Implementação de pipeline de engenharia de integração e entrega contínua no Ifac

Abstract

In federal public education institutions, each year the student population grows, along with the number of employees, generating the need for new technological resources, such as, for example more efficient and higher quality information systems. Due the development teams are small, with little maturity in processes, there are delays in fulfill the demands, in addition to the build process and delivery of the software product being costly and not repeatable, caused by excessive errors, it delays delivey and implementation , resulting in frequent corrections, causing delivery to take hours or days without product quality assurance. This is due to the high number of errors that are reported late, causing delays and consequently missed deadlines. This work aimed to carry out a study on the adoption of integration and continuous delivery regarding the development software delivery cycle at Federal Institute of Acre (IFAC), in order to verify the impact of this adoption on the delivery process and product quality. To carry out this study, a systematic literature review (SRL) was performed that analyzed 54 studies published between 2016 and 2019, to collect evidence on challenges faced, best practices and tools used in the adoption and use of integration and continuous delivery. During the systematic review, 32 challenges, 20 best practices and 63 tools were found. From the evidence collected, a proposal for an evidence-based approach was built for the process of adoption and isk management of an integration and continuous delivery pipeline, through the relationship and combination of challenges and solutions (best practices and tools). As a validation of the approach, it was applied in an IFAC pilot project, being evaluated for feasibility, through the GQM, after adoption, using the method of comparison of the sister project. The main contributions of this work were: (1) the creation of a body of knowledge, from the evidence collected as a result of the systematic review, which works as a framework to compose the concrete and effective pipeline to be implemented; (2) a pipeline adoption process; and (3) an approach to risk management utilizing the body of knowledge. Finally, the process created in this research was applied in an IFAC pilot project and documented through an experience report presenting minimum strategies to adopt the integration and continuous delivery pipeline in a public education institution, containing the steps taken, tools used, challenges overcome, lessons learned and team feeling.