Software development is a dynamic process and is characterized by change. Software projects often begin with unclear, ambiguous, and incomplete requirements which give rise to intrinsic volatility. Constant change in requirements is one of the main causes of software defects and a major issue faced by the software industry. This paper describes the findings of our research-based study that investigates the impact of both the pre-release and post-release requirements changes on overall defects by defining measures, collecting data against those measures and analyzing the collected data through statistical techniques. Our findings, based on industry data from 4 software projects consisting of 30 releases, all in ecommerce domain, indicate that there is a significant relationship between pre/post release change requests initiated by the client and software defects. In addition, our data analysis indicates that changes in the design of the system at the later stages of software development i.e., during coding, testing and after release have a significant impact on the high severity defects that affect the major functionality of the system. Also, we found that insufficient time spent on the design phase and inadequate communication with the client could be some of the causes of requirements changes and consequently software defects.
The falling learning outcome is one of the major challenges faced by most of the educational systems. Adaptive educational systems (AESs) are viewed as catalyst to reinforce learning. Several AESs have been developed considering only single aspect of learners, for example, learning styles. The impact of learning style-based AESs in terms of improving learning outcomes is still unclear. In this study, an adaptive learning system is being proposed considering combination of multiple sources of personalization such as learning styles, working memory capacity, and prior knowledge. An experiment was conducted using sample size of 184 students to assess the impact of proposed approach in comparison to traditional classroom teaching and learning. The student sample was equally divided into control and experimental groups. Both groups further consisted of subgroups formed on the basis of their cognitive and noncognitive characteristics, identified using standardized tools. The experimental subgroups learned the subject contents with proposed adaptive learning system, whereas control subgroups learned in traditional classroom environment. The results revealed that the participants of experimental subgroups exhibit significantly better learning performance than their counterparts of control subgroups.
increase productivity 3 by 65% (Jones, 2000). Lamsweerde (2000) conducted a survey of more than 8,000 projects from 350 U.S. companies and revealed that one third of the projects were never completed and one half succeeded only partially; that is, with partial functionalities, major cost overruns, and significant delays. When asked about the causes of such failures, executive managers identified poor requirements as the major source of problems (about half of the responses)-more specifically, lack of user involvement (13%), requirements incompleteness (12%), changing requirements (11%), unrealistic expectations (6%), and unclear objectives (5%).
Effective communication at work places contributes significantly towards the performance of employees. It gives rise to enhanced job satisfaction, a good feeling of personal accomplishment and increased productivity. In this paper we have investigated the factors (related to team communication) that have a significant influence on job satisfaction. For this study, 23 factors that could possibly affect job satisfaction are taken into consideration. These factors were grouped into categories like working environment, duration of service, personal communication terms, performance feedback, horizontal, vertical and formal communication. Our findings, based on the statistical analysis of industry data, indicate that working environment, quality work, performance appraisals and clarity of information provided by project managers to team members are the factors that positively contribute towards job satisfaction.communication that focuses on improving interpersonal skills of all organizational members. Inter-organizational communication can be further categorized as: 1. Formal Communication -a traditional communication approach in which project managers or top personnel of an organization formally direct work related instructions to the employees. 2. Informal Communication -includes interpersonal communications among all the employees of an organization. Morale boosting activities, luncheons and sports are some of the informal communication activities. Most researchers conclude that informal and dynamic communication within teams help in boosting up morale, improve productivity and increased job satisfaction [12]. 3. Vertical Communication -occurs between hierarchically positioned persons and can involve both downward and upward communication flows. Downward communication is more prevalent than upward communication. Studies have shown that downward communication is most effective if top managers communicate directly with immediate supervisors and immediate supervisors communicate with their staff [2].
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