacker  Withholds effort  Regularly doesn’t come through on tasks  Free rides, taking credit for or enjoying the fruits of the work of others  Has a “who cares” attitude about the group project  Doesn’t take on risks or responsibilities  Doesn’t contribute adequate time to project

12. UC SANTA CRUZ The depressive pessimist  Frequently displays negative emotions about group  Pessimistic about project  Frequently complains about project  Frequently expresses anxiety, irritation, insecurity  Awkward interpersonal style

13. UC SANTA CRUZ Mechanisms for group contagion  Additive Defensiveness  The more negative inter-team interactions, the more defensive behaviors build up over time, interfering with team effectiveness  Spillover Effects  Seeing others act antisocially lowers inhibitions about behaving similarly  As coping resources are expended, leads to misplaced aggression  Mood contagion – group members come to develop mutually shared moods and emotions  Sensemaking Effects  People seek to make sense of being treated badly be talking to others to make sense of the situation.  One way to make sense of the situation is to distance oneself from the group.

14. UC SANTA CRUZ Negative members effects on team  Motivation – “…having a negative member in the group will decrease motivation through the processes of lowered efficacy, distraction (e.g. gossiping, affective rumination, mood maintenance) and de-identification.”  Creativity and Learning  Creativity requires a safe environment.  In inequitable situations (slacker), motivation to contribute to shared pool of ideas is decreased.  Negative feelings has a chilling effect on individual creativity.  A sense of threat causes reversion to stereotyped behaviors.  Cooperation  Cooperation requires “depersonalized trust” and a positive expectation that interpersonal risks can be assumed with reasonable confidence they won’t be betrayed.  Two types of conflict  Relational conflict – this is bad, leads to disruption and distraction  Task conflict – this is good, can lead to enhanced social responsibility, higher decision quality, clarification of mental models

15. UC SANTA CRUZ Brainstorm about bad apple behaviors  Covert slacker – subverts transparency management mechanisms like SCRUM  Not showing up for meetings (“I don’t care. Your time isn’t as important as my time.”)  Not knowing what the rest of the team is doing. Shutting down during SCRUM.  Namecalling by calling someone a slacker.  Personalization of disagreements – turning a task conflict into a relationship conflict.  A regular pattern of not caring about disupting other people’s productivty, e.g. constantly breaking the build and not changing your behavior  The isolationist – willing to shine on their own tasks, but don’t care about helping others  Showing off – using jargon when the level of precision isn’t needed  Lack of commenting even after a group discussion about code comment standards for the team

16. UC SANTA CRUZ Some bad apple behaviors  Playing games while other group members are working  Fiddling around on computer (IM, browsing) while others working  Not attending group meetings  Regularly derails group meetings  “The project will never work” but not provide solutions  Not grabbing tasks from board unless harassed  Not engaging in group creation of sprint tasks  Always making excuses about why work not done  Not deigning to inform group of actions, give justifications  Regularly doesn’t spend time on or finish individual tasks

17. UC SANTA CRUZ Two options for dealing with bad apple behaviors  Motivational intervention – change the behavior  Talk about issues  Rewards and punishments  This is the one we want to make work  Rejection  Eject bad apple from group  Minimizing contact with bad apple  Removing responsibilities that require interaction with others  Defensiveness – the option that doesn’t work  Withdrawing  Lashing out  Withholding effort  This is the route by which the bad apple spoils the group

18. UC SANTA CRUZ