User Story Software Estimation:a Simplification of Software Estimation Model with Distributed Extreme Programming Estimation Technique

Software estimation is an area of software engineering concerned with the identification, classification and measurement of features of software that affect the cost of developing and sustaining computer programs [19]. Measuring the software through software estimation has purpose to know the complexity of the software, estimate the human resources, and get better visibility of execution and process model. There is a lot of software estimation that work sufficiently in certain conditions or step in software engineering for example measuring line of codes, function point, COCOMO, or use case points. This paper proposes another estimation technique called Distributed eXtreme Programming Estimation (DXP Estimation). DXP estimation provides a basic technique for the team that using eXtreme Programming method in onsite or distributed development. According to writer knowledge this is a first estimation technique that applied into agile method in eXtreme Programming

Toward a New Understanding of the Project Manager as a Mixing Value of Organizational Knowledge: A Case Study Approach

In the areas of Project Management and Knowledge Management, past and current literature have included studies on the project and project team levels, but a specific focus on the role of the Project Manager in managing knowledge within the team has not yet been explored. In order to add to the discussion and close the gap, this research illustrates how knowledge is created within the project team environment, and the specific role the Project Manager plays in the process. By combining a modified model of Nonaka’s SECI Knowledge Creation Theory and the role of the Project Manager, this research shows how PM’s act as a “mixing valve” in the flow of knowledge in a dynamic, multi-directional, process within the project team environment. By developing this view, this research contributes to the knowledge management literature by describing a more dynamic SECI Model of knowledge creation than previously discussed. It contributes to the project management literature by applying the SECI process model of knowledge creation to the field of project management, and the specific actions of the Project Manager when acting within the project team environment. By outlining these actions, this research identifies possibilities for future research in measuring knowledge creation

Optimizing Student Team Skill Development Using Evidence-Based Strategies

The critical importance of effective teamwork in engineering is widely recognized. Surprisingly, however, relatively little is known about how to develop teamwork skills in higher education classes, including what factors contribute to effective teamwork, their relative importance in a team\u27s overall performance, and the underlying individual and interpersonal dynamics. Increasing numbers of engineering instructors are adopting instructional practices relying on teamwork, yet many instructors simply form student teams and hope the members individually and collectively learn on their own how to work in teams and succeed in their task(s). Instructors do this because they do not have guidance for a better approach. This research project aims to address this gap in faculty knowledge. The empirical studies conducted as part of this project build on research in engineering education, cognitive psychology, social psychology, and other fields in a coordinated large-scale research project that will provide faculty with needed knowledge and tools to ensure that students learn team skills. The research team is conducting seven separate studies measuring the impact of teamwork training, experience working in teams, practice rating the teamwork of fictitious team members, and giving and receiving peer feedback. The research is measuring each of these effects in real teams on three learning outcomes: improved teamwork knowledge, improved ability to evaluate teamwork, and improved ability to function effectively in teams. These studies will result in practical recommendations for time-pressed faculty to implement

A new virtual team competence defining model

Virtual team members need to acquire specific competencies to ensure team success. In line with this, by establishing standards for selection the virtual team members can provide their successful performance that achieves organisational goals. The article focuses on a variety of factors that affect the professional competencies in virtual teams. It also suggests models for measuring such competencies. The authors also present an example of how the model may be applied. Namely, in case study this article focuses upon the capacities of a virtual organisation to form the project team the members of which will come from a virtual university, on the basis of knowledge and collaboration. Conclusion and recommendation are made for further research and improvements in this area

Assessment of the learning climate, basic psychological needs and perceived knowledge transfer in an active classroom

he thesis analyzes the impact of introducing active learning components by measuring the learning climate, basic psychological needs and perceived knowledge transfer of one course. This thesis has utilized the data obtained by the IMPACT team to evaluate the learning climate of the classroom with the evolution of the course by measuring the cognitive presence, learning presence and teaching presence in each of the semesters. The results of this study show the impact of the different elements of active learning in a classroom. The study of data over three semesters for one class is a model for other large intake foundational courses to show the impact of infusing various active learning elements into a course on its Learning Climate, Basic Psychological Needs and Perceived Knowledge Transfer

