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Project Retrospectives: A Handbook for Team Reviews
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... Retrospectives should not only focus on negative points but explore potential success stories and best practices to learn from. Ideally, retrospectives should be led by a facilitator who is not at the same time also a participant, and the activity needs to include the entire community involved in the project to ensure rich and diverse results (Kerth, 2001). Moreover, the activity must take place in a "safe" environment for the participants to feel secure within their community, which takes time to be developed and maintained. ...
... There is no rigid recommended group size for this activity, however larger groups might need to be divided into smaller circles and a plenary session with all participants at the end. There is not much pre-work required from the facilitator, however, it is advised to familiarise oneself with the community members and the project to review (Kerth, 2001). ...
... Krippendorff [73] was also used for content analysis on the semi-structure interviews that were conducted to verify the results. After the identification of the distributed agile patterns, for verification and validation reflection workshop proposed by Kerth [74] was conducted. The objective of this study is to provide the answers to the following questions: Research Question: What are the recurring adaptions of agile practices used in Offshore software development companies? ...
... In literature there are many approaches through which you can assess results such as using fuzzy approach [99], structural modeling approach [100]. In this research to verify and validate the pattern catalogue, Kerth's [74] reflection workshop method "The keep/try reflection workshop" was used. This method was selected to get opinions from experts regarding the correctness of the patterns and if the catalogue is useful to practitioners who want to apply agile to their offshore projects. ...
As offshoring is becoming mainstream, companies are moving towards using agile methods. Offshoring has many advantages such as reduced development cost, proximity to market and round the clock development, it has created new challenges for the application of agile practices as the teams are now distributed. Companies are adapting and modifying agile practices in order to overcome these challenges. However, little effort has been put into identifying common practices, which are being repeatedly, used to solve frequent problems in offshore development. In this research, we have studied from literature over 200 cases and have interviewed professionals participating in distributed offshore teams. Based on the observations, we have designed a solution known as Distributed Agile Patterns, which will address the common issues in offshoring scenario. Fifteen distributed agile patterns have been identified and classified into four categories based on the type of problem they solve. A reflection workshop was conducted where professionals were invited to review the pattern catalogue and help us verify and validate the catalogue. Based on their feedback, the catalogue was finalised. The purpose of the catalogue is to serve as a guideline for practitioners to use to aid them in adoption of agile practices in offshoring.
... En [64] y [65] se detallan los pasos y aspectos a seguir en este tipo de reuniones, recalcan la diferencia entre una reunión de retrospectiva a una de lecciones aprendidas y enfatizan que las retrospectivas deben ser positivas y actuar como un catalizador para el cambio y no un analizador de problemas y responsables. ...
... Mad, Sad, Glad es una técnica de retrospectiva [64] [71] que alienta a los miembros del equipo de trabajo a pensar sobre sus emociones relacionadas con el proyecto en curso. ...
Actualmente, la gestión de proyectos de desarrollo de software en las micro, pequeñas y medianas empresas está atravesando un proceso de cambio gracias a la introducción de nuevos enfoques y modelos ágiles que se integran a los procesos existentes, permitiendo mejorar los tiempos, calidad, productividad y costos asociados. Sin embargo, la falta de comprensión y de una solución que soporte la integración adecuada con los procesos existentes de una organización, trae consigo una serie de obstáculos que entorpecen su exitosa implementación. Con el objetivo de ayudar a soportar el trabajo en la implementación de la norma ISO/IEC 29110 desde un enfoque aplicable a las micro, pequeñas y medianas empresas, se llevó a cabo la definición de un modelo de desarrollo ágil basado tanto en las prácticas definidas en la norma así como también en los principios del manifiesto ágil, en propuestas ágiles como eXtreme Programming, SCRUM y algunas técnicas empleadas actualmente en el desarrollo de software, por ejemplo: captura de requisitos, definición y documentación de arquitecturas de software, automatización de pruebas, entre otros. Esta tesis también muestra un estado del arte de los trabajos relacionados, el cual fue llevado a cabo a través de una revisión sistemática de la literatura, y que tuvo por objetivo conocer lo que se había realizado y logrado en micro, pequeñas y medianas empresas respecto a las metodologías ágiles principalmente y otros modelos desde el punto de vista de: tendencias, propuestas, experiencias, factores de éxito, entre otros. El modelo propuesto ha sido aplicado y validado a través de un estudio de caso realizado en la compañía HMV Ingenieros Ltda.
