Maggie Johnson
Maggie Johnson is VP of Education and University Programs for Google. She manages technical education, content development, and information management programs for Google engineers and operations staff, as well as Google’s K16 educational programs in STEM and computer science (CS) and global developer outreach programming. She also oversees University Relations, building strategic research collaborations with faculty and labs globally to expand and enhance Google’s R&D efforts; and Google's strategic initiatives in online teaching and learning.
Prior to Google, Maggie was teaching faculty and Director of Educational Affairs in the Department of Computer Science at Stanford University where she was responsible for the Undergraduate and Masters programs in CS.
Maggie has a Bachelor’s and Masters in Early Music Performance and was a professional musician in NYC before she moved to CS, obtaining a Masters and PhD from New York University and City University of New York Graduate Center.
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PurposeThis paper seeks to analyse the effectiveness and impact of how Google currently trains its new software engineers (“Nooglers”) to become productive in the software engineering community. The research focuses on the institutions and support for practice-based learning and cognitive apprenticeship in the Google environment.
Design/methodology/approachThe study uses a series of semi-structured interviews with 24 Google stakeholders. These interviews are complemented by observations, document analysis, and review of existing survey and statistical data.
FindingsIt is found that Google offers a state-of-the-art onboarding program and benchmark qualities that provide legitimate peripheral participation. The research reveals how Google empowers programmers to “feel at home” using company coding practices, as well as maximizing peer-learning and collaborative practices. These practices reduce isolation, enhance collegiality, and increase employee morale and job satisfaction.
Research limitations/implicationsThe case study describes the practices in one company.
Practical implicationsThe research documented in the paper can be used as a benchmark for other onboarding and practice-based learning set-ups.
Originality/valueThis is the first research that gives insights into the practice-based learning and onboarding practices at Google. The practices are assessed to be state-of-the-art and the insights therefore relevant for benchmarking exercises of other companies.
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