How agile software development methods reduce work exhaustion: Insights on role perceptions and organizational skills

Agile methods are widely used in the software industry as a way to more rapidly develop and deliver new software. They define iterative work processes, advocate self‐organization and openness for change, and prescribe how software developers interact with each other and external stakeholders. Despite their popularity, it is unclear how agile methods influence work exhaustion in software developers and how developer skills play into this effect. On the one hand, agile methods may reduce software developers' work exhaustion by levelling out their workload across the entire duration of a project. On the other hand, agile methods exert a high level of pressure on software developers to continuously deliver working software, create many intensive social interactions, and to frequently adapt to changes. In light of these effects, prior research could not explain why some software developers become less exhausted from using agile methods, whereas others perceive the exact opposite. Based on the job demand‐control model, we develop a theoretical model connecting agile method use to individual developer skills and to two established determinants of employee exhaustion: role conflict and role ambiguity. We tested our research model in a field study among 1894 software developers in 217 project teams that used agile methods. The random coefficient modelling results show that agile method use facilitates the achievement of clear and unambiguous role perceptions and thereby reduces work exhaustion in developers, particularly if developers possess the organizational skills to effectively interact with others in their organization. We highlight implications for theory on the individual‐level effects of software development methods and provide practical insights for software companies.     

From ideals towards practice: paradigmatic mismatches and drifts in method deployment

There is considerable debate in the information systems literature on how systems development methods (SDMs) are used in practice. On one side are those who take the position that these methods are not used at all. The other side posits that SDMs are used but not in the manner intended by the method developers. In practice, SDMs are adapted and modified to meet project exigencies, which results in unique methods‐in‐use in each project. We subscribe to the latter view and extend the argument by proposing that SDM modifications happen due to mismatches between the paradigmatic values inherent in the SDM, the method users and the organizational context. Further, planned modifications themselves result in shifts of paradigmatic values inherent in the SDM. To examine our contention, we conduct a case study in which we trace an SDM from its development to its deployment and use in an organization. We show where the mismatches occurred and provide explanations for the mismatches. Our results indicate that paradigm differences explain most of the mismatches, and different factors contribute to the paradigm drifts simultaneously, even towards diverging orientations. We conclude that the true value of an SDM, in addition to its tool and technique use, is a basis for examining and self‐reflecting about paradigmatic values. This is an essential part of learning to develop systems.     

Learning linkages: Integrating data streams of multiple modalities and timescales

Increasingly, student work is being conducted on computers and online, producing vast amounts of learning‐related data. The educational analytics fields have produced many insights about learning based solely on tutoring systems' automatically logged data, or “log data.” But log data leave out important contextual information about the learning experience. For example, a student working at a computer might be working independently with few outside influences. Alternatively, he or she might be in a lively classroom, with other students around, talking and offering suggestions. Tools that capture these other experiences have potential to augment and complement log data. However, the collection of rich, multimodal data streams and the increased complexity and heterogeneity in the resulting data pose many challenges to researchers. Here, we present two empirical studies that take advantage of multimodal data sources to enrich our understanding of student learning. We leverage and extend quantitative models of student learning to incorporate insights derived jointly from data collected in multiple modalities (log data, video, and high‐fidelity audio) and contexts (individual vs. collaborative classroom learning). We discuss the unique benefits of multimodal data and present methods that take advantage of such benefits while easing the burden on researchers' time and effort.     

The Third Design Space: A postcolonial perspective on corporate engagement with open source software communities

Corporations increasingly engage with open source software communities in the co‐creation of software. This collaboration between corporate professionals and open source software community members is strikingly different from the early days of software development where for‐profit firms attempted to dominate and control the industry while attempting to throttle the success of independent developers offering an alternative, open source option. While many metaphors like trading zones, common pool resources and ecosystems have helped understand the phenomenon, the metaphors do not portray what the industry was like before and after the transition. We adopt a postcolonial metaphor as an analytical lens to examine such collaboration based on qualitative data gathered over three years from executives, managers and developers within corporations that engage in open source software development. Drawing on these insights, we then theorize a “Third Design Space,” based on the concept of the third space proposed by Bhabha. This metaphor encourages the cultivation of a new design environment, creation of new design associations and circulation of shared design resources. Together these practices and behaviours make it possible to nurture innovative methods and new rituals for designing software with results and methods that represent a distinct departure from the competitive and proprietary past, even creating innovative artefacts that could not have been created without the Third Design Space.     