Is Role-play an effective Teaching approach to assist Tertiary students to Improve Teamwork Skills

Often student teams become dysfunctional as a result of inexperience and lack of prior knowledge. This exploratory study implements and evaluates a framework that attempts to scaffold teamwork skills through role-play activities. The review highlighted five essential teamwork skills that are supported with teaching materials. The results indicated that measuring change in team performance is difficult. However, the study showed that roleplay was an effective teaching approach and well received by the students

Effect of High-Fidelity Simulation on Medical Students' Knowledge about Advanced Life Support: A Randomized Study

High-fidelity simulation (HFS) is a learning method which has proven effective in medical education for technical and non-technical skills. However, its effectiveness for knowledge acquisition is less validated. We performed a randomized study with the primary aim of investigating whether HFS, in association with frontal lessons, would improve knowledge about advanced life support (ALS), in comparison to frontal lessons only among medical students. The secondary aims were to evaluate the effect of HFS on knowledge acquisition of different sections of ALS and personal knowledge perception. Participants answered a pre-test questionnaire consisting of a subjective (evaluating personal perception of knowledge) and an objective section (measuring level of knowledge) containing 100 questions about algorithms, technical skills, team working/early warning scores/communication strategies according to ALS guidelines. All students participated in 3 frontal lessons before being randomized in group S, undergoing a HFS session, and group C, receiving no further interventions. After 10 days from the end of each intervention, both groups answered a questionnaire (post-test) with the same subjective section but a different objective one. The overall number of correct answers of the post-test was significantly higher in group S (mean 74.1, SD 11.2) than in group C (mean 65.5, SD 14.3), p = 0.0017, 95% C.I. 3.34 - 13.9. A significantly higher number of correct answers was reported in group S than in group C for questions investigating knowledge of algorithms (p = 0.0001; 95% C.I 2.22-5.99) and team working/early warning scores/communication strategies (p = 0.0060; 95% C.I 1.13-6.53). Students in group S showed a significantly higher score in the post-test subjective section (p = 0.0074). A lower proportion of students in group S confirmed their perception of knowledge compared to group C (p = 0.0079). HFS showed a beneficial effect on knowledge of ALS among medical students, especially for notions of algorithms and team working/early warning scores/communication

Do we all agree? A mixed-methods study of the impact of climate strength on psychological safety, team learning, and team performance

The majority of today’s organizations rely on teamwork to drive innovation and achieve success. Evidence suggests that two constructs—psychological safety and team learning behavior—demonstrate significant predictive power on performance. Existing research posits that the more psychologically safe a team feels, the more it can learn, which enhances its performance. While organizational literature has established links among psychological safety, team learning, and team performance, the conditions under which these relationships are enhanced or diminished are less clear. Recent studies indicate that climate strength is a factor that significantly influences the relationship between climate variables and outcomes. Climate strength refers to the degree of consensus of individuals’ perceptions of aspect of a climate, such as psychological safety. When a climate is strong, team members tend to agree on their perceptions of the climate. When climate is weak, team members tend to hold divergent perspectives of the climate. A knowledge gap exists regarding the moderating role of psychological safety (PS) climate strength on psychological safety, team learning, and team performance. In addition, little is known about the factors that affect PS climate strength in a team. This study addressed these issues by employing an explanatory sequential mixed-methods approach at a multinational technology company. In the first phase, 94 individuals from 22 teams responded to a 40-item survey measuring the four dimensions in this study. In the second phase, 22 team members from three teams participated in interviews. Findings revealed that higher levels of psychological safety generated increased team learning behavior, which led to greater team performance. When teams had strong climates, they were more likely to exhibit higher learning behavior. When teams had weak climates, team learning behavior became less predictable. In addition, the findings led to the development of a model that illustrates five nested dimensions of influence on psychological safety climate strength. Despite a number of limitations, this study’s findings contribute to our knowledge of the significance of psychological safety climate strength, and they provide a model for scholars and practitioners to understand the factors that inhibit and enhance psychological safety, and ultimately, lead teams that thrive