... The intent was that in the process of working closely with each other on the project, students would gather sufficient material to reflect upon and learn from. To reinforce the need for practicing reflection as a necessary component of learning, the course devoted considerable time to reflective techniques, including journaling, team conversations 8 , retrospectives 13 , reflective essays 22 , and portfolios -techniques that enhance learning in any domain 17 . Finally, we invited industry experts for several class sessions, and they led experiential simulations -an example of experiential learning in action. ...
... Peer appreciation. The goals of the peer appreciation technique are several: to reinforce the value of approaching people positively and treasuring them even over disagreements; to remind us that disagreements are rarely to be taken personally; to reconcile differences and heal relationships between individuals working in a team; to promote civility, restore, and increase mutual respect; and to create a shared sense of accomplishment 13 . ...
... It is not a new idea that we should study project failure to improve future project performance (Abdel-Hamid & Madnick, 1990;Boddie, 1987;Chua, 2009;Collier, DeMarco, & Fearey, 1996;Dalcher, 1994;Dalcher, 2010;Flyvbjerg, 2006;Fortune & Peters, 1995;Fortune & Peters, 2005;Gauld, 2007;Gilbreath, 1986;Hughes et al., 2016;Johnson, 1995;Kerth, 2001;Kusek et al., 2013;Nelson, 2008;Sauser, Reilly, & Shenhar, 2009). Knowledge about the characteristics of past IT project failure is helpful for efforts to prevent future IT project failures. ...
There is a gap in the research literature with respect to explaining why some failing IT projects are allowed to continue instead of being terminated. Part of the problem is a gap with respect to an accepted general definition of IT project failure. This is significant because varying definition of IT project failure gives rise to misunderstandings in research and practice. The use of the derogative term “failure” is in itself problematic.
This article gives a) an overview of what is meant by IT project failure in the literature, b) an updated set of IT project performance criteria associated with the attribution of failure, and c) a new argument for the theoretical predictability of IT project termination - the marginal cost trap. The article furthermore presents d) an outline of how these findings can contribute to preventing IT project failure.
The research methods are a hermeneutic literature review (content analysis), small-n case studies (plausibility probes), and abductive theory generation.
... One of the most interactive sessions that involved the whole class at the same time was a course retrospective exercise, inspired by a similar such session taught as part of an agile methods course (Martin, Anslow, and Johnson 2017), that was carried out in Week 6 of the course. This session followed the format of a project retrospective (Kerth 2013), which is typically a consultation at the end of a project that is run by a facilitator to mediate feedback about how a project went. In our case, one of the course tutors acted as the facilitator. ...
Teaching artificial intelligence (AI) is challenging. It is a fast moving field and therefore difficult to keep people updated with the state-of-the-art. Educational offerings for students are ever increasing, beyond university degree programs where AI education traditionally lay. In this paper, we present an experience report of teaching an AI course to business executives in the United Arab Emirates (UAE). Rather than focusing only on theoretical and technical aspects, we developed a course that teaches AI with a view to enabling students to understand how to incorporate it into existing business processes. We present an overview of our course, curriculum and teaching methods, and we discuss our reflections on teaching adult learners, and to students in the UAE.
... One of the most interactive sessions that involved the whole class at the same time was a course retrospective exercise, inspired by a similar such session taught as part of an agile methods course (Martin, Anslow, and Johnson 2017), that was carried out in Week 6 of the course. This session followed the format of a project retrospective (Kerth 2013), which is typically a consultation at the end of a project that is run by a facilitator to mediate feedback about how a project went. In our case, one of the course tutors acted as the facilitator. ...
Teaching artificial intelligence (AI) is challenging. It is a fast moving field and therefore difficult to keep people updated with the state-of-the-art. Educational offerings for students are ever increasing, beyond university degree programs where AI education traditionally lay. In this paper, we present an experience report of teaching an AI course to business executives in the United Arab Emirates (UAE). Rather than focusing only on theoretical and technical aspects, we developed a course that teaches AI with a view to enabling students to understand how to incorporate it into existing business processes. We present an overview of our course, curriculum and teaching methods, and we discuss our reflections on teaching adult learners, and to students in the UAE.