From transaction to transformation: information and communication technology, professional development and the formation of communities of practice

Abstract Using the concept of ‘layers of community’, this paper describes and explains the ways in which teams of teachers, teacher educators and researchers worked together on the research project InterActive Education: teaching and learning in the information age. The focus is on the development and dissemination of professional knowledge as it relates to teaching and learning that incorporates information and communications technology (ICT) as a tool. Drawing on a range of data, we illustrate how ‘micro‐’, ‘meso‐’ and ‘macro’‐communities inter‐connect to create the settings for improved professional growth. The purpose is to challenge the linearity embedded in much of the professional development processes associated with ICT and to re‐model the relationship between practice and research.     

A survey on pervasive education

Researchers and developers worldwide have put their efforts into the design, development and use of information and communication technology to support teaching and learning. This research is driven by pedagogical as well as technological disciplines. The most challenging ideas are currently found in the application of mobile, ubiquitous, pervasive, contextualized and seamless technologies for education, which we shall refer to as pervasive education. This article provides a comprehensive overview of the existing work in this field and categorizes it with respect to educational settings. Using this approach, best practice solutions for certain educational settings and open questions for pervasive education are highlighted in order to inspire interested developers and educators. The work is assigned to different fields, identified by the main pervasive technologies used and the educational settings. Based on these assignments we identify areas within pervasive education that are currently disregarded or deemed challenging so that further research and development in these fields are stimulated in a trans-disciplinary approach.     

Extending web-based educational systems with personalised support through User Centred Designed recommendations along the e-learning life cycle

In this paper we address an open key issue during the development of web-based educational systems. In particular, we provide an educational-oriented approach for building personalised e-learning environments that focuses on putting the learners' needs in the centre of the development process. Our approach proposes user centred design methodologies involving interdisciplinary teams of software developers and domain experts. It is illustrated in an adaptive e-learning system, where a MOOC (Massive Open Online Course) was taken by nearly 400 learners. In particular, we report where user centred design methods can be applied along the e-learning life cycle to designing and evaluating personalisation support through recommendations in learning management systems.     

Using the theory of constraints thinking processes to complement system dynamics' causal loop diagrams in developing fundamental solutions

Standard OR/MS methods mainly focus on ‘hard’ aspects of problems represented by quantitative or mathematical formulations. Organisational settings typically pose challenges in the use of such methods, in that they may be inadequate to capture the ‘softer’ issues surrounding human behaviours, organisational practices and policies. Over the last 20 years, a number of ‘soft OR’ tools, methods and methodologies have emerged as a means of addressing such challenges, and in this paper, we selectively examine how such methodologies can complement hard and other soft methods. In particular, we examine the potential contribution of the theory of constraints (TOC) and system dynamics (SD) to multi‐methodological intervention. We begin by discussing their philosophical underpinnings in relation to other OR/MS methods, and by exploring how such an understanding can provide a theoretical basis for mixing methodologies and for their complementary use. Then, using a case suitable for classroom discussion, the paper provides insights into how the systemic qualities of selected TOC methods and tools may be harnessed in multi‐methodological intervention by identifying the communality and complementarity of TOC and other hard and soft OR/MS approaches to problem solving, in particular, the causal loop diagramming method of SD.     

How to reduce the UX bottleneck – train your software developers

Usability and user experience (UX) methods come from academic environments, where industrial conditions such as time and resources are not of prime importance. Furthermore, usability and UX methods originate from a time when almost all software developments followed a traditional approach, such as the waterfall model. These two facts entail that existing methods often are too resource demanding and complex to apply directly into today’s agile, industrial environments. In this paper we make the claim that methods must be updated and tailored in order to be applicable within the agile, industrial development framework of today. We pursue a solution to simplify well-known methods and to train software developers to perform the UX work. To do this, three methods are modified via an iterative process together with the development of supporting materials. Software developers in three companies are trained in the methods to assess the approach. We find that it indeed is feasible to update and tailor existing usability and UX methods to fit into an agile, industrial environment. Furthermore, we show that it is possible to train developers to perform the usability and UX methods via one-day, in-situ sessions using an ‘instructor’-teaching approach. The training is based on hands-on exercises and real-life tasks. This further boosts the developers’ confidence in performing UX work and promises a better consideration of UX in the development phases. We evaluate our approach through observations of the developers performing the UX tasks on their own at a later point in time.     

User‐centred design and educational data mining support during the recommendations elicitation process in social online learning environments

Social online learning environments provide new recommendation opportunities to meet users' needs. However, current educational recommender systems do not usually take advantage of these opportunities. To progress on this issue, we have proposed a knowledge engineering approach based on human–computer interaction (i.e. user‐centred design as defined by the standard ISO 9241‐210:2010) and artificial intelligence techniques (i.e. data mining) that involve educators in the process of eliciting educational oriented recommendations. To date, this approach differs from most recommenders in education in focusing on identifying relevant actions to be recommended on e‐learning services from a user‐centric perspective, thus widening the range of recommendation types. This approach has been used to identify 32 recommendations that consider several types of actions, which focus on promoting active participation of learners and on strengthening the sharing of experiences among peers through the usage of the social services provided by the learning environment. The paper describes where data mining techniques have been applied to complement the user‐centred design methods to produce social oriented recommendations in online learning environments.     

