DevOps For Dummies

23
Making the Grade in Desktop

Virtualization
DevOps
School District 27J provides educational services to
approximately 16,000 students in Colorado. The staff
and educators work to ensure that all students have
the knowledge, skills, and attitudes needed for present
and future competence and success. As part of this
commitment, the district sought to create an online
computing environment that leveraged a virtual desk-
2ndensuring
top infrastructure, IBM Limited Editionhad access
that teachers
to their district resources at all times, which allowed
them to fully support students both inside and outside
the classroom.
The district launched its virtual desktop infrastructure
(VDI) environment with a 100-desktop pilot program
with the expectation that it would later scale to 800
desktops. As the system went live on the first day of the
school year, the resulting boot storm from teachers log-
by Sanjeev Sharma and
ging in crashed the backend of the infrastructure — the
SAN was undersizedBernie Coyne
and basically wasn’t going to work.
The CIO of the school district scurried for other stor-
age options that could quickly overcome the hardware
failure. After looking at other solutions that could take
up to 30 days to deliver, the district needed help
sooner and decided on Tegile Systems.
Tegile assessed the needs of the district quickly and
implemented a solution in the middle of the outage.
Tegile delivered the hybrid solution within days of
placing the order.
These materials are © 2015 John Wiley & Sons, Inc. Any dissemination, distribution, or unauthorized use is strictly prohibited.
23

Virtualization
DevOps For Dummies®, 2nd IBM Limited Edition
Published by
John Wiley & Sons, Inc.
111 River St.
Hoboken, NJ 07030-5774
www.wiley.com

Copyright © 2015 by John Wiley & Sons, Inc.
the knowledge, skills,mechanical,

and attitudes needed scanning orfor present
No part of this publication may be reproduced, stored in a retrieval system or transmitted in any
form or by any means, electronic, photocopying, recording, otherwise,
except as permitted under Sections 107 or 108 of the 1976 United States Copyright Act, without the
prior written permission of the Publisher. Requests to the Publisher for permission should be
commitment, the district sought to create an online.
addressed to the Permissions Department, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ
07030, (201) 748-6011, fax (201) 748-6008, or online at http://www.wiley.com/go/permissions
computing environment
Trademarks: Wiley, For Dummies, the Dummies that Man leveraged
logo, The Dummies Way,a Dummies.com,
virtual Making desk-
top infrastructure,
Sons, Inc. and/or its affiliates inensuring that teachers had access
Everything Easier, and related trade dress are trademarks or registered trademarks of John Wiley &
the United States and other countries, and may not be used without
to their district resources at all times, which
written permission. IBM and the IBM logo are registered trademarks of International Business
allowed
Machines Corporation. All other trademarks are the property of their respective owners. John Wiley
them& Sons,
to Inc.,
fully support students both inside and outside
is not associated with any product or vendor mentioned in this book.
the classroom.
LIMIT OF LIABILITY/DISCLAIMER OF WARRANTY: THE PUBLISHER AND THE AUTHOR MAKE
NO REPRESENTATIONS OR WARRANTIES WITH RESPECT TO THE ACCURACY OR COMPLETE-
NESS OF THE CONTENTS OF THIS WORK AND SPECIFICALLY DISCLAIM ALL WARRANTIES,
The district launched
MAY BE CREATEDits virtualBY desktop infrastructure
INCLUDING WITHOUT LIMITATION WARRANTIES OF FITNESS FOR A PARTICULAR PURPOSE.
NO WARRANTY OR EXTENDED SALES OR PROMOTIONAL MATERIALS.
(VDI)ATION.
environment with a 100-desktop pilot program
THE ADVICE AND STRATEGIES CONTAINED HEREIN MAY NOT BE SUITABLE FOR EVERY SITU-
THIS WORK IS SOLD WITH THE UNDERSTANDING THAT THE PUBLISHER IS NOT
with FESSIONAL
the expectation that it
ASSISTANCE IS REQUIRED, THEwould later
SERVICES OF scalePROFESSIONAL
A COMPETENT to 800
ENGAGED IN RENDERING LEGAL, ACCOUNTING, OR OTHER PROFESSIONAL SERVICES. IF PRO-
desktops. As ARISING
the system went
HEREFROM. THE FACT live
THAT ANon the firstORday
ORGANIZATION WEBSITE ofIS the
PERSON SHOULD BE SOUGHT. NEITHER THE PUBLISHER NOR THE AUTHOR SHALL BE LIABLE
FOR DAMAGES
REFERRED TO IN THIS WORK AS A CITATION AND/OR A POTENTIAL SOURCE OF FURTHER
school year, the
INFORMATION resulting
DOES NOT boot
MEAN THAT THE storm
AUTHOR OR THE from teachers
PUBLISHER ENDORSES THElog-
INFORMATION THE ORGANIZATION OR WEBSITE MAY PROVIDE OR RECOMMENDATIONS IT
ging in
MAY crashed the backend of the infrastructure
MAKE. FURTHER, READERS SHOULD BE AWARE THAT INTERNET WEBSITES —INthe
LISTED
THIS WORK MAY HAVE CHANGED OR DISAPPEARED BETWEEN WHEN THIS WORK WAS WRIT-
SAN was
TEN ANDundersized
WHEN IT IS READ. and basically wasn’t going to work.
The book
CIO of business
the school district
please contact scurried for otherDepartmentstor-
For general information on our other products and services, or how to create a custom For Dummies
for your or organization, our Business Development in the
age options that

licensingcould quickly
the For Dummies overcome
brand for products the hardware
U.S. at 877-409-4177, contact info@dummies.biz, or visit www.wiley.com/go/custompub. For
information about or services, contact
BrandedRights&Licenses@Wiley.com.
ISBN: 978-1-119-04705-6 (pbk); ISBN: 978-1-119-04729-2 (ebk)
up toManufactured
30 days to deliver, the district needed help
in the United States of America
sooner
10 9 and8 7 6 5decided
4 3 2 1 on Tegile Systems.
implemented
Publisher’saAcknowledgments
solution in the middle of the outage.
Tegile
Somedelivered
of the people whothe hybrid
helped solution
bring this book within
to market include days of
the following:
placing the
Project order.
Editor: Carrie A. Johnson Business Development Representative:
Acquisitions Editor: Katie Mohr Sue Blessing
Editorial Manager: Rev Mengle Production Coordinator: Melissa Cossell
23

Virtualization
Table of Contents
and educators work to
Introduction . . . .ensure
. . . . . . . . .that
. . . . . .all. . . students
. . . . . . . . . . . .have. . . .1
the knowledge,Aboutskills, and attitudes needed for present
This Book ........................................................................ 1
and future competence
Icons Used in Thisand Booksuccess. As part of this2
............................................................
commitment, the district
Beyond sought to create an online2
the Book ........................................................................
computing Chapter
environment
1: What Is that DevOps? leveraged
. . . . . . . . . .a . . virtual
. . . . . . . . . desk-
. . .3
top infrastructure, ensuring
Understanding thatNeed
the Business teachersfor DevOpshad access
...................... 3
to their districtRecognizing
resources at allValue
the Business times, of DevOps which allowed
........................... 4
them to fully support students
Enhanced both inside
customer experience and outside
.................................... 5
Increased capacity to innovate ...................................... 5
the classroom. Faster time to value ......................................................... 6
Seeing How DevOps Works ....................................................... 6
The district launched Develop itsand virtual
test against desktop
production-like infrastructure
systems ..... 6
(VDI) environmentDeploy withwith repeatable,
a 100-desktop reliablepilot processes program
................. 7
with the expectation that it would later scale to 800 8
Monitor and validate operational quality .....................
Amplify feedback loops................................................... 8
school year,Chapter
the resulting
2: Looking at bootDevOps storm Capabilitiesfrom teachers . . . . . . . . . . .9log-
ging in crashedPaths
theto DevOps
backend Adoptionof the infrastructure — 9the
.......................................................
SAN was undersized and basically wasn’t going to work.
Plan ............................................................................................ 10
Develop/Test ............................................................................ 11
The CIO of the school district
Collaborative scurried
development for other stor-
..........................................
Continuous testing ........................................................ 13
12
age options that could

Deploy quickly overcome the hardware
....................................................................................... 13
Operate...................................................................................... 14
Continuous monitoring ................................................. 14
Continuous customer feedback and optimization .... 14
Chapter 3: Adopting DevOps . . . . . . . . . . . . . . . . . . . . . . .15
Tegile assessedKnowing
the needs of the district quickly and
Where to Begin ......................................................... 15
implemented a solution inbusiness
Identifying the middle of the outage.
objectives.................................... 16
Tegile delivered the hybrid
Identifying solution
bottlenecks in the within
delivery pipeline days........ of16
placing the order.
People in DevOps ..................................................................... 17
DevOps culture .............................................................. 17
DevOps team .................................................................. 19
Process in DevOps ................................................................... 19
DevOps as a business process ..................................... 19
Change management process ...................................... 20
DevOps techniques ....................................................... 21
23
Making
iv DevOps Forthe Grade in Desktop
Dummies, 2nd IBM Limited Edition
Virtualization Technology in DevOps ............................................................ 24

Infrastructure as code ................................................... 25
School District 27J Delivery
providespipeline ............................................................ 26
educational services to
Deployment automation and release management ... 28
Chapter 4: Looking at How Cloud Accelerates DevOps. . . 31
the knowledge,Using
skills,
Cloudand as an attitudes
Enabler for DevOps needed for present
................................. 32
Full-Stack Deployments ........................................................... 34
Choosing a Cloud and success.
Service Model for DevOps As part of this35
.......................
IaaS .................................................................................. 35
PaaS ................................................................................. 37
Understanding What a Hybrid Cloud Is ................................ 38
top infrastructure, ensuring that teachers had access
Chapter
to their district 5: Using DevOps
resources at all to Solve
times, New Challenges
which allowed . . .41
Mobile Applications both inside and outside
................................................................. 42
ALM Processes ......................................................................... 43
the classroom. Scaling Agile.............................................................................. 43
Multiple-Tier Applications ...................................................... 44
DevOps in the Enterprise ........................................................ 45
(VDI) environment
Supplywith
Chainsa 100-desktop pilot program46
...........................................................................
with the expectation that it would
The Internet of Things later scale to 800 46
.............................................................
desktops. As the system
Chapter 6: Makingwent DevOps liveWork: onIBM’s the first Story .day . . . . .of .49the
school year, theTaking
resulting boot
a Look at the storm from
Executive’s Role teachers50log-
...................................
ging in crashed Putting
the backend
Together the Team of the infrastructure —51the
.....................................................
Setting DevOps Goals .............................................................. 51
Learning from the DevOps Transformation ......................... 52
Expanding scurried
agile practices for other stor-
............................................. 52
Leveraging test automation .......................................... 53
Buildingquickly overcome
a delivery pipeline the hardware
.......................................... 54
failure. After looking at other
Experimenting solutions
rapidly that could take
................................................... 56
up to 30 days toLooking
deliver, the district needed help
Continuously improving ............................................... 57
at the DevOps Results .............................................. 58
Chapter 7: Ten DevOps Myths . . . . . . . . . . . . . . . . . . . . . .59
Tegile assessedDevOps
Is Only for “Born on the Web” Shops ..................... 59
implemented a DevOps
solution in the
Is Operations middle
Learning of the
How to Code outage.
...................... 60
Tegile deliveredDevOps
the Ishybrid solutionandwithin
Just for Development Operations days of60
................
placing the order.
DevOps Isn’t for ITIL Shops .................................................... 60
DevOps Isn’t for Regulated Industries .................................. 61
DevOps Isn’t for Outsourced Development.......................... 61
No Cloud Means No DevOps................................................... 61
DevOps Isn’t for Large, Complex Systems ............................ 62
DevOps Is Only about Communication ................................. 62
DevOps Means Continuous Change Deployment ................ 62
23

Virtualization
Introduction
the knowledge, evOps
commitment,
D
skills, and
(short
and
new approaches,
attitudesand
for development
success.
is only
needed
Asforpart
a buzzword
the district sought to create an online
forlike
operations),
many of
present
most
this
people.
Everyone talks about it, but not everyone knows what it is. In
broad terms, DevOps is an approach based on lean and agile
computing environment that leveraged
principles in which business owners and theadevelopment,
virtual desk-
top infrastructure, ensuring that teachers had
operations, and quality assurance departments access
collaborate to
deliver software in a continuous manner that enables the busi-
to their district
ness toresources at market
more quickly seize all times, which
opportunities andallowed
reduce
them to fullythesupport students
time to include both inside
customer feedback. and outside
Indeed, enterprise
the classroom.
applications are so diverse and composed of multiple tech-
nologies, databases, end-user devices, and so on, that only a
The districtDevOps
launched itswill
approach virtual desktop
be successful infrastructure
when dealing with these
complexities. Opinions differ on how to use it, however.
with the expectation
Some people say that
that it would
DevOps is forlater scale
practitioners toothers
only; 800
desktops. Assaythe
that system wentthe
it revolves around live onIBM
cloud. the
takesfirst day
a broad andof the
holistic view and sees DevOps as a business-driven software
school year,delivery
the resulting
approach — an boot storm
approach from
that takes teachers
a new or enhancedlog-
ging in crashed the
business backend
capability from anof the
idea infrastructure
all the way to production, — pro-the
viding business value to customers in an efficient manner and
capturing feedback as customers engage with the capability.
The CIO of the
To doschool district
this, you need scurried
participation for other
from stakeholders beyondstor-
just the development and operations teams. A true DevOps
age optionsapproach
that could
includesquickly overcome
lines of business, the
practitioners, hardware
executives,
failure. Afterpartners,
looking at other
suppliers, solutions that could take
and so on.
About This Book
This book takes a business-centric approach to DevOps.
Today’s fast-moving world makes DevOps essential to all
Tegile delivered thethat
enterprises hybrid
must be solution
agile and leanwithin
enough todays
respondof
placing the rapidly
order. to changes such as customer demands, market condi-
tions, competitive pressures, or regulatory requirements.
If you’re reading this book, we assume that you’ve heard

about DevOps but want to understand what it means and how
your company can gain business benefits from it. This book is
23
Making
2 DevOps Forthe Grade in Desktop
Virtualization geared to executives, decision makers, and practitioners who

are new to the field of DevOps, who seek more information
about the approach, and who want to cut through the hype
School District 27J provides
surrounding the concept toeducational
get to the meat ofservices
it. to
Icons Used in This Book
and future competence andinsuccess.
You’ll find several icons As
the margins of thispart
book. of this
Here’s
commitment, the
what theydistrict
mean. sought to create an online
The Tip icon points out helpful information on various
aspects of DevOps.
Anything that has a Remember icon is something that you
the classroom.
want to keep in mind.
(VDI) environment
The Warning with a 100-desktop
icon alerts pilot program
you to critical information.
school year,Technical
the resulting boot
Stuff material goes storm
beyond the from
basicsteachers
of DevOps. log-
It isn’t essential reading, however.
Beyond the Book
age optionsYou that
can could quickly
find additional overcome
information theand
about DevOps hardware
IBM’s
failure. Afterapproach
looking at other
and services solutions
available by visitingthat could
the following take
web
pages:
sooner and decided
✓ IBM DevOpsonSolution:
Tegileibm.com/devops
Systems.
✓ DevOps — the
Tegile assessed the needs IBMof the district
approach quickly
(white paper): and
ibm.biz/
BdEnBz
✓ The Software Edge (study): ibm.co/156KdoO
✓ Adopting the IBM DevOps Approach (article): ibm.
placing the order.
biz/adoptingdevops
✓ DevOps Services for Bluemix (service): bluemix.net
23