... The team also consulted with local university experts on games, monsters, world cultures, and literacy. Each iteration concluded with a retrospective meeting, which provided an opportunity for the team's reflective improvement (Kerth, 2001;Schon, 1984). ...
We are inspired by the educational potential of the board game Tales of the Arabian Nights, a popular game based on the eponymous folk tale. Considering this game and others like it, we identify the characteristics that define a genre of culture-narration games, which we consider to have untapped potential for educational and transformative games. We describe a design experiment through which a multidisciplinary team followed an iterative and incremental process, in collaboration with a community partner, to investigate the potential of this genre. The result is a game that uses a theme of monsters from around the world to teach cultural empathy. This pilot project reveals both the promise and several complications with the genre, which lead to recommendations for future work.
... 8 | Stefan Kühl (2010) bezeichnet das »Zusammenspiel von formalen und informalen Wegen als eine zentrale Besonderheit von Organisationen gegenüber anderen sozialen Gebilden wie Ehen, Gruppen, Staaten oder sozialen Bewegungen«. (S. 17) 9 | Ausführliche Hinweise zur Durchführung von Retrospektiven in Teams gibt Norman L. Kerth (2001) in seinem Buch Project Retrospectives. ...
... On the other hand, the tool-related themes are directly related to DesignMR and can be used to improve it through further user feedback. The outcomes of the DesignMR experience are illustrated through a retrospective analysis (Fig. 9), namely the 4Ls (Kerth, 2001). Firstly, the 'liked' and 'lacked' features of DesignMR; secondly, what is 'learned' through the protocol studies, and finally, 'longed for' or potential improvements are examined. ...
Immersive Virtual Environments (IVEs), particularly Mixed-Reality (MR) technologies, continue to have an increasing impact on design processes and design education. This study focuses on MR’s potentials in Basic Design (BD) education and its influence on novice designers’ design thinking abilities. In this study, through a newly developed MR-based design framework, DesignMR, a comparative analysis between design processes in MR and the physical environment is presented. A hybrid evaluation methodology is used in the context of three-dimensional (3D) BD tasks through two sets of protocol studies: Linkography and exit interviews. Linkography is a method to analyze the design process based on detecting design moves and their links with each other. In this study, linkographic analyses point to an increase in critical moves and link index values in MR as compared to the physical environment for all participants. This indicates that MR can trigger improved creativity, design productivity, and design exploration by idea generation. Exit interviews highlighted the positive impact of DesignMR on the motivation, work efficiency, and 3D perception of the participants. Further research will be pursued for improved hand gestures to increase the effectiveness of object interaction.
... Variants of this practice are described in the literature 6 , where it is suggested that from a psychological standpoint it is important to address the positive aspects (i.e., the 'Sustain' column) first, before moving on to discuss what needs to be improved (i.e., the 'Improve' column). ...
... In doing so, we found inspiration in chapter six about methods of exploring in Miles, Huberman, and Saldaña (2013). Furthermore, we used the retrospective process that Nelson (2005) and Kerth (2001) describe. ...
... This group created the Agile Manifesto, a statement of values for successful software development, [14], Poppendieck "Lean Programming", draws attention to the structural parallels between Agile and the ideas known as Lean or "Toyota Production System". [15] Kerth in his book published in 2001 , the term "Retrospective Project" is introduced in the book of (Project Retrospectives: A Handbook for Team Reviews); in 2002 the Scrum community adopts the practice of measuring "speed or velocity" , this new approach has appeared under different names. The name most often used is the agile approach [16], while the same principle and approach are found under the names lean [17], extreme [18] and adaptive [19]. ...
The commonly adopted project management approach is the traditional plan-driven model, which sometimes is not the most appropriate approach to complex construction projects subject to successive changes, where more agile approaches might be more adequate. The objective of this paper is to provide a hybrid project management approach that not only draws on traditional project management approaches, but also on agile and lean ones, and that seeks to promote change, boost interaction with the client and increase project value, by using the agile approach component to increase the probability of success of construction projects; and to eliminate waste by embodying the lean approach component. The paper thoroughly reviews the available literature on different project management approaches and proposes a hybrid project management model for construction projects, presenting and discussing key traditional, agile and lean practices.