Agents in object‐oriented software engineering

Software engineers of multi‐agent systems (MASs) are faced with different concerns such as autonomy, adaptation, interaction, collaboration, learning, and mobility, which are essentially different from classical concerns addressed in object‐oriented software engineering. MAS developers, however, have relied mostly on object‐oriented design techniques and programming languages, such as Java. This often leads to a poor separation of MAS concerns and in turn to the production of MASs that are difficult to maintain and reuse. This paper discusses software engineering approaches for MASs, and presents a new method for integrating agents into object‐oriented software engineering from an early stage of design. The proposed approach encourages the separate handling of MAS concerns, and provides a disciplined scheme for their composition. Our proposal explores the benefits of aspect‐oriented software development for the incorporation of agents into object‐oriented systems. We also illustrate our aspect‐oriented approach through the Portalware multi‐agent system, a Web‐based environment for the development of e‐commerce portals. Copyright © 2004 John Wiley & Sons, Ltd.     

Detecting Coordination Problems in Collaborative Software Development Environments

Software development is rarely an individual effort and generally involves teams of developers collaborating to generate good reliable code. Among the software code there exist technical dependencies that arise from software components using services from other components. The different ways of assigning the design, development, and testing of these software modules to people can cause various coordination problems among them. We claim that the collaboration of the developers, designers and testers must be related to and governed by the technical task structure. These collaboration practices are handled in what we call Socio-Technical Patterns.

The TESNA project (Technical Social Network Analysis) we report on in this paper addresses this issue. We propose a method and a tool that a project manager can use in order to detect the socio-technical coordination problems. We test the method and tool in a case study of a small and innovative software product company.     

Multi-metaphor method: organizational metaphors in information systems development

Abstract.  Conventional methods have been criticized for their positivist philosophy and for either ignoring the organizational context of information systems development (ISD) or using only a simplistic, machine-based conceptual model of organizations. We have developed an approach to enable systems developers to use a richer view of organizations and a more interpretive approach. Multi-Metaphor Method (MMM) supports developers via a range of metaphors as cognitive structuring devices to understand an organization so that developers can learn to move between different ways of 'reading' the social context in which ISD occurs. We explain the rationale and theoretical underpinnings of MMM and then discuss our action research to investigate the viability and relevance of MMM during ISD practice. We show how the developers' use of organizational metaphors via MMM did not just enable rich conceptualizations of the client organizations but also influenced the ISD process and final product. We review the learning outcomes and discuss the implications for systems development practice of our research.     

Strategy models for enabling offshore outsourcing: Russian short-cycle-time software development

Economic factors are driving software development projects onto globally dispersed models, as offshore outsourcing becomes more common. Software development companies in developing economies compete for lucrative, job-creating offshore contracts on the basis of industry maturity, labor skills, technology infrastructure, and government support. Diffusion of technology is a key aspect of each of these determinants of competitiveness. This paper analyzes the development of strategies for the diffusion of short-cycle-time software development into and within Russia. Short-cycle-time development is sometimes called agile development or Internet-speed development and uses a number of techniques to move software quickly into production. These techniques are spreading rapidly among software developers worldwide. The benefits of these techniques are well known and provide a credible explanation for why this rapid diffusion is occurring. This paper explains how these techniques are spreading in a borderless fashion. Using the Kline model of innovation diffusion and the Greiner model of evolution and growth of organizations, we analyze the enablers and barriers to diffusion of short-cycle-time software development techniques in Russia. This analysis reveals a complex interaction of political, economic, and technical elements enabling and inhibiting the development of knowledge that supports the innovation diffusion necessary for companies to compete for offshore contracts. © 2005 Wiley Periodicals, Inc.     

Managing change in an information systems development organization: understanding developer transitions from a structured to an object‐oriented development environment1

Abstract. Object‐oriented systems development has attracted great interest in the information systems (IS) field because of a belief that using object‐oriented development (OD) makes it easier to develop and maintain software plus achieve software reuse. However, the transition from structured to OD may be especially challenging for IS developers. In fact, some argue that structured development (SD) knowledge may interfere with the ability to learn OD approaches because of a form of proactive interference. To understand how knowledge of SD concepts influences the ability to gain OD knowledge, we assessed a team of IS developers' understanding of structured and object‐oriented concepts at the beginning of their first OD project and repeated our assessment 1 year later. Developers increased their understanding of some object‐oriented concepts, but these changes were associated with increases in understanding of one of the SD concepts. Further, at the beginning and end of the project, developers' mental models were highly consistent with one another and that of an OD expert with regard to most OD concepts. It appears that the formal training that developers received allowed them to attain a good understanding of most object‐oriented concepts. These findings challenge the idea that structured developers must ‘unlearn’ SD to adopt OD approaches. Future research may wish to examine the different types of software development knowledge to ascertain which are amenable to positive transfer and which are more likely to suffer from proactive interference.     