VirtualizationChapter 1
What Is DevOps?
In This Chapter
▶ Seeing a business that leveraged a virtual desk-
need for DevOps
▶ Finding business value in DevOps
to their district resources
▶ Understanding at all times, which allowed
DevOps principles
the classroom.
(VDI) environment
M
organizationwith
its virtual desktop infrastructure
aking any change in “business as usual” is always hard
and usually requires an investment. So whenever an
adoptsaany
100-desktop
new technology,pilot program
methodology, or
approach, that adoption has to be driven by a business need.
To develop a business case for adopting DevOps, you must
understand the business need for it, including the challenges
school year,that
the resulting
it addresses. boot
In this storm
chapter, from
we give teachers
you the foundation log-
you need to start building your case.
Understanding the Business
Need for DevOps
up to 30 days to deliver,
Organizations the
want to district
create needed
innovative help
applications or serv-
ices to solve business problems. They may want to address
internal business problems (such as creating a better cus-
Tegile assessed the needs
tomer relationship of the system)
management district or toquickly and
help their cus-
tomers or end-users (such as by providing a new mobile app).
Many organizations aren’tsolution within
successful with softwaredays of
projects,
placing the order.
however, and their failures are often related to challenges in
software development and delivery. Although most enter-
prises feel that software development and delivery are critical,
a recent IBM survey of the industry found that only 25 percent
believe that their teams are effective. This execution gap leads
to missed business opportunities.
23
Making
Virtualization This problem is further amplified by a major shift in the types

of applications that businesses are required to deliver, from
systems of record to systems of engagement:
approximately 16,000
✓ Systems of students in Colorado.
record: Traditional The staff
software applications are
large systems that function as systems of record, which
contain massive amounts of data and/or transactions and
the knowledge,areskills,
designedand
to beattitudes
highly reliableneeded
and stable. for present
Because
and future competence anddon’t
these applications success. As part
need to change of this
often, organiza-
tions can satisfy their customers and their own business
needs by delivering only one or two large new releases
a year. that leveraged a virtual desk-
top infrastructure,
✓ Systems ensuring
of engagement:that teachers
With the advent ofhad access
mobile com-
to their districtmunications
resources atmaturation
and the all times, which
of web allowed
applications,
them to fully support
systems of students both
record are being insideby
supplemented and outside
systems
of engagement, which customers can access directly
the classroom.and use to interact with the business. Such applications
must be easy to use, high performing, and capable of
The district launched itstovirtual
rapid change desktop
address customers’ infrastructure
changing needs and
(VDI) environment with
evolving a forces.
market 100-desktop pilot program
Because systems of engagement are used directly by custom-
desktops. As the
ers, theysystem went
require intense live
focus on experience,
on user the first speed
day ofof the
school year,delivery,
the resulting boot
and agility — in otherstorm
words, afrom
DevOpsteachers
approach. log-
Systems of engagement aren’t isolated islands and are often
SAN was undersized
tied to systemsand basically
of record, so rapid wasn’t
changes togoing
systemsto
of work.
engagement result in changes to systems of record. Indeed
The CIO of the school
any kind district
of system that needsscurried
rapid deliveryfor other stor-
of innovation
requires DevOps. Such innovation is driven primarily by
failure. Afterapplications,
lookingBig atData,
other solutions that could take
emerging technology trends such as cloud computing, mobile
and social media, which may affect all
up to 30 days toofdeliver,
types systems. Wethe district
discuss needed
these emerging help in
technologies
light of DevOps in Chapters 4 and 5 .

Recognizing the Business
Value of DevOps
placing the order.
DevOps applies agile and lean principles across the entire
software supply chain. It enables a business to maximize the
speed of its delivery of a product or service, from initial idea
to production release to customer feedback to enhancements
based on that feedback.
23
Making the GradeChapter

in 1:Desktop
What Is DevOps? 5
Virtualization Because DevOps improves the way that a business delivers
value to its customers, suppliers, and partners, it’s an essen-
tial business process, not just an IT capability.
approximatelyDevOps16,000
providesstudents in Colorado.
significant return The
on investment in threestaff
areas:
the knowledge, skills,customer
✓ Enhanced and attitudes
experience needed for present
✓ Increased capacity tosuccess.
and innovate As part of this
commitment,✓the district sought to create an online
Faster time to value
We discuss all three areas that teachers
in the following had access
sections.
Enhanced customer bothexperience
inside and outside
the classroom.
Delivering an enhanced (that is, differentiated and engaging)
The districtcustomer
launched its virtual
experience desktop
builds customer infrastructure
loyalty and increases
market share. To deliver this experience, a business must
(VDI) environment
continuouslywith a and
obtain 100-desktop pilotfeedback,
respond to customer program
which requiresthat it would
mechanisms to getlater scalefrom
fast feedback to 800
all the
stakeholders in the went
softwarelive on the
application first
that’s day
being of the
deliv-
ered: customers, lines of business, users, suppliers, part-
school year,ners,
theand
resulting
so on. boot storm from teachers log-
In today’s world of systems of engagement (see “Understanding
the Business Need for DevOps,” earlier in this chapter), this
The CIO of the
abilityschool district
to react and scurried
adapt in an agile mannerfor
leadsother stor-
to enhanced
customer experience and loyalty.
up to 30 daysIncreased
to deliver,capacity
the district to innovate
needed help
sooner and Modern
decided on Tegile
organizations Systems.
use lean thinking approaches to
increase their capacity to innovate. Their goals are to reduce
Tegile assessed the
waste and needs
rework ofshift
and to the district
resources quickly and
to higher-value
activities.
An example of a common practice in lean thinking is A-B test-
placing the ing,
order.
in which organizations ask a small group of users to test
and rate two or more sets of software that have different capa-
bilities. Then the better-capability set is rolled out to all users,
and the unsuccessful version is rolled back. Such A-B testing
is realistic only with efficient and automated mechanisms
such as those that DevOps facilitates.
23
Making
Virtualization
Faster time to value
School District 27Jtime
Speeding provides educational
to value involves developing a services
culture, prac- to
tices, and automation that allow for fast, efficient, and reli-
able software delivery through to production. DevOps, when
and educatorsadoptedwork to ensure
as a business that
capability, all students
provides the tools andhave
cul-
ture required to facilitate efficient release planning, predict-
ability, and success.
commitment, Thethe district
definition of valuesought
varies fromto create to
organization anorganiza-
online
computing environment that leveraged a virtual
tion and even from project to project, but the goal of desk-
DevOps
is to deliver this value faster and more efficiently.
Seeing How DevOps Works
the classroom.
The DevOps movement has produced several principles that
The districthave
launched itstime
evolved over virtual
and aredesktop infrastructure
still evolving. Several solution
providers, including IBM, have developed their own variants.
All these principles, however, take a holistic approach to
with the expectation that it would
DevOps, and organizations later
of all sizes can scale to 800
adopt them. These
principles are went live on the first day of the
school year, the resulting
✓ Develop and testboot
against storm fromsystems
production-like teachers log-
✓ Deploy with repeatable, reliable processes
✓ Monitor and validate operational quality
✓ Amplify district
feedback loops scurried for other stor-
failure. AfterWelooking at other solutions that could take
describe the principles in more detail in the following
sections.
Develop and test against
implemented production-like
a solution in thesystems middle of the outage.
This principle stems fromsolution withinshift
the DevOps concept days
left, inof
placing the ery
order.
which operations concerns move earlier in the software deliv-
life cycle, toward development (see Figure 1-1).
23

in 1:Desktop
What Is DevOps? 7
Virtualization
Figure 1-1: The shift-left concept moves operations earlier in the develop-
ment life cycle.
to their district
The goalresources at all times,
is to allow development which
and quality assurance allowed
them to fully support students both inside and
(QA) teams to develop and test against systems that outside
behave
like the production system, so that they can see how the
the classroom.
application behaves and performs well before it’s ready for
The districtdeployment.
launched its virtual desktop infrastructure
(VDI) environment with of
The first exposure a the
100-desktop
application to apilot program
production-like
with the expectation that it would later scale toto800
system should be as early in the life cycle as possible
address two major potential challenges. First, it allows the
application went
to be tested in anlive on thethat’s
environment first day
close of the
to the
school year,actual
the production
resulting boot storm
environment from will
the application teachers
be deliv- log-
ging in crashed the backend of the infrastructure —
ered to; and second, it allows for the application delivery pro-the
cesses themselves to be tested and validated upfront.
From an operations perspective, too, this principle has tre-
mendous value. Itdistrict
enables thescurried for toother
operations team stor-
see early in
age optionsthe that
cyclecould
how their quickly
environmentovercome theithardware
will behave when supports
failure. Afterthelooking
application,at other
thereby solutions
allowing thata could
them to create fine-tuned,take
application-aware environment.
Deploy with repeatable,
implemented reliable processes
a solution in the middle of the outage.
Tegile delivered the suggests,
As the name hybridthissolution within
principle allows days of
development and
placing the order.
operations to support an agile (or at least iterative) software
development process all the way through to production.
Automation is essential to create processes that are itera-
tive, frequent, repeatable, and reliable, so the organization
must create a delivery pipeline that allows for continuous,
23
Making
Virtualization automated deployment and testing. We talk more about

delivery pipelines in Chapter 3.
School District 27Jdeployments
Frequent provides alsoeducational
allow teams to testservices
the deploy- to
approximatelyment 16,000
processes students in Colorado.
themselves, thereby The
lowering the risk of staff
deployment failures at release time.
Monitor and
and future competence and validate
success. As part of this
operational quality
Organizations typically are good at monitoring applications
and systems in production because they have tools that
to their district resources at allmetrics
capture production systems’ times, which
in real allowed
time. But they
monitor students
in a siloed both manner.
and disconnected insideThis and outside
principle
moves monitoring earlier in the life cycle by requiring that
the classroom.
automated testing be done early and often in the life cycle to
The districtmonitor
launched its virtual desktop infrastructure
functional and non-functional characteristics of the
application. Whenever an application is deployed and tested,
quality metrics a 100-desktop
should pilot program
be captured and analyzed. Frequent
with the expectation that it would later scale toand
monitoring provides early warning about operational 800
quality issues that may occur in production.
school year,These
themetrics
resulting
shouldboot storm
be captured fromthat
in a format teachers
all busi- log-
ness stakeholders can understand and use.
Amplify
The CIO of the schoolfeedback
district scurried loopsfor other stor-
age optionsOne that
goalcould
of DevOpsquickly
is to enableovercome
organizations the hardware
to react and
failure. Afterrequires
looking
make changes at other solutions that could take
more rapidly. In software delivery, this goal
an organization to get quick feedback and then learn
up to 30 days to from
rapidly deliver, the itdistrict
every action takes. Thisneeded help
principle calls for
organizations to create communication channels that allow all
stakeholders to access and act on feedback.
implemented✓aDevelopment
solutionmay in the
act bymiddle ofproject
adjusting its the plans
outage.
or
priorities.
✓ Production may act by enhancing the production
placing the order.
environments.
✓ Business may act by modifying its release plans.
23

Looking at DevOps
Capabilities
top infrastructure,
In This Chapter ensuring that teachers had access
▶ Understanding at all times,
the reference architecture which allowed
of DevOps
them ▶toConsidering
fully support
four pathsstudents both inside and outside
to DevOps adoption
the classroom.
(VDI) environment
desktops. As the
T
with athat
he capabilities 100-desktop
systemchallenges
make up DevOpspilot
span the software delivery
went live
life cycle.
on the
Where
program
are a broad
an
set that
organiza-
tion starts with DevOps depends on its business objectives
firstandday of the
and goals — what it’s trying to address what
school year,gaps
thein resulting bootcapabilities
its software delivery storm from need toteachers
be filled. log-
In this chapter, you look at a DevOps reference architec-
SAN was undersized and basically
ture and the various wasn’t
ways that it enables goingtoto
a business usework.
DevOps.
Paths to DevOps Adoption
sooner and Ation
reference architecture provides a template of a proven solu-
decided on Tegile Systems.
by using a set of preferred methods and capabilities. The
DevOps reference architectures discussed in this chapter help
practitioners access and use the guidelines, directives, and
implemented a material
other solution in the
that they middle
need to ofdesign
architect or the aoutage.
DevOps
Tegile delivered
platformthe hybrid solution
that accommodates withinand
people, processes, days of
technology
(see Chapter 3).
placing the order.
A reference architecture provides capabilities through its
various components. These capabilities in turn may be pro-
vided by a single component or a group of components work-
ing together. Therefore, you can view the DevOps reference
23
Making
Virtualization
architecture, shown in Figure 2-1, from the perspective of the
core capabilities that it’s intended to provide. As the abstract
architecture evolves to concrete form, these capabilities are
School District 27Jbyprovides
provided educational
a set of effectively services
enabled people, to
defined prac-
approximately
tices, 16,000 students
and automation tools. in Colorado. The staff
the knowledge, skills, and attitudes Continuous
needed for present
Business Planning

Continuous
Customer
that leveraged
Plan a virtual desk-
Collaborative
Development
top infrastructure,
Feedback &
Optimization
ensuring that teachers had access
to their district resources at all
Operate times, which allowed
DevOps Develop/
Continuous
Test
Feedback
the classroom.
Continuous Continuous
Deploy
Monitoring Testing
with the expectation that it would Continuouslater
Release scale to 800
desktops. As the system went and live on the first day of the
Deployment
school year,Figure 2-1
the resulting bootarchitecture.
: The DevOps reference storm from teachers log-
SAN was undersized and basically
The DevOps reference architecturewasn’t going
shown in Figure 2-1to
pro-work.
poses the following four sets of adoption paths:
✓ Plan
failure. After ✓
looking at other solutions that could take
Develop/Test

✓ Deploy
sooner and decided
✓ Operate on Tegile Systems.

In the remaining ofofthe
sections district
this chapter, you quickly and
take a detailed
look at these adoption paths.

placing the order.
Plan
This adoption path consists of one practice that focuses on
establishing business goals and adjusting them based on cus-
tomer feedback: continuous business planning.
23

Chapter 2: Looking at DevOps Capabilities 11
Virtualization
Businesses today need to be agile and able to react quickly
to customer feedback. Achieving this goal centers on an orga-
nization’s ability to do things right. Unfortunately, traditional
approaches educational
to product delivery services
are too slow for to
today’s speed
of doing business,students in Colorado.
partially because The
these approaches staff
depend
on custom development and manual processes and because
teams are operating in silos. Information required to plan and
the knowledge,
re-planskills, andmaximizing
quickly, while attitudes needed
the ability for value,
to deliver present
and future competence and success.
is fragmented and inconsistent. As
Often the part
right of this
feedback isn’t
received early enough to achieve the right level of quality to
truly deliver value.
top infrastructure,
Teams also ensuring that teachers
struggle to incorporate feedback thathad access
should
inform the prioritization of investments and then to collabo-
rate as an organization to drive execution in a continuous
delivery model. students
For some teams, both inside
planning and
is viewed outside
as gover-
the classroom.
nance overhead that’s intrusive and slows them down instead
of an activity that enables them to deliver value with speed.
Faster delivery provides greater business agility, but you must
also manage speed with the trust and confidence that what
with the expectation that
you’ve delivered itright
is the would thing. later scale
You can’t deliverto 800
software
desktops. Asat the
speedsystem
if you don’twent live
trust the on the
accuracy first
of your day of the
business
school year,goals,
theyour measurements, and your platforms.
resulting boot storm from teachers log-
ging in crashed
DevOps the backend
helps to reconcileof the
these infrastructure
competing perspectives,— the
SAN was undersized and basically wasn’t going
helping teams collaboratively establish business goals to
andwork.
continuously change them based on customer feedback
thereby improvingdistrict
both agilityscurried for
and business otherAtstor-
outcomes.
the same time, businesses need to manage costs. By identify-
age optionsing that could quickly
and eliminating waste in theovercome the hardware
development process, the
failure. Afterteam
looking
becomes at other
more efficientsolutions thatcost.
but also addresses could
This take
approach helps teamsthe district
strike needed
an optimal helpall
balance between
these considerations, across all phases of the DevOps life
sooner and cycle
decided onto Tegile
in moving a continuousSystems.
delivery model.
Develop/Test
placing the This
order.
adoption path involves two practices: collaborative
development and continuous testing. As such, it forms the
core of development and quality assurance (QA) capabilities.
23
Making
Virtualization
Collaborative development
School District 27J
Software provides
delivery efforts ineducational services
an enterprise involve large num-to
bers of cross-functional teams, including lines-of-business
owners, business analysts, enterprise and software architects,
and educators workQAtopractitioners,
developers, ensure that all students
operations have
personnel, security
specialists, suppliers, and partners. Practitioners from these
teams work on multiple platforms and may be spread across
multiple locations. and success.
Collaborative As part
development enablesofthese
this
practitioners to work sought
together byto create
providing an online
a common set of
computing environment that leveraged a virtual and
practices and a common platform they can use to create desk-
deliver software.
to their district
One coreresources at all
capability included times,
within which
collaborative allowed
development
them to fullyis support students both inside and
continuous integration (see Figure 2-2), a practice in outside
which
software developers continuously or frequently integrate their
the classroom.
work with that of other members of the development team.
age optionsFigure 2-2
that :could quickly
Collaboration overcome
via continuous integration. the hardware
Continuous integration was made popular by the agile move-
ment. The idea is for developers to regularly integrate their
sooner and work
decided
with thaton Tegile
of the Systems.
rest of the developers on their team
and then test the integrated work. In the case of complex
Tegile assessed
systemsthe
madeneeds of the
up of multiple district
systems quickly
or services, and
developers
also regularly integrate their work with other systems and
services. Regular integration of results leads to early discov-
ery and exposure of integration risks. In complex systems, it
placing the also
order.
exposes known and unknown risks — both technical and
schedule-related.
23

