[Updated: I revamped and added some more examples to the list.]

I got this message from Oliver Vilson, today:

Oliver V.: hi James. Just had a chat with Helena_JM. She reminded me something… don’t know if you’ve written blog about it or pushed it into  RST.. One Test lead from another company mentioned me he has problems with his testers. Some of them are saying that they don’t have to do test plans, since your teaching seems to align that…
James Bach: Any more details?
Oliver V.: rough translation from test team lead : “ET seems to have reputation as “excuse for shitty testing”. People can’t explain what they did and why. If you ask them for test plan or explanation, all you get is “but Bach said…”.

I have, from time to time, heard rumors that some people cite my writings and teachings as an excuse to do bad testing. I think it would help to do a public service announcement…

Attention Testers and Managers of Testers

If a tester claims he is justified in doing bad work because of something I’ve published or said, please email me at [email protected], or Skype me, and I will help you stop that silliness.

I teach skilled software testing for people who intend to do an excellent job. That process is necessarily exploratory in nature. It also necessarily will have some scripted elements– partly due to the nature of thinking and partly due to the requirements of excellent intellectual work.

I do not teach evasiveness or obscurantism. I do not ever tell a tester that he can get away with refusing to explain his test process. Explaining testing is an important part of being a professional.

Why People Get Confused

I reinvented software testing for myself, from first principles. So, I teach from a very different set of premises. This is necessary, because common ideas about testing are so idiotic. But it does result in confusion when my ideas are taken out of context and “mixed in” to the idiocy. Consider: “I won’t create a detailed test plan document” is a perfectly ordinary and potentially reasonable thing to say in RST. It is a statement about things made explicit in a document, not a statement about lack of planning. Yet Factory School methodology confuses documents for content. If you say that to one of them, it may be mistaken for a refusal to apply appropriate rigor to your work.

Here are some examples of how someone might misapply my teachings:

  1. Rapid Software Testing methodology (RST) is not the same thing as exploratory testing. ET is very simple. Anyone can do ET, just as anyone can look at a painting. But there’s a huge difference between a skilled appraisal of a painting by an expert and a bored glance by a schoolkid. RST is a methodology for doing testing (including scripted and exploratory testing) well. Therefore, anyone doing ET badly is not doing my methodology.
  2. In RST, a plan is not a document, it’s a set of ideas. Therefore, I say you don’t need to have a test plan template, or any sort of written test plan document in order to have a good test plan. I often document my test ideas, though, in different ways, when that helps. Therefore, the lack of a test plan (a guiding set of ideas) probably represents an immature and possibly inadequate test process, but the lack of a test plan document is not necessarily a problem.
  3. In RST, a test is not a document, it’s a performance. Therefore the lack of documented tests is not necessarily a problem, but poor testing (which can be determined by direct observation by a skilled tester or test manager, just as poor carpentry or poor doctoring can be detected) is a problem.
  4. In RST, we have no templates for reporting. But reporting is crucial. Reporting skills are crucial. Accountability is crucial. Credibility is crucial. We teach the art of telling a testing story. Therefore, anyone who declines to explain himself when asked about his testing is not practicing RST. I disavow such testers. (However, just because explaining oneself is an important part of testing doesn’t mean a manager can insist on arbitrarily voluminous documentation or arbitrary metrics. I suspect that, in some cases, managers who complain about testers refusing to document or explain themselves are really just obsessed with a specific method of documentation and refusing to accept other viable solutions to the same problem.)
  5. In RST we say that testing cannot be automated, and that tools can become an obsession. This leads some to think I am against tools. No, I am against bad work. Unfortunately, some tools, such as expensive HP/Mercury tools, are often used to wastefully automate weak fact checking at he expense of good testing. Yes., tools and the technical skills to create and apply them play an important role in great testing. It’s not automating testing when I use tools, because testing is whatever testers do, not what tools do. Therefore a tester who refuses to learn and use tools in general is not practicing RST.
  6. In RST we distinguish between checking and testing. This allows us to distinguish between a test process that is appropriately thoughtful and deep, and one (based solely on checking) that would be reckless and shallow. But when we criticize a checking-only test strategy, some people get confused and think we are criticizing the presence of checking rather than the lack of testing. Therefore, a tester who refuses to design or perform checks that are actually economical and helpful is not doing RST.
  7. In RST, we ban unscientific, abusive attempts at using metrics to control the test process. But when some people hear us attack, say, the counting of test cases, they assume that means we don’t believe in even the concept or principle of measurement. Instead, we support using inquiry-focused metrics (which inspire questions rather than dictating decisions), we promote active skepticism about numbers applied to social systems, and we promote the development of observation, reasoning, and social skills that limit the need for quantification. Therefore any tester who simply refuses to consider using metrics of any kind is not doing RST.
  8. Some people hear about the freedom of exploratory testing, and they confuse that with irresponsibility. But that’s silly. If you drive a car, you are free to run over pedestrians or smash into buildings– except you don’t, because you are responsible! Also, it’s against the law. Freedom is not the same thing as having a right. Therefore, anyone who accepts the freedom of exploratory testing and cannot or will not manage that testing appropriately is an incompetent or irresponsible tester.