The use of systems development methodologies in practice: a field study

This paper discusses the findings of a field study of experienced systems developers which investigated the use of systems development methodologies (SDMs) in practice. Among the main findings to emerge are the following. There is a wide difference between the formalized sequence of steps and stages prescribed by a methodology and the methodology-in-action uniquely enacted for each development project. Also, there is much evidence which suggests that developers omit certain aspects of methodologies not from a position of ignorance, but from the more pragmatic basis that certain aspects are not relevant to the development environment they face. Thus, methodologies are tailored to the needs of the prevailing development environment and, being documented in a single manual often, are framed at a higher level of granularity that specifies broad activities and objectives, rather than specifying in a very detailed fashion the exact manner in which development should take place. Additionally, the findings clarify the apparently contradictory position in the literature as to whether developer experience is positively or negatively correlated with methodology use. The study would suggest that experienced developers are likely to use methodologies, albeit ones which have been heavily customized to the exigencies of the particular situation.     

Metaphors in managerial and employee sensemaking in an information systems project

This longitudinal study looks at the metaphors used in a public sector information systems development project from the perspective of cognitive metaphor theory (Lakoff & Johnson, 1980 ). We examine the use of metaphors by project team members, including representatives of the users, software developers and the managers guiding the project work. The findings indicate that project team members and managers use a rich set of metaphors to make sense of the project and the records management system they are working on. Notably, distinct sets of metaphors are used in different project phases and among the project personnel and management. As the differences in the metaphors also coincide with key events in the trajectory of the project, we contend that metaphors have significant power in sensemaking, influencing action and project outcomes. In particular, we find that in highly ambiguous, knowledge‐intensive situations, metaphor use with unclear intentions and purpose hinders learning and creates more chaos than order. From a practical perspective, our study highlights the relevance of metaphor use for project management. We suggest that intentional selection of metaphors by management could be beneficial for many complex information systems projects. © 2016 John Wiley & Sons Ltd     

ANTLRWorks: an ANTLR grammar development environment

Programmers tend to avoid using language tools, resorting to ad hoc methods, because tools can be hard to use, their parsing strategies can be difficult to understand and debug, and their generated parsers can be opaque black‐boxes. In particular, there are two very common difficulties encountered by grammar developers: understanding why a grammar fragment results in a parser non‐determinism and determining why a generated parser incorrectly interprets an input sentence. This paper describes ANTLRWorks, a complete development environment for ANTLR grammars that attempts to resolve these difficulties and, in general, make grammar development more accessible to the average programmer. The main components are a grammar editor with refactoring and navigation features, a grammar interpreter, and a domain‐specific grammar debugger. ANTLRWorks' primary contributions are a parser non‐determinism visualizer based on syntax diagrams and a time‐traveling debugger that pays special attention to parser decision‐making by visualizing lookahead usage and speculative parsing during backtracking. Copyright © 2008 John Wiley & Sons, Ltd.     

Evaluating software engineering techniques for developing complex systems with multiagent approaches

Context

Multiagent systems (MAS) allow complex systems to be developed in which autonomous and heterogeneous entities interact. Currently, there are a great number of methods and frameworks for developing MAS. The selection of one or another development environment is a crucial part of the development process. Therefore, the evaluation and comparison of MAS software engineering techniques is necessary in order to make the selection of the development environment easier.

Objective

The main goal of this paper is to define an evaluation framework that will help in facilitating, standardizing, and simplifying the evaluation, analysis, and comparison of MAS development environments. Moreover, the final objective of the proposed tool is to provide a repository of the most commonly used MAS software engineering methods and tools.

Method

The proposed framework analyzes methods and tools through a set of criteria that are related to both system engineering dimensions and MAS features. Also, the support for developing organizational and service-oriented MAS is studied. This framework is implemented as an online application to improve its accessibility.

Results

In this paper, we present Masev, which is an evaluation framework for MAS software engineering. It allows MAS methods, techniques and environments to be analyzed and compared. A case study of the analysis of four methodologies is presented.

Conclusion

It is concluded that Masev simplifies the evaluation and comparison task and summarizes the most important issues for developing MAS, organizational MAS, and service-oriented MAS. Therefore, it could help developers to select the most appropriate MAS method and tools for developing a specific system, and it could be used for MAS software engineering developers to detect and deficiencies in their methods and tools. Also, developers of new tools can understand this application as a way to publish their tools and demonstrate what their contributions are to the state of the art.