Chapter 2: Looking at DevOps Capabilities 13
Virtualization
Continuous testing
Continuous integration (seeeducational services
the preceding section) has sev-to
eral goals:
and educators workongoing
✓ Enable to ensure that
testing and all students
verification of code have
the knowledge, skills,
✓ Validate and
that attitudes
the code needed
produced and for
integrated present
with that
and future competence and and
of other developers success. As part
other components ofappli-
of the this
cation functions and performs as designed
✓
computing environmenttest
Continuously that leveraged
the application beingadeveloped
virtual desk-
Continuous testing that earlier
means testing teachers had access
and continuously
to their district
across resources at all
the life cycle, which times,
results which
in reduced costs,allowed
short-
ened testing cycles, and achieved continuous feedback on
quality. This process is also known as shift-left testing, which
the classroom.
stresses integrating development and testing activities to
ensure quality is built-in as early in the life cycle as possible
The districtand
launched itsleft
not something virtual
to later. desktop infrastructure
This is facilitated by adopting
(VDI) environment
capabilitieswith a 100-desktop
like automated pilotvirtualization.
testing and service program
with the expectation that itis the
Service virtualization would later scale
new capability to 800
for simulation
production-like environments and makes continuous testing
of

feasible.
Deploy
The Deploy district
adoption scurried
path is where forroot
most of the other stor-
capabilities
of DevOps originated. Continuous release and deployment take
age optionsthe that could
concept quickly
of continuous overcome
integration to the nextthe
step.hardware
The prac-
failure. Afterticelooking
that enables atrelease
otherand solutions that
deploy also enables thecould
creation take
up to 30 daysof a to deliver,
delivery pipeline the district
(see Chapter needed
3). This help
pipeline facilitates
continuous deployment of software to QA and then to produc-
sooner and tiondecided on automated
in an efficient, Tegile Systems.
manner. The goal of continuous
release and deployment is to release new features to customers
Tegile assessed the
and users needs
as soon of the district quickly and
as possible.
Tegile delivered
Most of the hybrid
the tooling solution
and processes that within
make up thedays of
core of
DevOps technology exist to facilitate continuous integration,
placing the continuous
order. release, and continuous deployment. I discuss
these topics in more detail in later chapters.
23
Making
Virtualization
Operate
The Operate adoption patheducational services
includes two practices to
that allow
businesses students
to monitor in Colorado.
how released The
applications are staff
perform-
ing in production and to receive feedback from customers.
This data allows the businesses to react in an agile manner
and change theirand attitudes
business needed for present
plans as necessary.
commitment, the district monitoring
Continuous sought to create an online
Continuous monitoring provides data and metrics to operations,
QA, development, lines-of-business personnel, and other stake-
to their district resources at at
holders about applications alldifferent
times, which
stages allowed
of the delivery
cycle.
the classroom.
These metrics aren’t limited to production. Such metrics allow
The districtstakeholders
launchedto its virtual desktop infrastructure
react by enhancing or changing the features
being delivered and/or the business plans required to deliver
(VDI) environment
them. with a 100-desktop pilot program
Continuous customer feedback
andthe
ging in crashed optimization
backend of the infrastructure — the
SAN was undersized
The two most and basically
important wasn’t going
types of information to work.
that a software
delivery team can get are data about how customers use the
application district
and feedback thatscurried for provide
those customers otherupon stor-
using the application. New technologies allow businesses to
capture customer behavior and customer pain points right
failure. Afteras looking at other solutions that could take
they use the application. This feedback allows different
stakeholders to take the district
appropriate needed
actions to improvehelp
the appli-
cations and enhance customer experience. Lines of business
may adjust their business plans, development may adjust
the capabilities of and
it delivers, theoperations
district mayquickly
enhance theand
environment in which the application is deployed. This con-
tinuous feedback loop is an essential component of DevOps,
Tegile delivered
allowingthe hybrid
businesses to besolution within
more agile and days
responsive of
to cus-
placing the order.
tomer needs.
23

Adopting DevOps
In This Chapter
▶ Making people that leveraged a virtual desk-
more efficient
▶ Streamlining processes
to their district
▶ Choosing the resources
right tools at all times, which allowed
the classroom.
(VDI) environment
A
in adopting with
its virtual desktop infrastructure
dopting any new capability typically requires a plan that
spans people, process, and technology. You can’t succeed
a 100-desktop pilot
new capabilities — especially program
in an enterprise that
has multiple, potentially distributed stakeholders — without
taking into consideration all three aspects of the capabilities
being adopted.
ging in crashed
In thisthe backend
chapter, we discussof thethe infrastructure
people, — the
process, and technol-
ogy aspects of DevOps.
Although the name DevOps suggests development-and-
operations-based capabilities, DevOps is an enterprise
age optionscapability
that could quickly
that spans overcome
all stakeholders the hardware
in an organization,
failure. Afterincluding
looking at other
business owners,solutions that could
architecture, design, develop-take
ment, quality assurance (QA), operations, security, part-
up to 30 daysners,toand
deliver,
suppliers.the district
Excluding needed help
any stakeholder — internal
sooner and or decided on Tegile
external — leads Systems.
to an incomplete implementation of
DevOps.
Knowing Where to Begin
placing the This
order.
section provides guidance on how to get started with
DevOps, including creating the right culture, identifying busi-
ness challenges, and finding those bottlenecks to eliminate.
23
Making
Virtualization
Identifying business objectives
School District 27J
The first provides
task in creating a educational services
culture is getting everyone to
headed
in the same direction and working toward the same goal,
which means identifying common business objectives for the
and educatorsteam work to ensure
and the organization as athat
whole.all
It’sstudents have
important to incent
the entire team based on business outcomes versus conflict-
ing team incentives. When people know what common goal
they’re working towardandand success. As part
how their progress towardof that
this
commitment, goalthe district
is going sought
to be measured, tochallenges
fewer createexistan from
online
teams or practitioners that have their own priorities.
top infrastructure,
DevOps isn’tensuring that
the goal. It helps youteachers had access
reach your goals.
Chapters 4 and 5students both
highlight several newinside and outside
business challenges
that DevOps addresses. Your organization can use those
the classroom.
challenges as a starting point to identify goals that it wants
to achieve; then it can develop a common set of milestones
The districttoward
launched its for
those goals virtual
differentdesktop infrastructure
teams of stakeholders to use.
desktops. AsIdentifying
the system went bottlenecks
live on thein first day of the
school year,the
the delivery
resulting boot pipelinestorm from teachers log-
ging in crashed the backend
The biggest of the infrastructure
sources of inefficiencies — the
in the delivery pipeline
have been categorized as the following:

✓ Unnecessary scurried
overhead (having for other
to repeatedly stor-
communi-
cate the same information and knowledge)
failure. After ✓
looking at rework
Unnecessary other(defects
solutions that could
being uncovered take
in testing
or production forcing assignments back to the develop-
ment team) the district needed help
✓ Over-production (functionality developed that wasn’t
Tegile assessedrequired)
implemented Oneaofsolution in the middle
the biggest bottlenecks of the
in the delivery outage.
pipeline is
Tegile delivered the
deploying hybrid The
infrastructure. solution within
adoption of a DevOpsdays of
approach
placing the sure
order.
increases the velocity of application delivery and puts pres-
on the infrastructure to respond more quickly. That is
where software-defined environments enable you to capture
infrastructure as a kind of programmable and repeatable
pattern, thereby accelerating deployments. Check out the
23

in 3:Desktop
Adopting DevOps 17
Virtualization section “Infrastructure as Code” later in this chapter for more

information.
School District 27J
Drilling downprovides educational
further, you may services
want to optimize the pipelineto
approximatelywith an16,000
even flowstudents in Colorado.
from end to end. The throughputThe staff
of each
process must be equal in order to avoid backlogs. To help
achieve this balance, you need to instrument or measure the
the knowledge,
deliveryskills,
pipelineand
at keyattitudes
points so you needed
can minimizefor
thepresent
wait
and future competence andoptimize
time in backlog queues, success. Asinpart
the work of and
progress, this
adjust capacity and flow.

People in DevOps
This students
section addresses both
the people inside
aspect andDevOps,
of adopting outside
including creating the necessary culture.
the classroom.
The districtDevOps
launchedcultureits virtual desktop infrastructure
At its root, DevOps is a cultural movement; it’s all about
people. An organization may adopt the most efficient pro-
desktops. Ascesses or automatedwent
the system live on
tools possible, butthe first
they’re day
useless of the
with-
out the people who eventually must execute those processes
and use those tools. Building a DevOps culture, therefore, is at
ging in crashed the
the core backend
of DevOps of the infrastructure — the
adoption.
A DevOps culture is characterized by a high degree of collabo-
The CIO of the
rationschool district
across roles, focus on scurried forofother
business instead stor-
departmental
objectives, trust, and high value placed on learning through
failure. Afterexperimentation.
Building the
a culture isn’t likedistrict needed
adopting a process or ahelp
tool. It
requires (for lack of a better term) social engineering of teams
of people, each with unique predispositions, experiences, and
Tegile assessed
biases. the needscan
This diversity ofmake
theculture-building
district quickly and
challenging
and difficult.
Tegile delivered
Lean and the
agilehybrid solution
transformation within
practices daysAgile
such as Scaled of
placing the order.
Framework (SAFe), Disciplined Agile Delivery (DAD), and
Scrum are at the core of DevOps, and if your organization has
already applied these, they can be leveraged to help adopt a
DevOps culture.
23
Making
Virtualization
School District 27J Measuring provides educational culture services to
Measuring culture students
is extremely in Colorado.
diffi- development team member The staff
reaches
cult. How do you accurately measure out to a member of an operations or
improved collaboration ensureQAthat
or improved team toall students
collaborate have
on resolving
morale? You could andmea-
take a direct attitudes needed
an issue without for present
going through offi-
and future
sure ofcompetence and
attitudes and team morale by success.
cial channelsAs part layers
or multiple of thisof
taking surveys, but surveys can have management.
commitment, theerror
a high statistical district sought to create an online
rate, as teams
Collaboration and communication
computing
usuallyenvironment
are small. that leveraged a virtual desk-
across stakeholders — that’s the
top infrastructure,
Conversely, you can ensuring
take an indirect that
cultureteachers
of DevOps. had access
to theirmeasure
district resources
by tracking how oftenat a all times, which allowed
the classroom.
Building a DevOps culture requires the leaders of the organi-
The districtzation
launched its their
to work with virtual
teamsdesktop
to create an infrastructure
environment and
culture of collaboration and sharing. Leaders must remove
(VDI) environment withbarriers
any self-imposed a 100-desktop
to cooperation.pilot
Typicalprogram
measure-
ments reward that it would
operations teams forlater
uptimescale to 800
and stability, and
desktops. As the developers
reward system for went live on
new features the first
delivered, day
but they pitof the
these groups against each other. Operations knows that the
school year,best
the resulting
protection boot storm
for production is to acceptfrom teachers
no changes, for log-
ging in crashed the
example, backend
and Development ofhas
the
littleinfrastructure
incentive to focus on— the
SAN was undersized and basically wasn’t
quality. Replace these measurements going
with shared to work.
responsibil-
ity for delivering new capabilities quickly and safely.
The leaders of the organization should further encourage col-
age optionslaboration
that could quickly
by improving overcome
visibility. Establishingthe hardware
a common set
failure. Afterof looking
collaborationattools
other solutions
is essential, that
especially whencould
teams aretake
geographically the district
distributed and can’t workneeded
togetherhelp
in person.
Giving all stakeholders visibility into a project’s goals and
sooner and status
decided onforTegile
is crucial building aSystems.
DevOps culture based on trust
and collaboration.
implemented a solution
Sometimes, buildingin the middle
a DevOps of the
culture requires outage.
people to
Tegile delivered
change. the
Thosehybrid solution
who are unwilling within days
to change — that of
is, to adopt
the DevOps culture — may need to be reassigned.
placing the order.
23

in 3:Desktop
Adopting DevOps 19
Virtualization
DevOps team
The arguments educational
for and against services
having a separate DevOps to
team are as old as the concept itself. Some organizations,
such as Netflix, don’t have separate development and opera-
and educatorstions work to ensure
teams; instead, that all
a single “NoOps” students
team have
owns both sets
of responsibilities. Other organizations have succeeded with
DevOps liaison teams, which resolve any conflicts and pro-
mote collaboration.and Such asuccess.
team may beAs part of
an existing this
tools
commitment, groupthe district
or process sought
group, or it maytobe acreate
new teaman online
staffed by
representatives of all teams that have a stake in the applica-
tion being delivered.
If you choose to have aat all times,
DevOps team, yourwhich allowed
most important
them to fullygoalsupport students both inside and outside
is to ensure that it functions as a center of excellence
that facilitates collaboration without adding a new layer of
the classroom.
bureaucracy or becoming the team that owns addressing all
DevOps related problems — a development that would defeat
The districtthe
purpose of adopting desktop
a DevOps culture. infrastructure
Process in DevOps
school year,Inthe resulting
the preceding boot
section, storm the
we discussed from teachers
role of people and log-
ging in crashed
culturethe backend
in adopting ofProcesses
DevOps. the infrastructure
define what those — the
people do. Your organization can have a greatgoing tocol-
culture of work.
laboration, but if people are doing the wrong things or doing
the right district
things in the wrong scurried
way, failure is for other stor-
still likely.
age optionsAthat could
vast number quicklyareovercome
of processes identified withthe hardware
DevOps — too
failure. Aftermany
looking
to cover at other
in this solutions
book. This that could
section discusses some take
of the key processes in light of their adoption across an
enterprise.
Tegile assessed
DevOps the needs
as a of the district
business quickly and
process
DevOps as a capability affects a whole business. It makes the
business more agile and improves its delivery of capabilities
placing the to
order.
customers. You can extend DevOps further by looking at
it as a business process: a collection of activities or tasks that
produces a specific result (service or product) for customers.
23
Making
Virtualization In the reference architecture introduced in Chapter 2, the

DevOps business process involves taking capabilities from
the idea (typically identified with business owners) through
development and testing toeducational
production. services to
and educators work
Although this to ensure
business that
process isn’t all students
mature have
enough to be cap-
tured in a set of simple process flows, you should capture the
the knowledge,
processskills, and
flows that yourattitudes needed
organization already uses for present
to deliver
and future competence and
capabilities. Then you cansuccess.
identify areasAs part of this
of improvement,
both by improving the processes themselves and by introduc-
ing automation (see the “Technology in DevOps” section, later
in this chapter). that leveraged a virtual desk-
Change management process
the classroom.
Change management is a set of activities designed to control,
manage, and track change by identifying the work products
The districtthat
launched
are likely toits virtual
change and thedesktop infrastructure
processes used to imple-
ment that change. The change management process that an
(VDI) environment
organizationwith
uses isaan
100-desktop pilot
inherent part of the broaderprogram
DevOps
with the expectation that it
process flow. Change would later
management scale
drives the toDevOps
way the 800
processes absorb andwent
react live on requests
to change the first and day of the
customer
feedback.
Organizations of theapplication
that have adopted infrastructure — the
life cycle man-
agement (ALM) already have well-defined and (probably)
automated change management processes in place.
Change management should include processes that enable the
age optionsfollowing
that could quickly overcome the hardware
capabilities:
up to 30 days✓to deliver, the district needed help
Work-item management
sooner and decided on work-item