... Unlike a more typical review session, a retrospective does not yield a list of items but continues on to establish next steps, accountabilities, and measures for making improvements happen. The XP approach to retrospectives is based on the work of Norman Kerth (2001). ...
Apart from personal experience, anecdotal evidence and demonstrations are still the most prevalent and diffused methods on which software engineers have to base their knowledge and decisions. Although – by searching on line databases such as the ACM1 or IEEE2 libraries – we find numerous papers for example on software quality or cost estimation many of them either do not perform any empirical validation at all (they are mostly experience reports or base ideas more on personal opinion than hard data) or the performed validation has limited scientific value
... As Olsen and Eoyang note, "leaders and change agents have a role in creating a safe space, at least safe enough for system agents to take risks associated with movement and change" [22]. Norm Kerth created the retrospective "Prime Directive", which he defined as follows: "Regardless of what we discover, we must understand and truly believe that everyone did the best job he or she could, given what was known at the time, his or her skills and abilities, the resources available, and the situation at hand." [23]. The goal of this social contract is to develop safety and trust among the retrospective participants so they can have an open and honest discussion without fear of recrimination. ...
Teams and organizations are complex adaptive systems. Self-organization in complex adaptive systems evolves through a set of Simple Rules. Self-organization is a core tenet of agile teams. Self-organization does not mean everyone gets to do whatever they want to do. Team members create contracts with each other. These contracts create boundaries, or containers, within which self-organization can occur. Teams also create contracts with other teams, the wider organization and other stakeholders. The contracts are both implicit and explicit. Social contracts in complex adaptive systems are more effective if they are based on Simple Rules. Social Contract Theory acts as a lens through which we can better understand these social contracts in agile teams. This paper represents ongoing research that examines the role of Simple Rules and Social Contract Theory in fostering self-organization in agile development teams. The paper discusses four examples of social contracts in agile teams: definition of done, definition of ready, working agreements, and retrospectives.
... Antes de su entrega o exposición tanto el profesor, como el ScrumMaster y los miembros del equipo deben reunirse y estudiar en profundidad cuán productivo y colaborativo ha sido el equipo y cómo han estado trabajando para mejorar el resultado final. Hay que entender y creer que todos hicieron lo que mejor pudieron, teniendo en cuenta lo que sabían en ese momento, sus habilidades, los recursos disponibles y la situación en la que se encontraban (Kerth, 2001). Se valorará muy positivamente que, por ejemplo, el 90% del tiempo se halla dedicado a la realización del trabajo de cada sprint, y el 10% restante a la planificación de las tareas y la preparación de los sprints siguientes. ...
Resumen:El presente artículo pretende mostrar cómo a través de Scrum, una nueva estrategia de trabajo en equipo que hasta hace poco tiempo se utilizaba únicamente en empresas para la creación de software, actualmente se está implantando como herramienta didáctica en escuelas, institutos y universidades de todo el mundo. Bajo este tipo de metodología ágil se pueden crear entornos de trabajo grupal y colaborativo que, con la adecuada orientación del profesorado ayudará a los estudiantes a desarrollar proyectos de alta calidad. Los alumnos no solo se sienten más motivados sino que mejoran su capacidad de pensamiento crítico, desarrollan sus habilidades de comunicación y realizan propuestas más innovadoras y atractivas. En este artículo describiremos qué es scrum, cuáles son sus características y beneficios, así como sus diferencias respecto al trabajo en equipo tradicional. Igualmente justificaremos su utilización en las aulas universitarias como herramienta para el desarrollo de las competencias básicas para cada carrera y ofreceremos como ejemplo una experiencia con estudiantes de la facultad de educación. Abstract:This article aims to show how Scrum can be a new strategy teamwork. It was used only in companies creating software, but currently it being implemented as a teaching tool in schools, colleges and universities around the world. Under this type of agile methodology can be created environments and collaborative group work. It is necessary the guidance of teachers who have to help students to develop high quality projects. The students are more motivated and improve their critical thinking skills, develop their communication skills and make more innovative and attractive proposals. This article will describe what it is scrum, what are its features and benefits as well as their differences regarding work on traditional equipment. Also we will justify their use in university classrooms as a tool for the development of basic skills for each race and as such offer an experience with students from the faculty of education.
