LeadingEng London 2024
2024-06-11..2024-06-13
London, United Kingdom
who it's for
engineering leaders, engineering managers, tech leads, senior engineers, developer experience engineers, people managers, directors of engineering
topics
developer experience metrics; coding time review deployment time; sequencing work to fit the jar; shared goals across product and engineering; estimating and enumerating delivery risks; management competency framework; promotion rubrics for managers; leadership range and styles; scenario planning with two uncertainties; technology radar for tech debt; phased onboarding for promoted ICs; live coached leadership practice
| title | author | length |
|---|---|---|
| What's my job again? Developing self-management | Cate Huston | 22m |
Three clear, actionable claims guide tonight’s choice: define a proximate strategy and treat it as a hypothesis, run technical work in three phases — assess D… | ||
| Engineering owns velocity | Rafe Colburn | 18m |
Engineering claims ownership of velocity and offers concrete practices: sequence work to fit the jar (not just prioritize by value), force shared goals across… | ||
| Achieving engineering velocity by optimising developer experience | Ben L. | 10m |
Claims incremental improvements increase productivity by an order of magnitude and backs it with a LinearB benchmark over 2,000 organizations and 3.5 million… | ||
| Growing engineering managers: Breaking down the monolith | Chiranjiv Singh | 21m |
Proposes a concrete framework that breaks management into four competency pillars — people, delivery, technical, communication — and maps them to an operating… | ||
| Strategies for engineering leaders to stay current and effective | James C. | 20m |
Presents concrete practices: run a scenario matrix (two critical uncertainties → four worlds) — author prototypes one with AI adoption vs developer salaries in… | ||
| Friends don't let friends debug their leadership skills | Hywel C. | 11m |
Claims that leaders should stop learning people and management skills in production and instead use a structured, practice‑first system. Describes a Skillawell… | ||
| nothing matches | ||