✓ Configurable Tegile workflows
Systems.
✓ Project configuration management
implemented✓aPlanning (agile and iterative)
✓ Role-based
Tegile delivered the hybrid solution
artifact access controlwithin days of
placing the Traditional

order. change management approaches tend to be lim-
ited to change request or defect management, with limited
capability to trace the events between the change requests
or defects and the associated code or requirements. These
approaches don’t provide integrated work-item management
23

in 3:Desktop
Adopting DevOps 21
Virtualization across the life cycle or built-in capability to trace all types
of assets. DevOps, however, requires all stakeholders to be
able to view and collaborate on all changes across the soft-
ware development educational services to
life cycle.
and educatorsDevOps-work to ensure
or ALM-centric change that all students
management have
includes pro-
cesses that provide work-item management for all projects,
tasks, and andassets — not
associated attitudesjustneeded for by
those affected present
change requests orand success.
defects. As processes
It also includes part ofthatthis
enable the enterprise to link work items to all artifacts, proj-
ect assets, and other work items that are created, modified,
referenced, or deletedthat
by anyleveraged a virtual
practitioner who works on desk-
them. These processes give team members role-based access
to all change-related information and also support iterative
and agile project development efforts.
the classroom.
DevOps techniques
Following are a few specific techniques that you need to
include when a 100-desktop
you adopt DevOps: pilot program
desktops. As ✓the system
Continuous went live on the first day of the
improvement

✓ Release planning
✓ Continuous of the infrastructure — the
integration
SAN was undersized
✓ Continuousand basically wasn’t going to work.
delivery
The CIO of the ✓ Continuous

school district
testing scurried for other stor-
age options that could quickly overcome
✓ Continuous monitoring and feedback the hardware
failure. AfterThelooking at other solutions that could
following sections examine these techniques in detail. take
sooner and Continuous
decidedimprovement
on Tegile Systems.
In true lean-thinking fashion, process adoption isn’t a one-
Tegile assessed the it’s
time action; needs of the
an ongoing district
process. quickly
An organization and
should
have built-in processes that identify areas for improvement
as the organization matures and learns from the processes
it has adopted. Many businesses have process improvement
placing the teams
order. that work on improving processes based on obser-
vations and lessons learned; others allow the teams that
adopt the processes to self-assess and determine their own
process-improvement paths. Regardless of the method used,
the goal is to enable continuous improvement.
23
Making
Virtualization
Release planning
Release planning is a critical business function, driven by
School District 27J
business provides
needs educational
to offer capabilities services
to customers and the to
timelines of these needs. Therefore, businesses require well-
defined release planning and management processes that
and educatorsdrive work to ensure
release roadmaps, that
project allandstudents
plans, delivery sched-have
ules, as well as end-to-end traceability across these processes.
Most companies today andaccomplish
success. thisAs part
task of this
by using
spreadsheets sought
and holding to create
meetings (often, long an online
ones) with
all stakeholders across the business to track all business
needs applications under development, their development
top infrastructure,
status, and ensuring
release plans.that teachers
Well-defined processeshad andaccess
auto-
to their district
mation,resources at the
however, eliminate allneed
times, which
for those allowed
spreadsheets and
meetings, and enable streamlined and — more importantly —
predictable releases. Leveraging lean and agile practices
the classroom.
also results in smaller, more frequent releases, permitting
enhanced focus on quality.
(VDI) environment
Continuouswith a 100-desktop pilot program
integration
with the expectation that it (described
Continuous integration would later scale
in Chapter to tremen-
2) adds 800
desktops. As the
dous system
value in DevOpswent live large
by allowing on the teamsfirst day of the
of developers,
working on cross-technology components in multiple loca-
school year,tions,
thetoresulting boot
deliver software in anstorm from
agile manner. teachers
It also ensures log-
ging in crashed theteam’s
that each backend of the infrastructure
work is continuously integrated with that— the
SAN was undersized and basically wasn’t going
of other development teams and then validated. to work.
Continuous
integration thereby reduces risk and identifies issues earlier
The CIO of the
in theschool district scurried
software development life cycle. for other stor-
age optionsContinuous
delivery
failure. AfterContinuous
integration naturally leads to the practice of con-
tinuous delivery: thethe district
process needed
of automating help
the deployment
of the software to the testing, system testing, staging, and
production environments. Although some organizations stop
Tegile assessed
short ofthe needs
production, of that
those theadopt
district
DevOpsquickly and
generally use
the same automated process in all environments to improve
efficiency and reduce the risk introduced by inconsistent
processes.
placing the order.
In test environments, automating configuration, refreshing
test data, and then deploying the software to the test environ-
ment followed by the execution of automated tests speeds
feedback cycles of test results back to development.
23

in 3:Desktop
Adopting DevOps 23
Virtualization
Adopting continuous delivery typically is the most critical
part of adopting DevOps. To many DevOps practitioners,
DevOps is limited to continuous delivery, so most tools pro-
School District
moted27J provides
as DevOps educational
tools address services
only this process. As you to
approximately 16,000 this
see throughout students in Colorado.
book, however, DevOps is much The staff
broader
in scope. Continuous delivery is an essential component of
DevOps but not the only component.
Based on your organization’s As part
business needs of this
and pressing
challenges, you may choose to start adoption with another of
the processes or adoption paths described in Chapter 2.
top infrastructure,
Continuousensuring
testing that teachers had access
We introduced at all
continuous times,
testing which
in Chapter 2. Fromallowed
a pro-
cess perspective, you need to
to enable continuous testing:
adopt processes in three areas
the classroom.
✓ Test environment provisioning and configuration
✓ Test data management
✓
with the expectation that it
Test integration, would
function, later scale
performance, to 800
and security
desktops. AsIn an organization, QA teams need to determine whatday

the system went live on the first of the
processes
school year,tothe
adoptresulting
for each area.boot stormthat
The processes from teachers
they adopt may varylog-
from project to project, based on individual testing needs and
on the requirements of service level agreements. Customer-
SAN was undersized andmay
facing applications basically
need more wasn’t going
security testing thanto work.
inter-
nal applications do, for example. Test environment provisioning
and test districtarescurried
data management more importantforchallenges
other for stor-
projects that use agile methodologies and practice continuous
failure. Afterintegration
than they are for projects that use waterfall method-
ology and test only once every few months. Likewise, function
up to 30 daysand to deliver,
performance testthe district
requirements for needed help
complex applications
with components that have different delivery cycles are differ-
ent from those for simple, monolithic web apps.
implemented Continuous monitoring
a solution andmiddle
in the feedback of the outage.
Tegile delivered the hybrid solution forms,
Customer feedback comes in different within
suchdays
as tick-of
ets opened by customers, formal change requests, informal
placing the complaints,
order. and ratings in app stores. Especially due to the
popularity of social media and app stores (see Chapter 5),
businesses need well-defined processes to absorb the feed-
back from myriad sources and incorporate them into software
delivery plans. These processes also need to be agile enough
to adapt to market and regulatory changes.
23
Making
Virtualization
School District Measuring
27J provides process adoption
educational services to
approximately
You can measure16,000 students
the success of pro- Youin Colorado.
can Thewell-
use any of several staff
cess adoption by seeing whether a defined frameworks to measure
and educators work
set of efficiency to ensure
and quality that all
metrics process students
maturity. have
For DevOps-
is improving over and
time. This typeattitudes neededmodels
of specific processes, for present
such
measurement and success.
has two prerequisites: As DevOps
as the new IBM part of this
Maturity
Model can assess maturity. More
commitment,
✓ You must the district
identify the rightsought
set to create
information about the an online
IBM maturity
of efficiency and quality met-
rics. These metrics should really
a atvirtual
model is available ibm.biz/desk-
matter to the business.
adoptingdevops .
to their ✓
district resources
You need to establish a base- at all times, which allowed
line against which tostudents
measure both inside and outside
the classroom.
improvement.

Feedback also comesa 100-desktop pilot
from monitoring data. Thisprogram
data comes
from the servers it would
running later from
the application; scale to 800
Development,
desktops. AsQA,the
and system
Production;went
or fromlive ontools
metrics theembedded
first day of the
in the
application that capture user actions.
Data overload is possible,of the infrastructure
so businesses need data-capture — the
and data-use processes that enhance their applications and
the environments they run in.
Technology in DevOps
Technology the district
enables people to focus on needed helpwork
high-value creative
while delegating routine tasks to automation. Technology also
allows teams of practitioners to leverage and scale their time
and abilities.
If an organization is building or maintaining multiple applica-
tions, everything solution
it does has within
to be repeatable, in adays
reliableof
placing the manner,
order.to ensure quality across all applications. It can’t start
from scratch with each new release or bug fix for every appli-
cation. The organization has to reuse assets, code, and prac-
tices to be cost-effective and efficient.
23

in 3:Desktop
Adopting DevOps 25
Virtualization
Standardizing automation also makes people more effective (see
“People in DevOps,” earlier in this chapter). Organizations may
experience turnover in employees, contractors, or resource pro-
School District
viders;27J
peopleprovides
may move from educational services
project to project. But a common to
approximately
set of 16,000
tools allowsstudents
practitioners in Colorado.
to work The
anywhere, and new staff
team
members need to learn only one set of tools — a process that’s
efficient, cost-effective, repeatable, and scalable.
commitment, Infrastructure
the district sought as codeto create an online
Infrastructure as codethat leveraged
is a core a virtual
capability of DevOps that desk-
allows organizations to manage the scale and the speed with
which environments need to be provisioned and configured to
to their district
enable resources at all times, which allowed
continuous delivery.
the classroom.
Evolving around the notion of infrastructure as code is the
notion of software-defined environments. Whereas infrastructure
The districtaslaunched itscapturing
code deals with virtual desktop
node infrastructure
definitions and configurations
as code, software-defined environments use technologies that
(VDI) environment
define entirewith
systemsa made
100-desktop pilot program
up of multiple nodes — not just their
configurations,that ittheir
but also would later
definitions, scale roles,
topologies, to 800
rela-
tionships, workloadswent live policies,
and workload on theandfirst day of the
behavior.
school year,Three
thekinds
resulting boot
of automation storm
tools fromforteachers
are available managing log-
infrastructure as code: of the infrastructure — the
✓ Application- or middleware-centric tools: These tools
The CIO of the usually
school district
are capable scurried
of managing forboth
as code other stor-
applica-
tion servers and the applications that run on them. Such
tools quickly
are specialized, overcome
bundled the
with libraries hardware
of typical
failure. After looking
automation attasks
other solutions
for the technologies that could
that they take
support.
They can’t perform low-level tasks such as configuring
an operating-system (OS) setting, but they can fully auto-
sooner and decided onand
mate server Tegile Systems.
application-level tasks.
✓ Environment and of the district
deployment quickly
tools: These tools areand
a
new class of tools that have the capability to deploy both
implemented athesolution in the middle of the outage.
infrastructure configurations and application code.
✓ Generic tools: These tools aren’t specialized for any tech-
placing the order.
nology and can be scripted to perform several kinds of
tasks, all the way from configuring an OS on a virtual or
physical node to configuring firewall ports. They require
much more work up front than application- or middleware-
centric tools do, but they can handle a greater range of
tasks.
23
Making
Virtualization By using an environment management and deployment tool

like IBM UrbanCode Deploy with Patterns, organizations can
design, deploy, and reuse environments quickly and help
School District 27Jthe
accelerate provides educational services to
delivery pipeline.
Delivery
the knowledge, skills, pipeline
and attitudes needed for present
A delivery pipeline consists of the stagesAs part of this
an application goes
through from development through to production. Figure 3-1
commitment, the
shows district
a typical set of sought tostages
stages. These create an online
may vary from
one organization to another, however, and maya virtual desk-
also vary from
one application to another based on the organization’s needs,
software delivery process, and maturity. The level of automa-
tion may also vary. Someatorganizations
all times,fully which
automateallowed
their
delivery students
pipelines; both
others put their inside
software andmanual
through outside
the classroom.
checks and gates due to regulatory or company requirements.
You don’t have to address all stages at once. Start by focusing
The districton
the critical parts desktopeverything
of organization — not infrastructure
all at
once — and then gradually broaden to include all stages.
Figure 3-1: Stages of a typical DevOps delivery pipeline.
A typical delivery pipeline has the stages described in the fol-
sooner and lowing
sections.
Development of the district quickly and
environment
An application’s in the middle
development effort takes of the
place in a outage.
develop-
Tegile delivered the hybrid solution within
ment environment, which provides multiple tools thatdays of
enable
placing the order.
the developers to write and test code. Beyond the integrated
development environment (IDE) tools that developers use to
write code, this stage includes tools that enable collaborative
development, such as tools for source control management,
work-item management, collaboration, unit testing, and project
23

in 3:Desktop
Adopting DevOps 27
Virtualization planning. Tools in this stage typically are cross-platform and

cross-technology, based on the type of development being
undertaken.
approximatelyBuild16,000
stage students in Colorado. The staff
and educators work
The build stageto ensure
is where that
the code all students
is compiled to create andhave
unit
test the binaries to be deployed. Multiple build tools may be
used in this stage, based on cross-platform and cross-technology
needs. Developmentand success.
organizations Asusepart
typically of this
build servers to
commitment, thethe
facilitate district
large numbersought
of buildsto create
required on anan online
ongoing basis
to enable continuous that leveraged a virtual desk-
integration.
Package repository
A package repository (also at all times,
referred which
to as an allowed
asset repository
them to fullyor support students
artifact repository both
) is a common inside
storage and outside
mechanism for
the classroom.
the binaries created during the build stage. These reposi-
tories also need to store the assets associated with the
The districtbinaries
to facilitate desktop
their deployment, suchinfrastructure
as configuration
files, infrastructure-as-code files, and deployment scripts.
Test environment that it would later scale to 800
desktops. AsA test environment iswent
the system live
where the QA,onuserthe first day
acceptance, of the
and devel-
opment/testing teams do the actual testing. Many flavors of
tools are used in this stage, based on QA needs. Here are a few
examples:
✓ Test environment management: These tools facilitate
The CIO of the provisioning
school district scurried
and configuring for other They
the test environments. stor-
include infrastructure-as-code technologies and (if the
environment is in the cloud) cloud provisioning and man-
agement tools.
up to 30 days✓to deliver, the district needed help
Test data management: For any organization that wants
sooner and decided
to enableon Tegiletesting,
continuous Systems.
managing test data is an
essential function. The number of tests that can be run
Tegile assessedandthe needs of
the frequency withthe
whichdistrict
they’re runquickly
are limitedand
by
implemented athesolution in the
amount of data that’smiddle oftesting
available for the outage.
and the
speed at hybrid
which that solution within days of
data can be refreshed.
placing the order.

✓ Test integration, function, performance, and security:
Automated tools are available for each of these types of
tests. These tools should be integrated with a common
test asset management tool or repository where all test
scenarios, test scripts, and associated results can be
stored and traceability established back to code, require-
ments, and defects.
23
Making
Virtualization
✓ Service virtualization: Modern applications aren’t simple,
monolithic applications. They’re complex systems that are
School Districtdependent
27J and
bases,
on other applications, application servers, data-
provides educational
even third-party applications andservices
data sources. to
approximately Unfortunately,
16,000 students at test time, in Colorado.
these components may The be staff
unavailable or costly. Service virtualization solutions simu-
late the behavior — functionality and performance — of
the knowledge,select
skills, and attitudes
components needed
within an application forend-to-
to enable present
and future competence and
end testing of the success.
application As These
as a whole. parttoolsof this
create
commitment, thestubs district sought to create an online
(virtual components) of the applications and
that are required for the tests to run. The behavior and
services
performance of thethat leveraged
application a virtual
can be tested desk-
as it interacts
with these stubs. IBM’s Rational Test Virtualization Server
provides such test virtualization capabilities.

