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We talk about bringing new developers "up to speed quickly." Imposter syndrome is bad enough, but often junior developers feel pressured to learn faster and produce more. Developers often focus on velocity as the critical measure of success. The need for speed actually amplifies insecurities and hinders growth. Instead let's talk about how we can more effectively structure, implement, and track apprenticeships with the right kind of framework and focus. Help us caption & translate this video! http://amara.org/v/HLz0/
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In the talk "Burn Rubber Does Not Mean Warp Speed," Bree Thomas brings attention to the urgent need to reconsider the structure and implementation of developer apprenticeships. She emphasizes that the fast-paced culture of the tech industry often amplifies feelings of imposter syndrome, particularly among junior developers who feel pressured to learn and produce quickly. Thomas, drawing from her experience as a developer and her background in marketing, discusses the importance of recognizing that speed does not equate to progress or success. Key Points Discussed: - **Apprenticeships and Anxiety**: Bree shares her struggles with anxiety during her transition from a marketing professional to a developer, highlighting how the pressure to learn quickly affected her performance and mental well-being. - **Historical Context of Apprenticeships**: She contrasts modern developer training programs with traditional apprenticeships, which historically lasted several years and provided comprehensive, on-the-job training under the guidance of experienced masters. - **Misconceptions in Modern Apprenticeships**: Bree addresses common assumptions made by both employers and apprentices, such as the belief that a short training program guarantees immediate employability or that senior developers are automatically effective mentors. - **Importance of Time**: She stresses the necessity of allowing sufficient time for apprentices to develop their skills, likening them to musicians and athletes who require years of practice to master their craft. - **Comprehensive Apprenticeship Programs**: Bree proposes a two-year structure for apprenticeship programs, ensuring apprentices receive fair compensation and opportunities for mentorship. She also suggests considering apprenticeships as a long-term investment for companies looking to cultivate skilled developers. - **Innovative Ideas for Improvement**: Lastly, Bree encourages organizations to consult with educational professionals and consider introducing internal journeyman models to enrich the apprenticeship experience and foster integration within teams. In conclusion, Bree many aspects of apprenticeships should undergo significant changes to cultivate a supportive and effective learning environment that values experience, mentorship, and practical knowledge over mere speed of learning.
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