Aim/Purpose: This paper aims to discuss the activities involved in facilitating self-selecting teams for Agile software development projects. This paper also discussed how these activities can influence the successful expertise coordination in Agile teams.
Background: Self-selecting teams enable Agile team members to choose teams based on whom they prefer to work with. Good team bonding allows Agile team members to rely on each other in coordinating their expertise resources effectively. This is the focal point where expertise coordination is needed in Agile teams.
Methodology: This study employed Grounded Theory by interviewing 48 Agile practitioners from different software organizations mainly based in New Zealand. This study also carried out several sessions of observations and document analysis in conjunction with interviews.
Contribution: This study contributes to the body of knowledge by identifying the way self-selecting teams support expertise coordination.
Findings: Our findings indicated that the activities involved tend to influence the successful expertise coordination in Agile teams. Self-selecting teams are essential to supporting expertise coordination by increasing inter-dependencies between Agile team members, ensuring a diverse range of knowledge and skills in teams.
Recommendations for Practitioners: The self-selecting team activities can be used as a guideline for Agile software organizations in forming self-selecting teams in the fastest and most efficient way. It is vital for management to facilitate the process of self-selecting teams in order to optimize successful expertise coordination.
Recommendation for Researchers: There is potential for further Grounded Theory research to explore more activities and strategies involved in self-selecting teams.
Impact on Society: Self-selecting teams in Agile software developments projects tend to boost the productivity of software development.
Future Research: Several hypotheses can be tested through a deductive approach in future studies.
The process of teaching and learning suffers from poor conceptualizations of tacit knowledge to be explicit. This paper interprets and externalizes lecturer tacit knowledge based on knowledge visualization approach. Externalization process is a process of converting tacit knowledge such as ideas and experiences into written form so that it can be transferrred to the students. Thus knowledge visualization is used as an approach to externalize lecturer tacit knowledge through teaching material to be shared among the students. An exploratory research is adapted to discuss the issue of externalization process based on knowledge visualization approach. A conceptual framework is developed which provides an analytical perspective on externalizing tacit knowledge. The results of this study reveal that knowledge visualization is one of the approaches to convert lecturer tacit knowledge to student explicit knowledge in teaching and learning process.
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