Stage students
and production both inside and outside
environments
the classroom.
Applications are deployed in the staging and production envi-
ronments. Tools used in these stages include environment
The districtmanagement
launchedandits virtual tools.
provisioning desktop infrastructure
Tools for infrastructure
(VDI) environment
as code alsowith
play a a 100-desktop
critical pilotdue
role in these stages, program
to the
with the expectation that it would later scale toexist.
large scale at which the environment in these stages 800
With the advent of virtualization and cloud technologies,
desktops. Asstage and production environments can today be made upof the
the system went live on the first day
school year,ofthe resulting
hundreds boot storm
or even thousands from
of servers. teachers
Monitoring tools log-
allow organizations to monitor the deployed applications in
production.
Deployment scurried for
automation andother stor-
failure. Afterrelease
lookingmanagement
at other solutions that could take
Managing the of
the automation district needed
application deploymenthelp
from one
sooner and discuss
stage to the next requires specialized tools, some of which we
in the following sections.
Deployment automation
Deployment automation tools are the core tools in the
Tegile delivered
DevOps the
space.hybrid
Such toolssolution within deployments
perform orchestrated days of
placing the and
order.
track which version is deployed on which node at any
stage of the build and delivery pipeline. They can also manage
the configurations of the environments of all the stages to
which the application components must be deployed.
23

in 3:Desktop
Adopting DevOps 29
Virtualization
School District Measuring
27J provides technology
educational adoption services to
Measuring return students
on investment andin Colorado.
reliability of tasks — The
somethingstaff
tools and technology is fairly that isn’t always possible with
and educators work
straightforward. to you
Typically, ensure thattools.
can manual all Finally,
students
using an have
inte-
the knowledge, skills, created
measure the efficiencies and attitudes
by grated set needed
of automated for present
tools facili-
automation. Also, automatedand
tools success. As part
tates collaboration, of this
traceability, and
allow you to enhance the scalability improved quality.
top infrastructure,
Deploymentensuring that
automation tools teachers
manage had
the software access
compo-
nents that get deployed,attheall times, components
middleware which allowed and
middleware students
configurations thatboth
need toinside and
be updated,
base components that need to be changed, and the configura-
theoutside
data-
the classroom. tion changes to the environments to which these components

are to be deployed. These tools also capture and automate
The districtthe
launched
processes toits virtual
carry desktop
out these deploymentsinfrastructure
and configura-
tion changes. a 100-desktop
IBM UrbanCode pilot
Deploy is such program
a deployment
automation tool.

Release management went live on the first day of the
school year,Orchestrating
the resulting boot
the release storm
plans from teachers
and deployments associated log-
ging in crashed therelease
with each backend requiresof the infrastructure
coordination — the
across the business,
development, QA, and operations teams. Release manage-
ment tools allow organizations to plan and execute releases,
The CIO of the
provideschool district scurried
a single collaboration portal for allfor other instor-
stakeholders
a release, and provide traceability for a release and its com-
age optionsponents
that could
across allquickly overcome
stages of the thepipeline.
build and delivery hardware
failure. AfterIBMlooking
UrbanCodeat other
Release solutions
provides that
such release could take
management
capabilities.
placing the order.
23
Making
Virtualization
the classroom.
placing the order.
23

Looking at How Cloud
Accelerates DevOps
top infrastructure,
to their district
▶ Using cloud asresources at all times, which allowed
an enabler for DevOps
them ▶toUnderstanding
fully support students
full-stack deploymentsboth inside and outside
the classroom.
▶ Looking at different cloud service models

▶ Uncovering the hybrid its
cloudvirtual desktop infrastructure
desktops. As the evOps
D
system
and cloudwent livecatalysts
are both on the
each other. As organizations adopt
andfirst
cloud,
enablers
the
proposition of leveraging cloud for hosting a DevOps work-
dayfor of the
value
load becomes self-evident.of

Thethe infrastructure
flexibility, — the
resilience, agility,
SAN was undersized and
and the services basically
a cloud wasn’t
platform brings allowgoing to work.
for stream-
lining an application delivery pipeline hosted on the cloud.
The CIO of the schoolfrom
Environments district scurried
development for other
through testing and all stor-
the way to production can be provisioned and configured
failure. Afteras needed and when needed. This process minimizes the
looking at other
environment-related solutions
bottlenecks thatprocess.
in the delivery could take
Organizations the
are also district
looking needed
to leverage help
cloud platforms
for either reducing the cost of development and test environ-
ments or to provide a modern streamlined developer experi-
Tegile assessed
ence forthe
theirneeds of the
practitioners. district
These quickly
make for an extremely and
compelling business case for cloud adoption with and for
DevOps.
placing the This
order.
chapter explores different models of cloud for DevOps
and examines the value proposition of DevOps as a workload
on cloud.
23
Making
Virtualization
Using Cloud as an Enabler
for DevOps
and educators work
The main goalto ensure
of DevOps is tothat allbottlenecks
minimize students have
in the
delivery pipeline, making it more efficient and lean. One of the
the knowledge,
biggestskills, and
bottlenecks attitudes
that organizationsneeded
experience for
is forpresent
envi-
ronment availabilityand success. ItAs
and configuration. part
isn’t of this
uncommon for
practitioners, especially developers and testers, to requisition
an environment through a formal ticketing process, and this
process request can that leveraged
take days a fulfill.
if not weeks to virtual desk-
One of the tenets of DevOps is to develop and test on a
production-like environment. Adding to the bottleneck of
them to fully supportavailability
environment students is theboth inside
challenge and outside
of the available
the classroom.
environment not matching the production environment. This
mismatch may be just as simple as differences in configura-
The districttion
launched its virtualthe
of the environment — at desktop
operating infrastructure
system (OS) or
middleware level — or as drastic as a completely different
OS or middleware type on the development environments
from what is used in it would later scale to 800
production.
school year,The
the
tially
lack of availability of environments results in poten-
resulting
significant bootforstorm
wait times from
practitioners. Theteachers
mismatch log-
ging in crashed
between the backend
development andof the infrastructure
production environments can — the
SAN was undersized and basically wasn’tthe
introduce significant quality issues because going to work.
developers
can’t verify how the application being developed will behave
The CIO of the
in theschool
productiondistrict scurried
environment, for be
or if it can even other stor-
deployed
to production through the processes used to deploy to test
age optionsenvironments.
up to 30 days toaddresses
Cloud deliver, the
these district
problems in theneeded help
following ways:
sooner and decided on
✓ The speed Tegile Systems.
of environment provisioning on cloud plat-
Tegile assessedforms
thecan provide practitioner self-service to the prac-
needs of the district quickly and
titioners with on-demand environment availability and
implemented aaccess.
Tegile delivered
✓ Thethe hybrid
ability solution
to dynamically within
provision days of
and de-provision
placing the order.
these environments as needed allows for better environ-
ment management and cost reduction by reducing the
need for permanent, static test environments.
23
MakingChapter
the4: Looking
Grade in Desktop
at How Cloud Accelerates DevOps 33
Virtualization
✓ The ability to leverage “pattern” technologies that allow
organizations to define and version environments as soft-
School Districtware
27Jallows
ments that
for the availability of provisioning environ-
provides
match the educational services
practitioners’ needs — and moreto
approximately importantly
16,000 students in Colorado.
are production-like environments.The staff
and educators work
✓ From to ensure
an automation that all
perspective, thestudents
availability ofhave
appli-
cation deployment automation technologies such as IBM
UrbanCode Deploy can with one tool provision the cloud
environment and deploy the right versions of applica-
commitment, the tionsdistrict sought to
to these environments create
as needed and an
whenonline
needed.
They can also rapidly configure the environment and the
application to match the needs of the practitioners.
✓ The availability of service virtualization technology, such
as IBM Rational Test Virtualization Server, operating in
conjunctionstudents both inside
with cloud environments, allowsand outside
for the
the classroom. simulation of services that are needed for testing without
having to provision real instances of the services.
Figure 4-1 shows how cloud environments work in conjunction
with deployment automation and service virtualization tech-
with the expectation thatend-to-end
nologies to provide it would later scale
Develop/Test to 800
environments.
placing the order.
Figure 4-1: End-to-end Develop/Test in the cloud.
23
Making
Virtualization Cloud without DevOps means not leveraging all the benefits
of cloud. Adopting DevOps with environments hosted in the
cloud enable the capabilities that provide the full benefit of
School District
cloud 27J provides
to organizations educational
delivering services to
software applications.
Full-Stack Deployments
Deploying a cloud application As
consists of part of
deploying the this
appli-
commitment, the
cation anddistrict
configuringsought to createonan
the cloud environment online
which it
runs. These two tasks can be performed separately, but when
they’re combined, this is known as a full-stack deployment. We
top infrastructure,
discuss these ensuring that
two approaches teachers
in more detail in had access
this section.
them to fullyThesupport students
first approach both
is to separate inside
the cloud and outside
environment pro-
visioning from application deployment. In this scenario, there
the classroom.
is no single point of orchestration of cloud environments and
the applications that are deployed on them. The application
The districtdeployment
automation desktop
tool simply infrastructure
sees cloud environments
(VDI) environment with a 100-desktop
as static environments. pilot
This scenario doesn’t program
maximize the
benefits of deploying to cloud.
desktops. AsThethe system

second approachwent live on
is to leverage thethe first day
deployment auto- of the
school year,mation
the resulting boot
tool as the single storm tool
orchestration from teachers
for cloud envi- log-
ronment provisioning and application deployment to the
environments provisioned. You can achieve this by creating
“blueprints” that basically
capture the cloudwasn’t
environmentgoing to work.
definition
and topology and then map the application components and
The CIO of the schooltodistrict
configurations scurried
the nodes defined for other
in the cloud stor-
environment.
failure. AfterMultiple
pattern technologies such as the IBM Virtual System
Patterns and OpenStack HOT templates can be used to define
up to 30 daysthe to
clouddeliver, theasdistrict
environments needed help
templates. Deployment automa-
sooner and decided on Tegile Systems.with Patterns can
tion tools such as IBM UrbanCode Deploy
deliver full-stack provisioning using these blueprints. This
Tegile assessed the
includes needsthe
provisioning ofcloud
theenvironment
district quickly and
defined in the
blueprint and deploying the application to the provisioned
environment. After the environment is provisioned, further
Tegile delivered theconfiguration,
application, hybrid solution
and contentwithin days
changes can of
be con-
placing the tinuously
order. deployed to the cloud environment as updates.
Alternatively, organizations can choose to always have
full stack deployment where environments and the associ-
ated applications are always provisioned together as one
23
MakingChapter
the4: Looking
Grade in Desktop
Virtualization deployable asset. In this case, no updates are made to the

existing environment.
Choosing a Cloud Service
Model for DevOps
When adopting cloud, you first want to decide on the
commitment, the
scope district sought
of responsibility to to
that you plan create antoonline
hand over the
computing environment thatresponsibility
cloud platform and what leveraged you a virtual
want desk-
to take on
yourself. There are two primary service models for cloud:
Infrastructure as a Service (IaaS) and Platform as a Service
to their district
(PaaS).resources at all times, which allowed
the classroom.
IaaS
The districtWhen
launched
adopting its virtual
cloud under an desktop infrastructure
IaaS service model, the cloud
(VDI) environment with the
platform manages a 100-desktop pilot and
underlying infrastructure program
provides
you with capabilities and services that allow you to manage
all the virtualized infrastructure. The installation, patching,
desktops. Asandthe systemof went
management live on the
the OS, middleware, data,first day of the
and application
school year,remain
the resulting boot
the responsibility storm
of the user. from teachers log-
In the context of adopting DevOps as a workload on cloud,
SAN was undersized
the decision ofand
whichbasically
cloud servicewasn’t
model to going to work.
use determines
how DevOps is adopted. For an IaaS service model, the user
organization districtfor
is responsible scurried
managing thefor other
entire stor-
delivery
pipeline. All the tools and integrations of the delivery pipeline
failure. Afterbecome
looking at otherofsolutions
the responsibility that could
the user organization, includingtake
acquiring the right toolset and ensuring they’re integrated to
up to 30 daysformtothedeliver, the district
delivery pipeline. In addition,needed
they need tohelp
ensure
that the collaboration between the development and the oper-
ations teams follows a DevOps culture. Just because a cloud
Tegile assessed
platform the needs
is utilized of the
doesn’t district
change quickly
the need to remove theand
implemented a solution in the middle of the
silos of responsibilities between the developers outage.
delivering the
code and the operations teams delivering the infrastructure,
Tegile delivered
now as athe hybrid
cloud-based solution within days of
service.
placing the order.
While the cloud adds tremendous value in terms of providing
IaaS to application delivery teams, they still need to have all
the right DevOps capabilities in place to deliver the desired
value that DevOps brings.
23
Making
Virtualization
School District 27JSeparation provides educational of duties services to
approximately
One of the key16,000 students
questions when lever- at itin Colorado.
is from a perspective ofThe staff
slow and
aging DevOps on IaaS cloud is to define fast moving assets in the cloud stack.
and educators
the separationwork
of dutiesto ensure
between that
the The all
sidebar students
figure have
shows the different
the knowledge,
cloud platformskills, and attitudes
and the application layers of anneeded forfrompresent
application stack the
deployment and success.
tool. Which tool is respon- OS, storage, andAsnetwork
partlayerofallthis
the
sible for what? An easy way to look way up to the application.
the classroom.
failure. The
After looking at other solutions that could take
application, data, and middle- simple change that just impacts the
up to 30ware
days to deliver,
configuration layers arethe
fast district
application,needed
its content, orhelp
configu-
moving in nature. These change ration isn’t efficient, it makes sense
often because the application, its to separate the duties of these fast
data, and its usage of the
iterate. This versusdistrict
slow movingquickly and
layers between
velocity of change can be very high an application deployment and cloud
for an application still under devel- management tool. The fast moving
Tegile delivered
opment. The lowerthe
layershybrid
under thissolution within
layers are managed anddays of
automated
placing include
the order.
the middleware (application by the application deployment tool
server, database, and so on), the OS, and the slow moving layers by the
and storage, and they don’t change cloud management software pro-
as often. Because updating and vided by the cloud platform.
re-provisioning all the layers for a
23
MakingChapter
the4: Looking
Grade in Desktop
Virtualization
PaaS
School District
When 27J provides
adopting a PaaS cloudeducational
model, your onlyservices
responsibilityto
as the user becomes the application and data. All other capa-
bilities are provided by the cloud platform as services. The
and educatorsresultwork to ensure
is a significantly that
enhanced all students
practitioner experience have
for
the application delivery teams. The application development
and testing tools are now available as services on the platform
that can be accessed and success.
by the practitioners.AsThepart of this
application
commitment, theorganization
delivery district sought
is no longerto createforan
responsible online
managing
computing environment that leveraged a virtual and
the delivery pipeline. Instead, it’s embedded in the PaaS desk-
allows for practitioners to focus exclusively on rapidly deliv-
ering applications. that teachers
The development had
and test tools andaccess
the
infrastructure at all
provisioning times,
are all which
abstracted allowed
from the practi-
tioners students
as services, which allowsboth inside and
the practitioners
their core duties of delivering applications.
outside
to focus on
the classroom.
IBM Bluemix is a PaaS. IBM and its partners manage the plat-
The districtform
and the services provided desktop infrastructure
on it. The platform embeds IBM
(VDI) environment with a set
DevOps Services — a 100-desktop pilot
of services providing all program
the capabili-
ties for teams to adoptitDevOps
would andlater scale to
more specifically an 800
appli-
cation delivery pipeline as a set of services. Application delivery
desktops. As thecan
teams system wentwithout
use the services live on any the first
concern aboutday
how of
the the
school year,services
the resulting boot
are hosted and storm
delivered from
to them. teachers
The DevOps serv- log-
ices include the following:
SAN was undersized