... However, a number of techniques to support Scrum activities have been developed and reported. Interesting for InnoDev are the collections of retrospective games by Kerth, Derby et al., and Kua [8,25,27] (which are similar to various Design Thinking techniques) and planning techniques, such as planning poker or bucket planning, which allow for quick planning in a team [17]. Furthermore, the use of a task or Scrum board makes sense in tracking the current activities and progress in an easy and flexible way. ...
The debate on how to integrate Design Thinking and Lean Startup into the agile process has been addressed in the literature over the past few years. Researchers argue that Design Thinking can contribute to software development by offering support on how to understand user needs in order to derive solution and product options, whereas Lean Startup helps to learn about business and scaling strategies. Based on these viewpoints, we developed InnoDev, which is an approach that combines Design Thinking, Lean Startup and Scrum to create an agile software development process that can deliver the innovative customer-oriented products and services required by competitive companies. This study aims to describe InnoDev in detail by depicting all its phases. Our findings provide complementary perspectives regarding software development strategies, roles and techniques. This study will advance the knowledge of Design Thinking and software development by providing a detailed description of a tool that combines best practices for creating more innovative software products. The results of this investigation can help managers to evaluate their software development process in order to improve its effectiveness and create more efficient user-driven solutions.
... The different aspects of game elements integration in agile software development, more precisely in agile retrospectives, depending on the current maturity stage of the project team are discussed in the literature [23][24][25][26]. Our collaborative game toolbox goes a step further and proposes practical assets to facilitate the use of game elements by project teams, regardless of their maturity level. ...
Software development organisations are interested in adopting new agile methods and techniques. However, they often do not have the time and resources to explore available approaches or to customise them to the current situation at the project or organisational levels. As software companies are usually dealing with significant pressure and have to demonstrate productivity, time for software process improvement (SPI) is very limited. Using serious collaborative games can be helpful for the deployment of certain best practices recommended by agile methods. With the objective of facilitating SPI in organisations, the authors propose a ready-to-use collaborative game toolbox that is oriented for practical use in project team meetings. The set of collaborative games included in the toolbox have been designed for agile teams, regardless of the maturity level, to innovate and improve communication and cohesion, and to bring business value out of agile ceremonies. © 2019 Institution of Engineering and Technology. All Rights Reserved.
... Antes de su entrega o exposición tanto el profesor, como el ScrumMaster y los miembros del equipo deben reunirse y estudiar en profundidad cuán productivo y colaborativo ha sido el equipo y cómo han estado trabajando para mejorar el resultado final. Hay que entender y creer que todos hicieron lo que mejor pudieron, teniendo en cuenta lo que sabían en ese momento, sus habilidades, los recursos disponibles y la situación en la que se encontraban (Kerth, 2001). Se valorará muy positivamente que, por ejemplo, el 90% del tiempo se halla dedicado a la realización del trabajo de cada sprint, y el 10% restante a la planificación de las tareas y la preparación de los sprints siguientes. ...
This article aims to show how Scrum can be a new strategy teamwork. It was used only in companies creating software, but currently it being implemented as a teaching tool in schools, colleges and universities around the world. Under this type of agile methodology can be created environments and collaborative group work. It is necessary the guidance of teachers who have to help students to develop high quality projects. The students are more motivated and improve their critical thinking skills, develop their communication skills and make more innovative and attractive proposals. This article will describe what it is scrum, what are its features and benefits as well as their differences regarding work on traditional equipment. Also we will justify their use in university classrooms as a tool for the development of basic skills for each race and as such offer an experience with students from the faculty of education.
... The final lecture is on retrospectives, where we typically have a guest lecture present and then perform a retrospective exercise with the class. This lecture focuses on the ideas from Derby and Larsen [5] and Kerth [9]. Once the retrospective has completed, the post-course assignment (Sect. ...
