Prototype training: what we teach and what we've learnt
...coding and prototyping, but a lot of new designers and non-design colleagues wanted to code and make their own prototypes, but had no idea where to start. There was a...
...coding and prototyping, but a lot of new designers and non-design colleagues wanted to code and make their own prototypes, but had no idea where to start. There was a...
...stuff. We have also made massive inroads into infrastructure as code. We can provision resources consistently and efficiently and manage them through life, pushing those foundational software development principles, such...
...while retraining for a specialist role as a software developer. The apprenticeship journey The apprenticeship started with a 3 month bootcamp where I learned how to code and culminated in...
...advantage of advances in technology and the latest engineering patterns. A new ‘continuous integration pipeline’ lets developers release and test small changes to the code. This ensures we can deploy...
...business processes smarter. And we’re now investing in the specialist skills we need to build our digital capability even further. Our new Sheffield development centre will be a centre of...
...silent, it could mean they’re thinking. Waiting 4 or 5 seconds lets them consider what they’ve said and perhaps continue. Do listen… really listen Listening is important. It tells you...
...deployment pipelines. These sessions generated lots of healthy discussion and a long list of questions from various people, which we'll use to help guide the learning and continuous improvement roadmap...
...We've created our own inclusive language guidance for designers at the Home Office, to use as a benchmark for content in our services. The guidance is not an exhaustive list...
...be a simple list of topics you want to cover. In my opinion, recording interviews is really important. It's really hard to keep up if you're taking notes. Even if...
...assessments, rather than having a conversation about the service. Some people wanted a more visual perspective on the standards, rather than a list. There was confusion over terminology. Live Assessments...