✓ Web-based and basically
Integrated wasn’t
Development going (IDE)
Environment to work.
as
a service
✓ Build as a service
failure. After ✓
Planning and task management as a service
✓
up to 30 days to deliver, the
Security scanning as adistrict
service needed help
✓ Deploy as a service
✓ Monitoring and analytics as a service
implemented Theaplatform
solution in thescalable
also provides middle of environments
runtime the outage. for
Tegile delivered therunning
applications hybrid solution
in different withinin days
environments of
the delivery
life cycle — from development, testing, and staging all the way
placing the to
order.
production.
23
Making
Virtualization
Understanding What
a Hybrid Cloud Is
and educatorsHybridwork to become
cloud has ensure that allcommon
an extremely studentsterm inhave
the
cloud space. It’s probably overused to describe multiple cloud
scenarios whereand
eitherattitudes
multiple cloudneeded
technologies for present
coexist
or where cloud andand success.
physical Ascoexists.
infrastructure part of this
A simple
commitment, way the district sought to create an online
to define hybrid cloud
myriad cloud scenarios:
is to start by looking at these

top infrastructure,
✓ Cloud andensuring that teachers
physical infrastructure: This ishad access
an extremely
to their districtis resources at all times, which allowed
common hybrid cloud scenario. Unless an organization
born on the cloud, this is actually the default scenario.
them to fully support studentshave
All given organizations both inside
workloads and and outside
applications
the classroom. that are currently running on their existing physical infra-
structure. In many cases, some of these applications con-
tinue to runits
on virtual desktop infrastructure
physical infrastructure. Typical examples
include mainframe applications and data heavy system
of record applications that aren’t going to be migrated to
the cloud,that
due toittechnology
would or later scale to Even
cost constraints. 800
desktops. As theif ansystem went
organization live on
is migrating the
all its first day
workloads to the of the
cloud, the migration can’t take place overnight and will
school year, thehaveresulting
a potentiallyboot storm
extensive periodfrom teachers
where the physical log-
ging in crashedandthe thebackend of the will
cloud infrastructures infrastructure
coexist. — the
SAN was undersized
✓ On-premise andandbasically wasn’t
off-premise cloud: In thisgoing
scenario,to
an work.
organization may adopt both an off-premise cloud (public
The CIO of the or school district
virtual-private) for somescurried
applicationsfor
and other
workloadsstor-
and
an on-premise (private) cloud for others. An example would
failure. After looking at other
be an organization that’ssolutions thatoff-premise
leveraging low-cost could take
cloud for development environments and an on-premise
up to 30 days to deliver,cloud
self-managed thein its
district
own data needed
center for allhelp
production
workloads.
✓ IaaS and PaaS: This scenario includes customers that
have adopted a PaaS cloud service model for some
implemented aworkloads — new
solution in the middle
innovative ofofthe
systems outage.
engagement
Tegile delivered
typethe hybridforsolution
applications, within
example — and days
IaaS for more of
tra-
ditional system of record workloads.
placing the order.
For DevOps adoption, the existence of hybrid cloud intro-
duces new challenges because it results in application deliv-
ery pipelines that span across complex hybrid cloud and
23
MakingChapter
the4: Looking
Grade in Desktop
Virtualization physical environments. Examples of these hybrid cloud envi-

ronments include the following:
School District
✓ An27J provides
organization educational
may choose services
to use a public to
cloud for the
approximately development,
16,000 studentstesting, andin Colorado.
other non-productionThe staff
environ-
ments, while using an on-premise cloud or even physical
infrastructure for production.
✓ An organization may have some system of engagement
applications deployed As part of
to a cloud environment, this
while
the systems sought
of record to create
applications an online
that provide back-
end serv ices for the core business applications may still
reside on physical infrastructure, such as a mainframe.
✓ Organizations may leverage a public PaaS for experimen-
tation with innovative applications and want to bring
them to a private both
cloud, once inside and
an experiment outside
succeeds.
the classroom.✓ Organizations may want to have portability of applica-
tion workloads across multiple cloud platforms in order
The district launched its virtual
to ensure vendor desktop
lock-in doesn’t infrastructure
exist or to provide the
(VDI) environment ability with
to deploya 100-desktop pilotmultiple
critical workloads across program cloud
vendors.
desktops. AsThethecoresystem
requirement went live on
for adopting thewith
DevOps first day of the
a hybrid
school year,cloud
theapproach
resulting is theboot
need forstorm from
application teachers
deployment acrosslog-
these multiple cloud and physical environments. Applications
like IBM’s UrbanCode Deploy with Patterns utilize applica-
SAN was undersized
tion blueprintsandto mapbasically
applicationswasn’t going to
and configurations to work.
multiple environments, physical and cloud, allowing for auto-
The CIO of the
matedschool district
application scurried
deployment for hybrid
across complex, othercloud
stor-
environments.
placing the order.
23
Making
Virtualization
the classroom.
placing the order.
23

Using DevOps to Solve
New Challenges
top infrastructure,
to their district
▶ Enabling resources
mobile applications at all times, which allowed
them ▶toDealing
fullywith
support students both inside and outside
ALM processes
the classroom.
▶ Scaling agile

▶ Managing multiple-tier its virtual desktop infrastructure
applications
▶ Looking at DevOps in the enterprise
▶ Working that it would later scale to 800
with supply chains
desktops. As the
▶ Navigating system
the Internet went live on the first day of the
of Things
SAN was undersized
as Etsy,
D and basically
evOps originated
district
Flickr, and
in so-calledwasn’t
born on thegoing
scurried
Netflix. These companies, for other
while
to work.
web compa-
nies (companies that originated on the Internet) such
solvingstor-
complex technology challenges at a very large scale, had
failure. Aftergrew
fairly simple architectures — unlike large enterprises that
around legacy systems and/or through acquisitions and
mergers, with complexthe district needed
multi-technology help
systems that had to
work together. These challenges are further aggravated by the
demands being put on modern enterprises by new technolo-
Tegile assessed
gies likethe needs
mobile of thedelivery
and application district quickly
models and
such as soft-
ware supply chains.
Tegile delivered the explores

This chapter hybrid solution
some withinthat
of these challenges days
enter-of
placing the prises
order. face and that DevOps can help solve.
23
Making
Virtualization
Mobile Applications
In an enterprise, mobile appseducational
are typically notservices
stand-alone to
approximatelyapps. 16,000
They havestudents in Colorado.
very little business The staff
logic on the mobile
device itself and serve more as front-ends to a multiple enter-
prise applications already in use by the enterprise. These
the knowledge,
back-endskills, andapplications
enterprise attitudes mayneeded for present
range from transaction
processing systemsand success.
to employee portalsAs part ofacquisi-
to customer this
tion systems. Mobile development and delivery is complex
commitment, andthe district
requires soughtservices
a set of dependent to create an online
to be delivered in a
coordinated fashion that leveraged
in a reliable a manner.
and efficient virtual desk-
For enterprise mobile apps, release cycles and new feature
to their district
releasesresources at all times,
need to be coordinated with thosewhich allowed
of the enterprise
applications andstudents
services that both inside
the mobile and outside
apps interact with.
the classroom.
Therefore, DevOps adoption should include mobile-app
as first-class citizens and participants along with the rest of
teams
The districtthe launched its virtual

enterprise software desktop
development teams.infrastructure
desktops. As the DevOps system went and live
appon stores
the first day of the
school year, the
One unique resulting
aspect bootThis
of mobile apps storm
situationfrom
adds an teachers
asynchronous log-
ging in crashed the
is the need for backend
deployment to app ofstep
theto infrastructure
the deployment process.— the
SAN wasdeployed
undersized and basically wasn’t going to work.
stores. Most mobile apps can’t be Developers can no longer deploy
directly to mobile devices; updates to an app on demand. Even
The CIOthey ofhave
theto school
go through adistrict scurried
vendor- for for new
critical bug fixes, other stor-
app ver-
managed app store. Apple intro- sions have to go through an app
age options that
duced this could
distribution quickly
format overcome
with store’s the
submission and hardware
review pro-
failure. its
After looking
App Store (and lockedat other solutions
its devices cesses. Continuous that could
delivery becomes take
up to 30to days to deliver, the district needed help
prevent direct installation of apps submitting and waiting. Continuous
by app developers or vendors). deployment to development and test-
sooner Device
and decided
manufacturers onsuch Tegile Systems.
as ing remains available, however, with
Research In Motion, Google, and the test environment being simulators
Tegile assessed theonce
Microsoft, which needsallowedof the
for thedistrict quickly
devices on which and
the appli-
implemented
direct app a solution
installation, now in thecation
follow middle of theoroutage.
will be deployed banks of
Tegile delivered
the Apple model.
the hybrid solution within days of
physical devices.
placing the order.
23

Chapter 5: Using DevOps to Solve New Challenges 43
Virtualization
Eighty percent of the world’s corporate data originates on the
mainframe, and 70 percent of all transactions touch a main-
frame. Unlocking a mobile path to these mainframe capabili-
School District 27J
ties can provides
transform the wayeducational
you conduct businessservices to
and engage
approximately 16,000 students
with customers, in can
but getting there Colorado. The
be challenging. Youstaff
and educators work to ensure that all students and
may be confronted with skill gaps, organizational silos, have
multiple platforms that result in long release cycles, unneces-
sary delays, andand
wastedattitudes
resources. Toneeded foraccess
provide mobile present
to enterprise applications, businesses areAsembracing
part ofDevOps,
this
a software delivery approach that focuses on speed and effi-
ciency without sacrificing stability and quality.
No specific DevOps that
concepts teachers
or principles had
apply solelyaccess
to
mobile apps. Mobile apps, however, add to the need for
DevOps due to their inherent short development life cycles
them to fullyandsupport students both inside and outside
rapid change.
the classroom.
ALM Processes
Application lifethat it would (ALM)
cycle management laterisscale
a set of to 800
processes
employed to manage the life of an application as it evolves
desktops. As the system went live on the first day
from an idea (a business need) to an application that’s of the
school year,deployed
the resulting boot
and eventually storm
under fromHence,
maintenance. teachers
looking log-
at DevOps as an end-to-end business capability makes ALM
the fundamental concept underlying the DevOps process.
SAN was undersized
DevOps broadensandthebasically wasn’t
scope of ALM to includegoing
business to work.
owners, customers, and operations as part of the process.
age optionsThe that could
DevOps quickly
Develop/Test overcome
adoption the hardware
path (see Chapter 2 for
failure. Afterbilities
more info) most closely aligns with the traditional ALM capa-
of requirements management, change management,
version the district
control, traceability, needed help
and test management. However,
other ALM capabilities such as tracking and planning occur as
part of the Plan adoption path, and dashboards and reporting
Tegile assessed the in
are included needs of the
the Operate district
adoption path. quickly and
Scaling Agile
placing the order.
Lean and agile development are the underpinnings of the
DevOps approach — waste reduction from more efficient teams
is one of the results. Efficiency and repetition of best practices
lead to shorter development cycles, allowing teams to be more
23
Making
Virtualization innovative and responsive, thereby increasing customer value.

Scaling lean and agile principles beyond the development team
to a team of teams and across the entire product and software
School District 27J
delivery life provides
cycle is core toeducational services to
the DevOps approach.
and educatorsManywork to already
teams have ensure thatagile
adopted alland
students
want to scalehave
their current processes as part of their DevOps adoption.
the knowledge, skills,frameworks
Many popular and attitudes needed
are available foragile.
to help scale present
These frameworks include AsFramework
the Scaled Agile part of (SAFe)
this
and Disciplined Agile Delivery (DAD). Some organizations
have also been effective at scaling the Scrum process to very
computing environment thatofleveraged
large teams. The purpose these frameworks a virtual desk-
is to provide a
methodology for adopting agile at the enterprise level. That
means taking into consideration not just the development of
code but also including architecture, project funding, and gov-
ernance students
of the processes both
and roles inside
required and outside
by management,
the classroom.
applying the very same lean and agile principles that have
worked well at the team level. No matter the framework used
The districttolaunched itstake
scale agile, you virtual desktop
those basic infrastructure
agile principles and apply
best practices to leverage them to drive efficiency and effec-
tiveness across the enterprise.
Multiple-Tier Applications
In a typical large IT shop, it’s not uncommon to find multiple-
SAN was undersized
tier applicationsand
thatbasically wasn’teach
span many platforms, going toown
with its work.
unique development process, tools, and skill requirements.
The CIO of the
Theseschool district
multi-tier systems scurried
often for other
integrate applications stor-
on the
web, desktop, and mobile applications on the front-end and
failure. Afterback-end
systems such as packaged applications, data ware-
house systems, applications running on mainframes, and
midrange the district
systems. Managing needed
and coordinating the help
releases of
the parts of multiple-tier systems, many of which may be on
different platforms, can be overwhelming even for the most
Tegile assessed theITneeds
disciplined of the district quickly and
organization.
A sensible approach is to follow automated, consistent build,
configure, and hybrid
deploymentsolution within
processes through days
all stages of
of devel-
placing the opment.
order.This approach ensures that you’re building all the parts
you need — and only the parts you need. It also ensures that the
application remains whole as changes come in and the project
moves through the cycle of testing, QA, and production. IBM
UrbanCode Deploy has an application model that helps auto-
mate the complex deployment of multiple-tier applications.
23

Virtualization
Maintaining separate tools for different teams based on plat-
form is a reality in today’s multi-platform, multi-vendor world.
This is where open platforms such as IBM Jazz can integrate
School District 27Jtools
disparate provides
to provide educational services to
a unified solution. Consistent
deployment students
practices can helpin Colorado.
ensure The
that teams are staff
using
reliable, repeatable deployment across platforms to provide
true business value.
DevOps in the Enterprise
Today’s enterprise depends on the speed with which IT can
deliver software. that teachers
These businesses hadsys-
typically operate access
to their district
tems ofresources at all
record applications times,
(home grown which
or packagedallowed
apps)
deployed on mainframe and midrange systems. They face
many challenges:
the classroom.
✓ Regulatory hurdles
✓ Process complexity
✓
Skills gaps
desktops. As ✓the system went

Organizational silos live on the first day of the
✓ Platforms boot
and tools that storm from
result in long teachers
release cycles, log-
unnecessary delays, and wasted resources
SAN was undersized

DevOps at theand basically
enterprise wasn’t
level enables going
planning, to work.
develop-
ment, testing, and operations stakeholders to continuously
deliver software district
within their scurried
organizations.for othertoday
Enterprises stor-
deploy applications that are truly cross-platform — from
failure. Aftermobile
to mainframe. The DevOps approach to development
uses lean principles to create an efficient and effective deliv-
up to 30 daysery to deliver,
pipeline theapplications
that allows districttoneeded
be developed,help
tested,
and delivered as it helps raise the quality, increase the speed,
and reduce the costs of development.
Given in the middle
the true multi-platform of the
nature of today’s outage.
enterprises,
with the presence of mobile, cloud, distributed, and mainframe
Tegile delivered the hybrid solution within days
applications — all of which need to be created, integrated,of
placing the deployed,
order. and operated — the need for the efficiencies,
streamlining, and collaboration that DevOps provides is
becoming a key competitive differentiator.
23
Making
Virtualization
Supply Chains
School District 27J
With the provides
increasing use of educational services
outsourcing and strategic partner-to
approximatelyships 16,000 students
to supply skills in Colorado.
and capabilities Thesoft-
to an enterprise, staff
ware supply chains are becoming the norm. A supply chain
is a system of organizations, people, technology, activities,
information, andand attitudes
resources involved inneeded for present
moving a product or
service from supplierand success.
to customer. As part
The various of this
suppliers in
the chain may be internal or external to the enterprise.
In an organization thatthat leveraged
has adopted a virtual
a supply-chain modeldesk-
for delivering software, adopting DevOps can be a challenge,
because the relationships among suppliers are managed
to their district
more by resources
contracts and at all level
service times, which
agreements thanallowed
by col-
laboration students both
and communication. Such aninside andcan
organization outside
the classroom.
still adopt DevOps, however. The core project teams retain
ownership of the planning and measurement capabilities, with
The districtother
launched
capabilitiesitsbeing
virtual
shareddesktop infrastructure
among the other suppliers. In
the delivery pipeline, different suppliers may own different
(VDI) environment
stages of thewith a 100-desktop
pipeline. Using common tool pilot program
sets and a common
with the expectation that it would later scale to
asset repository is therefore essential. A work-item 800
manage-
desktops. As the
ment system
tool, for went
example, live
provides on the
reporting onfirst
all day
items
worked on by all suppliers, as well as transfer of ownership
of the
being
school year,ofthe
workresulting boot storm
items across suppliers. Using a from
commonteachers
asset reposi-log-
ging in crashed the backend of the infrastructurethe— the
tory provides a mechanism for passing assets through
pipeline, enabling continuous delivery.