Agile methods are an essential resource for software engineers. The Agile movement evolved out of industry and is the common approach to software development today. Teaching Agile methods challenges students’ working attitudes, where putting Agile into practice is not possible through simply applying methods prescriptively, but by having an Agile mindset. In this paper we present and discuss our experiences over the last decade of teaching a novel intensive Agile methods week long course as part of a professional Masters of Software Engineering degree programme at the University of Oxford. We describe the typical shape of the course, discuss how students experience Agile values and management practices to foster an Agile mindset, and provide student feedback indicating a consistently positive response to our approach at teaching Agile methods to software engineering professionals. Our reported experiences and material can help other educators who want to run similar courses and adapt where required.
... In order to verify and validate the identified distributed agile patterns, we conducted a reflection workshop based on Norm Kerth [16], 'The keep/try reflection workshop'. Based on the workshop we designed Table 13.6, which shows how Distributed Agile Patterns address requirements engineering challenges in offshore development, which were mentioned in Table 13.3, to the relevant distributed agile pattern addressing them. ...
This chapter discusses the challenges practitioners face while choosing to develop their projects at offshore locations. As offshore development introduces new challenges in the software development process such as trust, socio-cultural, communication and coordination and knowledge transfer issues, it has been observed that these challenges affect how requirements are defined and managed while using agile practices in offshore software development. Using the notions of Distributed Agile
Patterns
we discuss how they can facilitate the requirements engineering process in offshore software development. We present a catalogue of the complete set of patterns, but only gave details of selective patterns from the catalogue that are related to the requirements engineering process. The whole catalogue is available online for anyone interested in it. At the end we developed a process flow showing the distributed agile patterns mapped onto the traditional requirements engineering process to show how these patterns address and improve the requirements engineering process for agile offshore projects.
... The approach followed to collect and analyze the data is based on the process modeling methodology introduced in chapter 2 [4] and on goal-oriented measurement methods as discussed in [14]. Also, mutual relationships exist between this chapter and chapter 3 "Technology", since technology issues represent one of the most important keys for understanding the behavior of the projects under observation [11]. The terminology introduced in chapter 4 "Architecture" is consequently adopted to show the highlevel architecture of the pilot services. ...
Due to its newness, wireless Internet services engineering lacks explicit experience and quantitative data [1]. No historical data exists on related technologies, techniques and suitable software development process models. Some of the most critical consequences to be expected are unreliable project planning, incorrect effort estimates and high risk with respect to process, resource and technology planning.
... The documents have ranged from under 10 to more than 100 pages, and have tended to grow in length." Kerth (2001) lists a total of 19 techniques to be used in postmortems, many focusing on creating an atmosphere for discussion in the project. Kerth recommends taking three days to discuss projects in detail. ...
Postmortem reviews are collective learning activities which can be organized for projects either when they end a phase or are terminated. The main motivation is to reflect on what happened in the project in order to improve future practice—for the individuals that have participated in the project and for the organization as a whole. Projects are the typical way of working in most knowledge-intensive organizations, and postmortems provide a possibility to learn from the projects with little effort, which makes it ideal as an initial knowledge management activity in a company.
... 8 | Stefan Kühl (2010) bezeichnet das »Zusammenspiel von formalen und informalen Wegen als eine zentrale Besonderheit von Organisationen gegenüber anderen sozialen Gebilden wie Ehen, Gruppen, Staaten oder sozialen Bewegungen«. (S. 17) 9 | Ausführliche Hinweise zur Durchführung von Retrospektiven in Teams gibt Norman L. Kerth (2001) in seinem Buch Project Retrospectives. ...
Um in komplexen und dynamischen Umwelten agieren und diese aktiv gestalten zu können, sind formalisierte Arbeitsabläufe und geronnene Strukturen oft nicht hilfreich. Wir benötigen ein performatives, fließendes Verständnis von Organisation und die Beherrschung agiler Prozesse: Das oft versteckte Erfahrungswissen (tacit knowing) wird zur Grundlage der heute benötigten »Kunst« der Improvisation. Die Beiträge zeigen: Implizites und intuitives, vorausschauendes Wissen und experimentierend-spielerisches Handeln sind die Grundlage für Innovation und agiles Lernen in Organisationen und sozialen Systemen. In der Analyse von »organizational patterns« und »musikalischem Denken« entsteht ein neues Verständnis flexibler und dynamischer Organisationen.
