No abstract

No abstract

No abstract

This paper firstly explores the decision-making process in agile teams using scrum practices and secondly identifies factors that influence the decision-making process during the Sprint Planning and Daily Scrum Meetings. We conducted 34 semi-structuredinterviews and 18 observations across four agile teams. Our findings show that a rational decision-making process is sometimes followed in the Sprint Planning and Daily Scrum Meetings and that three factors can influence the rational decisionmaking process: sprint duration, experience and resource availability. Additionally, decisions are not always made in a collaborative manner by team members. This research contributes to the decisionmaking literature and project management literature by highlighting difficulties pertinent to decision-making in agile teams.

Against the backdrop of the growing adoption of Kanban in a variety of software development domains, this paper reports on how a Systems Thinking approach was used to implement Kanban within a business unit of a government organization. Based on an in‐depth case study in the development organization, we describe how Kanban practices such as visualization, manage flow, classes of service, and board design were implemented. Stages in the double diamond design thinking process of exploring an issue more widely (divergent thinking) and then taking focused action (convergent thinking) were incorporated to adapt Kanban practices such as board design. Positive experiences included improved visibility, improved collaboration, and improvements in lead time. Challenges included lack of team buy‐in, setting work‐in‐progress limits, and short‐term Kanban coach. We present the key lessons learned and offer practical recommendations on how teams can better produce knowledge work in today's fast‐paced dynamic business environment.

This study examines changing team cognition and cognitive artifact use as agile software development iterations progress to better understand team member interactions. The four case studies conducted observed the distributed cognition on the team changing from planning, managing, developing, and concluding tasks in iterations to deliver working functionality. Cognitive artifacts used throughout the iteration also changed. This study provides a clearer understanding of how and when team cognition and artifact use change as agile software development teams use artifacts to manage projects. Interactions between team members and artifacts move from individual to social interactions as the iteration progresses with frequent, short, continuous communication and interactions.

People tend to automatically mimic others. This tendency is so compelling that people will mimic the behavior of a nearby stranger with whom they are not even interacting (Chartrand & Bargh, 1999), and people are generally unaware that they are engaging in mimicry (Bavelas, Black, Lemery, & Mullett, 1986;Chartrand & Bargh, 1999). Much research has found that mimicry has many socially useful functions that help strengthen interpersonal bonds, such as increasing rapport, liking, empathy, and prosocial behavior (for review, see Chartrand & Lakin, 2013). Chartrand and Lakin (2013) highlight two recent themes in the mimicry literature: moderators that lead to more or less mimicry in a given situation, for example, social, motivational, and emotional factors; and downstream consequences of mimicry, for example, prosocial behavior, attitudes, and consumer preferences. Other research has examined what factors may increase mimicry of another person (

This research examines students' reactions to a contemporary simulation infused in the business communication curriculum. Results show that students indicated the experience helped them learn how to work better as a team, how to maintain composure, how the business world works, and how to improve their communication. Students also verified the validity of the simulation, stating that it prepared them for the business world by providing them with a challenging yet positive experience to demonstrate learned business communication principles. Details about the pedagogical framework of the business communication simulation and possible explanations and implications behind the findings are discussed.Finding a way to apply theoretical concepts to real-world situations via an interactive, experiential learning experience for students is a challenge academics face. With business communication having such a practical focus by nature, it is critical for students to apply business communication concepts to effectively learn these skills. For that