The Internet of Things
failure. AfterThelooking at for
next big step other
DevOps solutions that
is its evolution could
into the systemstake
up to 30 days to deliver, the
or embedded-devices district
space where it’s needed help
often referred to as
continuous engineering. When the Internet started, most of the
data shared on it was human-generated. Today, innumerable
Internet-connected of the
devices (suchdistrict quickly
as sensors and and
actuators)
generate much more data than humans do. This network of
inter-connected in the
devices middle
on the Internet isof the outage.
commonly referred
Tegile delivered the hybrid solution
to as the Internet of Things. within days of
placing the order.
In this space, DevOps is potentially even more essential, due
to the co-dependence of the hardware and the embedded
software that runs on it. DevOps principles are reflected in
continuous engineering to ensure that the embedded software
23

Virtualization delivered to the devices is high-quality software with the right

engineering specifications.
“Operations” in continuouseducational services
engineering is replaced by hard-to
ware or systemsstudents
engineers whoin Colorado.
design The hard-
and build custom staff
ware for the devices. Collaboration between the development
and testing teams and the systems engineers is crucial to
the knowledge,
ensureskills, andand
that hardware attitudes
software areneeded
developed for present
and deliv-
ered in a coordinatedand success.
manner As part
despite hardware andof this
software
development needing to follow different delivery cycles. The
development and testing needs for continuous delivery and
computing environment that
testing remain the same. leveraged
Simulators are useda tovirtual desk-
test software
and hardware during development.
the classroom. Anti-patterns
The district
In the reallaunched itsalways
world, there are virtual desktopteams
development infrastructure
may have
limitations to adoption of DevOps adopted agile practices, the teams
principles. Some of these limitations around them may still have manual,
with theareexpectation that itandwould
functions of the industries laterprocesses
waterfall-style scale to that 800
don’t
desktops. As theinsystem
environments went allow
which a business liveforon the first
continuous day
delivery. of the
In sev-
exists, such as regulatory compli- eral enterprises, this situation results
ance, complex bootfrom
hardware systems, storm fromculture.
the corporate teachers
A com- log-
or immature software delivery capa- ofpany
the thatinfrastructure
adopts DevOps must embed — the
bilities. In such cases, DevOps needs manual processes in broader DevOps
to be adopted in light of anti-patterns practices.
The CIO(ineffective
of the or school district NoOps
counterproductive scurried for other stor-
patterns) that may not be accept-
age options that
able for an could
organization, quickly
based on its In overcome theOperations
a NoOps organization, hardware
failure. business
After needs.
looking at other solutions is eliminated as athat could
separate depart- take
up to 30Water-SCRUM-fall
days to deliver, the district needed helpare
ment, and its responsibilities
merged into those of Development.
sooner Forrester
and decided on Tegile
(www.forrester.com Systems.
), Netflix, an Internet television pro-
a global research and advisory com- vider, is a proponent of this method.
Tegile assessed
pany, coined thethe needs of the
term Water-SCRUM- district quickly and
NoOps may work well for some
fall to describe in the
the current state middle of
of organizations, but the
some outage.
waiting is
Tegile delivered
adoption of agilethe hybrid
software develop-solution within
involved to see days of
if this organizational
ment methodologies. From a DevOps model will have wider practical
placing perspective,
the order. this means that whereas appeal.
23
Making
Virtualization
the classroom.
placing the order.
23

Making DevOps Work:
IBM’s Story
top infrastructure,
▶ Understanding at for
the best practices allexecutives
times, which allowed
them ▶toOrganizing
fully support
your team students both inside and outside
the classroom.
▶ Identifying DevOps goals

▶ Taking note its transformation
of the DevOps virtual desktop infrastructure
▶ Learning from the DevOps results
school year, theevOps
D
resulting
continues to
boot storm
is being adopted
regularly evolve.
from
company-wide
This
teachers
at IBM
adoption is
of the success of using a DevOps approach pioneered at
and
a result
log-
IBM Software Group (SWG) Rational and now going

being usedtoatwork.
Watson, Tivoli, Global Business Services, and other divisions.
This chapter provides a case study of IBM SWG’s own adop-
age optionstionthat couldcapabilities
of DevOps quickly byovercome
the IBM Rationalthe hardware
Collaborative
failure. AfterLifecycle
looking at other
Management solutions
product team. that could take
up to 30 daysThisto deliver,
software the
delivery district
effort is unique needed help in
in that it’s developed
sooner and thedecided
open — theon Tegile
software Systems.
delivery team delivers all its develop-
ment artifacts and on-going work, including all detailed work-
Tegile assessed the
items, on needs
jazz.net of website
. This the district quickly
is open to the and
public, and
any registered user can look at the work planned, work ongo-
ing, and the history of all the development work done for the
Tegile delivered
softwarethe hybrid solution within days of
products.
placing the order.
23
Making
Virtualization
Taking a Look at the
Executive’s Role
and educators work
Culture to ensure
is a hidden thread in anthat all students
organization. It is basedhave
on
values and behaviors that evolve from both management and
employees. Many andtimesattitudes needed
you don’t actually understandfor the
present
culture of the organization As part
until you embark of this
on a significant
commitment, theThere
change. district
will be sought
those skepticsto who
create
take a anwait online
approach to determine if this is the passing fad of the month.
and see
Leaders will emerge.that leveraged
It is essential a virtual
to establish an approachdesk-
to
understand these dynamics and to know who is who so you
can address the real inhibitors.
them to fullyTo support students

address the cultural both
dynamic, inside
the IBM and outside
SWG executive used
the classroom.
a number of approaches:
The district launched its virtual

✓ Select the right desktop
leader: The infrastructure
leader’s role is to pull
together the differing viewpoints to start to bring the
team to a common set of objectives, inhibitors, process
changes, and it would
decisions later
on where scale
to start first.to 800
desktops. As ✓the system went live on the first
Involve stakeholders: Support for these changes dayhas of
to the
come boot storm
from the leadership, fromand
management, teachers
individual log-
ging in crashedThere
the must
backend of the infrastructure — the
contributors across different development disciplines.
be business stakeholders, architects, devel-
SAN was undersized and and
opers, testers, basically
operationswasn’t going
involved and named tolead-
work.
ers from these areas who are champions for change.
✓ Measure improvements and outcomes: It’s critical to
have a set of key metrics that incorporate both the needed
failure. After looking atandother
efficiencies solutions
the business outcomes.that
Thesecould
goals andtake
measurements should set a high bar and hold people
accountable, but they shouldn’t cause disengagement.
✓ Build momentum with early successes: Understanding
Tegile assessedthese
theinefficiencies
needs of andthe district
measuring quickly and
the improvements in
each area builds momentum for change.

✓ Communicate solution
and listen: within
As a leader, days
it’s important to of
understand the real dynamics of how the change is taking
placing the order.
hold in the team. Spending time having one-on-one con-
versations and regular face-to-face interactions with the
technical teams, management, and business leaders helps
to gauge the buy-in of the team, their perspective on the
inhibitors, and, equally important, an opportunity for man-
agement to share perspectives on priorities and progress.
23
Making theChapter
Grade in Desktop
6: Making DevOps Work: IBM’s Story 51
Virtualization If you’re an executive, you should support the teams and

make yourself available to understand and remove obstacles.
Operating as a whole team with clear business goals is neces-
School District
sary to27J provides
bringing educational
everyone together services
on the same path. to
Putting Together the Team
The IBM SWG Rationaland success.
Collaborative As part
Lifecycle of this
Management
commitment, theteam
product district sought
is part of to create
a larger group an aonline
that develops set of
computing environment that leveraged a virtualsoft-
over 80 software development tools in the categories of desk-
ware delivery planning, software development, application
top infrastructure,
deployment,ensuring that
software quality teachers
management, andhad access
application
monitoring at all times, which allowed
and analytics.
This IBM SWG product team is a large, global organization
the classroom.
with four core product teams working at more than 25 loca-
tions in 10 countries. Before adopting a DevOps approach, the
The districtgroup
launched
worked onits virtual
a yearly desktop
release infrastructure
schedule including an addi-
(VDI) environment
tional threewith a 100-desktop
to six months of lead time topilot
actuallyprogram
determine
what went intothat it would
that yearly release.later scale to 800

Setting DevOps Goals
SAN was undersized
The IBM SWG and basically
team felt they took toowasn’t goingtoto
long to respond work.
shifts
in the market as well as the shifts in demand from customers.
The team decideddistrict
to shortenscurried for other
the delivery cycle, stor-
not only in
the development and test phases but also for the collaboration
age optionsand that couldwith
interactions quickly overcome
the business stakeholdersthe
and hardware
custom-
failure. Afterers.looking atset
The goal was other
to movesolutions
from a yearly that
releasecould
scheduletake
to once the district needed help
every quarter.
sooner and Indecided onneed
addition to the Tegile Systems.
to accelerate its development to deliver
new capabilities more frequently, the team had to move more
Tegile assessed
quickly the needs
to support cloudof the district
delivery quickly
models, mobile and
development,
mobile in the
testing, and other middle
capabilities of the
to address outage.
technology
shifts. The hybrid
team chose to solution
embrace DevOps within days
principles and of
practices to transform the way the group develops software to
placing the deliver
order. value to its customers earlier and more frequently.
Making a modification of this scope required a cultural change

within the organization, so four workgroups were established
that were made up of members of the management team and
23
Making
Virtualization
technical leaders. These workgroups examined the software
delivery processes from beginning to end and took responsi-
bility for changing the ways of working. A specific set of mea-
School District 27Jand
surements provides
action planseducational services
were established to address the to
key points in thestudents in Colorado.
development process. The
A continuous staff
delivery
champion team was created, including an evangelist who edu-
cated teams and shared best practices across the organization.
The IBM SWG teamand success.
started its journey ofAs partDevOps
adopting of this by
identifying these goals:

✓ Streamline the process and introduce newa virtual desk-
methodologies
top infrastructure,
✓ Leverage ensuring that teachers
tools for consistency, had
for scalability access
to other
to their districtteams,
resources at all times,
and for traceability which allowed
and metrics
them to fully✓support students
Evolve the culture both inside
to continuously improving and outside
the classroom.
Learning from the DevOps
Transformation
This section describes the steps taken by the IBM SWG team
school year,tothe resulting
facilitate boot
their DevOps storm from teachers log-
transformation.
SAN was undersized
Expanding and agile
basically wasn’t going to work.
practices
Existing district
agile practices were scurried
expanded beyondfor development
other stor-
age options that could quickly overcome theand
and test to include clients, business stakeholders, hardware
opera-
failure. Afterbroader
looking
tions in order at other solutions that could
to break down silos and improve results.
agile model allows teams to work together to pro-
This take
up to 30 daysduceto deliver,
consistent, the district
high-quality software needed
that delivershelp
value for
the business by using a set of processes that is integrated at
every step.
A “one in the
team” approach middle
was taken of theproduct
that combined outage.
management, design, and development. The development
team included the traditional roles of development managers
placing the and
order.
team leads but also brought in operations management
and architects to support an end-to-end life cycle strategy.
Dedicated resources were provided to coach and mentor

teams in agile and continuous delivery across the organiza-
tion. A focus on capabilities versus product components
23
Making theChapter
Grade in Desktop
Virtualization
helped to break down traditional silo boundaries and allow
for ship readiness with every sprint and automation. These
feature teams were also empowered by the assignment of ded-
School District
icated27J provides
development educational
managers. Regular Scrumservices
meetings were to
held at all levelsstudents in Colorado.
of the development organization toThe staff
identify
and solve blocking issues, track key metrics, utilize live dash-
board data, and communicate critical information.
To improve the timeliness As part
of market changes of this
with develop-
ment priorities, a strategic product committee was formed
and consisted of product management, development direc-
tors, architects, and that leveraged
business owners. Theiraresponsibilities
virtual desk-
included the following:
✓ Allocating and ensuring funding for program execution
success students both inside and outside
the classroom. ✓ Driving, assisting, and supporting program execution
✓ Establishingits virtual
long-term desktop
vision infrastructure
and direction for the
business
✓ Prioritizing
epicsitand
would later
user stories for scale to 800
annual releases
that align with the long-term vision
Leveraging
ging in crashed the backend testof automation
the infrastructure — the
To eliminate the basically
traditional wasn’t
long back-end going
test to work.
cycles and
improve the quality of releases, an agile continuous testing
approach district
was adopted usingscurried forvirtualiza-
automation and other stor-
tion. A rhythm was established with four-week iterations
failure. Afterending with a demo and four-week milestones ending with
looking at other
a customer-useable release.solutions
Retrospectivesthat could
after each mile-take
up to 30 days toand
stone deliver, the technical
understanding districtdebtneeded help
helped eliminate
waste in future iterations. The IBM SWG team motto was
“test early and test often.”
The team adopted the following best practices for test
automation:
placing the order.
✓ Automate repetitive and labor-intensive tests.
✓ Automate in areas where bugs are frequently found.
✓ Run automation on every build; run early and often.
23
Making
Virtualization ✓ Create automation that’s resistant to user interface (UI)

changes — use a framework that separates the UI from
the tests.
✓ Make it easy to create, deliver, and maintain the automa-
tion establishing strong feature team ownership.
✓ Plan automation development work into your estimates
the knowledge,and skills,
ensure and attitudes
developers have timeneeded
to work on for
it. present
and future competence and success. As part
✓ Develop metrics so you can evaluate whether your
of this
automation sought
is useful toimprove
(you can’t create whatanyouonline
can’t
measure).
✓ Constantly re-evaluate that teachers
if your automation ishad access
finding bugs
and refactor it if it’s not.
them to fullyTo support

support test students
automation, the both insideIBM
team deployed and outside
Rational
the classroom.
Test Workbench for functional and performance testing,
and to enable more frequent testing, automating the deploy-
The districtment
launched itscritical.
of builds was virtual desktop
By using infrastructure
IBM UrbanCode Deploy,
the team saw test deployment costs reduced by 90 percent
through automated build deployment, which included auto-
with the expectation that itapplication
mating any necessary would and later scale
database to 800
server con-
figuration settings. went live on the first day of the
Building
ging in crashed the backenda delivery pipeline
of the infrastructure — the
The IBM SWG team decided to build a delivery pipeline that
leveraged district scurried
“tools-as-a-service” and enabled for other
developers to stor-
commit code, test, and deploy to a production environment
age optionsinthat
aboutcould quickly
60 minutes comparedovercome theprior.
to one to two days hardware
failure. AfterThis
looking at other
process reduced solutions
the need that
for rework and could take
maximized
productivity.
sooner and Indecided on Tegile

the team’s deployment, Systems.
it recognized that a continuous
delivery pipeline needed to embrace the following best
practices:
✓ Shift-left
Tegile delivered the testing
hybrid
and solution within
automate as much days of
as possible
placing the order.