... "Post mortem" instead is related to reviewing a project that has not been completed successfully and we will address this particular type of project review later on. In the U.S. Army they talk about Post Engagement Redress or After Action Review, in the U.S. Navy: Navy Lessons Learned (Kerth, 2001). Taking a deeper look into what happened is always wiser than hoping to succeed somehow next time that a particular situation occurs. ...
Learning from experience and knowledge management described in existing literature evidence that there are different practices that enable these processes, and that a distinction between implicit and explicit knowledge is essential for our analysis.
The paper investigates through which project management practices organizations manage the two types of knowledge and at what level knowledge sharing and reuse is more commonly adopted.
The research starts with existing research overview and analysis of preliminary results from initial interviews, and then it continues with a survey on selected knowledge management practices in order to identify which of them are mostly used by organizations.
Results show the essential role of the project team; this finding is then further elaborated using knowledge from research presented in existing literature.
Project management enhances efficient knowledge management as on one hand, it includes the adoption of standardised and repetitive practises what enables specialization and knowledge consolidation. On the other hand, project management refers to unique initiatives that provide new knowledge and opportunities for learning. The project team in particular results to be a key factor for activating knowledge reuse.
... The term "retrospective" was first used by Kerth [15], but was soon adopted by the agile community. Being a key practice within agile methods, the retrospective has been given much attention by both practitioners and researchers. ...
Agile methods are increasingly being applied to large scale and distributed software development. While there is much evidence to support the efficiency of agile practices in small co-located team, less is known about the applicability of these practices to large scale projects. This paper gives an outline of planned research on the scaling of retrospectives. By using retrospectives as an empirical lens I will try to gain insight into the limitations and benefits of agile practices in large scale and distributed development.
Here, you will find the 50 New Work Hacks in alphabetical order to read and work on.
This report aims at investigating the participation process in climate change
adaptation for 22 European BASE case studies. A description of participatory methods and a further analysis of 9 BASE case studies where there has been a deliberative adaptation process present are given. Based on the results presented, a set of recommendations to policy-makers and practitioners are given. The output from D5.3 will lead up to D5.5, in which a more detailed analytical description of the framework will be given and a meta-analysis of the empirical contents will be delivered.
Hier findest du nun die 50 New Work Hacks in alphabetischer Reihenfolge zum Einlesen und Erarbeiten.
Das handlungsorientierte Framework Scrum, das bereits sehr breit in der Softwareentwicklung, aber auch in anderen Bereichen der fertigenden Industrie etabliert ist, eignet sich als guter Start, um den praktischen Einsatz agiler Arbeitsweise zu diskutieren. Ich gehe auf die wesentlichen Artefakte des Frameworks ein, um an diesem Beispiel die Frage des Warums für die drei Zielgruppen des Buches (Unternehmer, Kunden, Mitarbeiter) praktisch zu diskutieren. Das Kapitel greift Entwicklungen der Scrum Community auf und zeigt Weiterentwicklungen des Frameworks gegenüber seinem Erscheinen im Jahre 2001 auf und geht auf die Gründe und Überlegungen ein, die zu diesen Veränderungen geführt haben. Vom Verständnis des Team-Commitments über die Notwendigkeit der Schätzung bis zur praktischen Anwendbarkeit des Verfahrens in Verträgen werden die Artefakte der Methodik greifbar.
Interdisciplinary research is increasingly called upon to find solutions to complex sustainability problems, yet co-creating usable knowledge can be challenging. This article offers broad lessons for conducting interdisciplinary science from the South Florida Water, Sustainability, and Climate Project (SFWSC), a 5-year project funded by the U.S. National Science Foundation (NSF). The goal was to develop a holistic decision-making framework to improve understanding of the complex natural–social system of South Florida water allocation and its threats from climate change, including sea level rise, using a water resources optimization model as an integration mechanism. The SFWSC project faced several challenges, including uncertainty with tasks, high task interdependence, and ensuring communication among geographically dispersed members. Our hypothesis was that adaptive techniques would help overcome these challenges and maintain scientific rigor as research evolved. By systematically evaluating the interdisciplinary management approach throughout the project, we learned that integration can be supported by a three-pronged approach: (1) Build a well-defined team and leadership structure for collaboration across geographic distance and disciplines, ensuring adequate coordination funding, encouraging cross-pollination, and allowing team structure to adapt; (2) intentionally design a process and structure for facilitating collaboration, creating mechanisms for routine analysis, and incorporating collaboration tools that foster communication; and (3) support integration within the scientific framework, by using a shared research output, and encouraging team members to adapt when facing unanticipated constraints. These lessons contribute to the international body of knowledge on interdisciplinary research and can assist teams attempting to develop sustainable solutions in complex natural–social systems.