✓ Use the same deployment mechanisms everywhere
✓ Strive to maintain a constant state of ship-readiness
✓ Treat infrastructure as code
23
Making theChapter
Grade in Desktop
Virtualization In Figure 6-1, you see the products and the functions provided
as part of the continuous delivery pipeline adopted by the
IBM SWG team.
Figure 6-1 students
: The continuous both inside and outside
delivery pipeline.
the classroom.
A key best practice essential in implementing a continuous
The districtdelivery
launched itsis to
pipeline, virtual desktopasinfrastructure
“treat infrastructure code.” What
this means is a 100-desktop
that the developer can write pilot
scriptsprogram
to config-
with the expectation that it would later scale to
ure the required infrastructure for their application 800of
as part
their application code. In the past, this was typically done by
a system went
administrator or anlive on the
operations first
person, butday of the
now the
school year,control
the resulting bootit storm
and the efficiencies from
provides can teachers log-
be accomplished
by the developer directly. Puppet, Chef, and IBM UrbanCode
Deploy with Patterns are examples of the new category of
SAN was undersized
infrastructureand basically
automation wasn’t
tools that going toaswork.
make infrastructure
code a practical reality.
age optionsThethat
IBMcould
SWG team quickly
now treatsovercome the
infrastructure as codehardware
and fol-
lows these best practices:
up to 30 days✓to deliver,
Treat the district
pattern definitions, needed
script packages, andhelp
services
as code.
✓ Version everything.
✓ Automate deployment of topology patterns to the cloud.
Tegile delivered the versions
✓ Manage hybrid solution
of patterns within
across multiple days
cloud of
environments.
placing the order.
✓ Automate the testing of patterns.
✓ Cleanup catalog resources to avoid sprawl.
23
Making
Virtualization
Experimenting rapidly
The concept of continuouseducational
delivery includes not services
only soft- to
ware development activities such as continuous integration
and continuous deployment but also the more fundamental
and educators work
activity to ensure
of learning, that
which is best all students
achieved have
through frequent
experimentation and measuring the results.
When features and and success.
functions are added As to anpart of this
application,
commitment, youthe
neverdistrict sought
know for certain to create
if the customer an online
will receive the
expected or intended benefits. So that’s why it’s important to
IBM to experiment early and often, solicit feedback from cus-
top infrastructure,
tomers as toensuring
what actuallythat
works teachers
for them, and had discardaccess
those
features that have littleat all or
benefit times,
perhapswhich
are even aallowed
hin-
drance. students
This strategy both
is depicted in theinside
sketch inandFigure outside
6-2.
the classroom.
age optionsFigure 6-2
that :could quickly overcome
A look at hypothesis-driven development. the hardware
up to 30 daysTheto
IBMdeliver, the district
SWG team learned a great dealneeded help
about frequent experi-
mentation and developed the following best practices:

✓ Establish of success/failure
metrics and the district quickly and
criteria.
implemented✓aFigure
solution
out whatin thebymiddle
works of the outage.
running experiments — tiny
tests for a small subset of users to help determine the
usefulness of a feature.
placing the order.
✓ Run multiple experiments continuously.
✓ Make fact-based decisions quickly.
✓ Deliver faster and you can experiment faster.
23
Making theChapter
Grade in Desktop
Virtualization ✓ Establish a mechanism to enable system-wide experiment-

ing (Google Analytics, IBM Digital Analytics, and so on).
✓ Consider educational
different models of experimentingservices to
(classical A/B
testing, multi-armed bandit, and so on).
and educators worktwo

✓ Follow topaths
ensure that all
simultaneously for students have
related projects:
experiment on a cloud-based project and use the data
the knowledge,from skills, and attitudes
the experiments to not onlyneeded for present
drive the direction of
that project butandalso success. As part
related on-premise of this
projects.
Continuously that leveraged a virtual desk-
improving
The IBM SWG team wanted to create a culture of continuous
improvement at measures
and leverage all times, which allowed
of effectiveness and
efficiency students
to ensure both improving.
they were actually inside and outside
The teams
the classroom.
manage their continuous improvement efforts like an agile proj-
ect. They support continuous improvement by tracking matu-
The districtrity
goals, pain points, desktop
and associated infrastructure
improvements actions
to address the issues. They track continuous improvement
work like other a 100-desktop
development pilot
work to ensure program
the investment is
with the expectation thatMaturity
widely understood. it would later
goals (for scale
example, to 800
capabilities)
desktops. Asmaythetakesystem
one or morewent live
quarters on the
to actually firstand
develop day of the
adopt.
Large pain points may take many months to reduce or elimi-
school year,nate.
theButresulting boot improvement
in any case, specific storm from teachers
actions should all log-
ging in crashed
be sizedthe backend
to deliver within aof the infrastructure — the
month.
The IBM SWG team uses retrospectives to institutionalize
continuous districtA scurried
improvement. for
retrospective is other
a regular stor-
review
of what went well, what didn’t go so well, and what actions
age optionsneedthat to could
be taken toquickly
improve. Ifovercome
you aren’t doingthe hardware
retrospec-
failure. Aftertives,
looking
it impliesat other
a level solutions
of perfection thatdevelopment
in software could take
up to 30 daysthattohasdeliver, the district
yet to be achieved. In a large needed
team, you can
a hierarchy of retrospectives. For the IBM SWG team, each
help
have
sooner and component

decidedteam ondoesTegile Systems.
a retrospective, and these are used as
input into application-level retrospectives that are then used
Tegile assessed
as inputthe needs
in a higher of the district
solution-level quickly
retrospective. Actions and
implemented froma the
solution in the
retrospectives middle of
are documented thepoints
as pain outage.
with
corresponding improvementsolution within
actions to days
take in order to of
reduce or alleviate the pain.
placing the order.
And to ensure teams are getting better, the IBM SWG team
established both business metrics and operational metrics to
measure the effectiveness of the DevOps transformation. The
business metrics consist of measured improvements in
23
Making
Virtualization ✓ Faster time to delivery

✓ Improved client satisfaction
✓ Reduced maintenanceeducational services
spending while increasing to
innova-
approximately tion16,000 students in Colorado. The staff
investment
✓ Increased ensure
client adoptionthat all students have
Operational metrics impact team’s efficiency over time and
measure the following:
✓ Time to initiate that leveraged a virtual desk-
a new project
✓ Build time
✓ Iteration test time at all times, which allowed
the classroom.
Looking at the DevOps Results
A DevOps approach has helped the IBM SWG team realize
gains in improved customer satisfaction, increased customer
adoption, and that it would
a double-digit later
revenue scale
growth. totime-
Shorter 800
desktops. As thehave
frames system went
energized live
delivery onwithin
teams the first day of the
IBM, resulting
school year,in rapid delivery of upgraded on-premise solutions and new
the
cloud resulting
services such asboot storm
Bluemix, DevOp from
Servicesteachers
for Bluemix, log-
and Collaborative ofManagement
Lifecycle the infrastructure
as a Managed — the
Service (CLM aaMS).

As a specific district
example scurried
of the success for other
of a DevOps stor-
approach at
IBM, Figure 6-3 shows the measured results achieved by the
age optionsIBM thatSWGcould
Rationalquickly overcome
Collaborative the hardware
Lifecycle Management prod-
failure. Afteructlooking
team. at other solutions that could take
placing the order.
Figure 6-3: IBM SWG team measured improvements.
23

Ten DevOps Myths
In This Chapter
▶ Understanding what DevOps that
is for leveraged a virtual desk-
▶ Knowing what DevOps isn’t for that teachers had access
The districttrend,
launched
T
the classroom.he DevOps movement is young and still emerging, espe-
cially among enterprises. Like any new movement or
its virtual
it has attracted myths anddesktop infrastructure
fallacies. Some of these
(VDI) environment with a 100-desktop pilot
myths may have originated in companies or program
projects that
tried and failed to adopt DevOps. What’s true in one situation,
however, may not necessarily be true in others. Here are some
common myths about went live onthe
DevOps — and the first day of the
facts.
DevOps Is Only for “Born
onofthe Web”
The CIO Shops
the school district scurried for other stor-
age optionsWhatthatis could quickly overcome the hardware
generally referred to as DevOps originated in “born
failure. Afteronlooking at other
the web” companies solutions
(companies that could
that originated on the take
Internet) such as Etsy, Netflix, and Flickr. Large enterprises
have been using DevOps-aligned principles and practices to
sooner and deliver
decided onforTegile
software decades,Systems.
however. Furthermore, current
DevOps principles, as described in this book, have a level
of maturity that makes them applicable to large enterprises
implemented thatahave
solution in thetechnologies
multiple-platform middle of andthe outage.
distributed
Tegile delivered
teams. the hybrid solution within days of
placing the order.
23
Making
Virtualization
DevOps Is Operations Learning
How to Code
and educators workteams
Operations to ensure
have alwaysthat allscripts
written students
to managehave
envi-
ronments and repetitive tasks, but with the evolution of infra-
structure and
as code, attitudes
operations teams sawneeded
a need tofor present
manage
these large amounts and success.
of code with software Asengineering
part of prac-
this
commitment, ticesthe district sought to create an online
such as versioning code, check-in, check-out, branching,
and merging. Today, a new version of an environment is cre-
ated by an operations that
team leveraged
member by creating a virtual desk-
a new ver-
sion of the code that defines it. This doesn’t mean, however,
that operations teams need to learn how to code in Java or
C#. Most infrastructure-as-code technologies use languages
them to fullylikesupport
Ruby, whichstudents
are relatively both inside
easy to pick and outside
up, especially for
the classroom.
people who have scripting experience.

DevOps Is Just for Development
and Operations
school year,Although
the resulting boot astorm
the name suggests from teachers log-
development-plus-operations
ging in crashed the backend of the infrastructure
origin, DevOps is for the whole team. All — the
stakeholders in the
delivery of software — lines of business, practitioners, execu-
tives, partners, basically
suppliers, wasn’thave
and so on — also going toinwork.
a stake
DevOps.
DevOps Isn’t for ITIL Shops
sooner and Some
people fear that DevOps capabilities such as continuous
delivery are incompatible with the checks and processes pre-
Tegile assessed
scribedthe
by theneeds
Informationof Technology
the district quickly
Infrastructure and
Library
(ITIL), a set of documented best practices for IT service man-
agement. in the
In reality, ITIL’s middle
life-cycle model isof the outage.
compatible with
Tegile delivered
DevOps.the Most hybrid solution
of the principles within
defined by days
ITIL align of
very well
placing the reputation
order. in some organizations due to being implemented
with DevOps principles. ITIL has, however, received a bad
predominately with slow, waterfall processes that didn’t allow

for rapid changes and improvement. Aligning such practices
between development and operations is the essence of DevOps.
23
Making the GradeChapterin7: Ten

Desktop
DevOps Myths 61
Virtualization
DevOps Isn’t for Regulated
Industries
and educators work
Regulated to ensure
industries that all students
have an overarching have
need for checks
and balances and for approvals from stakeholders who
the knowledge,
ensureskills, and
compliance andattitudes needed
auditability. Adopting foractu-
DevOps present
ally improves compliance, As part
if it’s done properly. of this
Automating
commitment, theflows
process district
and usingsought
tools thatto
capture audit trails can help.
create
have an online
built-in capability to

Organizations in regulatedthat teachers
industries will alwayshad
have access
manual
checkpoints or gates, but these elements aren’t incompatible
with DevOps.
the classroom.
DevOps Isn’t for Outsourced
Development
Outsourced teams should be viewed as suppliers or capabil-
ity providers in the DevOps delivery pipeline. Organizations
school year,should
the resulting boot
ensure, however, storm
that the from
practices and teachers
processes of log-
ging in crashed the backend of the infrastructure
the supplier teams are compatible with those of — the
their internal
project teams.
Using common release planning, work-item management, and
asset repository tools significantly improves communication
age optionsand that could quickly
collaboration overcome
between lines of business andthe hardware
supplier and
failure. Afterproject
looking
teams, at other
enabling solutions
DevOps thatapplication
practices. Using could take
release management tools can greatly improve an organiza-
up to 30 days toability
tion’s deliver, the
to define and district needed
coordinate the help
entire release pro-
sooner and cess
decided
across allon Tegile Systems.
participants.

No Cloud Means No DevOps
placing the When
order. you think of DevOps, you often think of cloud because
of its ability to dynamically provision infrastructure resources
for developers and testers to rapidly obtain test environ-
ments without waiting days/weeks for a manual request to
be fulfilled. However, cloud isn’t necessary to adopt DevOps
23
Making
Virtualization practices as long as an organization has efficient processes

for obtaining resources for deploying and testing application
changes.
approximately 16,000itself
Virtualization students
is optional.in Colorado.
Continuous The
delivery staff
to physi-
cal servers is possible if the servers can be configured and
deployed to at the necessary speed.
DevOps Isn’t for Large,
Complex Systems
to their district
Complexresources atthe
systems require alldiscipline
times,and which allowed
collaboration that
DevOps students
provides. Such systems both inside
typically and outside
have multiple soft-
ware and/or hardware components, each of which has its own
the classroom.
delivery cycles and timelines. DevOps facilitates coordination
The districtoflaunched its virtual desktop infrastructure
these delivery cycles and system-level release planning.

DevOps Is Only about
Communication
Some members of the
of the DevOps infrastructure
community — the
have coined humor-
SAN was undersized
ous terms suchand basically
as ChatOps (teams wasn’t going
carry out all to work.
communica-
tions through communication tools like Internet Relay Chat)
and HugOps district
(DevOps focusesscurried for other
only on collaboration stor-
and com-
munication). These terms stem from the misconception that
failure. Aftercommunication
looking atandother
collaboration solve all problems.
solutions that could take
DevOps depends on the districtbut
communication, needed help
better communica-
tion coupled with wasteful processes doesn’t lead to better
deployments.
DevOps Means Continuous
placing the order.
Change Deployment
This misconception comes from organizations that deploy
only web applications. Some of these companies proudly state
on their websites that they deploy to production daily. Daily
23

in7: Ten
Desktop
DevOps Myths 63
Virtualization
deployment, however, is not only impractical in large orga-
nizations that deploy complex applications, but may also be
impossible due to regulatory or company restrictions. DevOps
School District 27J
isn’t just provides
about deployment,educational
and it’s certainly services
not just aboutto
deploying students
continuously in Colorado.
to production. The staff
Adopting DevOps
and educators work to ensure that all students
allows organizations to release to production when theyhave
want
to and not based on a particular date marked on a calendar.
the classroom.
placing the order.
23

Virtualization Notes
the classroom.
placing the order.
23

the classroom.
placing the order.
23

the classroom.
placing the order.
23

the classroom.
placing the order.
WILEY END USER LICENSE
AGREEMENT
Go to www.wiley.com/go/eula to access Wiley’s
ebook EULA.

DevOps For Dummies

Enviado por

Dados do documento

Título original

Direitos autorais

Formatos disponíveis

Compartilhar este documento

Compartilhar ou incorporar documento

Opções de compartilhamento

Você considera este documento útil?

Este conteúdo é inapropriado?

Direitos autorais:

Formatos disponíveis

DevOps For Dummies

Enviado por

Direitos autorais:

Formatos disponíveis

23

Making the Grade in Desktop

Making the Grade in Desktop

and educators work to ensure that all students have

the knowledge, skills,mechanical,

age options that

Making the Grade in Desktop

age options that could

Virtualization Technology in DevOps ............................................................ 24

Making the Grade in Desktop

If you’re reading this book, we assume that you’ve heard

Virtualization geared to executives, decision makers, and practitioners who

Making the Grade in Desktop

Virtualization This problem is further amplified by a major shift in the types

Tegile assessed the needs of the district quickly and

Making the GradeChapter

Making the GradeChapter

Virtualization automated deployment and testing. We talk more about

Making the Grade in Desktop

and future competence and success. As part of this

up to 30 days to deliver, the district needed help

Tegile assessed the needs

Tegile delivered the hybrid solution within days of

Making the Grade in Desktop

Making the Grade in Desktop

desktops. As the system went live on the first day of the

Making the Grade in Desktop

The CIO of the school district

Making the GradeChapter

Virtualization section “Infrastructure as Code” later in this chapter for more

computing environment that leveraged a virtual desk-

Making the GradeChapter

Virtualization In the reference architecture introduced in Chapter 2, the

sooner and decided on work-item

placing the Traditional

Making the GradeChapter

school year, the resulting boot storm from teachers log-

The CIO of the ✓ Continuous

Making the GradeChapter

desktops. AsIn an organization, QA teams need to determine whatday

The district launched its virtual desktop infrastructure

Making the GradeChapter

Virtualization By using an environment management and deployment tool

Making the GradeChapter

Virtualization planning. Tools in this stage typically are cross-platform and

placing the order.

them to fully support

Making the GradeChapter

the classroom. tion changes to the environments to which these components

desktops. As the system

Making the Grade in Desktop

The district launched

load becomes self-evident.of

Figure 4-1: End-to-end Develop/Test in the cloud.

desktops. AsThethe system

Virtualization deployable asset. In this case, no updates are made to the

SAN was undersized

computing environment that leveraged a virtual desk-

Virtualization physical environments. Examples of these hybrid cloud envi-

Making the Grade in Desktop

The district launched

Tegile delivered the explores

The districtthe launched its virtual