Reflective thinking is a skill used by people in different situations. It is especially valuable in general-purpose projects, in learning processes, and definitely in complex development processes (SchönSchön DA 1987; Hazzan 2002). This chapter focuses on the nature of reflective processes in agile environments on the individual level (reflection) and on the team level (retrospective). While reflection provides the individuals feedback with respect to how they perceive different aspects of the process and product, retrospective elevates these thoughts to the team level.
Mit diesem Band in den Universitätskolleg-Schriften soll ein Beitrag dazu geleistet werden, sowohl einen wissenschaftlichen Bezugsrahmen für die vielfältigen praktischen Interventionen als auch ein empirisch fundiertes Verständnis des Konstrukts „Studierfähigkeit“ zu entwickeln. Den Begriff der Studierfähigkeit und die Vielfalt seiner Bedeutungen und Anwendungsmöglichkeiten zu erhellen, den Leserinnen und Lesern Impulse zur Veränderung der Praxis zu geben und zur Explikation und Überprüfung der normativen oder gelebten Setzung von Standards anzuregen, ist Gegenstand der drei in diesem Band vorgestellten (Begleit-)Forschungsprojekte.
This book contains the refereed proceedings of the 17th International Conference on Agile Software Development, XP 2016, held in Edinburgh, UK, in May 2016.
While agile development has already become mainstream in industry, this field is still constantly evolving and continues to spur an enormous interest both in industry and academia. To this end, the XP conference attracts a large number of software practitioners and researchers, providing a rare opportunity for interaction between the two communities.
The 14 full papers accepted for XP 2016 were selected from 42 submissions. Additionally, 11 experience reports (from 25 submissions) 5 empirical studies (out of 12 submitted) and 5 doctoral papers (from 6 papers submitted) were selected, and in each case the authors were shepherded by an experienced researcher. Generally, all of the submitted papers went through a rigorous peer-review process.
In der Abschlussphase gestalten Sie die Form Ihrer Ergebnisse und vermarkten sich damit. Im Folgenden erfahren Sie deshalb alles Wichtige über die Dokumentation und Abschlusspräsentation, Projektmessen, Wettbewerbe, Rechteanmeldung und das Review Ihres Projektes. Und Sie bekommen ein paar Tipps, wie Sie mehr aus Ihrem Projekt machen!
Retrospectives in Agile software development can be used for improving processes among other issues that could affect the final product quality or the working environment. Games used in retrospective meetings influence positively the project team behaviour. In this research, games from Agile retrospectives are gathered from various sources and a new classification of games is created based on the four stage group development model proposed by Tuckman. Suitable games to be used in Forming, Storming, Norming and Performing phases are presented. The results obtained in this research can help practitioners to choose the appropriate activities for process improvement and other technical or human related factors arising in the team, depending on the development stage at which their team currently is.
Mit diesem Band in den Universitätskolleg-Schriften soll ein Beitrag dazu geleistet werden, sowohl einen wissenschaftlichen Bezugsrahmen für die vielfältigen praktischen Interventionen als auch ein empirisch fundiertes Verständnis des Konstrukts „Studierfähigkeit“ zu entwickeln. Den Begriff der Studierfähigkeit und die Vielfalt seiner Bedeutungen und Anwendungsmöglichkeiten zu erhellen, den Leserinnen und Lesern Impulse zur Veränderung der Praxis zu geben und zur Explikation und Überprüfung der normativen oder gelebten Setzung von Standards anzuregen, ist Gegenstand der drei in diesem Band vorgestellten (Begleit-)Forschungsprojekte.
When we leave the “execute plans” phase, we proceed in one of the following states:
Measurement provides many benefits to organizations of all types. However, measurement confined to the project level is limited in its ability to provide benefits throughout the organization. Measurement has always been used to help organizations assess and monitor various aspects of their operations and aid executives in strategic decision-making.
ResearchGate has not been able to resolve any references for this publication.